Boas - Boidae - Constricting Snakes

Boas (Boidae) are a group of nonvenomous snakes that include about 36 species. Boas are found in North America, South America, Africa, Madagascar, Europe and many Pacific Islands. Boas include the largest of all living snakes, the green anaconda. Other Snakes Called Boas The name boa is also used for two groups of snakes that do not belong to the Boidae family, the split-jawed boas (Bolyeriidae) and the dwarf boas (Tropidophiidae). The split-jawed boas and the dwarf boas are not closely related to members of the family Boidae. Anatomy of Boas Boas are considered to be somewhat primitive snakes. They have a rigid lower jaw and vestigial pelvic bones, with small remnant hind limbs that form a pair of spurs on either side of the body. Although boas share many characteristics with their relatives the pythons, they differ in that they lack postfrontal bones and premaxillary teeth and they give birth to live young. Some but not all species of boas have labial pits, sensory organs that enable the snakes to sense infrared thermal radiation, an ability which is  useful in the location and capture of prey but which also provides functionality in thermoregulation and detection of predators. Boa Diet and Habitat Boas are predominantly terrestrial snakes that forage in low lying bushes and trees and feed on small vertebrates. Some boas are tree-dwelling species that stalk their prey by hanging their head down from their perch amongst the branches. Boas capture their prey by first grasping it and then coiling their body quickly around it. Prey is then killed when the boa constricts its body tightly so that the prey cannot inhale and dies of asphyxiation. The diet of boas varies from species to species but generally includes mammals, birds and other reptiles. The largest of all boas, in fact, the largest of all snakes, is the green anaconda. Green anacondas can grow to lengths of over 22 feet. Green anacondas are also the heaviest known species of snake and may also be the heaviest squamate species as well. Boas inhabit North America, South America, Africa, Madagascar, Europe and many Pacific Islands. Boas are often regarded solely as tropical rainforest species, but although many species are found in rainforests this is not true for all boas. Some species live in arid regions such as the deserts of Australia. The vast majority of boas are terrestrial or arboreal but one species, the green anaconda is an aquatic snake. Green anacondas are native to the slow-moving streams, swamps, and marshes on the eastern slopes of the Andes Mountains. They also occur on the island of Trinidad in the Caribbean. Green anacondas feed on larger prey than most other boas. Their diet includes wild pigs, deer, birds, turtles, capybara, caimans, and even jaguars. Boa Reproduction Boas undergo sexual reproduction and with the exception of two species in the genus Xenophidion, all bear live young. Females that bear live young do so by retaining their eggs within their body give birth to multiple young at once. Classification of Boas The Taxonomic Classification of boas is as follows: Animals Chordates Reptiles Squamates Snakes Boas Boas are divided into two subgroups which include the true boas (Boinae) and the tree boas (Corallus). True boas include the largest species of boas such as the common boa and the anaconda. Tree boas are tree-dwelling snakes with slender bodies and long prehensile tails. Their bodies are somewhat flat in shape, a structure that gives them support and enables them to stretch from one branch to another. Tree boas often rest coiled up in the branches of trees. When they hunt, tree boas hang their head down from the branches and coil their neck in an S-shape to give themselves a good angle from which to strike their prey below.

Essay on Animal Farm by George Orwell - 1117 Words

Orwell deals with the problem of rhetoric in ’Animal Farm’ by demonstrating how language can cause corruption. There are many characters in his book ‘Animal Farm’ that use rhetoric to convince and manipulate, however, the most talented persuasive speaker is Squealer. Squealer’s ability to use rhetoric is unrivalled, this is the reason Napoleon rises to power. Squealer uses the power in language to distort the truth in his speeches. When Napoleon wanted a problem fixed he would simply ask Squealer to talk to the animals and the animals would believe and be on board with whatever he said. Squealer uses many persuasive techniques such as rhetorical questions, inclusive language and exaggeration, but most of all he uses rhetoric. Rhetoric,†¦show more content†¦He had no persuasive power but he had fear. Later in the book to justify what he did to Snowball he employed Squealer to make Snowball look like a bad guy which in doing so inferred that N apoleon was the good guy. Once again Squealer uses the power of language to distort the truth and use persuasive rhetorical questions that the animals can only agree with.† Surely, comrades, you do not want Jones back?†, he persuaded the animals to believe that Snowball was plotting to get Mr. Jones back in control by double crossing them at the battle of the cowshed. He made the animals believe that Snowball was evil from the start and even though at first the animals did not believe it, they quickly disregarded their shared thoughts just because they were told to do so by a pig. Benjamin, the donkey sees straight through this but never bothers to tell anyone. When an animal said that Snowball did in fact fight well in the battle of the cowshed Squealer was quick to say that it had all been staged and they all believed it. This demonstrates the gullibility of the animals. The animals are easy targets for Squealer and the pigs as they are uneducated, ignorant and gullible. They are easily convinced and controlled. It only takes a couple of swift words from Squealer and you will have almost all the animals on board and agreeing with him. An extra comment here and there and he would have all the animalsShow MoreRelatedAnimal Farm And George Orwell By George Orwell1034 Words   |  5 Pages Eric Arthur Blair, under the pseudonym of George Orwell, composed many novels in his lifetime that were considered both politically rebellious and socially incorrect. Working on the dream since childhood, Orwell would finally gain notoriety as an author with his 1945 novel Animal Farm, which drew on personal experiences and deeply rooted fear to satirically critique Russian communism during its expansion. Noticing the impact he made, he next took to writing the novel 1984, which similarly criticizedRead MoreAnimal Farm By George Orwell1397 Words   |  6 PagesAn important quote by the influential author of Animal Farm, George Orwell, is, â€Å"Every line of serious work that I have written since 1936 has been written, directly or indirectly, against totalitarianism.† George Orwell, a Democratic Socialist, wrote the book Animal Farm as an attack on the Communist country of Russia (â€Å"The Political Ideas of George Orwell,† worldsocialism.org). He had a very strong disliking of Communism and the Socialist party of Russia. However, he insisted on finding the truthRead MoreAnimal Farm, By George Orwell1545 Words   |  7 Pagesallow because an this elite institution of people often use this gear to dominate and oppress society. In George Orwell’s story, Animal Farm, Orwell demonstrates that education is a powerful weapon and is a device that can be used to at least one’s benefit. Living in a world where strength is a straightforward to benefit, the pigs quick use education to govern the relaxation of the animals on the farm to serve themselves worked to their advantage. This story in shows the underlying message that   firstRead MoreAnimal Farm By George Orwell944 Words   |  4 Pageslegs(Orwell 132). He carried a whip in his trotter(Orwell 133). In the novel Animal Farm by George Orwell, animals have the ability to talk and form their own ethos, Animalism. Animal Farm is an intriguing allegory by George Orwell, who is also th e author of 1984, includes many enjoyable elements. More knowledge of the author, his use of allegorical elements, themes, symbols, and the significance in the real world, allows the reader to get more out of this glance into the future. George OrwellRead MoreAnimal Farm, By George Orwell876 Words   |  4 Pagesrebellious animals think no man means freedom and happiness, but they need to think again. The animals of Manor Farm rebel against the farm owner, Mr. Jones, and name it Animal Farm. The animals create Animalism, with seven commandments. As everything seems going well, two of the animals get into a rivalry, and things start changing. Food starts disappearing and commandments are changed, and the power begins to shift. Father of dystopian genre, George Orwell writes an interesting allegory, Animal FarmRead MoreAnimal Farm by George Orwell1100 Words   |  4 PagesIntroduction: Widely acknowledged as a powerful allegory, the 1945 novella Animal Farm, conceived from the satirical mind of acclaimed author George Orwell, is a harrowing fable of a fictional dystopia that critiques the socialist philosophy of Stalin in terms of his leadership of the Soviet Union. Tired of their servitude to man, a group of farm animals revolt and establish their own society, only to be betrayed into worse servitude by their leaders, the pigs, whose initial virtuous intentionsRead MoreAnimal Farm By George Orwell1538 Words   |  7 PagesMecca Animal Farm The Russian Revolution in 1917 shows how a desperate society can be turned into a military superpower filled with terror and chaos. George Orwell uses his book, Animal Farm, to parallel this period of time in history. This book is an allegory of fascism and communism and the negative outcomes. The animals begin with great unity, working toward a common goal. The government then becomes corrupted by the temptations of power. George Orwell uses the characters in Animal Farm to showRead MoreAnimal Farm by George Orwell1175 Words   |  5 PagesAn enthusiastic participant in the Spanish civil war in 1936, George Orwell had a great understanding of the political world and made his strong opinions known through his enlightening literary works, many of which are still read in our modern era. Inspired by the 1917 Russian Revolution and the failed society it resulted in, Animal Farm by George Orwell is an encapsulating tale that epitomises how a free utopian society so idealistic can never be accomplished. The novella exemplifies how influencesRead MoreAnimal Farm, By George Orwell1089 Words   |  5 PagesIn George Orwell’s â€Å"Animal Farm†, the pigs as the farm leaders, use unknown language, invoke scare tactics and create specific laws, thereby enabling them to control other animals, to suit their greedy desires, and to perform actions outside their realm of power. Because of the pigs’ use of broad language, and the implementation of these tactics they are able to get away with avoiding laws, and are able to convince other animals into believing untrue stories that are beneficial to the pigs. The firstRead MoreAnimal Farm, By George Orwell1212 Words   |  5 PagesShe stood there over the dead animals thinking to herself what have we come to? We try to become free but we just enslave ourselves to a so called superior kind. Napoleon killed the animals in front of the whole farm and said that this was to be the punishment for the traitors. Snowball was known as a traitor now and anyone conspiring with him would be killed. Snowball and Napoleon both represent historical characters during the Russian revolution in 1917.Snowball who was one of the smartest pigs

Women in the Workforce Free Essays

Group: 6 Janelle Maskulka, Hannah Reifer, Laura Welker, Andrea McNett Group Leader: Hannah Reifer Scribe: Janelle Maskulka Topic: Women in the Workforce from the 1800- current Outline and Student Responsibilities Introduction: Our group will discuss how women in the past had limited working rights but over time laws and bills were passed that allowed women to grow in the workplace. However still today women are not treated as equals to their male counterparts. 1. We will write a custom essay sample on Women in the Workforce or any similar topic only for you Order Now 1800’s – Andrea McNett Before/ Early 1800s little to no rights and strictly housewives †¢ Industrial Revolution o Unmarried women worked in factories and moved to city o Caused women to delay marriage/ less children †¢ Women’s Rights o More Independent o Fought for equal wages ? Female Labor Reform Association in New England (1844) o Fought for education o Fought for voting †¢ The National American Woman Suffrage Association (NAWSA) o Founded in 1840 o Mainly focused on women’s right to vote Branched into two subdivisions ? National Woman Suffrage Association (NWSA) ? American Woman Suffrage Association (AWSA) †¢ Susan B. Anothony 2. 1900-1950 – Hannah Reifer †¢ Employment in 1900 o Women only had 5% gainful employment outside of the household ? Woman self-imagine began to change †¢ Went from only wanting children and a husband to wanting to be employed o By 1910 this employment rate had increased to 11% †¢ Women in politics (voting rights) Also by 1910, only four states had equal women rights. ? These failures were partly due to people who believe that politics was no place for women †¢ Women’s Suffrage Amendment (1920) (NAWSA) o 19th amendment o Can’t base the write to vote off of sex †¢ The Great Depression (1930’s) o Prohibited married women to work ? Legislature passed in 26 states †¢ World War II (1939-1945) o Brought major change to women in the workforce o Men went to war o 6 million more women entered into the workforce o Some women didn’t want to work Rosie the Riveter â€Å"We Can Do It† was used as motivation o As soon as the war was over men returned to jobs women were laid off †¢ By 1947 women began to once again enter the workforce †¢ By 1950 31% of women in the United States were employed and working 3. 1950- 2000 – Laura Welker †¢ â€Å"Roots of the Revolution† (1950-1970’s) o Warning signs of a revolution, change in women’s expectations of employment †¢ Women began to see themselves as going to college and perhaps even graduate school o Working mothers and wives was slowly becoming more common †¢ â€Å"Quiet Revolution† (1970-2000’s) Woman enrollment in colleges and grad schools increased dramatically o Women began to studying fields men were typically professionalized in such as medicine, law and dentistry †¢ More women were now expected to go to college and join the workforce by age 35, where in the past women were supposed to be in the home and raise the children 4. 2000’s – Janelle Maskulka †¢ Almost half of the workforce today is made up of women (46%) †¢ Major women in the workforce today o Oprah o Condoleezza Rice o Hillary Clinton †¢ Major changes since 1900’s o Bypassing men in management positions Staying with employers longer than men †¢ However, men still continue to make more mo ney o . 76% higher wages than women Conclusion: (Group collaboration/ Input of tying up loose ends) Over time and history women have worked hard to gain rights in and out of the workforce. If we continue to work in the same direction and gain more and more rights we will see more results such as equal pay compared to men, more women in the management and CEO positions, in turn breaking the glass ceiling and the barrier between men and women in the workforce, which is the overall goal. How to cite Women in the Workforce, Papers

13th USENIX Conference on Hot Topics in Operating Systems

Question: Describe about the 13th USENIX Conference on Hot Topics in Operating Systems? Answer: In the question there is a link provided of an article. and the article consist the information about the 5 ways the windows beats the iOS. But after reading the article iam disagree with the article. The two points due to which iam disagree with the article are as follows-: Navigating the Windows 8 touch interface involves a steep learning curve. The first point on which iam disagree is that one side in the article it is mentioned that now a days more peoples are using the windows 8 operating system. as this operating system is inbuilt in the tablets, it is so much in demand, but on the other side same in the article it is mentioning that the use of windows 8 is not easy than the ios. So iam disagree with the point mentioned on the above. iOS doesnt let you create fully accessible, eminently manageable files. The second point on which iam disagree is that ios doesnot help us in creating completely accessible files and properly management of those files. As we all know that the ios operating system is used in Apple. And the ios system properly creates and manages the file system. so according to me iam not agree with the above mentioned sentence that I extract from the link provided of the article. Two areas that will not cause problem to the organization server are as follows-: Unix Security model may be too primitive. As the article shows that the security model of the unix is totally based on the ACL concepts means Access Control Lists. Instead of providing the facility of user ID and Password to all user it is centrally administered. Unless it is primitive but it increases the security of the system. and now a days the new innovation takes place in the security model of the unix that all the user within the organization are authenticated by a valid user ID and Password and owner of particular system decides who can view and access the file. so there is no problem to use unix in the organization web server as it doesnot cause any problem related to security matters. Unix Supports for GUI is Weak. As in the article it is mentioned that the GUI support of unix system is weak. It doesnt mean that the unix system doesnot prvide graphical effect to the system. unix system follow the long route to access any feature within the sytem. But it doesnot create problem for organization server. As we all know that GUI (Graphical User Interface) helps in understanding the system features easily and provide flexibility while using the system by user.3) As in the question it is mentioned to develop the operating system for the organization in order to run the application related to stock market for buying and selling of stock. And it is asked in the question about the best scheduling activities for the operating system that helps the system in order to process more than one process at a time received from different sources. So, In order to develop the multitasking operating system for the new application real time scheduling activity will be best. Because multitasking is a method where at a time various tasks arrive at the system for processing. In this one task dont wait for other in order to start processing until the first process completed. According to the application which operates on multitasking operating system, real time scheduling will be best. Because as in the question it is mentioned that the buying and selling of shares application works on the operating system which needs the fast processing towards the system without waiting a lot or in other words we can say that without waiting for their turn.Real time processing methods deal with input request very fastly without further delay. As the input request came in the system fast processing takes place within the system and immediately the output generates from the system. this is the basic concepts of real time processing. The reason to use the real time scheduling in multitasking operating system are as follows-: 1) Increased Performance rate-: Real time system helps in increasing the performance rate of the system as it process more processes within the short period. In this way, it helps in increasing the performance rate of the system. 2) Fast processing without delay-: Real time system performs processing of the process very fast without waiting for their turn. So it helps in stopping delay within the system while processing the data. References Bailey, K., Ceze, L., Gribble, S. D., Levy, H. M. (2011, May). Operating system implications of fast, cheap, non-volatile memory. In Proceedings of the 13th USENIX conference on Hot topics in operating systems (pp. 2-2). USENIX Association. Bravo-Lillo, C., Cranor, L. F., Downs, J., Komanduri, S., Schechter, S., Sleeper, M. (2012, October). Operating system framed in case of mistaken identity. In ACM CCS (Vol. 12). Dixon, C., Mahajan, R., Agarwal, S., Brush, A. B., Lee, B., Saroiu, S., Bahl, P. (2012, April). An Operating System for the Home. In NSDI (Vol. 12, pp. 337-352). McKusick, M. K., Neville-Neil, G. V., Watson, R. N. (2014). The design and implementation of the FreeBSD operating system. Pearson Education. Rossbach, C. J., Currey, J., Silberstein, M., Ray, B., Witchel, E. (2011, October). PTask: operating system abstractions to manage GPUs as compute devices. In Proceedings of the Twenty-Third ACM Symposium on Operating Systems Principles (pp. 233-248). ACM. Soares, L., Stumm, M. (2014). S. Patent No. 8,701,122. Washington, DC: U.S. Patent and Trademark Office. Silberschatz, A., Galvin, P. B., Gagne, G. (2013). Operating system concepts (Vol. 8). Wiley. Van Scoyoc, A. (2014). Restoring Sanctuary: A New Operating System for Trauma-Informed Systems of Care, by SL Bloom and B. Farragher: (2013). New York, NY: Oxford University Press, 314 pp. Journal of Trauma Dissociation, 15(2), 243-244.

Self-Preservation Is the First Law of Nature Essay Example

Self-Preservation Is the First Law of Nature Paper â€Å"Self-preservation is the first law of nature. † The above quote is an often heard line regarding an individual’s response to the demands of nature. It can be said that self-preservation and security outweigh the need to act independently and freely of the constraints of others. This is but one of the ways one can attempt to balance out the desire to act independently but also with the need for security. The idea of resolving these seemingly irreconcilable needs is brought up in Shakespeare’s play Hamlet, wherein he writes of two main characters who attempt to resolve their need for independence and security. The playwright utilizes character to suggest that in the attempt to reconcile independence and security, it is ultimately the need for self-preservation that takes immediate priority. A character who is faced with the task of uniting his desire to act independently with his need for security is Hamlet. Hamlet shows a melancholy side to him when confronted by these opposing demands. From his soliloquies, the reader is immersed in the thoughts of a pensive young man who struggles with the need for safety and freedom. He debates whether â€Å"to be, or not to be,† and although he does not hold his life at a â€Å"pin’s fee,† his heart harbors discontent with the â€Å"unweeded garden that grows to seed. † It is seen that he is conflicted with the demands set upon him by his dead father, as well as that of Claudius and the people of Denmark who want to move on from the passing, and he struggles with the desire to resolve his need for security and autonomy in this matter. We will write a custom essay sample on Self-Preservation Is the First Law of Nature specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Self-Preservation Is the First Law of Nature specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Self-Preservation Is the First Law of Nature specifically for you FOR ONLY $16.38 $13.9/page Hire Writer From this, it is seen that Hamlet values self-preservation over independence as his soliloquies are only words and not actions, and as such, are the product of his own safety thereby allowing him to immerse himself in the safety of this own thoughts. Furthermore, it is evidenced that he is a procrastinator in his quest for independent action, and this ultimately turns out to be his tragic flaw. Even though he is set upon the task of avenging his father’s â€Å"foul and most unnatural death,† he stands â€Å"unpregnant of his cause. It is clear from this that Hamlet procrastinates in order to preserve his own well being and acts in his own self interest despite the desire to take revenge upon Claudius for his father’s death. He does not wish to act independently when his security is put at risk, especially in the presence of a â€Å"smiling, damned villain,† so he procrastinates in order to put off dealing with matters that might jeopardize his wellbeing. Conversely however, Hamlet has been shown to have an impulsive streak in the face of settling his desires for safety and freedom. This is clearly seen when he â€Å"follows [the ghost]† despite the apparitions intentions being unknown. The ghost could be the work of the devil, only to condemn Hamlet to his own personal oblivion, however, he still actively seeks out the spectre because he wishes to learn the truth of the matters concerning his father’s death. As well, he displays decisive action when he says the â€Å"rat dead, for a ducat, dead. † This violent and impulsive action results in the death of Polonius who was eavesdropping on his and Gertrude’s conversation. In both of these examples it is seen that Hamlet acts independently and decisively, with the underlying intent being that of self-preservation. He seeks out the ghost’s intentions because of his desire to live securely despite the rule of Claudius, and he kills Polonius only because he was acting on behalf of his own primal instinct to preserve himself. From these examples it is inferred that in his desire to harmonize safety and the need for independent action, hamlet acts impulsively to secure the security he craves. Lastly, it is seen that Hamlet exudes an aura of intelligence and quick wit when opposed by the daunting task of reconciling safety and independence. He has an innate ability to transform a turn of events to his advantage as is witnessed when the players come to put on a show. He utilizes them in order to â€Å"catch the conscience of the king,† wherein he collects enough evidence to cement the validity of the ghost’s statements. His ability to think quickly is invaluable, as this keeps his wellbeing a top priority while still unifying his need to act freely as well. Another character who deals with the prospect of reconciling his need to act independently with his need for security is Claudius. Unlike Hamlet who is a procrastinator in his deeds, Claudius is a man of decisive action. This is clearly seen when he decides to have Hamlet sent to England with â€Å"fiery quickness† due to his â€Å"antic disposition. † It is evident that Claudius does not deliberate on matters that require immediate attention as â€Å"[he’ll] have Hamlet hence to-night. † From this, it can be inferred that Claudius wishes o preserve himself against a suspicious threat as he manages to actively deal with his adversary as well. In combination with his decisive action, it is known that Claudius is incredibly manipulative in his desire to unify freedom and safety. When Laertes makes his return to Denmark with every intention of avenging his father by killing Claudius, he does everything in his power to give†[Laertes’s soul] it[s] due content. † He placates Laertes’s indignant spirit and as a result, Laertes end up â€Å"rul’d by [Claudius]. From this, it is seen that Claudius utilizes manipulation for the sake of self-preservation while keeping his own independent actions an ulteriot motive. As well, Claudius has displayed a creative and strategic ingenuity when it comes to reconciling his own security and free will. He is determined to be rid of Hamlet, but his strategic nature indicates that he will do so by way of a cunning scheme. When Laertes and Claudius plan hamlet’s demise, Claudius maintains a skillful approach that will allow â€Å"purpose[to] hold there. It is evidenced that Claudius utilizes his own strategic nature in order to act for sake of saving his own flesh. While in the process of working towards acting independently, he also manages to keep his safety a top priority which is his ultimate motive against a dangerous opposition such as Hamlet. Lastly, it is seen that in his pursuit of uniting his own independent action and security, Claudius has shown a paranoid and guilt stricken side to him. He is responsible for the death of his own brother as his â€Å"stronger guilt defeats [his] stronger intent. † However, he cannot truly repent as his â€Å"words [are] without thought,† and as a result, they will â€Å"never to heaven go. † It is seen that because of his desire to remain secure in not only the eyes of the public, but as well as Hamlet and Gertrude, he cannot openly admit to his wrong doings. This is due to the fact that in doing so, he will risk the unbridled and justified wrath of hamlet which will compromise Claudius’s sport on the throne. Just like a scavenger whose actions are cowardly in order to live another day, Claudius too, lives securely to rule in the coming days due to his own inability to act independently. In conclusion, it is seen that in the attempt to reconcile ones desire for independent action as well as security, it is ultimately the self-preserving instinct that takes immediate control. This is clearly evidenced by both hamlet and Claudius in Shakespeare’s play Hamlet, who although take different approaches to this matter, fundamentally have the same mentality of keeping their desire to be secure the utmost priority. It is derived from the play that it is almost always security that takes precedence over freedom of actions; however it is up to the members of society to decide for themselves how they wish to approach their own attempt to reconcile their own need for security as well as the desire to act independently. There are many different approaches and ways to attempt this harmonization, and as such, each is tailored to an individual’s unique ability to decipher what it is that one really values and desires.

Israeli Prime Ministers Since Establishment of the State in 1948

Israeli Prime Ministers Since Establishment of the State in 1948 Since the establishment of the state of Israel in 1948, the prime minister is the head of the Israeli government and the most powerful figure in Israeli politics. Although the president of Israel is the countrys head of state, his powers are largely ceremonial; the prime minister holds most of the real power. The official residence of the prime minister, Beit Rosh Hamemshala, is in Jerusalem. The Knesset is the national legislature of Israel. As the legislative branch of the Israeli government, the Knesset passes all laws, elects the president and prime minister, although the prime minister is ceremonially appointed by the president, approves the cabinet, and supervises the work of the government. Israels Prime Ministers Since 1948 Following an election, the president nominates a member of the Knesset to become prime minister after asking party leaders whom they support for the position. The nominee then presents a government platform and must receive a vote of confidence in order to become prime minister. In practice, the prime minister is usually the leader of the largest party in the governing coalition. Between 1996 and 2001, the prime minister was directly elected, separately from the Knesset. Israeli Prime Minister Years Party David Ben-Gurion 1948-1954 Mapai Moshe Sharett 1954-1955 Mapai David Ben-Gurion 1955-1963 Mapai Levi Eshkol 1963-1969 Mapai/Alignment/Labor Golda Meir 1969-1974 Alignment/Labor Yitzhak Rabin 1974-1977 Alignment/Labor Menachem Begin 1977-1983 Likud Yitzhak Shamir 1983-1984 Likud Shimon Peres 1984-1986 Alignment/Labor Yitzhak Shamir 1986-1992 Likud Yitzhak Rabin 1992-1995 Labor Shimon Peres 1995-1996 Labor Benjamin Netanyahu 1996-1999 Likud Ehud Barak 1999-2001 One Israel/Labor Ariel Sharon 2001-2006 Likud/Kadima Ehud Olmert 2006-2009 Kadima Benjamin Netanyahu 2009-present Likud Order of Succession If the prime minister dies in office, the cabinet chooses an interim prime minister, to run the government until a new government is placed in power. According to Israeli law, if a prime minister is temporarily incapacitated rather than dies, power is transferred to the  acting prime minister, until the prime minister recovers, for up to 100 days. If the prime minister is declared permanently incapacitated, or that period expires, the President of Israel oversees the process of assembling a new governing coalition, and in the meantime, the acting prime minister or other incumbent minister is appointed by the cabinet to serve as an interim prime minister. Parliamentary Parties of the Prime Ministers The Mapai Party was the party of the first prime minister of Israel during the formation of the state. It was considered  the dominant force in Israeli politics until its merger into the modern-day Labor Party in 1968. The party introduced progressive reforms such as the  establishment of a welfare state, providing a minimum income, security, and access to housing subsidies and health and social services. The Alignment was a group of consisting of the Mapai and Ahdut Haavoda-Poalei Zion parties around the time of the sixth Knesset. The group later included the newly formed Israel Labor Party and Mapam. The Independent Liberal Party joined the Alignment around the 11th Knesset. The Labor Party was a parliamentary group formed in the course of the 15th Knesset after Gesher left One Israel and included the Labor Party and Meimad, which was a moderate religious party, that never ran independently in Knesset elections. One Israel, the party of Ehud Barak, was made up of the Labor Party, Gesher and Meimad during the 15th Knesset. The Kadima was established towards the end of the 16th Knesset, a new parliamentary group, Achrayut Leumit, which means National Responsibility, split off from the Likud. Approximately two months later, Acharayut Leumit changed its name to Kadima. The Likud was established in 1973 around the time of the elections for the eighth Knesset. It consisted of the Herut Movement, the Liberal Party, the Free Center, the National List and Greater Israel Activists.

The case of injury at the workplace Essay Example | Topics and Well Written Essays - 1250 words

The case of injury at the workplace - Essay Example The case of injury at the workplace The plaintiff appealed the decision to the court. BWC filed a motion to dismiss for lack of jurisdiction. The court ruled in favor of BWC holding that Plaintiff had not exhausted administrative remedies and dismissed the appeal. Subsequently, the plaintiff moved to the Tenth District Court of Appeals which upheld the decision of the trial court. The plaintiff did not stop there but made a second Workers’ Compensation claim application with BWC. This second application was administratively rejected by BWC and Industrial Commission at all levels. The plaintiff then appealed BWC’s decision to the court. At that point, the BWC (hereby called the defendant) made the motion to dismiss or in alternative for summary judgment (the subject to the present appeal) on grounds that decision of the defendant denying the applicant’s first application acted as a bar for his making the second application, under the doctrine of res Judicata. Therefore, the main issue in the applica tion was whether the second worker’s compensation application by the plaintiff can be heard de novo by BWC or it was barred under the doctrine of res Judicata. The court found that the second application should have been heard de novo by the defendant. The reasoning of the court was that the original worker’s compensation claim was not heard on merit but was dismissed on procedural technicalities and, therefore, the doctrine of res Judicata did not apply. ... This second application was administratively rejected by BWC and Industrial Commission at all levels. The plaintiff then appealed BWC’s decision to the court. At that point, the BWC (hereby called the defendant) made the motion to dismiss or in alternative for summary judgment (the subject to the present appeal) on grounds that decision of the defendant denying the applicant’s first application acted as a bar for his making the second application, under the doctrine of res Judicata. Therefore, the main issue in the application was whether the second worker’s compensation application by the plaintiff can be heard de novo by BWC or it was barred under the doctrine of res Judicata. The court found that the second application should have been heard de novo by the defendant. The reasoning of the court was that the original worker’s compensation claim was not heard on merit but was dismissed on procedural technicalities and, therefore, the doctrine of res Judica ta did not apply. The court relied on a decision of the Tenth District Court of Appeals in Greene v Conrad (10th Dist., 1997) where the court held that BWC had denied the application on procedural ground, and which did not constitute adjudication of the dispute on its merits and, therefore, the doctrine of res Judicata could not apply. Therefore, the court dismissed the defendant’s motion to dismiss and remanded back the matter to BWC for proceedings. The trial court found that the original worker’s compensation claim application was filed by another person other than the plaintiff with BWC without the knowledge of the plaintiff and therefore, the claim cannot be held to have been adjudicated on merit since he was not pricy as a party. Present Appeal

Social Needs of Children and Adolescents Essay Example | Topics and Well Written Essays - 750 words - 1

Social Needs of Children and Adolescents - Essay Example B. According to the social learning theory, children learn the skills of effective communication through their observations of adults around them. The development of communication skills among children is hence, directly related to their parents and the environment in their homes. A happily married couple is likely to give positive vibes and create a positive environment for the child which in turn leads to the development of a strong sense of emotional security in the child, thus ultimately contributing to positive interaction skills among them (Fine & Harvey, 2006). Â  C. Emotional unresponsiveness is the key quality in a family environment that may restrict the development of crucial social development skills among children. Children, who lack emotional support from their parents, tend to lack self-confidence and results in an insecure relationship between the child and the parent. This further creates a high-stress environment in the family, leading to serious negative consequences on the social development of the child (Mash, 2003). Â  D. The adoption and implementation of psychoeducational approach in a classroom help in the development of positive intrapersonal skills development among children (Hunter-Carsch, 2006). One of the most significant aspects of a classroom environment is the one which encourages the children to listen attentively. Since effective listening skills contribute to the development of effective problem-solving skills (Adams, 1994). Â  E. A classroom environment which follows a strictly formal approach while interacting with the students could prove to be detrimental to the achievement and development of effective social skills.

Marketing Audit Essay Example | Topics and Well Written Essays - 3250 words

Marketing Audit - Essay Example However, this was a great challenge to Nokia, specifically because new companies began to emerge, that were able to produce cheap mobile phones, which were also innovative. During the 21st century, Nokia began losing competition to mobile phone giants such as Apples, Samsung, and the numerous Chinese mobile companies that produced cheap, but innovative mobile phones (Sundback, 2008). One of the major reasons as to why Nokia was losing competition is based on the fact that it had a poor marketing strategy. Nokia was unable to effectively communicate its proposition, and what their products stand for. This is an aspect that Apples and Samsung have managed to communicate effectively in their marketing campaigns. Furthermore, the advertisements of Nokia are not consistent, communicating messages which are not relevant to their target market (Barnes, 2011). It is important to understand that to achieve success in marketing, it is essential for a business organization to highlight how their products serve the needs of their customers. On this note, failure of Nokia to achieve market growth is not because of low quality products, but mainly because of their poor marketing strategies. Nokia is a company in the telecommunication industry. In reviewing the marketing strategy of Nokia, there is a need of concentrating on the strategy that the organization employed in marketing its Nokia brand of mobile phones (Glotz, Bertschi and Locke, 2005). This report will provide a critique of the marketing strategy of the organization, identifying various weaknesses that the company needs to improve on. The main intention of providing a critique on the marketing strategy of Nokia is to make a recommendation on how to improve its marketing mix, in order to be an effective competitor in the telecommunications industry (Häikiö, 2002). On this basis, this report is a critical analysis of the marketing strategy of Nokia

Issue Of Single Sex And Coeducational Physical Education

Issue Of Single Sex And Coeducational Physical Education There has been a constant debate surrounding the idea as to whether or not students would benefit more from a single sex environment or mixed sex environment for education (Mael, 1998). This debate has led to extensive research into this issue whereby some researchers have supported single-sex classes while others have supported mixed-classes the two nature of classes have been particularly discussed in relation to issues such as socioemotional, academic, as well as interpersonal development (Harker, 2000). The purpose of this study is to investigate whether it is advantageous to run single-sex physical education classes as opposed to coeducational classes, in which case the relationship between several variables will be examined. In addition, the study attempted to delve into the impact of these variables upon the effectiveness of physical education learning for girls. The study involved both qualitative and quantitative study techniques, whereby, a total of 50 female students were interviewed. To collect more information, the researcher repeated this process on 10 female physical education teachers. Questionnaires were designed and administered to both the female students and the teachers, in which case the questions that were asked were both open-ended and closed-ended. To ensure informed participation, Cone and Foster (2003) pointed out that it is critical to seek informed consent from the participants and also ensure their confidentiality. In this view, the researcher will ensure that a clear, informed and voluntary agreement is made by the participants (Ellis and Earley, 2006). The kind of informed consent, which will be used in this study, will have to meet specific requirements including a statement that the study is about research, specification of any experimental procedures, a description of the procedures that will be involved, an explanation of the purpose of the research, and details of the expected period of participants involvement (http://www.strath.ac.uk, accessed 22.02.2013). Analysis of the results of the interview presented quantitative variables for establishing the girls effectiveness for learning football skills, which was statistically significant, meaning that single-sex environment was preferred. Similarly, the conclusion from the qualitative data was that single-sex physical education environment is a better learning environment,as it offers a more supportive and comfortable environment for girls than a coeducational environment (Elwood and Gipps, 1999). To review the differences of female participation levels in both single sex PE and mixed sex PE Introduction The issue of single-sex and coeducational physical education is a grand debate and has no sign of ending any time soon. Numerous research regarding the pros and cons of coeducational against single-sex has been undertaken in the UK and the world at large, though its results have been largely mixed and unclear (Mael, 1998). In other words, the results of these studies and reviews has been lacking of consistency or strong evidence about the disadvantages and advantages of signal-sex classes over coeducational classes (Mael, 1998). Nevertheless, one of the stronger suggestions is that, when evaluating the effectiveness of either single-sex or coeducational classes, it is important to assess both the social and and the cultural context of the school environment (Smithers and Robinson, 2006). This study is aimed at identifying the all-round debate that concerns the issues of social cultural environment including learning achievement, curriculum design, social issues, and the experience of children in learning physical education among many others. Historically, the issue of gender and education has led to a perception of schools as crucial roots of fostering development of equal society and social change, whereby a social situation for the women is perceived to be less repressive (Salomone, 2004). Nevertheless, the approaches to the question of single-sex physical education can be taken from different perspectives. In this regard, some academic sources provide that, in order to prepare women to stand out academically, it is also important to make sure they take part in physical education, a subject which is becoming compulsory in schools around the world (Oloffsson, 2007). Although this can only be successful if issues of structure, and conditions of physical education classes are put into consideration while designing an all inclusive educational curriculum. Unfortunately studies show that it is a constant battle to get girls to even participate in physical education as shown by Evans (2006) who states that 35% of girls do not enjoy PE compered to a mere 17% of boys. Most importantly, it is argued that girls in single-sex schools can excel academically simply if the lesson is structured to encourage and motivate girls to acquire specific skills, even in areas that are perceived to be male domain, including the sciences (Salomone, 2004). It is also argued that schools should be symbols of equality and environments that can provide students with early knowledge and experiences of gender equality in order to avoid nurturing a society that propagates unequal gender patterns (Warrington and Younger, 2001). In respect to gender equality, the position has been that coeducational classes are a preparation for a society that values gender equality, however it is stated by Hoffman et al. (2008) that females experience gender inequality from a young age as males receive more direct attention from teachers from nursery through secondary school. Nevertheless, provided that gender inequality in most societies is natural, it is important to instill the virtue o f gender equality and awareness in the stakeholders including teachers to avoid the reproduction of gender inequity in academic training (Salomone, 2004). The current educational environment focuses on the achievement of qualifications such as GCSEs and general academic success. However, the educational experience of students throughout their school years must not be ignored. Many researchers have shown how girls experiences within a coeducational PE environment is difficult for them in a number of different ways. For example, it was suggested that teachers intellectually motivated boys and rewarded girls for exhibiting suitable feminine characteristics. Evans (2006) also comments to suggests that girls feel self conscious when par taking in physical activity as being sporty is not considered to be a desirable feminine trait. It was also found that the boys had a tendency of dominating the classes, in which case the teachers supported their domination by taking their contributions more seriously than that of the girls. Howe (2001) suggests that this is due to sports being viewed as a mans game possibly resulting in teachers over looking girls contributions. Notably, the tendency of boys to dominate classes does not affect all boys and at the same time some girls are not typically silent, but exhibit the behaviour of boys. More recent research has shifted focus towards the differences within and between gender groups. The way that students experience schooling is affected by factors such as social class, ethnicity and race; however, the patterns of gender identified in early research is carried on throughout coeducational schools in the present day. This, however, does not mean that the educational system in single-sex environments is entirely positive thus showing why this study is necessary to explore this rather undisputable issue. The issues of coeducational and single-sex physical education classes has been largely researched but the long-term social implications have been scarcely studied this study will explore this aspect in an extensive view. Notably, most of those who support coeducational classes can encourage males and females to work together constructively. In other words, coeducational set ups proponents suggest that the classes should be structured to mirror a real-life situation. In contrast, the proponents of single-sex class argue that, since the female classes do not reflect a real-life situation, it is only important to have single-sex classes. In other words, they propose that, since the western societies are male-dominated and since women plays a second fiddle when it come to opportunities, power, and payments amongst other issues there is a need to separate females and males classes. It is, therefore, important for the students as well as the educators to change this wave of inequality in schools and physical education in particular. Those who have supported single-sex have maintained that single-sex educational environment can present girls with an opportunity to deliver themselves from the strings of discrimination and get an opportunity to prove that they do not have to play a second fiddle to boys. The little evidence that has been presented in relation to the long-term social implications of mixed and single-sex physical education classes has not shown any significant discrepancies in regards to personal development differences between males and females in coeducational and single-sex environments. However, on overall, more questions have been left unanswered in respect to this issue. Therefore, this study investigated whether it is advantageous to run single-sex physical education classes as opposed to coeducational classes, in which case the relationship between several variables was examined. In addition, the study attempted to establish the impact of these variables upon the effectiveness of physical education learning for girls. Literature review A mixed-gender Physical Education (PE) has sparked a lot of argument amongst many stakeholders including researchers and educators (Issues, 1999), most of whom are interested in promoting the learning environment for the females so they can be educated effectively just like the male students (Carpenter Acosta, 2001). Many of those who have studied this area have thought that integration of male and females during PE lessons would remove the problem of discrimination since both genders would receive similar instructions as well as the curricular content (Griffin, 1983). However, many other researchers have contradicted this observation because they found that mixing girls and boys during PE lessons did not amount to equitable treatment for girls (Chepyator-Thomson Ennis, 1997; Derry Phillips, 2002; Hutchinson, 1995). In a qualitative study conducted by Griffin (1983; 1984), integration of both genders during physical education was presented as neither conducive nor equitable for girls and some boys. The capacity of girls to learn in such environments was inhibited by the behaviuor of boys including display of physical contact, verbal harassment and taking of girls turns (Griffin, 1983). On the other hand, girls did not inhibit the performance of boys and actually opted to stay away from them (Griffin, 1983). Another highly influential factor that affected the mixed-gender classes is the manner in which boys controls the activities during the PE classes, hence rendering the girls more or less inactive (Chepyator-Thomson Ennis, 1997; Derry Phillips, 2002). Furthermore, girls have a tendency of losing enthusiasm during interaction with their peers in the course of physical education this makes them to develop a fearing attitude and a negative feeling towards the interactive physical activity, whi ch in effect reduces their level of participation (Kunesh, Hasbrook, Lewthwaite, 1992). Furthermore, the settings of physical education classes are important in shaping the attitudes of girls towards participating in physical education. Researchers such as Sallis and McKenzie (1991) have agreed that the participation in physical education, by adolescents, is largely influenced by positive learning experiences. Research studies have also disclosed that girls are increasingly ending their participation in physical activities at the high school level (Jaffee and Ricker, 1993; Douthitt, 1994). The level of girls participation in physical activities is influenced by factors such as self-esteem, level of enjoyment, the time of engaging in learning, perceived athletic competence, and the health benefits gained by taking part in the physical activities (Brustad, 1993; Jaffee Manzer, 1992). The debate by different researchers regarding the suitability of mixed-gender PE has been highlighted by many researchers, with Koca (2009) reporting that many researchers have found that mixed-gender PE provides an opportunity for the learners to interact socially and share positive ideas. However, on the flip side of the coin, the likes of Olafson (2002) supported an argument that the perceived social interactions during mixed-gender PE classes is the same factor that makes adolescent girls to avoid taking part in the coeducational classes. In a study conducted by Treanor, Graber, Housner and Wiegand (1998), which aimed at interviewing the students to find their opinion regarding the best approach to physical education; that is, the one between coeducation or single sex physical education is better and most suitable. The findings of this study were that a majority of the students prefers single-sex classes over the mixed-gender classes. Nonetheless, Treanor, et al. (1998) noted tha t the views of the students alone could not be relied upon to resolve that single -sex classes are the most suitable for middle school physical education especially because their views are biased and lack any credible ground. Although most of the students implied that their preference for single-sex classes was based on issues such as better behaviuor, more practice time, less fear of injury and better competition, most of their opinions was not subject to their personal conviction, but on gender-bias attitudes. Derry (2002) echoed the findings of Treanor et al by supporting that an awesome 75% of the students interviewed pointed out single-sex classes as their preferred mode of classes. Derry (2002) also added that 84% of the girls that participated in single-sex physical education classes maintained that they liked such an environment and would like to continue with it next time. Ideally, it is known that as students approach their adolescent age, they become less physically active. This problem has been cited as the major determining factor in the attitude of students before they enter the adolescent age and after they are past the adolescent age (Harmon Ratliff, 2005). The results as presented by Harmon Ratliff (2005) shown that the percentage of girls who are active in physical exercises decreased from 31% in the 9th grade to 17% in the 12th grade. Similary, Treanor, et al. (1998) found that males have a relatively high level of participation in physical education in all the three middle school grades. To add to this, Felton et al. (2005) found that 45% of the 12th grade girls and 67% of the 9th grade girls were found to take part in an energetic physical activity about 20 minutes for at least three days per week. Whitlock (2008) disclosed that indeed adolescence is a stage of dramatic change and hence it is a period that a young girls undergoes a lot of hardships. In this stage, girls undergo a dynamic and developmental life when they make very important decisions regarding their typical behaviours such as physical activity, diets, use of tobacco and alcohol, and participation in social activity among other aspects of life that shapes their health and wellbeing up to the time they become adults (Whitlock, 2008). Essentially, developmental changes, under which the young adolescent girls undergo a traumatic experience, cause them a lot of trouble for example, because of sexual harassments and incidents of upsetting remarks that is common in environments of mixed-education (Derry Phillips, 2004). Some of these facts were affirmed in Olafsons (2002), where one of the girls reveled that , like they dont know the emotional pain they cause when they call you bad names (p. 2). This student was comp laining about the way she is usually offended my the male students who use offensive names when referring to girls. Olafson (2002) found that the tendency of girls to skip physical education is mainly because they have an attitude that such activities are totally embarrassing. The reason for this is because the girls kept complaining that the boys used offensive language and insulted them severally hence they would rather keep off such activities. Olafson also realised that the girls behaved in a strange manner in order to avoid attending the PE classes, including presenting notes from their parents claiming that they have been told not to attend PE classes, refusing to put on gym outfit, and skipping classes altogether. The male students have been found to mock girls in respect to their body type and also putting them, something that really annoys girls. Constantinou, Manson, Silvermans (2009) studied the behaviuor of girls when attending physical education classes and found that boys show no regards to the girls abilities but rather belittle and disrespect them. Actually, they found that the offensive acts that were perpetrated to humiliate girls were not common amongst the boys themselves. Several studies have associated self-esteem with physical education It has been suggested that thegirlss participation in physical activities is largely as a result of self esteem. Eriksson, Nordqvist, and Rasmussen (2008) defines self esteem as the extent to which individuals like themselves as persons. A commonly determining factors of the girls self-esteem when they are in their adolescent age includes their body type and size this determines whether their self -esteem is positive or negative. Some of the female students in Olafson (2002) claimed that they avoid physical activities at school because they have a negative feeling towards showcasing their bodies especially in front of male students. In fact, it has been found that girls who participate in physical education lessons struggle to improve the outlook of their body so they can have the kind of body type and image that they perceive to be perfect. The girls were found to have perfected an image of favorable body types in their minds and also observed to have developed a habitual tendency of evaluating the body of their peers through constant gazes (Olafson, 2002). It was ideally learnt that girls were expected to be always in control, to be graceful, and generally to be able to do at least all things. It was expected the girls should stay composed even if they got injured in the course of the physical exercises. When girls accidentally got injuries in the their face and looked funny, the boys mocked and looked down upon them (Olafson 2002). Besides being offended based on the way girls appear, the studies have also found that the nature of boys including their competitive behaviuor and body size is a significant factor that turn off girls during coeducational classes. Derry (2002) found that boys were very domineering during physical education and this was causing girls to reduce their level of participation. According to girls, boys have the habit of taking over everything in coeducational classes. A case in point is whereby boys have the perception that girls are less capable of doing things and hence always find themselves taking charge of everything (Derry, 2009). This concept is also found in Derry (2009) whereby a girl that was interviewed claimed that she did not like playing with boys because if she is given a chance to enter the pitch with them, she can hardly get a chance to touch the ball. On the other hand, the comments of teachers regarding this issue show that boys look down upon girls and have a perceptio n that physical education is too competitive for them to take part (Koca, 2009). Furthermore, girls are intimidated by the physical size and strength of boys. They also do not like their aggressive and intimidating attitude (Derry, 2002). Despite the degrading manner in which girls are treated by boys, Constantinou, et al. (2009) found that girls have a conviction that they are competitive and athletic. Constantinou, et al. (2009) added that the female students who believe they are athletic feel comfortable participating in physical activities together with boys because, as they said, this makes physical learning a fun and an interesting experience. Their findings were echoed by Olafson (2002) who agreed to the fact that they had fun in physical learning. In summary, there are study findings that have revealed that coeducational physical education is advantageous,, but at the same time there are other studies that have supported the idea that physical education should be based on single-sex. Generally, the students who were asked about their opinion regarding coeducational physical education, maintain that positive interaction with the other gender is the main advantage (Osborne, et al. 2002). Additionally, it is believed that coeducational environment promotes exchange of diverse ideas from both genders; but overall, the studies show that the majority of the students supports single-sex physical education (Osborne, et al). Methodology This study interviewed a total of 50 female students, 25 of whom will come from coeducational classes and the last 25 will come from single-sex physical education classes. The students that were selected to participate in the study had to be in the age bracket of 12 and 15 years and within school years 7 and 9. The female participants were asked a series of open-ended and semi-structured questions regarding their personal physical education experiences. To gather more information, the researcher repeated this process on 10 female physical education teachers, 5 of whom came from single-sex classes and 5 from coeducational classes. Throughout the interview, an audiotape was used to record the conversation and later transcribed for analysis. In order to supplement the audio interview with observable features, the researcher videotaped the proceedings with a camera. The study included 4 different secondary schools two of which were single sex physical education and the other two were coe ducational. To identify common themes, different categories were identified and grouped depending on the nature of the ideas, and henceforth the frequency counts were computed and responses were coded. Any information that was of no use was discarded appropriately. To ensure informed participation, Cone and Foster (2003) pointed out that it is critical to seek informed consent from the participants and also ensure their confidentiality. In this view, the researcher will ensure that a clear, informed and voluntary agreement is made by the participants (Ellis and Earley, 2006). The kind of informed consent, which will be used in this study, will have to meet specific requirements including a statement that the study is about research, specification of any experimental procedures, a description of the procedures that will be involved, an explanation of the purpose of the research, and details of the expected period of participants involvement (http://www.strath.ac.uk/, accessed, 22.02.2013). Results As discussed, the research involved both qualitative and quantitative techniques. The hypothesis that collected quantitative data stated that girls in single sex classes achieved significantly higher goals for learning football skills than girls in mixed-sex physical education classes. To achieve this, a questionnaire was adapted from the Fennema and Shermans Self-Confidence for Learning Mathematics Scale (1976), which was filled out by the students to reveal their opinions regarding their level of learning football skills. This scale is divided into three sub-scales levels that quantify goal achievement, which was categorised into footballs suitability of gender, confidence of learning, and effectiveness of football. To this effect, the researcher identified standard deviations, means, as well as t-test, with the aim of identifying the relevant relationship amongst different variables. Table 1 presents the standard deviations and the means of the sub-scales as derived from the SPSS. On the other hand, the results for the t-Test have been presented in Table 2, this shows the comparison of groupings which was taken after the tests. The total number of the questionnaires completed was 50, 25 from the mixed-sex settings and 25 from the single sex settings. The students answered 15 questions, which were allocated scores ranging from 1 to 4, whereby the highest scale represented the highest confidence level. This has shown that the means and standard deviations from the sub-scales reveal that girls in single-sex settings had a higher achievement of goals for learning football than girls in mixed-sex learning environments. The results of a t-test of the relationship between girls in mixed-sex settings and effectiveness variables of single sex classes revealed that the 2 groups were significantly different since the p-value for single-sex was higher than that of the mixed-sex (before-test 0.57 From the results of the interviews, the divide was apparent with some students preferring coeducational classes while others preferred single-gender physical education classes. The preference for either of the two PE environments was conducted with the help of a questionnaire and allowing the researcher to analyse the common themes qualitatively. Many of the girls explained that they preferred single-sex classes over mixed-education because they did not like the behaviour of boys who kept domineering and telling the teachers what to do hence causing a lot of trouble. One of the girls who provided this sentiment commented that coeducational PE is an unstable as the teachers are forced to waste a lot of time trying to force discipline into the uncooperative boys. These sentiments are similar to those proposed by Osborne et al. (2002), who observed that the majority of girls dislike the uncooperative nature of boys during coeducational PE classes and linking back to point made by Hoffma n et al. (2008) where he stated that boys receive more attention in class than girls. It may be that these girls have a preference for coeducational classes as they want to prove their abilities and skills to their opposite sex. In this respect, one of the female students maintained that she is good in sports and therefore felt good when sharing a pitch with boys so she could show them that she is also capable of playing football and others sports just like them or even better. Another female student revealed that she hated sharing a pitch with boys because she was worried about her looks, an observation that contrasted with Obsbone et al. (2002) conclusion that girls perform better when soccer is inclusive of both sexes. Koyucu (2010) agrees with this telling us that many young girls a very self conscious about their image, this mainly comes from the media and the way in which they portray many women. Students participation in physical education is ideally dependent on the environment of learning (Derry Phillips, 2004). The way students partake in the education environment in turn influences factors such as skills development, off-task behaviour, and activity time. One student who supported same-sex PE classes maintained that she did actually learn more when in a single sex environment simply because the instructor does not waste time trying to discipline the errant boys. She added that she concentrated more in single sex classes, and therefore gets a chance to practice what she has been taught. This observation had been echoed by Derry and Phyllips (2004), who noted that students who joined same-sex classes interacted more with teachers and had more time to learn. The interaction in same-sex classes was characterised by more girls approaching their instructors to ask questions than their counterparts in coeducational classes. From the open-ended questions as well as the observab le features, it seemed the structure in the PE classes was a great determinant of the way students interacted in classes. Apparently, the students as well as their teachers agreed that the classes are more fulfilling when students have more friends to interact with in the class. In this regards, a female student mentioned that she liked to play football in class when she had many friends to mingle with, because it made football more interesting. Elsewhere, a female student remarked that provided she was friendly to other classmates, she enjoyed working as a team with them because she communicated well with them. Another female student maintained that the majority of the boys were not only bigger, but also stronger than girls and this has caused girls to avoid boys during physical education. The comments of these students amplified those of Derry (2000), which found that girls are usually aware of the high athletic ability exhibited by boys, in addition to their noticeable strength a nd physical size, which supersedes those of girls. The differences between boys and girls was ideally a source of intimidation on the part of girls and hence they ignored boys that had bigger body sizes. In regards to class structure and social impact, the students and teachers revealed that the way peers treated each other was a critical factor influencing the way the students interacted. This perception was tied to the expectation set by teachers as well as the nature of the classroom environment. The students that were interviewed seemed to be very much aware of their learning environment as well as the way other people perceive their activities. Discussion The quantitative results from this study revealed that the effectiveness of learning football skills for girls in a single-sex environment is better than the girls effectiveness within a coeducational setting. A previous study by Lirgg (1994), has found that the girls in single-sex environments were more confident while learning PE lessons than their mixed-sex counterparts. It was also evident that the students skill levels were positively associated with the type of class. Those girls that were confident of their skills in football cited coeducational environment classes as their preference while the girls that were described as non-authorities identified with single-sex classes. The information regarding the opinion of girls on the way boys conducted themselves during physical education classes as well as the way the boys viewed their own conduct showed a rather negative side of boys. Many girls maintained that the boys have notoriously made the classes troublesome and were not cooperative at all. As such, the girls lamented that the uncooperative behaviour exhibited by boys was particularly annoying and caused trouble to the class environment. The girls were perturbed by the fact the teacher had to keep on ordering the boys to pay attention during PE classes. Perhaps, the boys could have had an opinion different from that of the girls because, from the review of literature, they do not perceive their conduct as disorderly and considers their behaviour as suitable. Hargreaves (1994) suggests that t

Free Essays: Destructive Competition Exposed in Cantors Dilemma :: Cantors Dilemma Essays

Destructive Competition Exposed in Cantor's Dilemma Competition is often useful as a means of motivation. However, in the scientific world, competition has the potential to cause many scientists to forget their main purpose in research. The main goal of scientific research is to develop knowledge that will better society. When scientists work together to help each other reach a common goal, science is working as it should. However, with so much competition to be the best scientist, make the most money, and possibly win the Nobel Prize, it is difficult for scientists to share ideas. Many scientists are very secretive. Carl Djerassi, a world famous scientist, describes this competition in his fictional novel, Cantor's Dilemma. In his novel, he demonstrates the secrecy that competition encourages when two scientists, Cantor and Stafford, complete an important experiment. Cantor does not want to publish the full experimental details right away. He explains, "No, I'd like to string this out a bit. Just a preliminary communication first, without the experimental details, so that nobody can jump on the bandwagon right away." Scientists are very concerned with the idea that another scientist may get hold of their work and claim it as his or her own. In Cantor's Dilemma, Cantor decides to which journal he will send his manuscript based on his prior knowledge of referees. Referees review the experiment and pass it along to other scientists for verification of the results. He did not want an American referee to leak the news. Therefore, he sent the manuscript to London where an American referee would not have the opportunity to see the article. Many scientists adopt other people's ideas as their own. Surprisingly, this often happens unintentionally. Djerassi describes grant requests in Cantor's Dilemma. When a grant request is sent in, most of the people on the review board are the scientist's competition. Since they are dealing with ideas and not completed work, the review board has the opportunity to steal ideas. Cantor describes that, "[Members of the review board] can't help but remember what [they] read, and after a while, say a few months or even weeks later, [they] forget where [they] first saw it and gradually [they] think it's their own idea." For this reason, most scientists do not give many details when they are applying for a grant. Competition also can influence a scientist into producing fraudulent results.