Date Rape and Date Rape Drugs Assignment Example | Topics and Well Written Essays - 1500 words - 1

Date Rape and Date Rape Drugs - Assignment Example The UCR was introducedin 1929. This Part I or Crime Index offenses include vicious murder, non-negligent manslaughter, forcible rape, robbery and aggravated assault. Included in the index crime offenses are property crimes, which include burglary, arson and motor theft. Part II offences include sexual offenses (excluding rape), vandalism and offenses against the family. The UCR statistic on rape collects information on the number of female victims involved in forcible rape incidences ((Doerner & Lab, 2012). The NCVS, an abbreviation for National Crime Victimization Survey, is a surveywhich interviews victims of crime about their experiences. The NCVS was introduced in the 1960s to complement the UCR. NVCS surveys gather crime specific information such as when and where the crime happened, the weapon used and victim-offender relationship. NVCS covers 7 counts of crime in two categories namely personal crimes and household crimes. Personal crimes include rape, sexual assault, robbery and aggravated assault.The NVCS statistics on rape covers both male and female victims (Doerner & Lab, 2012). The UCR greatest strength is that it is easily available as it is a primary source of crime estimates. The UCR statistics report is a summary of all reported cases of crimeto law enforcement agencies. The UCR captures a lot of information on index crimes, both in terms of arrest and reports. Secondly, the UCR introduces a common metric for measuring crime in the US states. The FBI division of crime as personal and property offenses does not apply to states statutes and codes. The UCR offers a uniform measure for the 50 US states. Lastly, the UCR is continuous as new crimes are collected all the time through law enforcement offices, unlike the NVCS which requires support systems. However, the UCR has serious shortcomings. First of all, it only accounts for police reported crimes. This is a major setback as there

Education of respondents Essay Example for Free

Education of respondents Essay The above table shows that there are thirteen respondents belong to the High School Highest Educational Attainment level. This group represents sixty five percent of the entire respondent population. This group level is ranked 1 in the above table based on their percentage. Also, there are five respondents belonging to the College level. This group represents twenty five percent of the entire respondent population. This group level is ranked 2 in the above table based on their percentage. Also, there are two respondents belonging to the Masters level. This group represents ten percent of the entire respondent population. This group level is ranked 3 in the above table based on their percentage. There are more respondents belonging to the High School Highest Educational Attainment level. 4. 4. Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Age, Gender and Highest Educational Attainment. 4. 4. 1 Age Table 4 ANOVA Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Age. REALITY Sum of Squares Df Mean Square F Sig. Between Groups . 806 3 . 269 . 184 . 906 Within Groups 23. 394 16 1. 462 Total 24. 200 19 Critical value 2. 353 As for the survey question Is Beloved Novel Real (or Fiction)? In terms of age, the degree of freedom is 3 and the computed F is 0. 184 with a significance of . 906. The critical value is 2. 353. There is no significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms reality of the Beloved novel. 4. 4. 2 Gender Table 5 ANOVA Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Gender. REALITY Sum of Squares df Mean Square F Sig. Between Groups . 010 1 . 010 . 007 . 934 Within Groups 24. 190 18 1. 344 Total 24. 200 19 Critical value 6. 314 As for the survey question Do slave mothers in Beloved have to right to own their children? , In terms of gender, the degree of freedom is 1 and the computed F is . 007 with a significance of 0. 934. The critical value is 6. 314. There is no significant difference between the respondents in terms of the reality of the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the reality of the Beloved novel. 4. 4. 3 Highest Educational Attainment Table 6 ANOVA Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Highest Educational Attainment. REALITY Sum of Squares df Mean Square F Sig. Between Groups . 131 2 . 065 . 046 . 955 Within Groups 24. 069 17 1. 416 Total 24. 200 19 Critical value 2. 920 As for the survey question Is Beloved Novel Real (or Fiction)? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is . 046 with a significance of 0. 955. The critical value is 2. 920. There is no significant difference between the respondents in terms of the reality of the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms highest Educational Attainment in the Beloved Novel. 4. 5. Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Age, Gender and Highest Educational Attainment. 4. 5. 1 Age Table 7 ANOVA Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Age. LIFE Sum of Squares df Mean Square F Sig. Between Groups 2. 564 3 . 855 2. 124 . 137 Within Groups 6. 436 16 . 402 Total 9. 000 19 Critical value 2. 353 As for the survey question Is slave life harsh in Beloved? , In terms of age, the degree of freedom is 3 and the computed F is 2. 124 with a significance of . 137. The critical value is 2. 353. There is no significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the levels in terms harshness of slave life in the Beloved novel. 4. 5. 2 Gender Table 8 ANOVA Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Gender. LIFE Sum of Squares df Mean Square F Sig. Between Groups . 238 1 . 238 . 489 . 493 Within Groups 8. 762 18 . 487 Total 9. 000 19 Critical value 6. 314 As for the survey question Is slave life harsh in Beloved? , In terms of gender, the degree of freedom is 1 and the computed F is . 238 with a significance of 0. 493. The critical value is 6. 314. There is no significant difference between the respondents in terms of the harshness of slave life in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the harshness of slave life in the Beloved novel. 4. 5. 3 Highest Educational Attainment Table 9 ANOVA Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Highest Educational Attainment. LIFE Sum of Squares df Mean Square F Sig. Between Groups . 969 2 . 485 1. 026 . 380 Within Groups 8. 031 17 . 472 Total 9. 000 19 Critical value 2. 920 As for the survey question Is slave life harsh in Beloved? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 026 with a significance of 0. 380. The critical value is 2. 920. There is no significant difference between the respondents in terms of the harshness of slave life in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms harshness of slave life in the Beloved Novel. 4. 6. Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Age, Gender and Highest Educational Attainment. 4. 6. 1 Age Table 10 ANOVA Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Age. SUFFERIN Sum of Squares df Mean Square F Sig. Between Groups . 206 3 . 069 . 239 . 868 Within Groups 4. 594 16 . 287 Total 4. 800 19 Critical value 2. 353 As for the survey question How did Sethe feel about her motherly suffering? , In terms of age, the degree of freedom is 3 and the computed F is . 239 with a significance of . 868. The critical value is 2. 353. There is no significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of how Sethe felt about her motherly suffering in the Beloved novel. 4. 6. 2 Gender Table 11 ANOVA Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Gender. SUFFERIN Sum of Squares Df Mean Square F Sig. Between Groups . 086 1 . 086 . 327 . 574 Within Groups 4. 714 18 . 262 Total 4. 800 19 Critical value 6. 314 As for the survey question How did Sethe feel about her motherly suffering? , In terms of gender, the degree of freedom is 1 and the computed F is . 327 with a significance of 0. 574. The critical value is 6. 314. There is no significant difference between the respondents in terms of the how Sethe feels about her motherly suffering in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of how Sethe feels about her motherly suffering in the Beloved Novel. 4. 6. 3 Highest Educational Attainment Table 12 ANOVA Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according Highest Educational Attainment. SUFFERIN Sum of Squares df Mean Square F Sig. Between Groups . 369 2 . 185 . 708 . 506 Within Groups 4. 431 17 . 261 Total 4. 800 19 Critical value 2. 920 As for the survey question How did Sethe feel about her motherly suffering? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 026 with a significance of 0. 380. The critical value is 2. 920. There is no significant difference between the respondents in terms of the harshness of slave life in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms harshness of slave life in the Beloved Novel. 4. 7. Significant difference between the respondents’ determination on the reality of Mother Baby Snuggs Freedom when grouped according to Age, Gender and Highest Educational Attainment. 4. 7. 1 Age Table 13 ANOVA Significant difference between the respondents’ determination on the reality of Mother Baby Snuggs Freedom when grouped according to Age. FREEDOM Sum of Squares df Mean Square F Sig. Between Groups 5. 333 3 1. 778 1. 255 . 323 Within Groups 22. 667 16 1. 417 Total 28. 000 19 Critical value 2. 353 As for the survey question Is Mother Baby Snuggs Freedom real? , In terms of age, the degree of freedom is 3 and the computed F is 1. 255 with a significance of . 323. The critical value is 2. 353. There is no significant difference between the respondents’ determination on the reality of Mother Baby Snuggs Freedom when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the reality of Mother Baby Snuggs Freedom in the Beloved novel. 4. 7. 2 Gender Table 14 ANOVA Significant difference between the respondents’ determination on the reality of Mother Baby Snuggs Freedom when grouped according to Gender. FREEDOM Sum of Squares Df Mean Square F Sig. Between Groups . 952 1 . 952 . 634 . 436 Within Groups 27. 048 18 1. 503 Total 28. 000 19 Critical value 6. 314 As for the survey question Is Mother Baby Snuggs Freedom real? , In terms of gender, the degree of freedom is 1 and the computed F is . 634 with a significance of 0. 436. The critical value is 6. 314. There is no significant difference between the respondents in terms of Mother Baby Snugg’s Freedom reality in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of Mother Baby Snugg’s Freedom reality in the Beloved Novel. 4. 7. 3 Highest Educational Attainment Table 15 ANOVA Significant difference between the respondents’ determination on the reality of Mother Baby Snuggs Freedom when grouped according to Highest Educational Attainment. FREEDOM Sum of Squares df Mean Square F Sig. Between Groups 2. 608 2 1. 304 . 873 . 436 Within Groups 25. 392 17 1. 494 Total 28. 000 19 Critical value 2. 920 As for the survey question Is Mother Baby Snuggs Freedom real? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is . 873 with a significance of 0. 436. The critical value is 2. 920. There is no significant difference between the respondents in terms of the reality of Mother Baby Snugg’s freedom reality in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms the reality of Mother Baby Snugg’s freedom reality in the Beloved Novel. 4. 8. Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Age, Gender and Highest Educational Attainment. 4. 8. 1 Age Table 16 ANOVA Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Age. LOVE Sum of Squares df Mean Square F Sig. Between Groups 13. 722 3 4. 574 2. 550 . 095 Within Groups 26. 909 15 1. 794 Total 40. 632 18 Critical value 2. 353 As for the survey question Do Women Slaves in Beloved have the right to love? , In terms of age, the degree of freedom is 3 and the computed F is 2. 55 with a significance of . 095. The critical value is 2. 353. This question is in relation to the right of the owners to rape their slaves. There is a significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Age because the computed F value is higher than the critical value. Therefore, the respondents with different age levels have the different levels in terms of the right of woman slaves to love in the Beloved novel. 4. 8. 2 Gender Table 17 ANOVA Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Gender. LOVE Sum of Squares df Mean Square F Sig. Between Groups 1. 555 1 1. 555 . 676 . 422 Within Groups 39. 077 17 2. 299 Total 40. 632 18 Critical value 6. 314 As for the survey question Do Women Slaves in Beloved have the right to love? , In terms of gender, the degree of freedom is 1 and the computed F is . 676 with a significance of 0. 422. The critical value is 6. 314. This question is in relation to the right of the owners to rape their slaves. There is no significant difference between the respondents in terms of the right of women slaves to fall in love in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the right of women slaves to fall in love in the Beloved Novel. 4. 8. 3 Highest Educational Attainment Table 18 ANOVA Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to highest educational attainment. LOVE Sum of Squares Df Mean Square F Sig. Between Groups 4. 515 2 2. 257 1. 000 . 390 Within Groups 36. 117 16 2. 257 Total 40. 632 18 Critical value 2. 920 As for the survey question Do Women Slaves in Beloved have the right to love? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 000 with a significance of 0. 390. The critical value is 2. 920. This question is in relation to the right of the owners to rape their slaves. There is no significant difference between the respondents in terms of the right of woman slaves to love in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms the right of woman slaves to love in the Beloved Novel. 4. 9. Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Age, Gender and Highest Educational Attainment. 4. 9. 1 Age Table 19 ANOVA Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Age. CHILDREN Sum of Squares df Mean Square F Sig. Between Groups 2. 207 3 . 736 . 402 . 754 Within Groups 27. 477 15 1. 832 Total 29. 684 18 Critical value 2. 353 As for the survey question Do slave mothers in Beloved have to right to own their children? , In terms of age, the degree of freedom is 3 and the computed F is . 402 with a significance of 0. 754. The critical value is 2. 353. There is no significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the right of slave mothers to own their children in the Beloved novel. 4. 9. 2 Gender Table 20 ANOVA Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Gender. CHILDREN Sum of Squares df Mean Square F Sig. Between Groups . 492 1 . 492 . 286 . 599 Within Groups 29. 192 17 1. 717 Total 29. 684 18 Critical value 6. 314 As for the survey question Do slave mothers in Beloved have to right to own their children? , In terms of gender, the degree of freedom is 1 and the computed F is . 286 with a significance of 0. 599. The critical value is 6. 314. There is no significant difference between the respondents in terms of slave mothers’ right to own their children in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms slave mothers’ right to own their children in the Beloved Novel. 4. 9. 3 Highest Educational Attainment Table 21 ANOVA Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Highest Educational Attainment. CHILDREN Sum of Squares df Mean Square F Sig. Between Groups 3. 568 2 1. 784 1. 093 . 359 Within Groups 26. 117 16 1. 632 Total 29. 684 18 Critical value 2. 920 As for the survey question Do slave mothers in Beloved have to right to own their children? In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 093 with a significance of 0. 359. The critical value is 2. 920. There is no significant difference between the respondents in terms of the right of slave mothers to own their children in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms the right of slave mothers to own their children.

Best Practice Coaching in Modern Sporting

Best Practice Coaching in Modern Sporting Contents (Jump to) Introduction Principles and best practice in coaching The effectiveness of different styles of coaching in different contexts How models of coaching can help practitioners Conclusion References Introduction Sport, as a physical education concept, is governed exclusively by principles, rules and regulations. More than any other form of education, ethics dominate the culture of sport. Indeed, in an era dominated by the breakdown of rules and regulations and the increasing emphasis upon the needs of the individual over the collective, sport can in some ways be seen as the last bastion of the team ethic, helping to infuse in people a sense of belonging and of togetherness. For this reason, the ideal of best practice is a highly important contemporary topic one whose measure can be meted out in the fact tat the business community in the twenty first century is looking with increasing respect at the achievement of high‑achieving sports coaches such as Sir Alec Ferguson in order to create a model for success within their own corporate teams. The following essay seeks to look at the ways in which these principles pertaining to best practice can best be applied in a variety of modern spor ting contexts. Principles and best practice in coaching The ideal of sport has changed markedly in the past fifteen to twenty years (Polley, 1998)[1]. What was once seen as leisure and/or a recreational activity is now viewed primarily as a vehicle through which one can instigate deep-seated cultural and societal change. This is especially true in the UK which has a particularly insipid connection to sport with a variety of games considered endemic in British society; indeed, many of the most popular sports in the world were played first in Britain and their governing bodies still reside within British state borders. As a result, as Dawn Penney (2000:59) declares, sport, society and equity are interlinked to a degree that has only very recently been acknowledged by academic, specifically sociological, study. â€Å"Physical education and sport are part of our social and cultural worlds. The relationship is dynamic, with the policies and practices of physical education reflecting, but also clearly shaping (reproducing and/or challenging), the values and interests of broader society.†[2] It is for this reason that the concept of ‘best practice’ has attained a new level of significance in recent years relating specifically to the adoption of the finest possible academic, psychological and ethical procedures especially with regards to children and young people so as to prepare them mentally and physically for the multiple demands of adult life whether this be in a sporting or non‑sporting context. ‘Best practice’ utilises research conducted primarily between the years 1950 to 1980 with the implementation of these strategies taking place over the past thirty years. It is a wholly recent phenomenon and, as such, is lacking in some areas of research compared to other fields of sociological study. However, in the twenty first century the amount of attention devoted to the subject is likely to increase with the dual spectre of globalisation and commercialisation making sports a highly lucrative hub of activity. The principles governing the concept of ‘best practice’ are centred upon the twin aims of forging a common sense of unity and teamwork within a group of players and at the same time to nurture individual skill and flair on a one-to-one basis so that the more gifted players’ skills are honed without neglecting the primacy of the team as the over-riding ethos of ‘best practice’. This essential dualism which resides at the epicentre of ‘best practice’ coaching concepts is inherently affected by the evolution of sports players as they grow up. For instance, young players (aged six to ten years old) are much more inclined to gravitate towards the individual element of sports and competition with the group dynamic coming at a later age (developing primarily between the ages of twelve and sixteen). For this reason, there is no ‘best way’ to ‘best practice’; no right or wrong. Rather, there is a great exchange of fluidit y between concepts, principles and practices that should be implemented on an individual basis. This is as true of coaching adults (clients) as it is of coaching youngsters where Jennifer Rogers (2007:7-10)[3] has outlined six core principles that ‘define’ the role of the coach in the modern era. These are: The client is resourceful (the coach’s sole aim is to work with the client to achieve all of their potential – as defined by the client). The coach’s role is to spring loose the client’s resourcefulness. Coaching addressing the whole person: past, present and future. The client sets the agenda. The coach and the client are equals. Coaching is about change and action. The common denominator outlined by Rogers is that coaching is always triggered by change – be it a change in age, in circumstance, in style or technique. Furthermore, because change is the currency in which the coach does business, there is bound to be wildly fluctuating styles of coaching that fit wildly different social and cultural contexts and it is towards these different styles and contexts that attention must now be turned. The effectiveness of different styles of coaching in different contexts It has been shown that the evolution of young people greatly affects the implementation of coaching methods pertaining to the precarious balance between coaching the individual and the group dynamic. This is necessarily dependent on the kind of sport being coached: team sports such as football require a dedication to the team ethic while sports such as tennis and golf stress the individual element of competition. Sports such as cricket combine the team ethic with a heavy emphasis upon individual ability, certainly with regards to batting, which is a very solitary skill that requires intensive levels of concentration and individualism (Palmer, 1999)[4]. Thus, in the first instance, effective coaching requires the practitioner to tailor his or her coaching style to the sport in question and then to further tailor these coaching techniques to the age group of the team or individual being coached. This inherent diversity in coaching styles is also true of the economic context of coaching adults. Certain sports require greater levels of economic participation than others. Golf, for example, is an expensive sport that demands that the participant is well funded so as to purchase the necessary equipment such as clubs, bags, clothing and, most importantly, membership to a golf club. The same can be said of tennis and cricket where the equipment is a vital part of the ultimate success or failure of the technique of the client in question. Economic context is also important with regards to the psychological element of coaching with the social, cultural and political problems of urban poverty playing an important part in the types of coaching techniques which are likely to yield the best results from any given demographic. There can be no doubt that a coaching style employed for a group of middle class practitioners with free access to capital, time and resources is going to be marke dly different from the kind of coaching style deployed for children and adults who do not have access to the same luxuries and who therefore are going to respond to different coaching techniques. Economic context, demographic context and age context are further compounded by the increasingly common problem of multiculturalism and, specifically, globalisation, which has obvious consequences for teachers, mentors and coaches operating at all levels of society throughout the UK. When one thinks, for instance, of the impact of language upon coaching (relaying tactics, pointing out areas of strength and weakness, and, most significantly, attempting to instil a team ethic) one can see the extent to which the role of the coach is inexorably intertwined with the fate of mass movement of peoples across the planet in the twenty first century. As Jones (1997:27) declares, â€Å"there is no more important task within the wider coaching process than that of communication.†[5] Bains and Patel (1994) have long pointed out the blatant under‑representation of Asians playing professional football in England despite some areas in the Midlands and the North-West of England having u rban areas with a higher than 50% ratio of ethnic communities. â€Å"Recent Sport England national statistics confirmed that people of South Asian origin have markedly lower participation rates than other minorities or the indigenous population.† (Collins, 2003:75)[6] This anomaly with regards to the high numbers of Asians living in modern Britain and the disproportionately small number of Asians playing football, it has been argued, is due to coaches indulging in outmoded stereotyping when it comes to coaching players from the Asian community. Asians are still seen as primarily academic achievers over sports players and where they are perceived as sports players they are still pigeon‑holed in typical Asian images of cricket players; rarely are they ever seen as potential professional footballers. Likewise black players are still seen as primarily quick, powerful players; rarely, the tactical brains or the spiritual heartbeat of the side. This cultural element to sports coaching is exacerbated by the historical gender divide between males and females in a sporting context. Here, just as with ethnic people, stereotypes remain the dominant coaching paradigm. Girls and women are expected to play traditionally female sports such as netball, hockey, lacrosse, swimming and tennis. This, however, is in direct opposition to the growing numbers of women playing traditionally male‑dominated sports such as rugby, cricket and football with the latter in particular experiencing a veritable boom in female interest since the beginning of the 1990s. â€Å"A generation ago, sport was a core, patriarchal institution in a larger, contested gender order. Now, with the dramatic growth of girls’ and women’s athletics participation, sport no longer simply or unambiguously plays this reactionary role in gender relations. Sport is now more internally contested.† (2002 introduction xxii)[7] It is, in the final analysis, up to the sports coach to take each of these mitigating factors and contexts into account so that the practitioner is able to coach skills and techniques that are relevant to the contemporary era as opposed to perpetuating anachronistic stereotypes that do little to advance civilised society in both a sporting and non‑sporting context. How models of coaching can help practitioners Studying different models of coaching represents the scientific element of sports mentoring whereby the student and practitioner can attempt to explain the essence and purpose of coaching via the development of models (Fairs, 1987:17-19)[8]. It can be separated into two distinct camps: the ‘of’ coaching camp and the ‘for’ coaching camp. Models ‘of’ coaching are based upon empirical research investigating best practice while the ‘for’ coaching models are idealistic representations that arise from attempts to identify a concrete set of assumptions about the coaching process. The majority of practitioners tend to employ a symbiosis of the two models incorporating an ‘of’ and ‘for’ model of best practice. In this way, empirical data can be used in a realistic setting that takes into account the age, skills and other contexts that affect the coaching process. However, these two models of coaching underline the e xtent to which academia and intellectual analysis has come to dominate the empirical study of sports performance when in fact the first hand experience of established practitioners ought to form the basis of all models of coaching sports. The difference, essentially, comes down to one of theory and practice with the concept of ‘expertise’ necessarily clouded by the arguments of the academics and the professionals respectively. Once again, though, the individual element of the coaching process must be highlighted so as to reflect the inherent complexity that takes place within the field of sports with vastly differing levels of skill and ability being matched by the vastly different psychological reactions to slumps in form and technique. It is, ultimately, up to the national governing sports bodies to ensure that the primacy of holistic coaching practice does not become relegated at the expense of literature, theory and academia (Lyle, 1999:1-24).[9] For this reason, organisations such as Sport England have been established by the central government in a bid to impose a centralise model for sports development on regionalised sports bodies so as to directly influence and aid practitioners. The primary model deployed by Sport England is the â€Å"traditional sports development continuum† – a pyramid which locates foundation as the core, base value followed in hierarchical terms by participation, performance and, finally, excellence (Bramhan et al, 1999:3). This generic model is dovetailed by more advanced models for practitioners to use with athletes at a professional or elite stage in their sports. As is so often the case it is the Australians who represent the pinnacle of academic research into the coaching process with the revolutionary ‘Old Way, New Way’ technique correction model offering an intensive ‘one session’ approach to the problem of proven performers suffering seemingly inexplicable dips in form and technique with the case of Australian fast bowler Jason Gillespie standing tall as the most prominent example of therapeutic success achieved via sports practitioners embracing new means of solving old problems. ‘Old Way, New Way’ is consequently a manifestation of the much sought after collaboration between academic researchers and sports practitioners which works on a psychological as well as a physical level in a bid to continue the sportsperson’s quest for skill development and continuous technical improvement. Conclusion There has never been so much research dedicated towards the practice of sports, sports psychology and best practice in sports coaching the likes of which has been witnessed in the past decade. This has served to help to transport sport from a marginalised recreational activity to a mainstream study of human behaviour and psychical endurance. Furthermore, bearing in mind the increased proliferation of televised sports across the global media apparatus, the vastly increased participation of women in sports in the contemporary era and the shift in focus at a governmental level towards much improved health and physical exercise resources, this level of research is only likely to be elevated in the years and decades to come. Thus, ultimately, the models, contexts and best practices outlined herein require constant updating so as to keep up with the unprecedented rate of change taking place within the global sports coaching community. References Bramhan, P., Hylton, K., Jackson, D. and Nesti, M. (1999) Introduction, in, Bramhan, P., Hylton, K., Jackson, D. and Nesti, M (Eds.) Sport Development: Policy, Process and Practice London and New York: Routledge Collins, M.F. (2003), Social Exclusion from Sport and Leisure, quoted in, Houlihan, B. (Ed.) Sport and Society: a Student Introduction London: SAGE Fairs, J. (1987) The Coaching Process: The Essence of Coaching, in, Sports Coach Journal, Volume 11, Number 1 Jones, R.L. (1997) Effective Instructional Coaching Behaviour: A Review of Literature, in, International Journal of Physical Education, Volume, 24, Number 1 Lyle, J.W.B. (1999) The Coaching Process: Principles and Practice, in, Cross, N. and Lyle, J.W.B. (Eds.) The Coaching Process: Principles and Practice for Sport Oxford: Butterworth-Heinemann Messner, M.A. (2002), Taking the Field: Women, Men and Sports Minneapolis and  London: University of Minnesota Press Palmer, G.V. (1999) Cricket Coachmaster: Batting Mechanics London: Gary Palmer Penney, D. (2000) Physical Education: In what and who’s Interests? , in, Jones, R.L. and Armour, K.M. (Eds.) Sociology of Sport: Theory and Practice London and New York: Longman Polley, M. (1998) Moving the Goalposts: A History of Sport and Society since 1945 London and New York: Routledge Rogers, J. (2007) Coaching Skills Buckingham: Open University Press 1 Footnotes [1] Polley, M. (1998) Moving the Goalposts: A History of Sport and Society since 1945 London and New York: Routledge [2] Penney, D. (2000) Physical Education: In what and who’s Interests? , in, Jones, R.L. and Armour, K.M. (Eds.) Sociology of Sport: Theory and Practice London and New York: Longman [3] Rogers, J. (2007) Coaching Skills Buckingham: Open University Press [4] Palmer, G.V. (1999) Cricket Coachmaster: Batting Mechanics London: Gary Palmer [5] Jones, R.L. (1997) Effective Instructional Coaching Behaviour: A Review of Literature, in, International Journal of Physical Education, Volume, 24, Number 1 [6] Collins, M.F. (2003), Social Exclusion from Sport and Leisure, quoted in, Houlihan, B. (Ed.) Sport and Society: a Student Introduction London: SAGE [7] Messner, M.A. (2002), Taking the Field: Women, Men and Sports Minneapolis and  London: University of Minnesota Press [8] Fairs, J. (1987) The Coaching Process: The Essence of Coaching, in, Sports Coach Journal, Volume 11, Number 1 [9] Lyle, J.W.B. (1999) The Coaching Process: Principles and Practice, in, Cross, N. and Lyle, J.W.B. (Eds.) The Coaching Process: Principles and Practice for Sport Oxford: Butterworth-Heinemann

The Characters of Molières The Misanthrope Essay -- Molières Misanth

The Characters of Molià ¨re's The Misanthrope The characters in Molià ¨re's The Misanthrope inhabit a world different from that of many of the playwright's other works: we are viewing the actions of people at the very top of the social ladder of 17th-century France. For example, the foppish Acaste and Clitandre, who come into Cà ©limà ¨ne's house in the second act, are marquesses, the second-highest rank one can hold in the country. They can spend most of the day with Cà ©limà ¨ne, if they so choose, for their only remaining duty at court is to attend the coucher of Louis XIV, the formal going-to-bed ceremony of the king, to which only the highest members of the court were invited to attend. The characters of The Misanthrope own estates, hold power, and are immensely wealthy. They are not the bourgeois household of Tartuffe, they are not members of the upper-middle class--they are the court. Through Alceste, the misanthrope of the title, Molià ¨re mocks and attacks the behavior of the highest level of his society. But Alceste is no Tartuffe, censuring those about him, while giving the appearance of a puritan, set apart from society. No, Alceste, himself an owner of estates, yearns to be accepted by the very society he condemns, and that was seen from the first in the costume which Molià ¨re wore when he played Alceste, a costume that represents the latest fashion--expensive, tasteful, and stylish. We do not know much about this costume from the script, other than it is adorned with green ribbons. We know what Alceste wore--at least in the first productions--from an inventory of Molià ¨re's effects, made after his death: Item, another box where one finds the costumes for the presentation of Le misanthrope consisting of breeches an... ... wearing a curved-brimmed hat, fashionable shoes, and richly embroidered, highly fashionable justaucorps. It was (and is) an Alceste as hypocritical as the society he condemns for hypocrisy, a "supremely paradoxical creature," as David Whitton has called Alceste: "a fish which cannot abide water, nor live out of water." Works Cited Dock, Stephen V. "Authentic Costuming for Tartuffe and Le misanthrope." Approaches to Teaching Molià ¨re's Tartuffe and Other Plays. Ed. James F. Gaines and Michael S. Koppisch. New York: MLA, 1995. 117-36. Lawrenson, Tom. "The Wearing o' the Green: Yet Another Look at Ôl'Homme aux Rubans Verts.'" Molià ¨re: Stage and Study. Essays in Honour of W. G. Moore. Ed. W. D. Howarth and Merlin Thomas. Oxford; Clarendon, 1973. 163-69. Whitton, David. Molià ¨re: Le Misanthrope. Glasgow: U of Glasgow French and German Publications, 1991. The Characters of Molià ¨re's The Misanthrope Essay -- Molià ¨re's Misanth The Characters of Molià ¨re's The Misanthrope The characters in Molià ¨re's The Misanthrope inhabit a world different from that of many of the playwright's other works: we are viewing the actions of people at the very top of the social ladder of 17th-century France. For example, the foppish Acaste and Clitandre, who come into Cà ©limà ¨ne's house in the second act, are marquesses, the second-highest rank one can hold in the country. They can spend most of the day with Cà ©limà ¨ne, if they so choose, for their only remaining duty at court is to attend the coucher of Louis XIV, the formal going-to-bed ceremony of the king, to which only the highest members of the court were invited to attend. The characters of The Misanthrope own estates, hold power, and are immensely wealthy. They are not the bourgeois household of Tartuffe, they are not members of the upper-middle class--they are the court. Through Alceste, the misanthrope of the title, Molià ¨re mocks and attacks the behavior of the highest level of his society. But Alceste is no Tartuffe, censuring those about him, while giving the appearance of a puritan, set apart from society. No, Alceste, himself an owner of estates, yearns to be accepted by the very society he condemns, and that was seen from the first in the costume which Molià ¨re wore when he played Alceste, a costume that represents the latest fashion--expensive, tasteful, and stylish. We do not know much about this costume from the script, other than it is adorned with green ribbons. We know what Alceste wore--at least in the first productions--from an inventory of Molià ¨re's effects, made after his death: Item, another box where one finds the costumes for the presentation of Le misanthrope consisting of breeches an... ... wearing a curved-brimmed hat, fashionable shoes, and richly embroidered, highly fashionable justaucorps. It was (and is) an Alceste as hypocritical as the society he condemns for hypocrisy, a "supremely paradoxical creature," as David Whitton has called Alceste: "a fish which cannot abide water, nor live out of water." Works Cited Dock, Stephen V. "Authentic Costuming for Tartuffe and Le misanthrope." Approaches to Teaching Molià ¨re's Tartuffe and Other Plays. Ed. James F. Gaines and Michael S. Koppisch. New York: MLA, 1995. 117-36. Lawrenson, Tom. "The Wearing o' the Green: Yet Another Look at Ôl'Homme aux Rubans Verts.'" Molià ¨re: Stage and Study. Essays in Honour of W. G. Moore. Ed. W. D. Howarth and Merlin Thomas. Oxford; Clarendon, 1973. 163-69. Whitton, David. Molià ¨re: Le Misanthrope. Glasgow: U of Glasgow French and German Publications, 1991.

The Problem with Overcrowded Prisons

At the turn of the 21st century the problem with the United States penitentiary system could no longer be ignored. There is no need to be incarcerated to understand the suffering of both inmates and personnel managing the prison. Just imagining constricted spaces and forced interaction with an increased number of criminals and or psychologically challenged people can be counterproductive to the supposed rehabilitation purpose of jail time. But reducing the number of inmates or making bigger facilities is not going to be the simple solution for this problem. There are many factors to consider and the dilemma is building up each year. A solution has to be reached before the problem can develop into a full-blown crisis that could result in total breakdown of the system.This study takes a closer look into the problem of overcrowded prisons. This includes finding out why overcrowding has become a riddle for many officials. The research would also tackle the effects of overcrowding. Moreov er, the proponent would find out what are the challenges faced by those who tried to formulate an acceptable solution.Overcrowding the JointIn a nation where slavery is outlawed and where everyone has the opportunity to make something out of life, it is a puzzle why many still go to prison. In the Information age where a person has access to more knowledge, it is a mystery why many are none the wiser since they commit deeds that would put them behind bars.In the book about U.S. prisons, authors Clear, Cole, and Reisig found out that, â€Å"In 2003, 22 states and the federal prison system reported operating at or above capacity. The federal system was estimated to be operating at 39 percent, and overall the state systems were operating at 14 percent above capacity† (2005, p. 467).Michael Jacobson the former Commissioner of the New York City Department of Correction, the largest city jail system in the U.S. provides additional figures that helps to clearly illustrate the crisis . And he remarked, â€Å"The United States now locks up a higher percentage of its population than any country in the world. The more than 2 million people who are incarcerated today make up roughly eight times the number in 1975† (Jacobson, 2005, p. 8).Overcrowding is due to tougher laws that were ratified due to the belief that habitual offenders must be punished longer. These laws also aimed to put these types of criminals locked up for good – that they may feel the full force of the law. Joycelyn M. Pollock in her book assessing the current state of American prisons remarked why there will be an increasing number of men and women who will be under lock and key for the rest of their lives:Even as recently as 1968, 23 states had statutes that authorized life imprisonment for habitual offenders who had previously been convicted of certain specified offenses [†¦] these â€Å"new† sentencing laws have the potential to exacerbate already severely overcrowded prison conditions while simultaneously creating more problems for state and federal governments, criminal justice agencies, and prison administrators (1997, p. 62).Problem with OvercrowdingWhat is the big deal with overcrowding? Others may even dare speculate that it could add another dimension to the punishing of criminals and therefore why make their stay more comfortable?It is therefore helpful to see prison overcrowding from another perspective. And that is to understand the real purpose of incarceration. Mark Colvin in his study of the infamous New Mexico prison riot of 1980 asserted that squeezing more and more inmates like sardines into a tin can was the result of a change in philosophy.It is therefore easy to argue that riots can be expected in prisons where the needs of inmates are not met or when the prisoners feel that basic human rights are not respected due to the lack of resources. It is also not hard to imagine the stress levels experienced by shorthanded staff. When riots ensue, the safety of the prisoners and at the same time the staff responsible in managing said facility will be in extreme jeopardy.Freeman elaborates on this issue when he wrote that, â€Å"It is difficult to maintain a close watch on ‘problem’ inmates when overcrowding exists. This problem is especially acute when those problem inmates are prone to violence† (1999).Colvin argued that policy makers should be reminded that the main purpose of prison is to rehabilitate offenders and not just function as a place to lock them up. Colvin realized that this situation is did not happen overnight and he wrote, â€Å"This current crisis emerged in the 1970s when the ideological commitment to rehabilitation declined sharply, along with our nation’s optimism about alleviating poverty and a host of other social ills† (1992, p. 1).SolutionA good start would be to again revisit the original aim of prison systems. As discussed earlier policies must be alter ed to minimize the punitive intent of incarceration and rather transform regulations so that it will focus more on helping prisoners deal with the root cause of their crime.Overcrowding reduces the efficacy of whatever rehabilitative impact prison can offer. This was highlighted by Clear, Cole and Reisig when they asserted that, â€Å"Prison overcrowding directly affects the ability of correctional officials to do their work, because it decreases the proportion of offenders in programs, increases the potential for violence, and greatly strains staff morale† (2005, p. 469).With regards to dealing with the main cause of crime, the discussion will then shift to preventive measures such as elevating poverty and providing for opportunities for marginalized members of society to have access to education and other training to improve skills.Finally, a solution is right down under the noses of policymakers; but they are so preoccupied by other more sensational and controversial issue s that they miss it. An example of a simple adjustment in the system can mean hundreds of millions of dollars in savings each year and a significant reduction in the number of incarcerated delinquent. The solution calls for a serious assessment of the role of parole officers within the criminal justice system.To better understand the structure altering role of parole officers, Jacobson made a case for the consequence of neglecting the needs of said officers:Virtually no one in government can spend money like a parole officer [†¦] who has no budget to control and may work in a cramped and overcrowded office in a rundown building in a rundown part of town. He or she may have little or no access to programs or treatment for parolees and may earn much less than a correction or police officer (2005, p. 132).Looking at the insight of Jacobson it takes little to understand the domino effect of neglecting this country’s parole officers. Fortunately for those suffering in an inef ficient criminal justice system, there is an insider in the person of Jacobson who truly understand how the system works.It is a wonder that only a few realized that when a parole officer gets overworked and when their morale are dangerously low they would not have the patience to help offenders walk the more difficult path of an ex-convict. A parole officer is like a volunteer counselor who has to work from the heart, giving more than expert advice. And to walk the extra mile to help those who do not deserve help. But according to Jacobson the system is not helping them and he wrote, â€Å"†¦parole officers have no ability to compel parole agencies to spend additional fund on less expensive parole services such as drug treatment, job training programs, or additional officers to lower caseloads† (2005, p. 132).If all else fails then a suggestion is to improve infrastructure and to add cutting-edge equipment to solve the problem of increasing number of prisoners which sig nificantly affect the inmate to staff ratio. In other words technology will be used to make prisons more safe and more manageable. The positive impact as well as the drawbacks were succinctly explained by who remarked:In the USA, new generation design has even been used to reduce staff-inmate contact [†¦] Too much reliance on technology to eliminate danger and reinforce control can be perilous; in the event of equipment failure, staff can feel virtually helpless. Technology should not be an end in itself, but an aid to officers’ personal control and supervision†¦(Fairweather & McConville, 2000, p.32).Another plausible solution is the privatization of prisons. Pollock argued that with privatization comes efficiency managers and controls that will help shape up the current penal system. There are others who object to privatization citing possible obstruction to due process since privatization means control not by the government but by certain people. But in the end Lo gan was right in saying that, â€Å"†¦in no area have I found any potential problem with private prisons that is not at least matched by an identical or a closely corresponding problem among prisons that are run by the government† (as cited in Pollock, 1997, p. 382).ChallengesThose who are knowledgeable about budget deficits and the need for more money to finance other programs; plus those who are wise enough to understand the ill effects of mass incarceration are clamoring for reduction of the overcrowding in U.S. prison systems.Convincing a large part of the population will not going to be an easy task. The first challenge is changing the perception of the majority, which was heavily influenced by the media and the exposure to controversial crimes. Yet even without high profile crimes many are aware of the problem of repeat offenders and even committing crimes while still being on trial or on bail or on parole. This was elaborated by Karti Sieberg who studied the said criminal dilemma, and she remarked, â€Å"According to the report made by the Council on Crime in America, in 1990, among those accused of violent crimes, 12% were awaiting trial for earlier offenses when they allegedly committed rape, murder, assault, or robbery† (2001, p. 16).ConclusionThe solutions discuss above aims to reduce the number of people held behind bars. The proposed methods and policy changes that advocates of reducing overcrowding are increasingly leaning towards a more lenient system. Being lenient can mean different things to many people but in the limited discussion made earlier, those espousing for leniency wished not to be misunderstood.Criminals must serve time but there are many that do not need to spend more time in prison. It will be for their benefit and the society also. Moreover, a focus on preventive measures can significantly reduce this problem. But most importantly giving importance to the role of parole officers can effectively change the dire ction of overcrowded prisons.Jacobson was right when he said that, â€Å"†¦parole officers’ decisions have had the effect of fueling U.S. incarceration boom by sending many parolees back to prison†¦Ã¢â‚¬  (2005, p. 132). If policymakers can start here they could make a lot of headway.Reference ListClear, T., G. Cole, & Reisig, M. (2005). American Corrections. Belmont CA: Thomson HigherEducation.Colvin, M. (1992). The Penitentiary in Crisis: From Accomodation to Riot in New Mexico. NewYork: State University of New York Press.Fairweather, L. & McConville, S. (2000). Prison Architecture: Policy, Design, and Experience.MA: Elsevier.Freeman, R.M. (1999). Correctional Organization and Management: Public Policy Challenges,Behavior and Structure. MA: Butterworth-Heinemann.Jacobson, M. (2005). Downsizing Prisons: How to Reduce Crime and End Mass Incarceration.New York: New York University Press.Pollock, J. (1997). Prisons: Today and Tomorrow. Boston: Jones and Bartlett Pub lishers.Sieberg, K. (2001). Criminal Dilemmas: Understanding and Preventing Crime. New York:Springer.

Battle of Princeton essays

Battle of Princeton essays The Battles of Trenton and Princeton In the fall of 1776, Washington and his men were camping out in New York City after the defeat they suffered in Long Island. The soldiers shivered around the campfires night after night without shoes, blankets, or winter uniforms. Washington knew that being surrounded by water left him and his 19,000 troops extremely vulnerable to the British with their naval mobility and larger forces. On November 21, 1776 Washington moved his troops south joining the troops from Fort Lee. He then continued the journey into Newark, New Jersey and waited there for a militia to rally, but few showed up. The next leg of this journey would take them to New Brunswick, leaving on the 28th, just as the British were arriving in Newark. Then on December 1st, the British forces moved to New Brunswick and Washington repositioned his men to Princeton. On their way to Princeton, Washington had his men destroy all bridges and cut down trees behind them to delay the British who were in pursuit of the American army. Once they had reached Princeton, the Americans fell back to Trenton along the Delaware River, which is the border with Pennsylvania. Then on December 2nd, two thousand Pennsylvania militiamen joined Washington at Trenton. Most men decided to stay home to protect their families from the enemy and any valuable possessions from the British and Hessians. The British and Hessians at this time were destroying Jersey homes, farms and possessions as they moved through the state. As Washington moved to Princeton, General Greene was faced with the advancing British and was forced to retreat. Joining Washington, the combined army now moved back to Trenton and then across the river. Washington had every boat that could be found moved to safety across to the Pennsylvania side. Reaching the Delaware on the 8th, Howe positioned himself across the river. After the search for boats up and down the river fail...

10 Copper Facts

10 Copper Facts Copper is a beautiful and useful metallic element found throughout your home in both pure form and in chemical compounds. Copper is element No. 29 on the periodic table, with the element symbol Cu, from the Latin word cuprum. The name means  from the isle of Cyprus, which was known for its copper mines.   10 Copper Facts Copper has a reddish-metallic coloring unique among all the elements. The only other non-silvery metal on the periodic table is gold, which has a yellowish color. The addition of copper to gold is how red gold or rose gold is made.Copper was the first metal to be worked by man, along with gold and meteoritic iron. This is because these metals were among the few that exist in their native state, meaning the relatively pure metal could be found in nature. The use of copper dates back more than 10,000 years. Otzi the Iceman (3300 BCE) was found with an axe that had a head consisting of nearly pure copper. The icemans hair contained high levels of the toxin arsenic, which may indicate the man was exposed to the element during copper smelting.  Copper is an essential element for human nutrition. The mineral is critical for blood cell formation and is found in many foods and most water supplies. Foods high in copper include leafy greens, grains, potatoes, and beans. Although it takes a l ot of copper, its possible to get too much. Excess copper can cause jaundice, anemia, and diarrhea (which may be blue!). Copper readily forms alloys with other metals. Two of the best-known alloys are brass (copper and zinc) and bronze (copper and tin), although hundreds of alloys exist.Copper is a natural antibacterial agent. It is common to use brass door handles in public buildings (brass being a copper alloy) because they help prevent disease transmission. The metal is also toxic to invertebrates, so it is used on ship hulls to prevent the attachment of mussels and barnacles. It is also used to control algae.Copper has many desirable properties, characteristic of transition metals. It is soft, malleable, ductile, and an excellent conductor of heat and electricity, and it resists corrosion. Copper does eventually oxidize to form copper oxide, or verdigris, which is a green color. This oxidation is the reason the Statue of Liberty is green rather than reddish-orange. Its also the reason inexpensive jewelry, which contains copper, frequently discolors skin.In terms of industrial use, copper ranks thir d, behind iron and aluminum. Copper is used in wiring (60 percent of all copper used), plumbing, electronics, building construction, cookware, coins, and a host of other products. Copper in water, not chlorine, is the cause of hair turning green in swimming pools. There are two common oxidation states of copper, each with its own set of properties. One way to tell them apart is by the color of the emission spectrum when the ion is heated in a flame. Copper(I) turns a flame blue, while copper(II) produces a green flame.Nearly 80 percent of the copper that has been mined to date is still in use. Copper is a 100 percent recyclable metal. Its an abundant metal in Earths crust, present at concentrations of 50 parts per million.Copper readily forms simple binary compounds, which are chemical compounds consisting of only two elements. Examples of such compounds include copper oxide, copper sulfide, and copper chloride.

makeupp essays

makeupp essays The word cosmetics originates from the Greek word cosmos meaning order of arrangement. This business has evolved within the last half-century. In less than 60 years, the American cosmetic industry has evolved from bathtub and garage operation to a big business seducing teens. The forms of cosmetics include lipstick, lip gloss, foundation, powder, rouge, mascara, eyeliner, and nail polish. Women who didnt make their own had two choices: they could go to a pharmacist who compounded preparations under a house label or purchase commercial products. Recipes for cosmetics began to be published in the US in the late 18th century to the late 19th century. Womens access to information about cosmetics expanded. The earliest known cosmetics come from the 1st Dynasty of Egypt (about 3100-2907 BC). Tombs of this era have yielded unguent jars, and from remains of later periods it is evident that the unguents were scented. Such preparations, as well as perfumed oils, were extensively used by both men and women to keep the skin supple and unwrinkled in the dry heat of Egypt. Egyptian women also developed the art of decorating the eyes by applying dark green color to the lower lid and by blackening the lashes and the upper lid with kohl, a preparation made from antimony or soot. It is likely that the Jews adopted the use of cosmetics from the Egyptians, since references to face painting appear in the Old Testament. In Greco-Roman women wore white lead and chalk on their face to attract attention. Egyptians wore foundation to lighten their skin and kohl eyeliner. Europeans followed the Greco-Roman trend of pale faces . During the time of Louis X14 and Queen Elizabeth 1st, we took a few chances to look our best with catastrophic results. Pale skin was the flavor of the month and unknowingly, the skin was whitened with lead and it caused many early deaths. They were not satisfied with their hair either, so they bleached...

Macro Term Paper Example | Topics and Well Written Essays - 2000 words

Macro - Term Paper Example The paper concentrates on the issue of price stability and its impact to the economy Introduction Price stability refers to a situation in which the prices of goods and services in a country over a given period of time remains. It can also be best described as time when the retail index price is constant. The opposite of price stability is referred to as inflation. Inflation is an adverse macroeconomic element that is not acceptable in the economy. It is characterized by the unprecedented increase in prices of goods and services that results to making the cost of living to sour up beyond the purchasing power of various household (Pierson 20). It is the central role of the government of the day to ensure that only some small inflation, popularly referred to as mild inflation, is experienced in the society. When the level of inflation increases, it is a bad indication, which shows that the cost of living of the household has increased. When the cost of living goes up, the lower-class h ouseholds are the worst hit. However, it is good to take note that some level of inflation in the economy is acceptable as it shows that there is some form of economic growth in the country Discussion It is every government’s responsibility to attain positive macroeconomic elements in the economy, and USA government is no exception. The United States has always strived to ensure that there is low inflation, low unemployment levels, high rate of economic of economic growth, and equilibrium in balance of payment. The subsequent paragraphs concentrates on the efforts and measures put in place by the United States’ government to tackle inflation. Notably, inflation takes various forms, which include wage inflation, cost-push inflation, sectorial inflation, demand-pull, and pricing power inflation. Demand-pull is a type of inflation that is caused by excess demand of good and services in the economy, which causes the prices of goods and services to increase. On the other ha nd, cost-push is a form of inflation that is caused by increased cost of production. Such increased cost of production compels producers to pass the cost to consumers in terms of high prices (Pierson 20). On the other hand, wage inflation occurs when people are paid more salary, hence causing their disposable income to increase. With increase in disposal income, the increase in purchasing power is inevitable. The consumers tend to spend more in such circumstance leading to increase in the prices of goods and services. Essentially, there exists several level of inflation, which includes mild inflation, moderate inflation, hyperinflation, and stagflation. Mild inflation is good for an economy; in fact, this is the primary objective of the USA’s government, since it is mandated to maintain a low inflation rate of not more than 3 percent (Mills 112). Maintaining low inflation is a tasking procedure, which requires balancing of many and complex macroeconomic policies. Inflation is measured as a yearly rate of change in the retail price index. In order to achieve price stability, the rate of inflation should be maintained at zero. This is only theoretical and cannot be practical in the real economy. Some level of inflation is good for the economy as it signifies growth in the economic performance besides showing that owners of factors of production are being rewarded for their investment efforts. Mills

Assess the Significance of Penal Laws in 18th Century Ireland Essay

Assess the Significance of Penal Laws in 18th Century Ireland - Essay Example Groups were formed to fight what was believed to be a greedy and cruel government, one of these such groups was titled, "The White boys" (Garnham 2006, pg. 403). Historical evidence can only lead one who researches the period of the 18th century in Ireland to have been one where there was terrible inequality, violence, incorrigible criminal acts, disparity, and an unrelenting fear among many of the Irish citizens that defined the period as one of "domination of one group over another" (Garnham 2006, pg. 404). "The penal laws in Ireland during the 18th century forced many Irish Catholics to have to renounce their religious faith in order to just survive from one day to the next" (Canny 1982, pg. 95). This defines these laws as having been meant to overturn the Irish Catholic Faith and thus force the Irish people to reform to English religious beliefs and laws or face severe penalties if they rebuked these penal doctrines. Of course, historical accounts point out that the oppression that the English penal laws placed upon the Irish Catholics not only did this but it also forced many to have to live extremely poor lives and abandon their traditional Gaelic language as well. The Irish Catholics had poor dwellings and many times the farm animals were inside the mud huts with these people due to the cruelty that English laws had brought down upon them. Much of the food was only vegetables with their main source being potatoes but when disease struck this crop it resulted in the "deaths of 2.5 million Irish Catholics" (MacManus 1974, pg. 112). In history this marks what is known as, "The Great Famine" (MacKay 1992, pg. 27). The Irish farmers did have other crops and livestock but they were all shipped to England as rent for the landlords. Without the rent money the starving Irish could not even afford to live in a home and would have been homeless on top of this horrible famine. Due to the many atrocities that these various penal codes inflicted upon Irish Catholics there were militia groups that were formed, with one having been mentioned in the introduction of this research. The truth to this matter is that England wanted total domination of Ireland and inflicted very harsh demands onto the people of the country. It is quite natural that there would be rebellion from the citizens of Ireland in order to try and maintain their own religious beliefs and laws in their land, which even today still goes on even though a Republic was formed. Another group that developed due to the escalating violence in the 18th century was the, "IRA-Irish Republican Army" (O'Neill et al 1980, pg. 133). This group and others like it were formed to initially protect the people but in actuality these groups and others were driven by the religious sanctions and political influences that have been central to the conflict in Ireland since as far back as the 16th century (O'Neill et al 1980, pg. 133). The main problem that has existed in Ireland since the 18th century and perhaps even beforehand is due to the division that

Christianity Coursework Example | Topics and Well Written Essays - 1000 words - 1

Christianity - Coursework Example Paul met Peter and James, a brother of Jesus. Paul was not acquainted with the other apostles. The main differences in Paul's ideas were the following: he did not mention anything about Miracles, Parables, Birth, Mary and Joseph, the Lord's Prayer, etc. Paul did not draw parallels between relations of a man to God's son. Graham Stanton, Professor of New Testament Studies in the University of London, explains Paul's failure as a failure of Jesus' teachings misinterpretation. He says: "Paul's failure to refer more frequently to the actions and teaching of Jesus is 'baffling'" (â€Å"What did Paul know about Jesus?† n.d.) 2.Explain the schism between the Roman Catholic and Eastern Orthodox churches. Eastern Orthodox Catholics and Roman Catholics have experienced a serious split which is known as the East-West Schism (or Great Schism) of 1054. Pope Leo III crowned Charlemagne, King of the Franks, as Holy Roman Emperor in 800. The Byzantine Empire was undermined in this case. Barba rian invasions intimidated destruction of the Empire. The Eastern Church became the Greek Orthodox Church and it created different types of ties with Rome and the Roman Catholic Church (â€Å"The split,† n.d.). ... 3.What issues did each of the Protestant Reformers (Luther, Calvin, the English Reformers) have with the Roman Catholic Church? Be specific. Martin Luther proclaimed his 95 propositions against the teachings of the Roman Catholic Church and he denied this false teaching. Luther undermined a strong position of the Pope. The Protestant Reformation began and there was a need to reform and return biblical doctrines. Luther initiated four major divisions of Protestantism such as Lutheran, Reformed, Anabaptist, and Anglican. Godly men in different countries had a perfect opportunity to restore churches and find out there some biblical roots (â€Å"What was the Protestant Reformation?† n.d.). John Calvin was another remarkable reformer and he participated in the Protestant Reformation. Calvin’s argument against his Catholic opponents was well-known all over the world. His movement and initiation to renovate biblical ideas and principles were the most important factors for furt her development of the Protestant movement. There are also representatives of the English Reformation, such as the English King Henry VIII, who separated from the English church and made a division between this church and the Roman Catholic Church. This split means another serious separation because the Roman Catholic Church was against English King Henry VIII’s marriage to another girl. 4.There is a wide variation in Christianity as it is currently practiced. Identify and explain at least three points of difference among Christian groups. There are many interesting modern subgroups in Christianity. The Amish are an American Protestant group that consists of 200,000 members who are rooted in the European Anabaptists originated from the USA and escaped

Finance in the Hospitality Industry Assignment Example | Topics and Well Written Essays - 3250 words

Finance in the Hospitality Industry - Assignment Example It is worth mentioning in this regards that the borrowing percentage depends on the size of the industry. For instance, small-scale hospitality players, such as Queens Hotel London often borrow funds from whereas medium-sized hospitality organizations are observed to source funds from the small investment bodies, as to continue with their business processes (Hsyndicate, 2014). Â  As already discussed above, there can be various methods through which, income can be generated within a business or service operation. However, the levels of the contribution made by these income generation sources might vary to a substantial extent. For instance, in case a hotel plans to purchase laundry equipment from an electronics equipment manufacturer, on behalf of the contract made, the laundry equipment manufacturer can charge the hotel either in terms of full payment or in terms of credit purchase. The contribution of both these methods in this context can be justified with reference to the fact that if the purchase can be completed through credit, the financial burden on the hotel is also quite likely to curve down or to get reduced to a substantial extent, in the short-run. However, this will increase the liability of the organization and likewise, may not prove to be a good source of funding in the long run. Nevertheless, through the credit sales opportunity, the hot el and the equipment manufacturer will also get the opportunity of establishing the long-run business relationship with each other. Given the goodwill of the hotel on the basis of its regularity to pay back the credited amount this relationship may yield significant advantages to aid the financial needs of the organization further adding to its financial health. Thus, the purchase technique can also be recognized as a major contributor to generating income for both the business bodies.

The Positioning, Entrepreneurial and Cognitive Schools of Strategy Essay - 1

The Positioning, Entrepreneurial and Cognitive Schools of Strategy - Essay Example It is most commonly used in conducting research on linguistic, history, communication, psychology, political science, education and the study of complex organizations (Waltz, et al, 2010). Strategy content research is especially used in conducting research targeting the often extremely turbulent nursing and healthcare research programs because it is able to provide a basic and relevant approach is suitable in both approaching and retrieval of information and data from a large number of sources in a manner that can be perceived as being more objective and systematic in comparison to intuitive listening or reading this is, in addition to its utility as, a feasible tool in data analysis strategy when one conducts qualitative research (Waltz, et al, 2010). When applied in the conduction of quantitative research, the method invokes the objective simplification and reduction of the recorded data and language to a simple set of categories each representing frequency, intensity or presence of selected characteristics. Strategic thinking is critical in order for one to be able to engage in an effective, strategic planning process. There are several actions that a person can undertake to enable them conduct an effective, strategic planning process. A person needs to try and engage in activities, whether physical or mental that support and encourage the development of strategic thinking on their part. Individuals are encouraged to try and participate in creative art forms. It also greatly aids an individual if the said individual secures the services of a good mentor or coach who can be able to guide them through essential reflective processes involving critical reflection, critical dialogue and critical inquiry. This should be done until it eventually becomes a habit (Sloan, 2012). The use of Constructivist approach can also aid in ensuring adequate mental processes are carried out before an effective mental planning process can be carried

The trend in economic growth of a country Coursework

The trend in economic growth of a country - Coursework Example This essay discusses that throughout history there have been many studies on economic growth. Overall economic growth of a country is measured every year by the difference that has occurred in GDP over the previous year. Should we consider that a country grows only by analyzing the monetary value of the production of final goods and services during a period? In researcher’s opinion would have no sense not to consider the benefit that provides a trained workforce, or the economic stability of a country. To reinforce this idea the researcher will investigate past developments on this theory. Mincer elaborated a study about the relationships of the individual’s earnings as variable dependent in age, experience and education. Mincer considers that the benefits of education to the people can be extrapolated to countries. Considers that an educated workforce directly affects the growth of a country. He justifies that an extra year of education in a white man who did not work on a farm contributes a extra seven per cent of profit. Adam Smith was the first person that found some link between International Trade and Economic Growth. The work of Grossman and Helpman and Rivera-Batiz and Romer has also aided to clarify why the participation of a country in an integrated world economy can stimulate its growth. Oil production and exports affect economic growth. Limiting the supply of oil to a country can cause serious economic consequences. We must highlight the oil crisis of 1973 or the current threat from Iraq to the European Union countries to limit its supply. In relation to the political unrest, the IMF warned in its 60 years that a lack of political stability could affect economic growth.Regarding the number of murders; the current Mexican central bank governor Agustin Cartens (2011) said that violence inhibited economic growth. The model To begin with, we need to find the relationship between the dependent variables and independent variable (growth). Th e initial econometric model of the of this study is: y = ?0+ ?1(GRDP)+ ?2(TRADEHARE)+ ?3(YEARSSCHOOL)+ ?4(ASSASINATIONS)+ ?5(REV_COUPS)+?. Some of the coefficients are expected to negative because some of the figures of variables are greater than the figures in dependant variable. From the SPSS output table below us can note that there is a negative relationship between growth and rgdp60 as well rev-coups. This means that other factors help to increase growth as they have positive coefficients’. Coefficients Unstandardized Coefficients Standardized Coefficients t Sig. Model B Std. Error Beta 1 (Constant) .490 .690 .710 .480 RGDP60 -4.693E-04 .000 -.622 -3.167 .002 TRADESHA 1.562 .758 .238 2.060 .044 YEARSSCH .575 .139 .770 4.126 .000 RECOUPS -2.158 1.110 -.256 -1.943 .057 ASSIS .354 .477 .092 .742 .461 a Dependent Variable: GROWTH The model econometric model of the of this study will be y= 0.49 -0.00047(GRDP) + 1.561696 (tradeshare)+ 0.575 (Yearsschool)+ 0.354 (assassinations ) -2.1575 (rev_coups)+? Goodness-of-Fit Chi-Square df Sig. Pearson 232.676 4032 1.000 Deviance 188.381 4032 1.000 Link function: Logit. The goodness –of-fit- statistics for model is 232.6 this means that the data obtained from the random sample is greater than 5 thus it does not fit into a specific pattern. Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .599 .359 .305 1.582084957 a Predictors:

Finance in the Hospitality Industry Assignment Example | Topics and Well Written Essays - 3250 words

Finance in the Hospitality Industry - Assignment Example It is worth mentioning in this regards that the borrowing percentage depends on the size of the industry. For instance, small-scale hospitality players, such as Queens Hotel London often borrow funds from whereas medium-sized hospitality organizations are observed to source funds from the small investment bodies, as to continue with their business processes (Hsyndicate, 2014). Â  As already discussed above, there can be various methods through which, income can be generated within a business or service operation. However, the levels of the contribution made by these income generation sources might vary to a substantial extent. For instance, in case a hotel plans to purchase laundry equipment from an electronics equipment manufacturer, on behalf of the contract made, the laundry equipment manufacturer can charge the hotel either in terms of full payment or in terms of credit purchase. The contribution of both these methods in this context can be justified with reference to the fact that if the purchase can be completed through credit, the financial burden on the hotel is also quite likely to curve down or to get reduced to a substantial extent, in the short-run. However, this will increase the liability of the organization and likewise, may not prove to be a good source of funding in the long run. Nevertheless, through the credit sales opportunity, the hot el and the equipment manufacturer will also get the opportunity of establishing the long-run business relationship with each other. Given the goodwill of the hotel on the basis of its regularity to pay back the credited amount this relationship may yield significant advantages to aid the financial needs of the organization further adding to its financial health. Thus, the purchase technique can also be recognized as a major contributor to generating income for both the business bodies.

The trend in economic growth of a country Coursework

The trend in economic growth of a country - Coursework Example This essay discusses that throughout history there have been many studies on economic growth. Overall economic growth of a country is measured every year by the difference that has occurred in GDP over the previous year. Should we consider that a country grows only by analyzing the monetary value of the production of final goods and services during a period? In researcher’s opinion would have no sense not to consider the benefit that provides a trained workforce, or the economic stability of a country. To reinforce this idea the researcher will investigate past developments on this theory. Mincer elaborated a study about the relationships of the individual’s earnings as variable dependent in age, experience and education. Mincer considers that the benefits of education to the people can be extrapolated to countries. Considers that an educated workforce directly affects the growth of a country. He justifies that an extra year of education in a white man who did not work on a farm contributes a extra seven per cent of profit. Adam Smith was the first person that found some link between International Trade and Economic Growth. The work of Grossman and Helpman and Rivera-Batiz and Romer has also aided to clarify why the participation of a country in an integrated world economy can stimulate its growth. Oil production and exports affect economic growth. Limiting the supply of oil to a country can cause serious economic consequences. We must highlight the oil crisis of 1973 or the current threat from Iraq to the European Union countries to limit its supply. In relation to the political unrest, the IMF warned in its 60 years that a lack of political stability could affect economic growth.Regarding the number of murders; the current Mexican central bank governor Agustin Cartens (2011) said that violence inhibited economic growth. The model To begin with, we need to find the relationship between the dependent variables and independent variable (growth). Th e initial econometric model of the of this study is: y = ?0+ ?1(GRDP)+ ?2(TRADEHARE)+ ?3(YEARSSCHOOL)+ ?4(ASSASINATIONS)+ ?5(REV_COUPS)+?. Some of the coefficients are expected to negative because some of the figures of variables are greater than the figures in dependant variable. From the SPSS output table below us can note that there is a negative relationship between growth and rgdp60 as well rev-coups. This means that other factors help to increase growth as they have positive coefficients’. Coefficients Unstandardized Coefficients Standardized Coefficients t Sig. Model B Std. Error Beta 1 (Constant) .490 .690 .710 .480 RGDP60 -4.693E-04 .000 -.622 -3.167 .002 TRADESHA 1.562 .758 .238 2.060 .044 YEARSSCH .575 .139 .770 4.126 .000 RECOUPS -2.158 1.110 -.256 -1.943 .057 ASSIS .354 .477 .092 .742 .461 a Dependent Variable: GROWTH The model econometric model of the of this study will be y= 0.49 -0.00047(GRDP) + 1.561696 (tradeshare)+ 0.575 (Yearsschool)+ 0.354 (assassinations ) -2.1575 (rev_coups)+? Goodness-of-Fit Chi-Square df Sig. Pearson 232.676 4032 1.000 Deviance 188.381 4032 1.000 Link function: Logit. The goodness –of-fit- statistics for model is 232.6 this means that the data obtained from the random sample is greater than 5 thus it does not fit into a specific pattern. Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .599 .359 .305 1.582084957 a Predictors:

College degree Essay Example for Free

College degree Essay Like almost everyone already asked this question when they have finished high school. Where will I be in about 10, 20 or even more 40 years? . I do not think anyone would like to be a waiter or taxi driver the rest of life; hence, going to college is a good way to know what you will be. It will help you to develop your abilities, your skills, accomplish your goals. People with a higher education can make a difference in the world. My reason for going to college is because I want a better life for myself and it will open many doors in my future life. I graduated from high school in 2007, when I was 17 years old in Peru. My family always encouraged me to get higher education so I started thinking about what would I want to be? . I went to see many universities around my town in order to get more information about majors. I was confused between Hospitality Management and International Business but I decided to study Hospitality Management. It caught my attention because it deals with tourism and I love traveling. Besides hotels, I can get a job in many other places such restaurants, casinos, resorts and hospitals. I enrolled at San Ignacio de Loyola University because they have the best program in my major. It is  located an hour and a half from my house. When I was studying there, I learned a lot; especially, when I can deal for myself without my moms help because she did everything for me when I was at school. In Peru, there are many cases of delinquency and a few times robbers attacked me. The first occasion was a week of starting classes. I could remember that I spent a whole day at the college doing my assignment. It was a lot and I was very tired that day. When I was on my way home and got off the bus, someone stole my handbag. My first reaction was to go running after him because he had all my work with my effort in it, my new purchased  books. That was horrible. The other times, robbers just stole my phone. It was because of these facts that gradually I did not want to go anymore. I was very scared on the streets, looking around; I could not take out my phone from my pockets. Because of that, I decided to leave the university. One the day, I talked with my grandmother who lives in the USA. We were discussing about my life and I told her that I wanted to continue studying, so she asked me to move in with her. It was a very difficult decision for me because I would go to another country, starting a new life away from my  parents and friends, and also I was afraid because I did not speak English fluently. However, I had to think about my future so I decided to move to the USA, but the problem was that my parents disagreed about coming here illegal. I went to the University to see if they have any program to study outside the country. They have it but one of the requirements is to have 60 credits. Unfortunately, I did not have that amount. I checked on internet any other possibilities and I found out about the student visa. I did everything I needed to process the visa, such as translating my documents from high  school, filling some papers, looking for my sponsor, and medical examination. A few days later, I went to the USA embassy with my parents, I was so nervous because my dream of keep studying was depending of their answer. The counselor looked my documents and approved my student visa. I was so happy that day. In the first days of arriving in USA, I enrolled at Union County College. At the beginning, I took ESL classes since level 4th. Now, I am almost done with it. Moreover, I am taking other courses in the fields of hotel management. Therefore, Im pretty sure that I will graduate in two  more years and get my associate degree in Applied Science Program in Hotel, Restaurant, and Tourism Management. However, getting a degree in USA and go back to my country will help me to get a more job opportunities since Im bilingual. According to the article The Benefits of Earning a College Degree states, â€Å"One of the most important and obvious reasons to earn a college degree is to increase your earning potential†. Therefore, a good salary since people that have achieved a college degree are hired in at a higher pay and are considered to be much more employable. For the reason that I want  my own family, I would like to give them a good quality of life, and also provide inspiration to my children. In conclusion, I strongly believe that people should go to college. I feel good going to college because every time I learn something new. I am satisfied with every step Im taking to get more knowledge and grow as a person. Also, see my parents feel proud of me is priceless. In fact, I recommend going to college is worth and it is not a waste of time because college will give a person the tools to succeed in the field of their choice. By graduating from college, everyone can get a dream job and start to make those dreams come true.

The Non Traditional Student

The Non Traditional Student This chapter reviews relevant studies and literature on the experiences of nontraditional students as they make their way towards the completion of their undergraduate degree. An overview of the characteristics of nontraditional students compared to traditional students is made. Furthermore, the barriers towards completion and the support systems needed are examined for nontraditional female students. Finally, theoretical and empirical literature on barriers experienced and the support systems helpful in overcoming barriers towards completion are presented. The Non-Traditional Student in the 21st Century While the higher education system is designed to reflect the needs and experiences of traditional students (Choy, 2002), the influx of non-traditional students has spurred adjustments within higher education (Bowl, 2011). College recruitments and operations still revolve around the traditional student as evidenced by Web pages, campus newspapers, admissions information, and even administrative hours (Hagedorn, 2005). Studies have even purported to the traditional path toward an undergraduate degree as exception, rather than the rule (Horn Carroll, 1996, p. 14). Nonetheless, despite the fact that mature students aged 25 years old and above are now becoming a common sight in college and university campuses, their concerns are still not properly addressed by higher education institutions (Kilgore Rice, 2003). Studies focusing on the experiences and needs of adult learners and nontraditional students have been conducted since the early 1980s (Cross, 1981; Bean Metzner, 1985). Despite the empirical attention the subject has gained, operational definitions used in the studies have varied considerably, hence, the lack of a consistent definition of the nontraditional student (Bowl, 2001). In the U.S. context, the Department of Education (2002) has defined the nontraditional student as having the following characteristics: 1) delayed enrollment, 2) part-time enrollment, 3) financial independence, 4) full-time employment while enrolled, 5) dependents, 6) single parent, and 7) high school graduation status. Further to this, Horn and Carroll (1996) placed the nontraditional definition along a continuum and suggested that those possessing one of the above-mentioned attributes are considered minimally nontraditional; those having two to three attributes are moderately nontraditional; and those havi ng four or more attributes are considered highly nontraditional. For this particular study, the group of interest is the highly nontraditional group particularly female, aged over 30 and below 61, with dependents, delayed enrollment in college, and employed full-time while pursuing a college degree. Both quantitative and qualitative studies on nontraditional students have more or less painted a common picture of some of their experiences. For in The picture presented by quantitative research is complemented by the insights provided by recent qualitative studies in which a variety of factors which seem to explored. Many writers refer to the extra commitments for which adult students have responsibility; for example, the logistics of running a family and managing family care arrangements, problems with access to library facilities and feelings of isolation often feel tensions between course and family commitments (Ashcroft and Peacock 1993). In addition, mature female students may experience particular problems when family members do not accept the personal growth that takes place as a result of and competing demands, the high level of commitment of mature students is often cited as a contributory factor to the good performance of these students (Powell, 1992; Bullough and Knowles, 1990). Additionally, some older students come to higher education with a powerful personal history of anxiety about a low school performance (Gardner and Pickering, 1991); mature students often feel they have not entered university by the normal way, but have come in through the back door, and consequently feel the need to prove themselves by doing as well as possible (Ashcroft and Peacock, 1993). Once adults have made the decision to enter higher education, they are faced with innumerable threats to their success. While traditional undergraduates are generally able to direct most of their energy toward their studies, older students, parents (especially single parents), and students who work full time have family and work responsibilities competing with school for their time, energy, and financial resources (Choy, 2002). Unlike their more traditional counterparts, nontraditional students often encounter situational, dispositional, and institutional barriers to persistence with little or no support services available to them from their school (Kilgore Rice, 2003). However, when preparation and life-skills are taken into account, traditional students seem to be less prepared for higher education. Many students perceptions of higher education are skewed and based on stereotypical assumptions. These perceptions are typically based on their experiences in secondary education. Many believe that college will be moderately difficult academically, and extremely exciting socially (Laing 2005). Traditional students also perceive the teachers and learning environment at a higher education institution to be similar to their high school. This often results in many students (due in part to their previous educational experiences) will have entered higher education without having taken responsibility for their own learning (Laing 2005:170). A study performed by Bowl (2001) points to the need for institutional change if non-traditional students are to thrive within a system that purports to be directed toward widening participation (p. 141). Bowl (2001) found that non-traditional students are frustrated with the lack of change and improvements that their respective higher education institutions are will to make. Entering into higher education, for non-traditional students can result in a feeling of powerlessness, as well as a struggle for personal, academic, financial and emotional survival (Bowl, 2001, p. 142). The definition of a nontraditional student varies. This study utilized Horns (1996) classification strata, which defined a nontraditional student as an individual who, at a minimum, possesses one of the following characteristics: (a) has delayed enrollment following high school graduation, (b) is a part-time student for at least a part of the academic year, (c) works 35 hours or more per week while enrolled, (d) is considered financially independent under financial aid qualification guidelines, and (e) is a de facto single parent. Horn (1996) delineated nontraditional status as minimally nontraditional (possesses only one characteristic), moderately nontraditional (possesses two or three characteristics), and highly nontraditional (possesses four or more). A traditional student was defined as one who, upon completing high school, immediately enrolled full-time in college, relied upon his or her parents for financial support, and did not usually work during the school year. Barriers Experienced by Non-Traditional Students Susan Weil (1986, 1989) examined the impact of informal learning on non-traditional students expectations and experiences of higher education entry. She described the disjunction between the home and early schooling experiences of research participants and how this disjunction may also be felt by those moving into higher education. According to her, entering higher education can be a shock, accompanied by a sense of personal powerlessness. Evidence from other research with non-traditional students, indicates that higher education is experienced in different ways than by standard, 18 year-old entrants (Macdonald and Stratta, 1998; Pascall and Cox, 1993). It is seen initially, at any rate, as a struggle for personal, academic, financial and emotional survival. Situational Barriers Family, job, and finances all play a part in determining situational barriers. Household income, the number of dependents in the household, and the financial aid received by the students are all variables that determine the persistence rate of adult students (Carney-Crompton Tan, 2002). Although other variables can be negotiated, income levels cannot. The basic needs of the family, like food and rent or mortgage, take a priority over educational expenditures. Time and energy spent trylng to make ends meet, for example, can drain the most dedicated student. Additionally, parents feel guilt about being unavailable when their children need them with mothers of children younger than thirteen feeling the most role conflict (Terrell, 1990). The age of the children may well determine the persistence of women; those with older children may persist to graduation, whereas women with younger child may interrupt or stop their education (Carney-Crompton Tan, 2002). Both a blessing and a curse, employment may have a positive psychological effect on adults, but at the cost of most of their spare time. In addition, nontraditional students my have to make career compromises for the sake of both their families and their academic work (Terrell, 1990), leading to health and financial consequences. Women are often laden with a disproportionate burden of household tasks and caregiver responsibilities (Carney-Crompton Tan, 2002) when attending college. Managing multiple roles may be a source of stress for nontraditional female students. Parents may feel guilty about being unavailable when their children need them, with mothers of children under thirteen reporting the most conflict (Terrell, 1990). Women with older children may persist to graduation, whereas those with younger children may interrupt their education to fulfill family responsibilities (Carney-Crompton Tan, 2002; Home, 1998). Jacobs and King (2002) name several reasons why nontraditional females over age 25 are at-risk of leaving college before degree completion. The biggest risk for older students is part-time attendance. Nontraditional female students without children and attending college full-time have about the same chance of completing college as those in their early twenties. Jacobs and King believe that older women, enrolled part time, who delayed entry into college, and who have become mothers are much less likely to complete their degrees (p. 222). Dispositional Barriers Dispositional barriers are intrapersonal and, consequently, much harder to define. Full-time students report role overload, and student, family, and job demands all contribute to role contagion (Home, 1998). Many full-time students are unable to full anticipate the effects of their combined role demands. In contrast to jobs with fixed hours, student and family demands never seem to end. Increases in roles, demands, and time conflicts are associated with high stress, anxiety, and depression for adult female students (Carney-Crompton Tan, 2002). Because adult students may never find a cohort of similar students with whom they can connect socially or emotionally, support from family and friends is essential when adults are making the decision to stay in school or to drop out. Carney-Crompton and Tan (2002) report that traditional-aged students have more supportive individuals available in their lives than do adult students. Nontraditional students have little or no time to make connections on a college campus. One caring person who answers questions and offers advice may be viewed as a life preserver in a sea of stress and confusion; however, it may be difficult for older adults to find a suitable mentor. Learners construct their experience in the context of particular social settings, cultural values, and economic and political circumstances. As well as being the foundation for learning, experience also distorts, constrains and limits. One example of the limiting power of experience was manifested through the LAST students negative attitude to aspects of the course in terms of content and process. The former was said to be too abstract and the latter too formal and didactic. The issue here, therefore, was one of disposition towards the course. ( Bamber Tett, 2000) Institutional Barriers When asked about the lack of student support services available to nontraditional students at UW-Stout, a representative from the Admissions Office described a fundamental institutional barrier: Schools are not structured to accommodate adult students. (Personal communication) Institutional barriers are systematic barriers that exclude adults or make it difficult for them to successfully navigate through their higher education (Kilgore Rice, 2003). For example, office and class hours that do not meet the needs of students who work and/or care for family members. Adult students may show up for evening and weekend classes and find darkened building whose only lighting is the classroom for the course. The business, financial aid, academic advising, and other student support offices have been closed since five oclock. This example illustrates a lack of not only understanding about the needs of adult learners but also awareness of the students themselves. Even the way assignments are giv en in classes might be considered an institutional barrier and unusually stressful for nontraditional students; for example, group work. Using small groups in student cooperative learning enterprises has become a major trend in American higher education (Cheng Warren, 2000). Despite this increase in frequency, a pilot-study conducted at University of Wisconsin-Stout revealed a litany of complaints by students about group projects (Droege, 2006). In fact, the term grouphate has been coined to indicate the negative attitude that many students have about group work (King Behnke, 2004). This attitude stems from the feeling that group work implies a loss of individual control resulting, in part, from the need to spend time tutoring less competent group members. In most cases, the only way to combat this lack of control is to assume full responsibility for completing the assignment on your own. Ultimately, whether you choose to take control of the group or the leadership role is thrust upon you, there is an added degree of stress that is absent from the other members of the group (Droege). On the plus side, research also confirms a number of benefits to group work. Among others, those benefits that have been identified in the literature include the following: students learn teamwork skills, improve their critical thinking skills, gain more insight about a particular topic, and further develop their social skills. Studies show that employers want college graduates to have developed teamwork skills, and advocates of collaborative learning suggest that this educational strategy affords students a first-hand experience to gain these skills (Payne, Monk-Turner, Smith, Sumter, 2000). Furthermore, it is believed that group projects can effectively serve as a bridge between the academic community and the business world (Page Donelan, 2003). Ideally, working with their peers as part of a group, students will learn decision making skills and how to communicate more effectively with one another. These findings have important practical implications. As suggested by Zepke and Leach (2005), the crucial importance of building relationships also requires the institutional culture to adapt. It is important that the teaching staff help the non-traditional students understand the value of proactive behavior in their university life, through specific tutorial initiatives. Multi-role students who have little time for university activities may sometimes find it difficult to identify the best behaviors to achieve academic success. If setting aside time for oneself has proven to be one of the most frequently cited difficulties among the interviewees, helping these students to recognize the value of investing in social relationships in the community could be an important objective for the university. Research exploring the reasons for student withdrawal tends to conclude that there is rarely a single reason why students leave. In most cases, the picture is complex, and students leave as a result of a combination of inter-related factors. The most comprehensive national survey of students withdrawing from university was conducted by Yorke in the mid-1990s (n = 2151) (Yorke et al 1997). It identified the five most significant reasons for student non-completion: incompatibility between the student and institution, lack of preparation for the higher education experience, lack of commitment to the course, financial hardship and poor academic progress. Yorke and Longdens more recent survey (2008) identified the following seven factors as contributing to early withdrawal: poor quality learning experience; not coping with academic demand; wrong choice of field of study; unhappy with location and environment; dissatisfied with institutional resourcing; problems with finance and employment ; and problems with social integration. Davies and Elias (2002) obtained similar findings (with a sample of over 1 500 students). In their survey, the main factors for leaving were: a mistaken choice of course (24%), financial problems directly related to participating in higher education (18%), and personal problems (14%). More recently, the National Audit Office (NAO) (2007) identified seven types of reasons why students withdraw: personal reasons, lack of integration, dissatisfaction with course/institution, lack of preparedness, wrong choice of course, financial reasons and in order to pursue other opportunities. In summary, the reasons for early withdrawal are. Levels of Support Connecting Classroom Student support includes academic support, skills development, pastoral support, financial information, advice and support. Support may be delivered by dedicated, professional staff (e.g. student services), by academic staff (e.g. personal tutor), by peers (e.g. via mentoring schemes) or via the students union. There are different models of providing both academic and pastoral support: separate, semi-integrated and integrated curriculum models (Warren 2002, Earwaker 1993). Integrated approaches are favoured, as research shows that many students who would benefit from academic and other support services are reluctant to put themselves forward (Dodgson and Bolam, 2002). Personal tutoring is central to establishing a relationship between students and the institution, and providing a first point of contact (Dodgson and Bolam 2002, Yorke and Thomas 2003, Thomas and Hixenbaugh 2006). Teacher Support Work on personal tutoring has drawn on institutional research and evaluation of practice (Thomas and Hixenbaugh 2006). These studies are remarkably consistent in finding that:  · tutoring enhances many students learning experience and improves retention, progression and success  · traditional models of tutoring are no longer appropriate or fit for purpose  · new models of tutoring should be student-centred, integrated into the curriculum, connected to professional services and proactively engage students, especially as they make the transition into HE  · staff need to be involved in the development of new tutoring systems, and provided with guidance, training and support to enable them to fulfil their new roles, in a wider range of contexts and modes of delivery. Other research on academic study support also identifies the value of integrated or semi-integrated approaches (see below). Curriculum development is at the heart of what institutions can do to improve student retention and success. For many students, their academic interactions are the only way in which they interact with the institution, so that learning, teaching, assessment and course content become central to students experience and their decision to stay or leave early. In particular, research evidence points to the importance of: i) Active learning and teaching strategies ii) Formative assessment iii) Relevant courses iv) Integrated personal tutoring and study support v) Flexible learning i) Active learning and teaching strategies Many efforts to improve student retention and success via learning, teaching and assessment approaches focus on promoting greater student engagement in the classroom. This is primarily being undertaken by moving from largely teacher-centred approaches towards student-centred learning practices. There is a consensus that interactive as opposed to didactic teaching improves academic success and promotes the inclusion of learners who might feel like outsiders (Bamber and Tett, 2001; Haggis and Pouget, 2002; Thomas, 2002; Parker et al, 2005). Student-centred learning conceives of students as playing a more active role in their learning processes, and drawing on their existing knowledge, previous experiences and personal interests to enhance engagement, course commitment and retention on the programme. De Corte (2000) (in the context of Belgian schooling) identified the following features of a powerful learning environment. It should:  · include group discussions of both the content and the process of learning and studying  · provide authentic tasks and realistic problems that have personal meaning and future use  · initiate and support active and constructive learning processes (conceptual understanding) and  · enhance students awareness of their own cognitive processes and their ability to control their motives and feelings (cognitive and volitional self-regulation). Active learning is often associated with experiential, problem-based and project-based learning, and other forms of collaborative learning, and less reliance on the large lecture format. Boud and Feletti (1998, p2) identify the key features of a problem-based learning approach as:  · using stimulus material to help students discuss an important problem, question or issue  · presenting the problem as a simulation of professional practice or a real-life situation  · appropriately guiding students critical thinking and providing limited resources to help them learn from defining and attempting to resolve a given problem  · having students work co-operatively as a group, exploring information in and out of class, with access to a tutor who knows the problem well and can facilitate the groups learning process  · getting students to identify their own learning needs and appropriate use of available resources  · reapplying this knowledge to the original problem and evaluating their learning processes. Vincent Tinto has promoted the idea of learning communities as a way of facilitating student engagement both academically and socially. For example, by registering students for the same course or having all new students study the same topic, the entering students form their own self-supporting associations to give each other academic and social support (Tinto, 2000, p28-9). In Tintos work, students found that learning communities had academic and social benefits that impacted positively on student achievement and persistence (Tinto 1998, Tinto 2000). Formative feedback is integrated into the learning experience, and so does not detract from discipline-focused teaching, and it also reaches all students, not just those who have the knowledge and confidence to seek support. Furthermore feedback on formative assessment provides a vehicle for interaction between students and staff, thus helping to develop student familiarity and confidence to approach staff for additional clarification and guidance if necessary. Feedback information can also be used by staff to realign their teaching in response to learners needs (see Russell 2008). Life-World Environment Family Nontraditional students need opportunities to interact with faculty, staff and peers regularly. One of the participants in this study felt that faculty and staff should make themselves more available to students who may have questions or need extra help with assignments. The participant recalled a time when she could not locate any faculty or staff members to answer her question. The experience was incredibly frustrating as the student walked from office to office in search of answers. Departmental faculty and staff should participate in the monthly student forums to answer questions that students may have. Monthly student forums also provide an opportunity for peer interaction among students. Family has been identified as the primary source of support for nontraditional female students. To emulate this type of support, teacher education programs can attempt to create a family atmosphere within the program. A family atmosphere has to be created in every class to build a sense of community among students. The thought of completing two years of coursework individually or as a cohort may be overwhelming for some students. Students have to complete courses one at a time and may need the support of others to do so. Communities are the contexts in which people connect with each other. When nontraditional students feel connected to a place, they tend to invest in their learning (Larrotta, 2009). Social Engagement Harvey and Drew (2006) found that, although social integration is thought to be crucial to student retention and success, it is given comparatively little attention within institutions for example the forming of friendships and the impact of the locality and its social (non-university) facilities are not considered. In the US context, Tinto has established learning communities that study together and these have promoted social, as well as academic, integration. Thomas et al. (2002) found that student services can play a role in promoting social interaction by helping students to locate each other (e.g. mature students, international students etc), by providing social spaces, by offering more flexible and affordable Accommodation options and by compensating for the informal support usually provided by networks of friends. Yorke and Longden (2008) also note the importance of accommodation and living arrangements. Theoretical Framework on Non-Traditional Students Retention This study incorporates two conceptual models (Cross, 1981; Donaldson Graham, 1999) in order to develop a theoretical framework that will examine how nontraditional female students complete their journey towards their college degree. More specifically, this study is concerned with identifying the barriers experienced by these students and in understanding how differing levels of support was helpful in overcoming such barriers. Cross (1981) categorized barriers to participation in adult learning into three areas: institutional, situational, and dispositional. Cross categorization of barriers is one of three works used to form a theoretical framework for the present study. 1. Situationalthose that arise from ones situation or environment at a given point; 2. Institutionalthose practices and procedures that exclude or discourage adults from participating in organized learning activities; and 3. Dispositionalthose related to the attitudes and self-perceptions about one-self as a learner Within the international literature on student retention in higher education, a paradigmatic theoretical framework (Braxton Hirschy, 2004) is Tintos Interactionalist Theory. This theory, in its various revisions (1975, 1988, 1993), identifies the main predictive factor as the level of integration reached by the student in the social and institutional context of academia. In relation to the synthesis proposed by Braxton, Milem, and Sullivan (2000), much empirical evidence currently particularly supports the hypothesis that the degree of the students social integration in the campus community influences the level of commitment during the academic journey and thus the likelihood of successfully completing that journey. However, this model was developed mostly in relation to traditional students and to residential academic contexts, and doubts have been expressed about the validity of generalizing its constructs to explain attrition among non-traditional students (Bean Metzner, 1985; Cabrera, Nora Castaneda, 1993; Donaldson, Graham, Kasworm, Dirkx, 1999; Sandler, 2000; Taniguchi Kaufman, 2005). Donaldson and Grahams (1999) model of college outcomes for adults proposed a framework to examine and assess the key elements affecting the learning of undergraduate nontraditional students. The model takes into consideration the adults preexisting conditions and motives, cognition, classroom engagement, influences of reallife experience, and the outcomes that they observe and experience as a result of college experiences (Donaldson, Graham, Kasworm, Dirkx, 1999). The model draws on the work of Kasworm (1995) who investigated adults experiences and outcomes from undergraduate education. The model examines the relationships among six major elements related to adults undergraduate collegiate experiences: (a) Prior Experience Personal Biographies, (b) Psychosocial and Value Orientations, (c) Adults Cognition, (d) the Connecting Classroom, (e) the Life-World Environment, and (f) the Outcomes. The Connecting Classroom is the central avenue for social engagement and for negotiating meaning for learning. Adults use the classroom to define the separation between academic and life-world knowledge structures (schemata). They use academic knowledge structures to illuminate and elaborate existing life-world structures and transform both real-world and academic knowledge structures into new, integrative structures and meaning. For nontraditional students, the classroom defines the college experience (Kasworm, 1997). The classroom serves as the pivotal hinge with adults utilizing their various roles in life such as student, worker, citizen, and family member to make meaning of their college experience (Kasworm, 1997; Donaldson Graham, 1999). The Life-World Environment encompasses current work, family, and community situations and settings or the different roles and contexts in which adults work and live. Adults have out-of-class social settings that support their entrance or return to higher education; individuals in these settings include family members, coworkers, supervisors, and community members. These levels of support can detract from or enhance the elements of the psychosocial and value orientations component when adults engage in collegiate experiences (Donaldson Graham, 1999). Summary