In What Ways and to What Extent Was China Modernized During the Republican Period (1912-49)?

In what ways and to what extent was China modernized during the Republican period (1912-49)? After the fall of Qing Dynasty in 1911, the unprecedented, new form of government emerged in China immediately. Whereafter the betrayal of the Republic of Yuan Shikai (1913-1916) and the turmoil of Warlordism (1916-27), China was in a relative stable situation till the Nationalist Government was established in Nanjing in 1928, a period first possible for any modernization effort.That is, most of the modernization efforts, both externally and internally, which including diplomacy, financial, industry, education, of the Republican period (1912-49), were done in the Nationalist Government period, from 1928-37, and subsequently disturbed and made impossible by the Sino-Japanese War. The external modernizations made by the Nanjing Government were unprecedented, which revealed by the revival of tariff autonomy and recovery of foreign concessions. Diplomatically, during the Nanjing Government period , the tariff autonomy was regained, to replace the fixed tariff of 5 percent ad valorem imposed after the Opium War in 1842.Adding to this, in 1928, two guiding principles in which treaties and agreement s that had expired would be abolish and renegotiated according to legal procedures. That is, the foreign powers agreed in principle to give up their consular jurisdiction. Furthermore, several municipal foreign concessions, including the one in Hankow, Kiukiang, Chinkiang, Weihaiwei, Amoy and Tientsin, were recovered. And in 1943 finally the United States and Britain voluntarily abolished all unequal treaties with China. The century-long humiliation upon the Chinese was finally abolished while China could gain a place in the foreign diplomatic map.Internally, political structure was modernized in terms of the clear establishment of separating powers as changed from the absolute Chinese monarchical rule. The dominant feature of the Nanjing Government was its five-yuan structure, incl uding the Executive Yuan, the Legislative Yuan, the Judiciary Yuan, the Examination Yuan and the Control Yuan. Each Yuan owned their special authorities in the Government politics. This fulfilled The Three People’s Priciples, the Five-Power Constitution, the Fundamentals of National Reconstruction, proposed by Dr Sun Yixian.In 1928, the Nanjing Government also brought China into the Period of Political Tutelage. Although the Executive Yuan was different to the Western practice, in terms of the organ was responsible to the party (KMT) and the president of the republic (Jiang Jieshi), basically, the political structure was modernized in the Nanjing period. Besides, people mind was modernized in terms of voicing their opinions actively and bravely. The 1911 Revolution gave a new sense to the people that mass opinion could place a weigh in the society, which was unprecedented in Chinese history.This could be reflected by several mass movements since 1912, Chinese people were brav e to voice their opinion upon social, mostly, and foreign affairs. The most notable were the May Fourth Incident in 1919, and the May 30th Atrocious Incident in 1925. Chinese people in the former successfully voiced their nationalism of which not accepting the unfair treatment in the Paris Peace Conference, used mass power to give pressure on the exiting government, forcing it to release strikers, and striking a general boycott on Japanese goods.The Chinese participated in both incidents were diverse, including students, workers and merchants alike. This showed the modernized, mature mind of Chinese people. Politics was modernizing in terms of the circulation of different opinion freely: the emergence of the Nationalist Party and Communist Party. Although the Nationalist Party, the KMT (Kuomintang), was established and in power immediately after the 1911 Revolution, the rapid intellectual development was not barred from that.Amid those eagerness to acquire western ideologies and ref orming China, different â€Å"isms† were introduced. Confronting to the relatively more capitalistic KMT, the CPC, the Communist Party of China, emerged at the same time. Until 1949, the two ideology-confronted parties were working in China, which showed a relatively modernized Chinese society that could allow different ideologies. Practically, many modernization efforts were made by the Nationalistic Government domestically. In the financial aspects In the industrial development aspects,In the education aspect, But all the modernizations mentioned above were constrained to a limited extent. This was mainly because the interference of internal and external upheavals: the warlord periods and the Sino-Japanese War. These modernization efforts could only be done in the Nationalist Government period, from 1928-37, this confined the scope and the extent. Secondly, there was no any social and economic reform. Thirdly, all modernization efforts were confined to the coastal areas, an d untouched by the vast rural mass.Also the classes incurred in several mass movements were yield to the hard life in wars and no longer willing to voice their opinion. Fourthly, there were no modernizations on the majority population: peasants. Fifthly, the multi party politics was never realized in China, and the introduction of constitution never materialized six years after 1928. Only external modernizations were realized and truly beneficial to Chinese, the majority Chinese. The internal material modernizations were only confined to the Nationalistic Government period, and limited places in China.

Human Rights Problem

On May 21, 1999, a local road construction company, Dumez Limited, attacked a group of peaceful protesters with clubs, daggers, axes, machetes, and other dangerous weapons. Tension began to arise when on April 26, 1999 the company began destroying newly planted crops of local farmers in the Ogoni kingdom of Gokana. They did so without paying adequate compensation for the crops or carrying out an Environmental Impact Assessment (EIA) for the road project, as required by international environmental standards. On May 8, 1998, a Human Rights Defender, Olisa Agbakoba, was arrested at Murtala International Airport in Lagos. The arresting officers were members of the Security Force, an agency of the Nigerian government. No reason for his arrest was given. This arrest was preceded by an earlier encounter in March 1998 where he was attacked and arrested by members of the Nigerian Police when he tried to speak at a pro-democracy rally in Yaba, Lagos. On January 8th and March 23rd of 1998, Batom Mitee and Barileresi Mitee who are brothers of Ledum Mitee, President of the Movement for the Survival of the Ogoni People (MOSOP), were arrested. No charges were ever given for their arrests. Batum Mitee was kept detained for several weeks without having access to his lawyers, his family, or a doctor. On January 18, 1998 he was brought before a judge who declared that the case was not within his competence because of its political character. Mitee was later transferred to a military hospital because of the beatings and ill treatment inflicted by the military. These incidents of brutality and harassment are just a few examples of the abuse by members of the police, security forces, and Nigerian government and how it remains to be a persistent human rights problem. There are numerous underlying factors that contribute to the problem of human rights in Nigeria. One the major factors is that of religion. Religious differences often correspond to regional and ethnic differences. For example, the northern region is overwhelmingly Muslim, as are the large Hausa and Fulani ethnic groups of that area. Many southern ethnic groups are predominantly Christian. About half the country†s population practice Islam and about 40% practice Christianity. Approximately 10% practice exclusively traditional indigenous religions or no religion at all. Many persons practice both elements of Christianity or Islam and elements of an indigenous traditional religion. Consequently, it is difficult to distinguish religious discrimination from ethnic and regional discrimination, which is pervasive. Although the government has never outlawed proselytizing, it continues to discourage and criticize it publicly because it believes that it stimulates religious tensions. Both Christian and Muslim organizations allege that the Ministry of Foreign Affairs and the Immigration Department restricted the entry into the country of certain religious practitioners, particularly persons suspected of intending to proselytize. Consequently, Nigeria†s constitution prohibits state and local governments from adopting an official religion. Though Nigerian law prohibits religious discrimination, it is common for government officials to discriminate against persons who practice a religion different from their own, notably in hiring or awarding contracts. There have been documented reports of harassment of Christian missions by local government officials in predominantly Islamic regions. In April and again in August 1998, the local council of Lafia, in Nasarawa State, reportedly ordered the closure of a Protestant Christian mission church in connection with a dispute about the mission†s title to the land. In March 1998, State Security Service officers detained and interrogated the mission†s pastor. The mission sought to convert members of the generally Islamic Kambari ethnic group. The lack of concern for the environment and the people that it affects has also been a major concern in the struggle for human rights. Since 1958, oil companies such as Shell have exploited oil wealth in the region of the Ogoni people. As a consequence, they have suffered extreme economic deprivation and the environmental devastation of their land. Since Shell began drilling in Nigeria†s Niger Delta, it has spilled oil on farmland and in water sources, bulldozed across farms and flared gas just meters from Ogoni villages. The people of Ogoniland suffer extreme health problems from the air and water pollution. The Nigerian military has played a significant role in the continued persecution of the Ogoni. When the Ogoni began to demand environmental justice, villages were attacked, villagers were killed and their leader was executed by the judgment of a military court. Shell has even admitted to paying the military, which brutally silences voices crying for justice from the government of Nigeria and Shell, along with other multinational oil corporations. Shell is only one of many multinational oil corporations operating in Nigeria. Mobil, Chevron, and Texaco are also found in Nigeria, operating as partners of the Nigerian government, as required by Nigerian law. â€Å"Shell is certainly not the only Oil Corporation that abuses its money, power, and feeling of superiority over the people of Nigeria. † The country†s population of about 120 million is ethnically diverse, comprising more than 250 ethnic groups, many of which speak distinct primary languages and are concentrated geographically. There is no majority ethnic group. The three largest ethnic groups are the Hausa-Fulani of the north, Yoruba of the southwest, and Igbos of the southeast, who together make up about two-thirds of the population. The fourth largest group, the Ijaw, has a population of approximately 12 million. â€Å"Societal discrimination on the basis of ethnicity is widely practiced by members of all ethnic groups and is evident in private sector hiring patterns, de facto ethnic segregation of urban neighborhoods and a continuing paucity of marriage across major ethnic and regional lines. There is a long history of tension among diverse ethnic groups. Although the country†s successive constitutions all have prohibited ethnic discrimination by the State, northerners and particularly Hausas have long been predominant in the national government, including the military officer corps. Tradition continued to impose considerable pressure on individual government officials to favor their own ethnic groups and ethnic favoritism persisted. Resentment of northern domination of the Government aggravated by the suspension of federal decentralization under the Abacha regime and resentment of Igbo success in private commerce, have contributed to ethnic and regional tensions. Possibly the most controversial issue within Nigeria is that of the political structure of the government. Since Nigeria received its independence from Britain, in 1960, there has been conflict in regards to the military and authoritarian system of government that existed. The citizens of Nigeria have longed for a democratic system of government that included themselves as active proponents. Nigeria became a Republic in 1963 and Nnamdi Azikiwe was made the President of the Federal Republic. In January of 1966, some Igbo army officials staged a coup d†etat to overthrow the government, who were primarily Hausa, because they objected to the population census. They felt it over estimated that number of people in the northern region thereby giving them a larger representation in the federal parliament. They succeeded in killing many of the senior officers but Azikiwe was not harmed. As a result of the attempted coup, the government promised a progressive program, a return to civilian rule determined by elections, and vowed to stamp out corruption and violence. Though idealistic in theory, these promises were never realized. Instead, it became the common practice of the government to consider democracy, but continue to practice authoritarian rule. Nigeria would bear witness to numerous coup attempts over the next three decades, most involving the transition to democracy. It wasn†t until the death of Sani Abacha, possibly the most famous President of Nigeria, in June 1998 that civilian rule would be realized. A new transition program was established that would lead the country back to democracy by Abdulsalam Abubakar, the man chosen to replace Abacha. After a series of elections, Olusegun Obasanjo was declared the new and current, democratically elected president on May 29, 1999. At the end of May 1999, Nigeria completed its transition from authoritarian rule to a formal democracy. A number of Nigerian groups have managed to create strong institutional structures, with narrowly defined mandates and internal staff structures as well as program plans. While there are still growing pains within many of these groups, this type of planning process has resulted in â€Å"the Nigerian human rights community†s being far ahead of its anglophone neighbors in putting human rights institutions into place. † The Center for Advanced Social Sciences (CASS) was formed in 1992 and is based in Port Harcourt, Nigeria. CASS is a think tank concerned with improving management and public policy in Africa. It has a Board of Trustees and is governed by an international Board of Directors. The Civil Liberties Organization (CLO), established in 1987, is one of Nigeria†s largest human rights organizations. The CLO is a non-governmental organization set up for the defense and expansion of human rights and civil liberties. It investigates human rights abuses and campaigns through litigation, publications, and communications with the government on behalf of people whose rights have been abused. Another human rights advocate is the Constitutional Rights Project (CRP) that was set up in 1990. Their aims are to ensure that Nigerian legislation conforms to international standards, monitor institutions whose activity impact on the rights of citizens, and to provide legal assistance to victims of human rights abuses. The cry for human rights reform in Nigeria hasn†t fallen on deaf ears from those of the international community. On November 12, 1998 the 53rd session of the General Assembly of the United Nations (UN) met to discuss the situation of human rights in Nigeria. The General Assembly reaffirmed that Nigeria is a party to the International Covenant on Human Rights and thereby making it a Member State. All Member States have an obligation to promote and protect human rights and fundamental freedoms. The Nigerian government was â€Å"strongly encouraged† that the establishment and strengthening of national structures and institutions in the field of human rights are of the utmost importance for the promotion and protection of human rights in Nigeria. The sanctions imposed on Nigerian government by the European Union, the Commonwealth and the government of the United States of America were to be lifted in light of the progress made towards the restoration of democratic government and respect for human rights. The Nigerian government in its transition to democracy was applauded for its establishment of the Independent National Electoral Commission and the issuance of a detailed timetable for the election process. Overall, the UN General Assembly was satisfied with the progress of the Nigerian government in its transition to democracy. Nigeria has seen some very turbulent times in its history as it relates to democracy and human rights. Democracy consolidation, which appears to be the most immediate challenge for the human rights movement in post transition Nigeria, will require forward thinking and cohesive action on the part of the human rights community. It has been clearly demonstrated that in Africa relatively free and fair elections observed by international monitor and elaborate â€Å"handing over ceremonies† will not necessarily bring about genuine democracy and a human rights culture. Civil society organizations will have to work gradually to expand the democratic space and rebuild the institutions of civil society. The long years of military dictatorship have decimated these institutions and virtually erased the rule of law according to AFRONET Reports. Though politicians glibly vocalize democratic jargon, it is still evident that democratic values and attitudes are not yet commonplace in the political class. Also, among ordinary Nigerians, popular mentalities need to change; the people have become accustomed to not expecting anything but the worst from their leaders in terms of political leadership, economic management and respect for civil liberties and human dignity. The average Nigerian has been driven by economic hardship to adopt a survivalist mode of life in which he or she is preoccupied with access to the bare necessities of life and does not demand or expect accountability or respect for human rights from their leaders. The Nigerian government, though its history is not favorable, is making sincere efforts to overwrite its history. But unless the human rights community and the people they represent adopt a more positive attitude towards its government, change can not be realized.

Barcode Scanners and Smart Cards

Barcode Scanners and Smart Cards Introduction In an age of technological revolution, the use of information systems in computers has become essentially paramount and the overwhelming vast majority of major supermarkets worldwide has become dependant on it, the consumer demands speed and convenience and the supplier has a strong emphasis on accuracy and providing those needs that inevitably cannot be displaced, only to become better at the least, which has been happening through time. The consumer as well as the supplier needs a method where a product can be instantly recognised, and deliver an on the spot price as well accumulate more than one product not to mention information that both parties can benefit from, and not to mention be rewarded for their loyalty in recognition of their custom. The use of technology in the business sector in the supermarket chain cannot be declared such a name without such a system; however this report is not to testify its perfection, but more to exemplify its reliability, importanc e and future advancements. Why Barcode Scanners? All products to be sold in a supermarket has a barcode embedded on it NO exception, this resembles vertical black lines and a row of numbers, a barcode scanner is a computer peripheral for reading the barcode printed on those surfaces, it is connected to a computer that indentifies what is being scanned and displays on screen the information stored about that particular image and number which is required in a store. The most common scanner used but not necessarily the best is laser scanners, that uses a beam to capture the image and process it. It is believed the essential reason for using a barcode scanner is accurate accumulation of multiple items scanned. Barcode scanner are not limited to the cashiers section for the sake of buying goods and simply checking out, there are anti-theft devices on many supermarkets on the store exit, so if one were not to pay for an item, the anti-theft barcode reader would pick up an items barcode as unregistered on the database or simply put paid for. With today’s advancements there are also self checkout spots were the consumer can simply scan the items themselves, so it’s quite obvious the wonders of barcode isn’t quite going anywhere. Why Smart Cards? Smart cards in supermarkets usually are used as a loyalty scheme. A loyalty scheme is when the consumer gets points for purchases and gets rewarded with coupons or discounts for future purchases. In some cases you may have to reach a certain limit before you are entitled to use your reward. A smart card is like a credit card in shape and its size, smart cards have an embedded microprocessor, and it is under a gold pad on the front of the card, although magnetic strips are still used and popular. It can store the consumer’s details and products purchased if it were to be ready available. Having a smart card is optional but it is beneficiary as you can gain points, which will be stored on the computer system. It also worth noting, not only it inputs data into the smart chip as well as on the central computer, it can also be edited, or certain numeric information deducted in others words points in exchange for rewards

Controversial Family Issues Essay Example | Topics and Well Written Essays - 500 words

Controversial Family Issues - Essay Example However, polygamy is a common practice among the Mormons or the Church of Jesus Christ of the Latter-Day Saints. Dena McLain, who is a member of the Church of Jesus Christ of Latter-day Saints and a strong supporter of polygamy, argues that polygamy is influenced by factors such as falling in and out of love, which cannot be prevented. He further argues that polygamy is crucial since it can enable one attain health insurance (Strong , DeVault, & Cohen, 2010). Another reason given in support of polygamy particularly in the United States is that the ratio of women to men is not equal since women are more as compared to men. Supporters of polygamy thus argues that the practice is inevitable if all women are to get marriage partners since the only other possible option to provide partners to such women is divorce (Adams , 2008). As opposed to the view that polygamy is a noble practice, polygamy is actually a bad practice, which should never be legalized for a number of reasons. One of the reasons is the conflict associated with polygamy. Having multiple partners at a go will result in more disagreements between them as compared to monogamy where one marries or gets married to one person. This is particularly common in cases where one man marries several women, which results in emergence of jealousy amongst them. Another reason why polygamy is a total disgrace is the fact that it is used as a tool to justify unfaithfulness in marriage, which is considered to be an immoral practice (Adams , 2008). Practicing polygyny where one woman marries several men or polyandry where one man marries many women reduces the chances of some people getting marriage partner. This is a great deprivation and the persons affected may end up living a miserable life (Adams , 2008). Additionally, supporters of polygamy argue that it can help reduce malpractices such as child abuse and rape. This is because it would enable partners who cannot be sexually satisfied by one

Media and Teen's Body Image Essay Example | Topics and Well Written Essays - 1500 words

Media and Teen's Body Image - Essay Example Media creates a negative body image of young girls portraying and popularizing 'very thin" models and distorted bodies. Such displays undo associations of femininity with excess, over-indulgence and lack of control. Women with eating disorders are merely the extreme version of the widespread desire for 'a slender body' prompted by the opposition in consumer culture between discipline and excess. Bordo (1989), one of the most popular feminist writers and critics, suggests that eating disorders characterize the modern western 'self'. In this case, media becomes the most influential source of information which forms tastes and preferences of young girls. Following Holmstrom (2004): Research has shown that a discrepancy between the "actual" self (attributes you and others believe you possess) and the "ideal" self (attributes you or others believe you should possess) can produce negative emotional states such as sadness, discouragement, and depression. An average [girl] may be discouraged by the discrepancy between her body and that of the media ideal" (196). Statistical results vividly portrays that the incidence of bulimia nervosa (one to two per 100 women) and anorexia nervosa (one per 1,000 women) of western women suggests a social pathology (Gauntlett 78). Also, a survey of readers of the popular magazine, Vogue, suggested that almost 15 % of 25- to 24-year-old respondents were anorexic or bulimic. These results correlated with respondents' extreme concern about their body images, self esteem and ability to cope with stress (Gauntlett 80). Young girls over-estimated their own body size and identified over-thin models as their ideal body shape. Increasingly, analysis of anorexia has been linked to feelings of powerlessness. Critics (Snow 187) underline that what begins as a refusal to be part of the power structure becomes a form of power and control in the behavior itself. For many girls, 'ideal' body images represent adulthood and independence. Bordo (1989) argues that media practices produce self-regulating 'female subjects' through the demonstration of control over the physical body (29). Through processes of self-monitoring and self-regulation of the body, multiple demands and conflicts placed upon it could be accommodated. Bordo states that the 'preoccupation with the "internal" management of the body is produced by instabilities in the "macroregulation" of desire within the system of the social body (Bordo 1989, 96). Media depicts and popularizes an ideal body image which becomes standards for many girls. Femininity is constructed as a process of selecting an ideal image and adapting available clothing and cosmetics to realize an approximation to that ideal (Gauntlett 28). Attributes of femininity are also shaped by the

Pupil Voice in the learning institutions Essay Example | Topics and Well Written Essays - 5000 words

Pupil Voice in the learning institutions - Essay Example The intention of this study is the pupil voice as the consultative wing of pupil participation. When we talk of consultation, it means talking with pupils about things that matter in school. These may involve: discussions about teaching and learning, seeking of advice from pupils about new initiatives; calling for comments on ways of solving problems that affect the teacher’s right to teach, as well as, the pupil’s right to learn. It also entails calling for invitation on evaluation comments on current developments in the schools or classroom policy and practice. Hopkins as in Education Resources Information Center states that the Pupil Voice and the active engagement of pupils in shaping their own educational experience are key items to the success of the joyous achievement that every child aspires. There exists an ideal condition for learners to enable pupils to enjoy and achieve their endeavors at school, be it in the classroom, or within the school compound. Therefo re, it is highly crucial that the necessary environment is availed to them to be able to achieve to their best and excel in their quest for knowledge. According to Jackson in nexus magazine, not all learning happens in classrooms, but it is profound that most of it happens inside the learner. The pupil voice being a tool that can effectively influence the learning process has been faced by various issues that have crippled it. It has been remarkably effective in the sense that, not all voice is included in the process. Various reasons have been associated with failure of inclusion in the pupil voice. Few voices are heard in the process of discussing issues pertaining to the school learning activities. One of the key drivers behind eliciting pupil voice has been the rights movement whereby children are seen to be vital contributors to the process of decision making around the provisions of services (Lewis and Porter, 2006).

Claude Monet Essay Example | Topics and Well Written Essays - 250 words - 3

Claude Monet - Essay Example He was also a student of Jacque-Louis David. Then became a mentee of Eugene Boudin who taught him on the outdoor technique of painting. He left school after being his mother dying in the year 1857. Later on he left France and went England where he painted more than 25 building and he was suspected of revolutionary activities. At 32 Monet and Camille Doncieux married. They had two sons, second one died of tuberculosis where he painted him on the death bed (Kalitina & Brodskaiï ¸  , 2011, 102-120) On later life and death, Monet had difficulty life after death of his wife. The grief gave him the impetus to make the best of his painting. Most of the painting were considered the best for campaign in France. The prospects of Monet starting changing when he met Paul Durand, dealer, who made his paint sale. His painting such as Rouen Cathedral got popularity. Life changed and he started making better incomes. In the year 1926, Monet succumbed to lung cancer. Only 50 people attended the burial at cemetery of Givenery church. Burt, D. S. (2001). The biography book: a readers guide to nonfiction, fictional, and film biographies of more than 500 of the most fascinating individuals of all time. Westport, CT, Oryx Press. (pg

Chicago School midterm Essay Example | Topics and Well Written Essays - 1250 words

Chicago School midterm - Essay Example His writings are representative of a fresh stance and opinion regarding human affairs and he posits about various aspects of the community in his writings (Hammond). On a general note, it is these qualities that make Veblin a legitimate precursor of the Chicago School. In most of his writings, Veblen has always presented an oppositional stance against Christianity; this is because the leisure class always used it as an appendix. Analysts have described Veblen’s interpretation of Christianity as a patriarchal religion who subserves the elite and the leisure class. However in his writing, Christian Morals and the Competitive System, Veblen takes a different stance. In the essay that was published in 1910, Veblen takes the Christian religion separately and discusses it in the context of the Western culture. In the essay and to subtle degrees in his other writings, Veblen talks about Christianity in good terms and discusses its morals as an important practice in the function of We stern society. Veblen was of the perspective that Christianity is a promoter of love and self-abnegation amongst the people. However Veblin also argued that the Western society is not merely characteristic of Christian morals. It also has the tendency to be competitive. This gives rise to the dilemma if the two traits can co-exist at the same time. If contradictions between them emerge, it is necessary for people to choose either of the two. Moreover the question arises that what would the effect of such a choice be on the Western civilization (Mestrovic 148). Veblen’s writings are characteristic of a perspective that contemporary social thought is essentially a burden on the â€Å"solitary, egoistic individual† (Mestrovic 154). This burden could have been borne by people living in the 18th century. However the advent of the new century has seen changes in the market and the society. The 18th century, being typically driven towards the service of the community and the activities were also community-centred, could have provided a better environment for the application of the contemporary social thought. However the contemporary social thought has no place in a complicated, post-modern society (Mestrovic 155). He argued that with the shift from feudalism to capitalism, competition and â€Å"pecuniary exploit† replaced â€Å"chivalric exploit†. The resulting habits of thoughts were being considered dysfunctional in the new era of capitalism. The habits of life were becoming a much more important part of the society as it moved towards a capitalist society. Although Veblen believed that Christian morals and rules of businesses stemmed from two differing cultural environments, they had some features in common. He correlated the two, and it may be this character that makes Veblen a suitable candidate for being a precursor of the Chicago School.

Literary Analysis of United States Conflict in Iraq Essay

Literary Analysis of United States Conflict in Iraq - Essay Example The continuation of the war in Iraq with no end in sight is producing a negative impact, not only upon individual soldiers, but also upon the average American citizen whose tax dollars are being diverted away to fund causes in another nation, which do not concern him/her. The film â€Å"Stop Loss† opens by focusing on the lives of U.S. soldiers and their combat encounters in Iraq. It then follows them home to Texas, where one of the protagonists Brandon discovers that he is the victim of a stop loss order that requires him to return to Iraq (www.en.wikipedia.org). The sense of relief and joy on his return home changes into a sense of helplessness and a feeling of being trapped, because he now has to return to the scene of suffering and strife. He soon discovers there is no way out from the stop loss order; others who had earlier contested these orders had failed to succeed. This aspect of the film represents the continual nature of the conflict in Iraq. It depicts the way soldiers are forced to keep returning to Iraq, to continue to languish in the needless violence and combat. The inability of the United States to bring about a decisive end to a war which was initially presented as an easy victory is underscored through the plight of individual soldiers as depicted in the film â€Å"Stop Loss†. These soldiers are forced to return again and again to combat regions, while the administration continues to pump billions of dollars into the war, without being able to bring about an effective end to the conflict. As pointed out by Shapiro (2006), the status quo has been preserved in the Iraq war and there is little that the President or his administration can offer in defense to justify the loss of life and the huge financial costs being borne by tax payers to support the United States action in Iraq. In 2007, the budget for its military units controlled by the Pentagon was $450 billion and the â€Å"War on

Rationale of the Study Essay Example for Free

Rationale of the Study Essay Computers can be scary. At least that is what many people used to think, until computers became a regular part of their lives. The fact is, computers have become more â€Å"friendly†Ã¢â‚¬â€easier for the average person to use. In addition, they are becoming more and more important and useful in many areas of our lives—including the Church. A good church provides many services to the community through outreach programs, service projects, food pantries, and youth activities. And of course, they teach the community about salvation through Jesus Christ. The Church is using computer technology to solve problems, to save money, and to better serve the Church members on the local level. Computers have also been very useful in handling the impact of Church growth over the past few years. The staff at Church headquarters would be growing much faster than it is without computer solutions. Today, many churches and other religious organizations have jumped into the technological age. Churches have found new and inventive ways to keep in touch with people and its community through the use of technology. Many of the religious charitable institutions have also realized the potential of this modern communication to help raise funds, awareness and get help to where it is needed faster and easier than before. With the ever evolving world of social networks, churches need to constantly redefine and be ready to adapt connection points with their community whether online or in person. Understanding how the live and virtual worlds can most effectively support each other will help in defining how your church can connect. Technology is definitely cool and it is important tool for reaching people today. It makes so many things easier. That is how technology can help your church. The reason why this study is conducted is to provide online information and the power to manipulate all information and processes in the most convenient and reliable way. The researchers proposed newly improvised Online Church Information System in order to help the individuals in meeting their needs.

Learning Strategies In A Task Based Learning Education Essay

Learning Strategies In A Task Based Learning Education Essay Task-Based Language Teaching (TBLT) as one of the ways of implementing a Communicative Language Teaching (CLT) approach is a favorite method employed by English teachers in Asia; (Nunan, 2003) claimed that most Asian countries surveyed (Mainland China, Japan, Hong Kong, Korea, Malaysia, Taiwan, and Vietnam) subscribe to the principles of CLT, and in a number of them, TBLT (the latest realization of CLT) is the central pillar of government rhetoric. Task is basically defined as a goal-oriented classroom activity (Ellis, 2003; Nunan, 2006; Oxford, 2006; Prabhu, 1987; Willis, 1998). It requires learners use of target language that is focused more on the conveying of meaning rather than on the practice of form (Ellis, 2003; Nunan, 2006; Skehan, 1998). Oxford (2006) completes the definition of tasks as behavioral classroom instructions that are externally imposed either on a person or a group. There are two basic reasons to select TBL as an English teaching and learning approach. The first reason is the desire for a meaning-focused approach that reflects real life language use (Leaver Willis, 2004). Language use needs to be transferred from real world activities into classroom activities, and this can be done through TBL. Another reason for selecting TBL is that task based interactions stimulate natural acquisition processes (Prabhu, 1987). A number of studies reveal the effectiveness of TBL in enhancing students language proficiency, especially their oral communication skills (eg., Ahmed, 1996; Lochana Deb, 2006). It is official policy that the teaching and learning process of English as a foreign language at the Business Administration Department of the State Polytechnic of Malang is through a Task-Based Learning (TBL) approach. TBL has been adopted by the Business Administration department of the State Polytechnic of Malang because, as the latest realization of the Communicative Language Teaching (CLT) approach, TBL is an implementation of the overarching Competency-Based curriculum the department employs. The selection of English teaching topics in this department is initiated with a needs analysis; the department regularly visits companies to survey employers expectation of their future employees skills. Most companies, especially the foreign companies, expect that their future employees possess adequate English oral communication skills as the first priority. Thus, the first goal of the teaching of English as a foreign language at this department is toward students adequate oral communica tion proficiency. In this study, I define a task as a classroom activity that is focused on meaning rather than on form and that requires the learners to achieve observable outcomes by employing English as the target language for oral communication skills as used in real life. Appendix 1 is an example of TBL activity to develop the required skills. The combination of needs analysis and appropriate TBL activities would seem to be the most effective way to develop the required skills. The implementation of Task-Based Learning has unfortunately had limited success to date. Most students graduating from the Business Administration department do not possess adequate oral communication skills. This problem is common among Indonesian tertiary education institutions, especially in the non-English departments. With my informal observation of teaching in this non-English department, this lack of success is in some part due to teachers limited familiarity with suitable and appropriate implementation of Task-Based Learning. Measures need to be taken to improve the quality of the implementation of the TBL and this can be done through appropriately manipulating task characteristics and conditions. However, manipulating task characteristics and conditions alone does not guarantee the meeting of a pedagogic outcome; attention also needs to be directed to the learners as the participants of the tasks. Learners attention and their own learning needs contribute to their efforts to gain task outcomes (Murphy, 2003). The more effort students make to reach the outcome, the better the result of the learning will be. Their strategies to accomplish the tasks largely determine their success in attaining the pedagogic goal. Learning strategies are personal efforts employed by learners to complete tasks , and students of different learning styles and different cultural background may employ different strategies to learn to communicate in a foreign language (Lam, 2007). Furthermore, appropriate employment of learning strategies plays an imperative role in promoting students self-confidence regarding the development of their communicative competence (Oxford, 1990). Successful learners are believed to effectively employ appropriate learning strategies. Regarding the teachability feature of learning strategies, a number of researchers (Griffiths Parr, 2001; Oxford, 1990, 1996) argue that learning strategies are relatively easy to teach and modify. Students can be trained to be aware of and more conscious of learning strategy use and more proficient at employing appropriate strategies. Task requirements and teachers expectations that are expressed through classroom instructional methods also shape students learning strategy choice. With the assumption that a task-based learning approach will help students in developing their communication skills and that the implementation of this approach will result in students use of effective learning strategies which in turn will elevate students success in developing their communication skills, I am interested in conducting a collaborative action research case study to produce an effective task-based learning program which aims to develop students verbal communication skills and to explore the impact of task-based learning on students employment of learning strategies. Purpose of the Study The prime concern of this study is to analyse non-English department students learning strategies in a task-based learning approach which focuses on their oral communication skills. Research Questions The aforementioned purpose of the study leads to the formulation of research questions as follow: What learning strategies do students with a range of oral proficiency levels employ during the implementation of a task-based learning approach? Do these learning strategies change during a TBL program? What are the students and teachers perception of the impact of TBL on the employment of learning strategies? Delimitation of the Study As reflected by the needs analysis conducted with prospective employers, the first required skills to be possessed by graduates of the Business Administration department of the State Polytechnic of Malang are their oral communication skills. Academically, the TBL program is designed to develop students oral communication skills. In accordance with this focus, my intention to explore students use of learning strategies is focused on the students employment of oral communication learning strategies. Methodology This research will be informed by a qualitative research paradigm and involve an action research case study. It is an action research approach in which I will work collaboratively with one of the English teachers to improve the quality of the EFL teaching and learning process in this vocational higher education institution in Indonesia which is using a TBL program. During the implementation of the TBL, I will explore students employment of learning strategies as a bounded system (a case) or multiple bounded systems (cases) over time, through detailed, in-depth data collection involving multiple sources of information (Creswell, 2007). Regarding the multiple sources of information, I will use some different instruments of data collection namely questionnaire, one on one interviews, focus group discussions, and document reviews (students scores of their oral communication skills which is always officially conducted by the teacher every semester, students learning journals, and teachers reflective journals). The research participants will be nine second year students of the Business Administration department of the State Polytechnic of Malang. These students are within a range of oral communication skills levels: three students are of the high rank, three are average, and the last three are of low rank. The determination of the students levels is based on their test scores (final semester scores). Because the first goal of teaching English in this department is developing oral communication skills, then, their final test scores are to measure their oral communication skills. Based on their scores, students who belong to the high rank, middle rank and low rank will be invited to be recruited as the participants of the study. Because this study, in one part, will be a collaborative action research, the class teacher will also be a participant in the study. The Methods of the study will include: Questionnaire (Oral Communication Strategy Inventory/OCSI), adopted from Nakatani (2006). For detail description of the strategies inventory please refer to appendix 2. Students learning journals (One entry per week) Teachers reflective journal (One entry per two weeks) Focus group discussion (see appendix 3 for the interview guide) One on one interviews (one to expand on students responses on the OCSI questionnaire, one for an interview with the teacher, and one interview for the Stimulated Recall) Direct observations of both students classroom activities and of videotaped students classroom activities. For these observations, checklist and field notes will be used. The observation checklist is presented in Appendix 4. The data collection process will be conducted following three stages: Stage One: Preliminary data collection Indication of students existing language levels (the oral communication proficiency levels). This procedure will be conducted following the official testing method as usually implemented by the institution. The oral production test rating scale including its description is attached. The result of this test will determine the participants whom I will invite to participate in my study. The first three students of the high, three of the average, and the last three of the low rank groups to volunteer will be recruited as the participants of my study. Completion of OCSI questionnaire (Oral Communication Strategy Inventory) which is adapted from Nakatani (2006). This inventory will be translated into Bahasa Indonesia in order to gain true response from the participants without foreign language difficulties that may intervene. This procedure will function to determine the existing language learning strategies that students employ. One -on- One interview This one -on- one interview will assist me to expand on the questionnaire data to gain deeper information from the participants regarding their use of learning strategies. The interview will also be conducted in Bahasa Indonesia Stage Two: During Data Collection Students learning journal (one entry per week, in Bahasa Indonesia) In this learning journal participants are expected to respond to the following questions: What strategy did you use in accomplishing the task? Why did you employ this strategy? Name the strategy and explain how (the context) in which you used the strategy. Classroom activities videotaping There will be classroom activities videotaping once per week with duration of 90 minutes per lesson. This will be conducted for 6 weeks. Stage Three: Final Data Collection Direct observation of classroom activities Redo of questionnaire completion (Oral Communication Strategies Inventory/OCSI) Videotaped pair work activities for use in the stimulated recall interview Final interview on the use of learning strategies as the extension of the OCSI questionnaire completion and Stimulated Recall (pair interview) Official administration of final test on oral communication using the same test administered in the initial process of data collection. Additional data will be collected through the collaborative relationship with the class teacher. Data collection will be in the following stages: Stage One: an interview in which the teacher is asked to explain his understanding of TBL and student learning strategies. Stage Two: a reflective journal Stage Three: a final interview in which the teacher is asked to revisit his understanding of TBL and learning strategies and to reflect on his perception of the impact of the above on the students language skills Details of data collection activities are as put in the data collection calendar in appendix 5. Data analysis approach The data analysis of this study will begin during the data collection process. To analyse qualitative data, it is preferred to do it simultaneously with data collection (eg. Merriam, 2009). The analysis will be focused on students employment of learning strategies during the accomplishment of TBL. This learning strategy exploration is the main tool to analyse the data. The analysis will be based on the Oral Communication Strategies Inventory (OCSI) developed by Nakatani (2006) which sees learning strategies as conscious cognitive behaviours with two main categories namely strategies for coping with speaking problems and strategies for coping with listening problems. The speaking strategies are composed of 8 factors while the listening strategies consist of 7 factors. I will also analyse students employment of learning strategies based on their oral communication levels: students of high rank, of middle rank, and of low rank. Appendix 6 shows the diagram of main framework of the data analysis. Since this study involves more than one subject, the data analysis will be within-case analysis followed with across-case analysis. To answer the second research question, I will analyse the data chronologically from the beginning of the semester until the end of the semester. There will be three periods of chronological analysis with one period covering five-week implementation of TBL. This is to analyse the change of learning strategy use. Data on students and the teachers perceptions of the impact of TBL on the development of learning strategies will answer the third research question. This may be an exploration of differences between students and the teachers perceptions. There may also be an analysis of differences in the teachers perceptions before the implementation of TBL and after the implementation of TBL. In general, the data analysis will follow these steps: Identifying units. This unit is a potential answer or part of an answer to the research questions. To answer the first research question, I will analyse students strategies for coping with speaking problems and strategies for coping with listening problems. Secondly, there will be units of analysis of individual students, a group of students with the same level of oral communication skills, and students of across levels of oral communication skills. Third, I will conduct a chronological analysis of the students learning strategies development/changes of every-five-week period of TBL implementation. Categorizing the units. This will be conducted through classifying units based on the recurring regularities of the data. Included in this stage is sorting or reducing redundant data and making a concrete description of observable data. The identified data of students use of learning strategies in the implementation of TBL will be described in detail. Interpreting the data. At this stage the categorized data will be interpreted and referred back to the theory. It is a process of making inferences or generating theory. I will refer back to the learning strategies theories (for example, Cohen Macaro, 2007; McDonough, 1995; OMalley Chamot, 1990; Oxford, 1990) including communication strategies theories (for example, Bialystok, 1990).

Napoleon Bonaparte’s Invasion of Russia Essay -- European History Russ

Napoleon’s Invasion of Russia Napoleon Bonaparte’s invasion of Russia was a major factor in his downfall. In 1812, Napoleon, whose alliance with Alexander I had disintegrated, launched an invasion into Russia that ended in a disastrous retreat from Moscow. Thereafter, all of Europe, including his own allies, Austria and Prussia, united against him. Although he continued to fight, the odds he faced were impossible. In April 1814, Napoleon’s own marshals refused to continue the struggle and stepped down from their positions. During the actual Russian campaign, there were many key factors that greatly impacted his downfall. The largest army ever assembled for one single invasion was reduced to a mere fraction of its original size. Because of the rebellions from his allies, Austria and Prussia, Napoleon had to fight a war on both the western and the eastern front. The losses he suffered in Russia greatly affected his future campaigns. Throughout his reign, Napoleon was able to overcome many obstacles that others before him could have only dreamed. One was the idea of having a United Europe under France. With his Grand Armà ©e, Napoleon had already conquered, and was controlling an enormous amount of Europe, such as Switzerland, the Confederation of the Rhine, Austria, and the Grand Duchy of Warsaw (Broers, 47). These countries, or provinces, made up the bulk of central Europe. Napoleon had recently ended a war with Spain, and now had signed a peace treaty with them. In 1805, France, under Napoleon, and Russia, under Alexander I, signed the Treaty of Tilsit. The treaty was one of peace under certain conditions. Russia was prohibited to trade with England, and they were also obligated to turn over some of their land to France (Elting, 63). The territory that France gained control over was the Grand Duchy of Warsaw. The treaty was extremely harsh on Russia. The prohibition of trade with England greatly affected the economy of Russia. The Continental System, which Napoleon instituted, prohibited trade with England. Alexander I violated the Treaty of Tilsit by renewing trade with England. Napoleon invaded Russia in an attempt to force Czar Alexander I to abide by the Treaty of Tilsit (Web, Russian Embassy). The summer of 1812 was an ideal time for Napoleon to begin an invasion. Russia’s economy was weak due to the trade embargo and other internal problem s.... ..., New York. 1997. 4. Palmer, R. France Under Napoleon. Princeton University Press, New Jersey. 1990. Internet: 1. Connelly, Owen. Tempe of Napoleon. http://sangha.net/messengers/napoleon.htm 2. Minard. Napoleon's Invasion of Russia, 1812. http://uts.cc.utexas.edu/~jrubarth/gslis/lis385t.16/Napoleon/ 3. Russian Embassy. Napoleon’s Invasion of Russia. http://www.interknowledge.com/russia/rushis05.htm 4. Saglamer, Emin. 1812: Napoleon's March to Russia. http://www.ddg.com/LIS/InfoDesignF96/Emin/napoleon/textindex.html 5. Unknown. Napoleon is Russia: 1812. http://home.rmci.net/toddjohnson/russia.htm The map, based on the 1869 chart by Minard, graphically illustrates (both literally and figuratively) how the size of the French army dwindled during the march into Russia and was reduced to almost nothing on the wretched rout back into Poland. The map can be read in several ways. The size of the peach colored bar indicates the relative strength of the French army during the march on Moscow. The black bar shows the dwindling French army during the retreat. In the lower portion of the map, the temperature in degrees Celsius is shown, along with dates during the retreat.

Stereotypes of the Russian Home at the 1851 Great Exhibition in Paris E

Russian House Since the 1851 Great Exhibition, world's fairs have always attempted to celebrate cultural diversity. In pavilions, participating countries promoted their natural resources and industrial products, while celebrating their national identity. However, not all cultures could be accurately portrayed. These exhibits did not prevent negative stereotypes about other people's cultures for persisting. Stereotyping almost became an art form, and was particularly apparent at the 1889 World's Fair in Paris, where specific buildings were built to exemplify architectural stereotypes of different countries. As part of an exhibition called L'Histoire de L'Habitation Humaine or History of Human Habitation, which was the creation of architect Charles Garnier. Many of these small structures related to remote and "exotic" locations around the world. One of the countries that received the exotic treatment was Russia, despite this country's political power. Charles Garnier was born in 1825 and studied architecture at the Paris Ecole des Beaux-Arts. After he was awarded the Grand Prix de Rome in 1848, he went to study architecture in Italy. In 1860, Garnier won the competition for the new Paris Opera House, which was not completed until 1875 and remains his most important commission. His other works include villas he built in Bordighera, Italy, an Observatory in Nice, the Cercle de la Librairie in Paris, and many very famous works in Monte Carlo, including a casino resort. Charles Garnier was also a self-appointed expert in world cultures and their architecture. Thanks to the fame he had acquired at the Paris Opera House, he was asked by the fair commission to design "foreign" buildings for the World's Fair in 1889. Later in 18... ...built by Garnier in for the World's Fair were a resounding success. Bibliography Chandler,Arthur."Revolution." http://charon.sfsu.edu/PARISEXPOSITIONS/1889EXPO.html World's Fair magazine. 1986 revised 2000. Doumato, Lamia. Charles Garnier, 1825-1898 Vance Bibliographies. Monticello, Ill. 1988. Garnier, Charles, "La Maison Russe," L'Habitation Humaine. Paris, Hachette 1892, 701-710 Jourdain, Frantz. Exposition universelle de 1889. Constructions à ©levà ©es au Champ de Mars par M.. Ch. Garnier... pour servir à   l'histoire de l'habitation humaine. J. W. Bouton, New York. 1892. Mead, Christopher Curtis. Charles Garnier's Paris Opà ©ra : architectural empathy and the renaissance of French classicism. MIT Press. Cambridge Mass. 1991. Vernes, Michel. "La leà §on d'architecture de Monsieur Garnier." Architecture intà ©rieure crà ©Ãƒ ©. 249, August-September1992, 38-45.

How Outsourcing Affects the Economy Essay -- Global Economy, Economic,

Outsourcing is nothing new. It is a difficult issue to handle and tackle, supporters and detractors agree on one thing. That outsourcing will not be eliminated to a complete. That is why I wrote on what is outsourcing, how it affect the economy, and can it be stop. The word outsourcing can be defined in a numbers of ways depending on the type of service and the form of relationship with the supplier. Also referred to as contracting out or buying in. May be the delegation or handing over to a third party. Company to provide services that might other wise be performed by in- house employees. The term is increasingly used to refer to subcontracting of a set of functions or processes by one firm to another, or to a group of individuals. Also allows companies to focus on other business issues while they have there details take care of by outside experts. Which means large amount of resources and attention, that might fall on the shoulders of the management professionals, it can be used to more important issues within the company problem. Outsourcing and offshore is different but they are the same interchangeable used by people. It also enables a company to focus on core-competency areas. There are some disadvantaged to outsourcing often eliminates direct communication. Also may lead to delayed communication and project implementation. While outsourcing my prove highly beneficial for many companies, it also has many drawbacks. It affects the U.S. economy is a great matter to debate. This will have an overall positive effect on the U.S. economy, since it save money for companies, open up fortuities for entrepreneurship and leads more Americans to hold higher level jobs. A suggestion came up about hiring foreign workers which has imm... ...re want be any disposable income to spend on luxuries things. Market will collapse, and trade will come standstill. A way to keep the divided checks flowing to the stockholders a little. Government will need to completely close the borders to trade. Economists have recognized that free trade is the better solution, economy was built on a free trade. The economy is not going to get better with people being unemployed and that is only causing an chain reaction in the U.S. economy. In these area does not leave enough jobs for U.S. Americans. It has been a lot of debate over outsourcing and was said that it is good for the U.S. economy. But I think they should decrease outsourcing just a little, because the economy today is already going down hill. That is just going to make the future in more trouble than it is now. This is the end of my outsourcing of the economy.

A Task at Hand Essay

Learning is an experience that requires some mode of transfer of knowledge from the source of the learning experience to the learner. More often learning is not automatic, that is, it is not a guarantee that learning experiences will be acquired automatically once they are presented to the learner. Sometimes learning experiences are gained thorough some repetitive actions. Assigning a task to a learner requires an understanding of the learner’s needs and then an appropriate articulation of these needs with the learning experiences and resources. Learning can be academic or physical (Peter, 1994). Learning activities for the chosen tasks. In trying to assess the learner, some two tasks were performed where one is a physical activity and the other is an academic activity. And therefore two different lesson plans were prepared for the tasks. The lesson plans are prepared in an essay format. Jumping rope. The specific objective of this learning activity is that by the end of the lesson the learner should be able to perform the activity of jumping perfectly using a rope, that is, given a rope, the student should be able to use the rope and perform the task of jumping. This is how the lesson will be developed. During the first five minutes, the teacher provides definitions of the available resources and the lesson in general. Then the next ten minutes, the teacher shows by teacher shows the student by using teacher demonstration method on how to hold the rope and go on jumping using the rope. Then the next ten minutes the teacher should ask the student to perform the task of jumping using the given rope. If the student fails to perform the task as expected, then the teacher should use the next five minutes repeating the instructions. Then the last part of the instructional objective should be that the teacher should ask the learner which areas the learner felt were so tough on grasping the ideas. During this instructional session the following resources can be used. A rope, nice fitting and flat sole shoes preferably sports shoes, and relevant pictures of people jumping using the rope depending on the level of the learner (Abbey, 1996). Solving a two digit math problem. By the end of the lesson the learner should be able to solve a given two digit math problem. The teacher should start the lesson by introducing numbers and digits and use the concept of addition of math problems using single digits, and then defining these terms to the student. During the five minutes the teacher should start by asking the giving the learner a simple single digit additional math problem to solve. Then using the next fifteen minutes using chalk and board method, the teacher should vividly show the learner how to go about in the process of solving a two digit math problem. Then using g the next fifteen minutes, the teacher should give an assignment to the student involving the solving this kind of problem. Then lastly the teacher should ask the learner to identify the areas the learner felt were quite hard to understand. This instruction uses the following resources. A textbook recommended in the syllabus on solving simple math problems, pen and paper for the student, a chart showing the demonstrated problems and chalk and board for the teacher.

Information About Videocon Co.

The Videocon group has an annual turnover of 4 billion USD, making it the largest consumer electronic and home appliance companies in India. Since 1998, it has expanded its operations globally, especially in the Middle East. [1] Today the group operates through six key sectors: The Brand Trust Report, 2011 has ranked Videcon as the 42nd most trusted brand in India among the top 300 brands. [edit]Consumer electronics In India the group sells consumer products like Colour Televisions, Washing Machines, Air Conditioners, Refrigerators, Microwave ovens and many other home appliances, selling them through a Multi-Brand strategy with the largest sales and service network in India. [3] In India after LG entering into market Videocon was not able to stand in market with such a tough Competitor and it has seen a down fall in profits and faced a huge loss. [edit]Mobile Phones In November 2009 Videocon launched its new line of Mobile Phones[4]. Videocon has ever since launched a no. f Innovative handsets ranging from Basic Colour FM phones to High End Android Devices. And in February 2011, Videocon Mobile Phones launched the revolutionary concept of ZERO paise per second with pre-bundled simcards of Videocon mobile services along with 7 of its Handset Models. [edit]Colour picture tube glass Videocon is one of the largest CPT Glass manufacturers in the world, operating in Mexico, Italy, Poland and China.. [ edit]Oil and Gas An important asset for the group is its Ravva oil field with one of the lowest operating costs in the world producing 50,000 barrels of oil per day. 5] [edit]DTH Main article: Videocon d2h In 2009, Videocon launched its DTH product, called ‘d2h'. As a pioneering offer in the Indian DTH market, Videocon offered LCD & TVs with built-in DTH satellite receiver with sizes 19†³ to 42†³. This concept in the DTH service is relatively new in the presence of other players like ZEE tv's Dishtv, Tata Sky, Air tel Digital Tv and Reliance's BIG TV providing only the set top box. [edit]Telecommunication Videocon Telecommunications Limited has license for mobile service operations across India. It launched its services on 7 April 2010 in Mumbai.

The Cask of Amontillado

The Cask of Amontillado† Unexpected Endings In â€Å"The Cask Of Amontillado† there are several themes shown throughout the short story. There are only two main characters in the story, and each shows their way of betrayal. The entire story is based on betrayal, and lies. Fortunado is betrayed by Monresor, who in the end, kills this intoxicated man. Montresor was supposedly betrayed by Fortunado, a story of which we are never told. Finally, we as the reader are betrayed by the narrator, because we are given so few details and logic to back up the story.Fortunado, Montresor, and the reader are betrayed throughout the short story, â€Å"The Cask Of Amontillado†. Throughout the story, Montresor betrays Fortunado. He asks Fortunado to come into his catacombs aware that he would be killing him. He taunts Fortunado by asking him if he want to go back, because he is sick. Montresor does so when saying â€Å"‘Come,’ I said, with decision, ‘we will go b ack; your health is precious†¦Ã¢â‚¬â„¢Ã¢â‚¬  (Poe 535) However, when Fortunado insists he comes to taste the amontillado, he is once again betrayed by Montresor when he drinks more of his wine.He becomes overly intoxicated and once again, is able to be taken advantage of. The entire walk through the catacombs Montresor betrays Fortunado by lying to him and taunting him about being sick. At the end of the story Montresor traps Fortunado by building him into a small shackled space. â€Å"A succession of loud and shrill screams, bursting suddenly from the throat of the chained form, seemed to thrust me back violently† (Poe 536). According to Chad Dyer â€Å"The story is written in the form of confession, its reader learning of Montresour’s vengeful deed fifty years after its execution. † (Dyer).When Montresor kills Fortunando he commits not only a huge crime but a betrayal that is unbelievable to most people. Furtunado is a simpler, less obvious betrayer. He is mentioned in the very beginning cause a â€Å"thousand injuries† (Poe 533) causing Montresor to â€Å"vow upon revenge† (Poe 533). Despite all the wrongdoing of Montresor, Fotunado was the beginning, and cause of it all. â€Å"It must be understood, that neither by word nor deed had I given Fortunado cause to doubt my good will† (Poe 533). As the editorial team on Shmoop claims, â€Å"Fortunado betrays himself by not paying enough attention to his surroundings†. Shmoop Editorial Team). Fortunado was so severely intoxicated he didn’t stop to notice the dead bodies surrounding him in the catacombs, not the fact that he was with a man he has never been friendly with. He allowed himself to continually drink from the wine his enemy was providing without even the thought that it could be deadly. In the beginning of the story, Montresor tells us â€Å"The thousand injuries of Furtunado I had borne as best I could†¦ † (Poe 533) We however ar e never given any type of proof of what Fortunado had done to hurt Montrsor as much as he claims.We are never given an explanation, or even a slight clue of the wrongdoing Fortunado had caused. This leaves one to suggest that maybe the narrator was telling us a complete lie. The story was written to keep us guessing. Throughout the entire walk through the catacombs, we had no clue what they were truly walking through. We were given vague descriptions of the bodies lining the walls. When he describes building the brick wall to trap Furtunado, he describes it in a very undetailed description. Montresor shows betrayal, as well as Fortunado, and the narrator.This proves it to be a common theme throughout the story. It is shown through Montresor when he betrays Fortunado multiple times. When he kills Fortunado, he lies to him throughout the story, and plans to kill him before he even agrees to drink wine with him. Fortunado’s betrayal, although never explained, is the beginning of all the betrayal throughout the story. He has hurt Montresor in a way so badly Montresor feels his only escape it to kill Fortunado. As the reader were betrayed throughout the entire story.We are told multiple things throughout the story, but nothing is ever proven. We have to assume the narrator is telling us the truth. The theme betrayal is shown dramatically through Poe’s eyes.Works Cited Dyer, Chad M. Edgar Allen Poes The Cask Of Amontillado. Diss. Ball State, 1992. N. p. : n. p. , n. d. Web. <https://cardinalscholar. bsu. edu/bitstream/handle/190175/1/D94_1991DyerChadM. pdf>. Poe, Edgar A. The Compact Bedford Introduction to Literature. Boston: Bedford/St. Martin's, 2003. Print. Riggs, Kait. The Cask of Amontillado Irony Analysis of â€Å"The Cask of Amontillado† In â€Å"The Cask of Amontillado† by Edgar Allan Poe, the main character named Montresor is set out for revenge. Montresor’s only concern is to get revenge on the man who has wronged him named Fortuanto. Montresor never states why Fortunato deserves to be punished. The only statement Montresor makes is that Fortunato â€Å"causes him a thousand injuries† until â€Å"venturing upon insult. † (Poe, Online) Montresor plans to take out his revenge by burying Fortunato alive. Montresor carries out each detail while he smiles at his victim.Montresor doesn’t smile at the thought of Fortunato’s â€Å"immolation† but because of viciousness. (Sweet Jr. Online) Montresor smiles because he believes the sacrifice of Fortunato will bring him a great reward. Fortunato is ironically the â€Å"mirror self† of Montresor (Sweet Jr. Online). Montresor’s desire to bury Fortunato alive â €Å"paints the psychological portrait of repression† (Sweet Jr. Online). The burial of Fortunato represses Montresor’s evil nature and puts him at peace. In â€Å"The Cask of Amontillado,† Edgar Allan Poe uses irony to develop his theme of seeking salvation through repression.Poe uses Fortunato’s name ironically to symbolize one personality between Montresor and Fortunato. Though Fortunato means â€Å"the fortunate one† in Italian, Fortuanto meets an unfortunate fate as the victim Montresor’s overall revenge plot. (Stott, Online) Therefore, the Fortunato side of Montresor symbolizes fortune. Montresor’s desire is to repress Fortunato. Since â€Å"the love of money is the root of all evils,† a fortune would â€Å"plunge a man into ruin and destruction† (1Timothy 6:9-10). The Fortunato side of Montresor’s personality wants to have wealth.The wealth Fortunato receives makes him both respected and feared. (Poe, Online ) By having wealth, Fortunato causes Montresor â€Å"a thousand injuries†(Poe, Online). When Fortunato’s wealth gains the fear of others, he â€Å"ventures upon insulting God† (Poe, Online). When a â€Å"man seeks greed for gain, he curses and renounces the Lord† (Psalms 10:3). Montresor needs to repress Fortunato to protect his soul from damnation. (Stott, Online) The only way Montresor can protect himself is to get rid of Fortunato. Montresor can repress the aspect of his personality which insults God by burying Fortunato alive.Fortunato, ironically despite his name, faces a very unfortunate fate at the hands of Montresor. Montresor’s name translation similar to Fortunato’s in two ways. In French Montresor’s name â€Å"combines the words montrer and sort meaning to show fate† (Clendenning, Online). Montresor shows Fortunato his fate but Fortunato â€Å"receives no utterance to a threat† about his fate. (Poe, Online) Wh en Montresor shows Fortunato his fate of being buried alive it demonstrates that Fortunato’s live burial is an act of repression. The second French translation for Montersor is â€Å"my treasure†.Through punishing Fortunato Montresor believes he can have the treasure of purity and salvation. Fortunato’s dress is ironic for a man with his stature in society. Fortunato is a man with stature who is â€Å"rich, respected, and admired† (Poe, Online). Fortunato wears a â€Å"tight-fitting parti-striped dress, and his head is surmounted by the conical cap and bells† for the carnival. † (Poe, Online). Instead of the cap representing Christ’s crown of thorns, the cap represents Satan’s role as â€Å"Prince of Fools† (Pittman, Online).Through the sacrifice of Jesus Christ, Christians were able to receive salvation. Through Fortunato’s sacrifice, Montresor will seek salvation. Montresor dresses more like a priest for the carn ival season. â€Å"Montresor’s black roquelaire symbolizes a priest’s black cope worn during a funeral mass. † (Cooney, Online) Montresor dresses for the occasion that he is going to bury Fortunato. Montresor’s attire suggests that the repression of Fortunato will have an important spiritual reward. Through the repression of Fortunato, Montresor will reach salvation.The carnival setting ironically suggests a time for sin. â€Å"The carnival season consists of the last indulgences in the pleasures of the flesh† (Pittman, Online). Fortunato’s sin of abundantly drinking makes Montresor‘s plan easy to carry out. â€Å"The word carnival can be translated in Italian meaning to put away the flesh which demonstrates symbolic irony of Montresor’s intent for Fortunato† (Clendenning, Online). Montresor can make himself free of sin and worthy of salvation by repressing the sinfulness of Fortunato. The catacombs are an ironic symbol o f the way Montresor thinks.The repression begins when Montresor takes Fortunato into his family catacombs with the promise of Amontillado wine. The catacombs are â€Å"lined with human remains† and that suggests generational family troubles (Poe, Online). Fortunato keeps going farther and farther into the catacombs with only his sinful thoughts of being able to drink more wine, not knowing he is moving closer and closer to his fate of being buried alive. The wall symbolizes the finish of the repression of Fortunato. â€Å"Ironically, the wall forms Fortunato’s burial crypt. (Sweet Jr. , Online) Salvation can only happen when sins are repented. Once Fortunato yells â€Å"For the love of God, Montresor! ,† Montresor says â€Å"Yes, . . . for the love of God! † (Poe, Online). Montresor believes that Fortunato’s repression shows his love for God and demonstrates Montresor reaching salvation. The cask symbolizes a confession. Montresor tells the story fifty years later in a confession tone. â€Å"When Montresor says, â€Å"You, who so well know the nature of my soul,† he implies a priest receives his confession† (Sweet Jr. , Online).Montresor believes that Fortunato’s burial was done in good. Montresor has no remorse as he confesses but, he still confesses. â€Å"Montresor’s conscience knows Fortunato’s burial is an evil deed. † (Sweet Jr. , Online) Montresor ends by saying â€Å"In pace requiescat† (Poe, Online). â€Å"Montresor’s prayer suggests that he desires relief from guilt, not forgiveness for a crime† (Sweet Jr. 11). The feeling of salvation Montresor seeks through his confession doesn‘t happen. â€Å"For a confession to receive absolution, the confessor must demonstrate the conviction of remorse. (Sweet Jr. , Online) Montresor is unable to achieve the salvation he seeks through the repression of Fortunato. The Amontillado symbolizes Christ’s bl ood in communion. Christ’s blood offers the salvation that Montresor seeks. The Amontillado may lead Fortunato to his burial but it symbolizes the salvation Montresor wants to gain through repression. Fortunato wants to drink the wine out of pride and lust while Montresor sees the wine as something that brings him the bond of communion and the reward of salvation.Edgar Allan Poe’s uses ironic symbols throughout â€Å"The Cask of Amontillado. † The ironic symbols helped him develop the theme of seeking salvation through repression. Fortunato’s character was able to represent man’s flesh and how people easily give in to the sins of the flesh while Montresor represents how man seeks salvation through acts of repression. Fortunato represents the side of Montresor that should confess but Montresor chooses to bury Fortunato which leads to the failure of his own salvation. The Cask of Amontillado The Cask of Amontillado† Unexpected Endings In â€Å"The Cask Of Amontillado† there are several themes shown throughout the short story. There are only two main characters in the story, and each shows their way of betrayal. The entire story is based on betrayal, and lies. Fortunado is betrayed by Monresor, who in the end, kills this intoxicated man. Montresor was supposedly betrayed by Fortunado, a story of which we are never told. Finally, we as the reader are betrayed by the narrator, because we are given so few details and logic to back up the story.Fortunado, Montresor, and the reader are betrayed throughout the short story, â€Å"The Cask Of Amontillado†. Throughout the story, Montresor betrays Fortunado. He asks Fortunado to come into his catacombs aware that he would be killing him. He taunts Fortunado by asking him if he want to go back, because he is sick. Montresor does so when saying â€Å"‘Come,’ I said, with decision, ‘we will go b ack; your health is precious†¦Ã¢â‚¬â„¢Ã¢â‚¬  (Poe 535) However, when Fortunado insists he comes to taste the amontillado, he is once again betrayed by Montresor when he drinks more of his wine.He becomes overly intoxicated and once again, is able to be taken advantage of. The entire walk through the catacombs Montresor betrays Fortunado by lying to him and taunting him about being sick. At the end of the story Montresor traps Fortunado by building him into a small shackled space. â€Å"A succession of loud and shrill screams, bursting suddenly from the throat of the chained form, seemed to thrust me back violently† (Poe 536). According to Chad Dyer â€Å"The story is written in the form of confession, its reader learning of Montresour’s vengeful deed fifty years after its execution. † (Dyer).When Montresor kills Fortunando he commits not only a huge crime but a betrayal that is unbelievable to most people. Furtunado is a simpler, less obvious betrayer. He is mentioned in the very beginning cause a â€Å"thousand injuries† (Poe 533) causing Montresor to â€Å"vow upon revenge† (Poe 533). Despite all the wrongdoing of Montresor, Fotunado was the beginning, and cause of it all. â€Å"It must be understood, that neither by word nor deed had I given Fortunado cause to doubt my good will† (Poe 533). As the editorial team on Shmoop claims, â€Å"Fortunado betrays himself by not paying enough attention to his surroundings†. Shmoop Editorial Team). Fortunado was so severely intoxicated he didn’t stop to notice the dead bodies surrounding him in the catacombs, not the fact that he was with a man he has never been friendly with. He allowed himself to continually drink from the wine his enemy was providing without even the thought that it could be deadly. In the beginning of the story, Montresor tells us â€Å"The thousand injuries of Furtunado I had borne as best I could†¦ † (Poe 533) We however ar e never given any type of proof of what Fortunado had done to hurt Montrsor as much as he claims.We are never given an explanation, or even a slight clue of the wrongdoing Fortunado had caused. This leaves one to suggest that maybe the narrator was telling us a complete lie. The story was written to keep us guessing. Throughout the entire walk through the catacombs, we had no clue what they were truly walking through. We were given vague descriptions of the bodies lining the walls. When he describes building the brick wall to trap Furtunado, he describes it in a very undetailed description. Montresor shows betrayal, as well as Fortunado, and the narrator.This proves it to be a common theme throughout the story. It is shown through Montresor when he betrays Fortunado multiple times. When he kills Fortunado, he lies to him throughout the story, and plans to kill him before he even agrees to drink wine with him. Fortunado’s betrayal, although never explained, is the beginning of all the betrayal throughout the story. He has hurt Montresor in a way so badly Montresor feels his only escape it to kill Fortunado. As the reader were betrayed throughout the entire story.We are told multiple things throughout the story, but nothing is ever proven. We have to assume the narrator is telling us the truth. The theme betrayal is shown dramatically through Poe’s eyes.Works Cited Dyer, Chad M. Edgar Allen Poes The Cask Of Amontillado. Diss. Ball State, 1992. N. p. : n. p. , n. d. Web. <https://cardinalscholar. bsu. edu/bitstream/handle/190175/1/D94_1991DyerChadM. pdf>. Poe, Edgar A. The Compact Bedford Introduction to Literature. Boston: Bedford/St. Martin's, 2003. Print. Riggs, Kait.

This assignment considers physical activity in four different special population groups

This assignment considers physical activity in four different special population groups. Each population group is identified as being ‘special' because they have specific physiological and psychological needs that require physical activity to be modified and adapted to meet their special needs. The four different populations dealt within this assignment are Children, Over 50's, Pregnant Women and Disabled Persons. In this assignment, I will attempt to identify the techniques adapted specifically for each group and explain why it is beneficial for them. I will then proceed to compare and contrast the different techniques used between the four groups and explain why some techniques may be more suited for a particular group, and why some techniques may be inappropriate. CHILDREN: The first visit made was to a gymnasium course for children in between the ages of 2-4. (Ref. Appendix 1) Children are special because they grow at different rates and at different ages, â€Å".. there are also changes in body proportions that can put limitations on their ability to perform† (Lee, 1993 p. 51) Children need one to one care and special attention. Their bodies are still growing and developing so they have a limit to their capacity to perform certain activities. Their attention span is also short compared to an adult's so activities must be fun and capturing. The session I observed was a gymnastic lesson for children ages 2-4 that lasted for an hour. There were 6 students and two instructors. The fact that there was 1 instructor to 3 students shows how vulnerable children are and therefore must have special attention. As with every proper exercise session, they started with a good fifteen minutes of warm up. This ensured that all muscles were stretched and warmed up, ready for activity. The warm up exercises were very fun and exciting, which guaranteed the participation and inclusion of all children. The warm up exercises were very imaginative and creative and to name a few examples: walking on tiptoes with arms outstretched, frog leaping, hopping, star jumps and side skips. The stretches started from the top of the head moving down the body, such as neck stretches, shoulder rotation, roll and shake, hip swing and rotation, bottom wiggle and standing on tip toes to stretch the calves. After the 15 minute warm up, children were given a couple of minutes to have a drink or to visit the lavatories if needed. The main activity was set up as an assault course, where children moved from 1 activity to another. The equipment used was all very safe and the instructor arrived at least 15 minutes early to go through them and make sure all the equipments were working fine and that none were faulty. The beams, balancing benches and springboards were not the normal standard size but were adapted specifically for children. Mattings and paddings of sufficient size and density were placed where a landing would occur, or based on the design of an exercise, for example, for protection during a hand stand. The children started off by jumping off the springboard on to a soft horse bench. They then proceeded to do forward rolls on a soft mat, then a hand stand. They balanced themselves on a balance beam, before jumping onto trampoline, then going into the climbing frame. In between these exercises, the instructors gave children a few minutes break to get a drink or to visit the lavatory. The exercises used in the main activity focused on working different types of fitness components such as, strength, agility, balance, cardiovascular endurance and flexibility. The techniques used in this activity was appropriate because children have a lower capacity to do intense activity lasting 10-90s compared to adults so they are well suited to intermittent activities. (Howley et al, 2003) The variety of activities not only kept their attention, but it protected them from overemphasising on a specific sport and training intensely which could lead to emotional and physical problems. The benefits of exercise on children are that it enhances their fitness and health, and reduces risk for illness. The children enjoyed themselves greatly, and the instructors addressed them in very simple and friendly language. OVER 50's The next class I observed was a session for Over 50's. (Ref. Appendix 2) A population group over 50 is classified as special because as they age, their physical, emotional and mental function is no longer the same. Their joints have less mobility which increases risk injury therefore they will require programming that addresses these risks. Health related problems increase with both age and inactivity so older people need to be active and exercise to try and avoid illness. There is evidence that â€Å"..onset, progression and severity of many diseases in older people can be prevented, minimized or delayed with the provision of effective health promotion programmes, therapeutic exercises or physical activities† (Morris et al, 2004 p.1) The session was an aerobics course for 15 members lasting 45 minutes. The warm up section contained a range of movements that lasted a good 15 minutes. Warm up is important because it increases internal body temperature and reduces risk of injury. Movements included stretching and exercises such as heel raises, knee lifts, shoulder lifts and circles working through a pain free range of motion. Stretching exercises that emphasize range of motion and flexibility have been shown to increase ankle, knee joint and lower back flexibility in older adults. (Cotton 1998) The basic step-touch-step was used as a returning starting position before beginning a new movement. The warm up was accompanied by some soft, sustained music that set the mood. Music helps relax the mind and makes participants become more aware of their movements, breathing and posture (Best-Martini, 2003) Participants were given a break after warm up to freshen up. The aerobic activity lasted 10 minutes, was low impact and smooth completed movements were used rather than jerky, abrupt ones. There were sweeping hand movements involved, reaching and squatting. The aerobic part was similar to the warm up but with variations and at a slightly faster pace. The music as well was more lively which helped boost the participants motivation. The instructor used gradual transitions and cued clearly and well in advance. The weight training was next, which again lasted 10 minutes. They did very simple exercises using 1 kilo dumbbells, step, and cones. The group were assigned different stations: some participants did bicep curls with knee lifts, others did squats on the step, others marched on the sport lifting the dumbbells, and the rest did power walking around the cones with their arms swinging. They each had 30 seconds to do each exercise before moving on to the next. After four minutes, they rested for a bit before continuing again. There was no music used during resistance training so that the participants could concentrate. Once the weight training was over, they used the basic aerobics step to move into cool down. Again, soft, relaxing music was used, and the same, smooth, free range of movements used in the warm up was used to cool down. The participants seem to be having fun. It was a great way of socialising and they were chatting amongst each other throughout the whole session. For the health and safety part of the session, there was enough room and space for everyone to avoid anyone getting hurt. There were also mats placed by the steps to prevent participants from slipping while doing squats. The techniques used were appropriate because older adult exercisers â€Å"will be looking be looking for safe, low impact exercise programs that enhance overall fitness, including cardiovascular endurance, strength, flexibility, coordination, and balance (Van, 1995, P.5) The sweeping hand movements and free range of motion reduces the risk of joint stress and injury to senior participants. It was appropriate and also maybe necessary for the participants to take regular breaks because their maximum heart rate decreases, and so does stroke volume meaning they have a higher rate of oxygen deficit than younger adults. The instructor provided a lot of verbal feedback always checking if they were alright and motivating them. The physiological benefits of exercise on older adults are improvement in cardiovascular functioning and slowing down the age-related declines in bodily function. The psychological benefits are improved mental health, reduced stress and anxiety and feeling more relaxed and refreshed. (Best-Martini, 2003) DISABILITY: For the disabled population, I visited the motorcise gym catering especially for their needs (Ref. Appendix 3) . Motorcise is a centre that has specifically been opened to help those people who find gyms or health clubs intimidating. The club is open to Women only over 40, and provides brilliant facilities for the older women, overweight and disabled. There is a relaxed friendly atmosphere, with dedicated staff on hand to assist the members, whatever there needs. The atmosphere, as well as the centre's specific equipment means that members can really benefit. Socially it gives them a chance to meet new people, and provides them with a social platform depending on the number of times they visit the centre. Physically though the centre is excellent for all the cliental groups. The machines motorcise use, are as the name shows, Motorised. It is a completely new system that makes exercise easy and fun to do. Women who were in the session had multiple sclerosis, osteoporosis, osteoarthritis, chronic back pain, diabetes and they found the machines really helpful and enjoyed working out. On average members use the centre twice a week and this can help improve their health and wellbeing, increase energy levels, tone the body as well as boosting their confidence. The sessions only take 30minutes so members are able to fit the work out around their daily lives. Sport has a great deal therapeutic value and plays a great part in physical, psychological and social rehabilitation / factors for a disabled person. The level of a person's disability will determine the amount of exercise and participation. It's important that the disabled have the facilities to participate to the best of their ability and to be able to enjoy sport like everybody else. People with disabilities find it hard to participate in sport for a number of reasons. They feel unable to fit into sporting environment, no self confidence to take part and the feel of failure. They have a mentality that because they are disabled any kind of physical activity would be beyond their capability. Put this together with the lack of information, facilities, and support for disabled sport it is very easy for a person with a slight disability to be put off participating in sport. (Health Education Authority, 1997) Motorcise has 10 machines each working a different group muscle. The ‘Chester' is the first machine that every woman goes on which is basically like a warm up in an activity session. It gets the circulation moving and warms up the muscle joints. Each machine has two different settings, the ‘Slow Passive Pace' and the ‘Fast Pace.' These machines are adapted specifically for people with certain limitations to do physical activity. At slow pace, the machine does the work for them, it is only getting the muscle joints warmed up. When set on to the fast pace, the individual is then working with it by pushing the bars, or pulling them down, or lifting their legs, or pushing down on it. If a woman has immobility in her knees, then she would adapt to it by planting her feet on the floor and using just her arms, or if she has frozen shoulders, she would cross her arms over her chest and work only her lower body. Each machine has very good back support padding, and there are special cushions available for a woman with very bad back problems. To name a few, there is the ‘Noddy Crunch' which works the upper abs and lower back. The ‘Latty Leg Press' works on the shoulders, leg press and posture. As you push up with the shoulders, you push up with your knees then push down again, lengthening the spine and working the posture. The last machine for is specifically for cool down called the ‘Ricky Relaxerciser.' It has low frequency sound waves that give a soft vibration giving the women a feeling of relaxation. This recreation centre gives great facilities and opportunities for disabled women. It is in a safe, fun and supportive environment. It gives them a chance to socialise, boost their self esteem, have more confidence and not only that, improves their health and aids them with the mobility in their joints and flexibility. Physical activity is effective in playing a role in behaviour – â€Å"..interventions that promote moderate and non-endurance physical activities (flexibility exercises) are associated with long-term changes in behaviour† (Health Development Agency) PREGNANCY: Pregnant women are special because there is an increase in body mass will reduce her exercise capacity, swimming provides and element of support. The increased metabolic rate and increased body weight, means oxygen demand during pregnancy increases. (Bird, S.R, 1998) The session I observed was an aqua aerobics class for pregnant women that lasted 45 minutes (Ref. Appendix 4). â€Å"Safety: Water is supportive through buoyancy, resistive in nature and equal in hydrostatic pressure on the submerged body part. Weakness, joint or limb swelling, loss of motion or flexibility and overall loss of endurance are safely addressed in the aquatic environment† (White, 1995 pp 3-5). It was very low intensity with slow and controlled movements. The warm up involved walking around the pool for a few minutes, chatting amongst themselves. Next, they were lightly jogging around the pool, other women who were too far into pregnancy continued walking. Along with lower body movements, they performed various arm motions such as the breast stroke, back stroke, punches, pushes and sweeps. The cardiovascular workout was done at a low intensity and for a moderate duration. The aim was to get breathlessness. (Lawrence 1998) Women used woggles as part of their main activity to support themselves. They did a cycling movement by having a woggle under both arms while legs were cycling. It was a good work out for the whole body, and not only that, they also worked out their neck and head. Explosive and jerky movements were avoided because â€Å"†¦.the increase in body mass will become a limitation..(Bird, 1998, p.288) which could overstretch ligaments and tendons doing more damage than healing. Throughout the main workout, there were regular breaks taken, which meant marching on the spot and performing flowing, rhythmical mobility exercises, like sweeping the water etc.. The cool down was just as slow and relaxed as the warm up, and the women were given a few minutes at the end of the class to just float on their backs and enjoy the feeling of weightlessness. It is beneficial for pregnant women to exercise in water because they are better accommodated in water because of the supportive and gravity-reduced environment. The buoyancy opposes the force of gravity allowing the body to move more freely and easily than on land. (White, 1995) It reduces the weight and stress placed on joints and ligaments, spine and hip. Resistance works out the muscles and tones them without being too intense. There is equal pressure form the water on the body that increases with depth. This is helpful for swelling around the joints or circulatory problems because the static fluid around the joints is forced upward toward the heart by hydrostatic pressure. (Lawrence, 1998) The overall balance of the woman is also enhanced because she is constantly moving forwards, backwards and sideward in a dynamic environment. DISCUSSION: Each population group had different techniques but they also had some similarities. Each group started with a warm up and cool down that lasted at least 15 minutes. This is important for getting the circulation moving, and working the muscles and joints to prevent injury. The children's session was similar to the over 50's and pregnant women in the sense that they took regular breaks. The children needed breaks because doing physical activity for a short amount of time made them run out of breath. â€Å"Children respond to exercise with shallower respirations and higher respiratory frequencies than adolescents and adults. During maximal exercise children may reach over 75 breaths/min compared with a normal adult response of about 45 breaths/min.† (Lee, 1993, p.69) The older adults needed regular breaks because there is a â€Å"..decrease in both stroke volume (the volume of blood pumped from the heart during one heartbeat) and maximum heart rate (the highest heart rate a person can attain.)..† (Van, 1995 P.11) The pregnant women had to take regular breaks because â€Å"high intensity activities may restrict blood flow to the foetus†¦Ã¢â‚¬  (Lawrence, 1998 P. 159) The language the instructors used with the children's session differed from the rest because they used simple and fun language to address them. Each group was similar in the sense that they each had certain limitations to perform physical activity. For children, it was the fact that they were still growing and developing so overtraining was not appropriate. For older adults, it was the fact that some of them might have loss some sense of coordination, flexibility or mobility. For pregnant women, it was the increase in mass that might have prevented her from doing the usual things. For the disabled population, it was their disability that was their limitation. However, despites all these limitations, there were no barriers to stop them from participating in physical activity. They overcame all their limitations and barriers, and each one of them was able to participate in physical activity like everyone else. After going on these fieldtrips, I learnt that no matter what kind of barrier or limitation someone has, this cannot stop them from participating in physical activity as illustrated by these four special population groups. It is great that most leisure/recreation centres have facilities and opportunities that cater specifically for these groups needs.