HCI Assignment Example | Topics and Well Written Essays - 2250 words

HCI - Assignment Example This application could benefit students especially those who happen to be very committed. Such software would help students participate more in class by making things easier for them. Students relax as they wait for their lecturer to come to class and comment on their work but if they would share their work among themselves, comment on each other’s work and share learning material, they would more active. This paper entails the development of a possible mobile application that can unify a team of students around a design, especially in a class. The application can only be used in smart phones or tablets. The mobile application in this project would enhance the exposure to relevant information which would grant students a chance for creating, analyzing and evaluating information hence developing their critical thinking skills. After accessing collective information from classmates, a student will synthesise the information into ideas and present reasonable work (Microsoft.com, 2013). This process alone will encourage crucial thinking and more importantly, their scepticism. Students would also be encouraged to share all they learn in class and beyond their class setting. They would also be able to process their researches properly and then discuss all their concerns with their lecturers. The audience targeted by the mobile application are mainly students and their lecturers, but parents could be part of the audience in order to monitor their children closely. Typically, team sharing leads to increased communication amongst the team members, which would be a significant improvement to the students given the use of the proposed mobile application. Due to its aspect of allowing the sharing of data, the mobile application will offer students a platform perfect for study group formation (Microsoft, 2013). Teachers may also join by setting up pages with regard to particular projects and lesson plans. Students may not be the only ones to collaborate but also

The Autonomic Nervous System

The Autonomic Nervous System The Autonomic Nervous System is a widespread system of nerves that innervates, with the exception of skeletal muscle, nearly every process in the body. This Autonomic Nervous System (ANS) is a completely unconscious process which is responsible for maintaining homeostasis, as well as having many other functions such as control of digestion. The Autonomic Nervous System was first discovered, and studied by Walter Gaskell (Purves, Augustine, Fitzpatrick and Hall, 2001) who had his work on the ANS first published in 1916, two years after his death. He discovered that certain physiological effects, such as an increase in heart-rate, could be achieved by stimulating certain nerves branching off from the first few thoracic spinal cord segments. Using this, and other similar studies, he then theorized that each system in the body was innervated with two sets of nerves that had opposing functions (Purves, Augustine et al., 2001). These two sets of nerves we now know to be the Sympathetic and Parasympathetic branches of the Autonomic Nervous System; though recently a third branch has been separated from the others and called the Enteric Nervous System, which is found solely in the gut and the supporting features such as the Pancreas (Barker and Barasi, 1999). Although the ANS plays an unconscious process, it can sometimes be over-ridden by conscious thought; one example of this is in breathing, although breathing happens automatically without any need for purposeful thought, it is possible to take control of your breathing, such as holding your breath, or exhaling forcefully (to inflate a balloon for example). As the Autonomic Nervous System is such an important part of the nervous system, studying it and knowing how it works, and how it is controlled, is also very important; in this essay I am going to talk about the three different branches of the Autonomic Nervous System and their functions and differences, and then explain how they are regulated in the brain. The Sympathetic Nervous System When we are faced with what our bodies consider to be a threat we have to be prepared to, either stand and face the danger (fight), or get ourselves out the situation as quickly as possible (flight); this is the job of the Sympathetic Nervous System. These Fight or Flight responses are designed to give us as much of a physical advantage as possible, such as: making sure enough oxygen is reaching our muscles as possible by increasing heart-rate and dilating blood vessels, saving energy by slowing down lesser-needed processes such as digestion, dilating our pupils so we take in as much light as possible thus improving our vision, and makes our hairs stand on end so we look as big and ferocious as possible; all of these would have given us an edge over any predators we faced. The main nerve-trunks of the Sympathetic Nervous System leave the Central Nervous System from the Thoracic and Lumbar segments of the spinal cord, this is also known as the thoraco-lumbar outflow (Bakewell,1995). The cell bodies of the Sympathetic pre-ganglionic neurones are found in the lateral horn of the spinal cord between segments T1 and L2. Some of these pre-ganglionic fibres of the Sympathetic Nervous System synapse with the post-ganglionic fibres in a long chain, known as the Sympathetic Chain, that runs the length of the spinal cord, although some have a separate ganglion outside this sympathetic chain; from the ganglion, the post-ganglionic neurones then synapse with their target-organ. Post-ganglionic Sympathetic neurones have a very extensive network of dendrites that are innervated by many pre-ganglionic neurones; but there are roughly 10 times as many post-ganglionic sympathetic neurones than pre-ganglionic neurones, this divergence is thought to aid with coordination o f activity between neurones projecting from different segments of the spinal cord (Kandel, Schwartz, and Jessell, 2000). The Parasympathetic Nervous System The Parasympathetic Nervous System works in opposition to the Sympathetic Nervous System and therefore gives rise to Rest and Digest responses, which act to rebuild the energy stores that were depleted in the previous period of Sympathetic activity. These responses include: slowing down the heart-rate, stimulating digestion, and constricting the pupils. The cell bodies of Parasympathetic Pre-ganglionic neurones are found mostly in the brainstem, with some in the sacral segments of the spinal cord. In the brainstem, these cell bodies are found in the EdingerWestphal nucleus in the midbrain, which is related to the Oculomotor nerve, the Superior and Inferior Salivary nuclei found in the Pons, and related to the Facial nerve and Glossopharyngeal nerve, and in the Dorsal motor Nucleus of the Vagus nerve, in the medulla and the Nucleus Ambiguus. Because of the location of the cell-bodies of the Parasympathetic Nervous System, the it can also be called the Cranio-Sacral outflow (Bakewell, 1995). There are a few contrasts between the Sympathetic Nervous System and the Parasympathetic, apart from their opposing actions; the first and most obvious of these is that, in the sympathetic nervous system, all the preganglionic neurones are very short, most making synapses in a chain that runs very close to the spinal cord, meaning they have much longer post-synaptic neurones (as the pathway is disynaptic), whereas in the parasympathetic nervous system, the pre-ganglionic neurones are much longer and almost reach their target organ before making a synapse with a post-ganglionic neurone. This is an important difference as pre-ganglionic neurones are myelinated and therefore conduct action potentials a lot faster than the unmyelinated post-ganglionic neurones, suggesting the the parasympathetic nervous system works slightly quicker than the sympathetic (Kandel et al. 2000). Another difference is that there is a lot of divergence in the Sympathetic Nervous System, as previously discussed , whereas in the Parasympathetic Nervous System there is a lot less, with the ratio of Pre-Ganglionic Neurones to Postganglionic Neurones being 1:3, although this is highly dependant on the tissue as in some it is nearly a 1:1 ratio. Thirdly, both Pre-Gnaglionic and post-Ganglionic neurones in the Parasympathetic Nervous System use Acetyl Choline (ACh) as their Neurotransmitter, whereas Post-ganglionic neurones in the Sympathetic Nervous System use Noradrenaline; this is important as it has lots of clinical applications for drugs that target specifically the Sympathetic or Parasympathetic Nervous System. The Enteric Nervous System The Enteric Nervous System is a unique branch of the Autonomic Nervous System that is found lining the sides of the digestive system, specifically the oesophagus, stomach, intestines and secretory glands such as the pancreas (Bear, Connors, and Paradiso, 2007). The Enteric Nervous System is responsible for the control of the tension of the walls of the gut and monitoring the ever-chaning chemical balance within the digestive system, these are highly important functions in digestion. The special property of the Enteric Nervous System is that it can act reasonably independently from the rest of the Central Nervous System, leading to it sometimes being referred to as The Little Brain. The cell bodies of the Enteric Nervous System are connected together in two major structures known as plexuses; these are the myenteric plexus and the submucous plexus, these plexuses line the walls of the gut in two separate layers and control peristalsis, internal mucous levels and every other important aspect of the digestive system, including a role in secretion from the pancreas and gall bladder. Though the Enteric Nervous System is a separate function of the Autonomic Nervous System that deals almost solely with the digestive process, it contains as many neurones as the entire spinal cord does, meaning it has a very. Unlike the Sympathetic and Parasympathetic branches of the Autonomic Nervous System which are limited to either 1 or 2 Neurotransmitters, the Enteric Nervous System has been shown to have as many as 20 possible Neurotransmitters, though they have yet to all be proven to act as Neurotransmitters in this system (Gershon, Kirchgessner and Wade, 1994). The Enteric Nervous System has also been shown to play a role in Immune Responses (Hansen, 2003). Higher Control of the Autonomic Nervous System As the Sympathetic and Parasympathetic Branches of the Autonomic Nervous System work, for the most part, in opposition to each other, there must be some higher control coordinating them to work in harmony, and the first step of this is in the Nucleus of the Solitary tract (Kandel et al. 2000); here, the nucleus receives afferent input from the Facial, Glossopharyngeal and Vagal nerve, and firstly sends this information to both the brainstem and the spinal cord, where basic functions of the Autonomic Nervous System are carried out, but more cleverly, the Nucleus of the Solitary Tract also takes in other information and combines it, the Nuclei of the Solitary tract also project to the Periaqueductal grey, which also receives information from the hypothalamus, the periaqueductal grey takes all this information and then projects to the Reticular Formation of the Medulla, where it controls the co-ordination between behavioural activity and the autonomic nervous system, and example of this is that when doing heavy exercise (behavioural), its important your heart-rate increase so your muscles can get a greater oxygen supply from the blood (autonomic). Another important control of the Autonomic Nervous System is in homeostasis, there needs to be cooperation between the baroreceptors or chemoreceptors for example, and the most useful branch of the autonomic nervous system, so hair can stand on end on cold days to preserve heat, for example; this is the job of the hypothalamus (Kandel et al. 2000) as the hypothalamus receives input from pretty much every sensory pathway in the body; a dated study from Swanson and Sawchenko (1983) proved that the Paraventricular Nucleus of the Hypothalamus had descending pathways to the Autonomic Nervous System. As well as direct control over the Autonomic Nervous System, the Hypothalamus also has an indirect influence over it through the use of relays in other parts of the brain (Squire, Berg, Bloom, du Lac, Ghosh and Spitzer, 2008). In conclusion, the Autonomic Nervous System is a diverse and widespread system that innervates nearly every aspect of the body, meaning that a threatening stimulus can elicit a whole range of responses throughout the body, from increasing heart rate to diverting blood from the gut and widening blood vessels, this means that the whole body is very quickly and efficiently prepared to face the danger, and then the entire body can quickly calm down again to replenish resources; and not only this, but because of its connections with the hypothalamus and other higher centres, the Autonomic Nervous System isnt limited to reacting to physical changes, such as body temperature, but it can react to even mental stimuli such as emotions or the anticipation of something. This is important in evolutionary terms, there is little point in reacting to a danger once it has already causes damage so the heightened physical performance needs to come in anticipation of a danger, so that when the danger p resents itself, the fight or flight response is at its strongest. As this is such an important process in the body, many studies have been carried out into it, and continue to be carried out, and much work is being done on diseases of the Autonomic Nervous System, as, obviously, they have such a dramatic effect on the sufferer. References Bakewell, S., (1995) The Autonomic Nervous System. Practical Procedures 5(5) Barker, R., A. and Barasi, S. (1999) Neuroscience at a Glance, Blackwell Publishing Bear, M. F., Connor B. W. and Paradiso, M. A. (2007) Neuroscience: Exploring the Brain, Lippincott Williams Wilkins: a Wolters Kluwer business Gershon M. D., Kirchgessner A.L. and Wade P.R., (1994) Functional anatomy of the enteric nervous system, Springer Berlin Heidelberg Hansen, M. B., (2003) The Enteric Nervous System II : Gastrointestinal functions. Pharmacology Toxicology, 92(6) 249-257 Kandel, E. R., Schwartz, J. H. and Jessell, T. M., (2000) Principles of Neural Science, McGraw-Hill Medical Purves, D., Augustine, G. J., Fitzpatrick, D. and Hall, W. C., (2008) Neuroscience 4th Edition, Sinauer Raj K. Goyal, M.D., and Ikuo Hirano, M.D., (1996) Mechanisms of disease: the enteric nervous system. The New England Journal of Medicine, 334(17) 1106-1115 Squire, L.R., Berg, D., Bloom, F.E., Du Lac, S., Ghosh, A. and Spitzer, N.C., (2008) Fundamental Neuroscience 3rd Edition, Elsevier Swanson, L. W. and Sawchenko, P.E, (1983) Hypothalamic integration: organisation of the paraventricular and supraoptic nuclei. Ann. Rev. Neuroscience 6 269-324

Constantine the Great and His Influence on the Spread of Christianity :: essays research papers fc

Flavius Valerius Constantinus, also known as Constantine the Great, is believed to have been born sometime between the years 274 and 288. He was born in Naissus, which is now known as Nisch Serbia, to the Roman officer Constantius Chlorus. Constantius belonged to one of the Leading families of Moesia and his mother was a niece of the capable and soldierly Claudius, the conqueror of the Goths. Constantine’s mother Helena is said to have been the daughter of an innkeeper o Drepanum, and later became known as St. Helena the Christian Empress. There is, however, nothing to support the assertion sometimes made that she was already baptized before Constantine’s birth and her early influence ultimately brought him to Christianity. Such facts about her life as are known would suggest the contrary- Eusebius of Caecarea declares that Constantine in fact converted his mother. There are, however, other indications that Helena was not a Christian during her son’s early years. At what date Helena did embrace Christianity remains a mystery. Nor can anyone say wither certainty what gods she worshipped during her son’s childhood.   Ã‚  Ã‚  Ã‚  Ã‚  Of Constantine’s early years we know almost nothing, though we may suppose that they were spent in the eastern half of the Empire. In 293 Constantine was betrothed to Fausta the daughter of Madimian, and in this year his father Constantius was made Caesar. Constantine chose to join his father in the west at Boulogne on the expedition against the Picts and before his father’s death he was proclaimed to be his successor. After Constantius’ death Constantine’s troops immediately proclaimed him Caesar in acceptance to his father’s wishes.   Ã‚  Ã‚  Ã‚  Ã‚  During the beginning of Constantine’s reign there were great political complications having to do with multiples of emperors ruling over different territories, which lead to the political movement of many wars between different leading parties. Constantine during this time was known to have the most efficient army, but was busy defending his own frontier and had not taken part in any of the quarrels amongst the different Caesars, until 311.   Ã‚  Ã‚  Ã‚  Ã‚  In 311 Caesar Maxentius claimed Constantine to be a tyrant and threatened Constantine's land with his overwhelmingly large and powerful army. On Constantine's march into war against Maxentius to save his land and his self-respect he received a vision. This vision assured him that he would conquer in the sign of the Christ, and his warriors were to carry Christ's Monogram on their shields.

Genetically Modified Foods/What You Need to Know

Genetically modified foods (GM foods) have made for big talk in the public lately. Public interest groups have been actively protesting against GM foods for months. In response to the up swelling of public concern, the U.S. Food and Drug Administration (FDA) have held meetings to solicit public opinions and, begin the process of establishing a new regulatory procedure for government approval of GM foods. I would like to research and maybe, explain the reasons why I feel that GM foods are not humanity's solution to our food consumption problem. What are Genetically Modified Foods?Genetically modified foods are foods produced from organisms that have had specific changes introduced into their DNA using the methods of genetic engineering. These techniques have allowed for the introduction of new crop traits as well as a far greater control over a food's genetic structure than previously afforded by methods such as selective breeding and mutation breeding (Wikapedia.com). To date most ge netic modification of foods have primarily focused on cash crops in high demand by farmers such as soybean, corn, canola, and cotton seed oil.These have been engineered for resistance to pathogens and herbicides and better nutrient profiles. GM livestock have also been experimentally developed, although as of November 2013 none are currently on the market. There are many reasons to not be a fan of GM foods but, before I explain the reasons not to consume GM foods, let me tell you some reasons why scientists and so-called, â€Å"experts†, are pushing to have  developers and, manufacturers of GM foods make sure, that they are various advantages of consuming these foods, as well as, persuade the public to purchase these products. Are there advantages to GM Foods?One advantage to GM foods is that they help to control certain diseases that can cause people to have an allergic reaction to certain foods. With GM foods the DNA system is modified to eliminate the properties causing these allergies (http://www.buzzle.com/articles/genetically-modified-foods-pros-and-cons.html).Another advantage to GM foods is that they are said to be high in nutrients and contain more vitamins than traditionally grown food. They also claim to have a longer shelf life than traditionally grown food, which means less waste. Now that we have heard why developers, manufacturers, and scientists want GM foods massively produced, let's hear about some of the reasons why most of the population is not so accepting.ThreatsThe biggest threat caused by genetically modified foods is that they can have harmful effects on the body (http://www.csa.com/discoveryguides/gmfood/overview.php). It is believed that consumption of these foods can cause the development of diseases which are immune to antibiotics. According to experts, people who consume these foods have high chances of developing cancer (http://www.csa.com/discoveryguides/gmfood/overview.php).Because these are new inventions on food, the re's not much known about the long-term effects that genetically modified foods will have on humans. Foodstuffs made of genetically modified crops that are currently available (mainly maize, soybean, and oilseed rape) have been judged safe to eat, and the methods used to test them have been deemed appropriate. These conclusions represent the consensus of the scientific evidence surveyed by the International Council for Science (ICSU) and are consistent with the views of the World Health Organization (WHO). However, the lack of evidence of negative effects does not mean that new genetically modified foods are without risk.The possibility of long-term effects from genetically modified plants cannot be  excluded and must be examined on a case-by-case basis. New techniques are being developed to address concerns, such as the possibility of the unintended transfer of antibiotic-resistance genes. Earlier, I mentioned an advantage to GM foods that allows them to be modified to eliminate properties within certain foods, so that people do not have an allergic reaction to them. My question is, â€Å"what in the world makes these developers think that we want to eat anything that has been modified†? Not to mention, knowing that the long-term effects are not certain if I consume one of these products. That's not comfortably sitting on my stomach! ResponseThese developers and, manufacturers claim that GM foods contain more vitamins and nutrients, along with a longer shelf life than traditional foods. The way the public sees it is the genetically modified anything, cannot be better for you than the real thing. Throughout my research, I have found that most of society's response to GM foods is, â€Å"why fix something that's not broken†? Most of society throws criticisms towards genetically modified foods, criticizing agribusinesses for pursuing profit without concern for potential hazards, and the government for failing to exercise adequate regulatory oversi ght(http://www.csa.com/discoveryguides/gmfood/overview.php).ConcernsThe most concerns about genetically modified foods falls into three categories: environmental hazards, human health risks, and economic concern. Environmental hazards are causes of unintended harm to other organisms. For example; the pollen blown around by the wind off of a GM plant, stands a chance of becoming involved with the milkweed plants that often grow near these crop fields. The concern is for the monarch butterfly, monarch butterflies eat milkweed plants and, if the butterflies eat the milkweed plant with the pollen from the GM plant on it, the butterflies then stand a chance of dying if they come in contact with this pollen. This could create a huge problem for the monarch butterflies extinction rate.Human health risks contain allergencity, which are allergies to things like peanuts and other foods. The possibility still remains that introducing a gene into a plant may create a new allergen that will caus e someone to have an allergic reaction and, they could possibly die from that. Economic concern is the most talked about category out of all three. Things like, putting farmers out of business and bringing this product to the market is a costly process, as well as the tech companies wishing to turn a profit on their investment. Consumer advocates are worried that patenting new plants will raise the price of seed. When the prices of seed goes up, the farmers in third world countries cannot afford to purchase the seeds each year. No seeds means no crops for the farmers, no crops means no money.ConclusionConsumers may wish to select conventional foods on the basis of several criteria such as methods of production (e.g. organic or fair-trade food), religious principles (e.g. kosher food), or the presence of known allergens (e.g. groundnuts). Labeling of foods as genetically modified or non-genetically modified may enable consumer choice as to the process by which the food is produced. H owever, it conveys no information as to the content of the foods, and what risks or benefits may be associated with particular foods. More informative food labeling, explaining how food has been transformed and what the resulting changes in food composition are, could enable consumers to assess these risks and benefits (http://www.greenfacts.org).Genetically modified foods is a big deal in today's society, many people have a very strong opinion about GM foods. Many people are also unaware of what a genetically modified food is. Most people consume genetically modified foods on a daily bases and do not even realize it. Nor is the government obligated to inform you that you are consuming genetically modified foods. Throughout my research, I have found out why I feel that GM foods are not humanity's solution to our food consumption problem. Throughout my argument, I have tried to explain the good and, the bad things associated with genetically modified foods. I have come to the conclus ion that genetically modified foods are not for me or my family. There are too many health issues and, risks that I am not willing to take because my family's health may lay in the balance.

Healthy Eating Essay

Healthy eating tip 1: Set yourself up for success To set yourself up for success, think about planning a healthy diet as a number of small, manageable steps rather than one big drastic change. If you approach the changes gradually and with commitment, you will have a healthy diet sooner than you think. Simplify. Instead of being overly concerned with counting calories or measuring portion sizes, think of your diet in terms of color, variety, and freshness. This way it should be easier to make healthy choices. Focus on finding foods you love and easy recipes that incorporate a few fresh ingredients. Gradually, your diet will become healthier and more delicious. Start slow and make changes to your eating habits over time. Trying to make your diet healthy overnight isn’t realistic or smart. Changing everything at once usually leads to cheating or giving up on your new eating plan. Make small steps, like adding a salad (full of different color vegetables) to  your diet once a day or switching from butter to olive oil when cooking. As your small changes become habit, you can continue to add more healthy choices to your diet. Every change you make to improve your diet matters. You don’t have to be perfect and you don’t have to completely eliminate foods you enjoy to have a healthy diet. The long term goal is to feel good, have more energy, and reduce the risk of cancer and disease. Don’t let your missteps derail you—every healthy food choice you make counts. Think of water and exercise as food groups in your diet. Water. Water helps flush our systems of waste products and toxins, yet many people go through life dehydrated—causing tiredness, low energy, and headaches. It’s common to mistake thirst for hunger, so staying well hydrated will also help you make healthier food choices. Exercise. Find something active that you like to do and add it to your day, just like you would add healthy greens, blueberries, or salmon. The benefits of lifelong exercise are abundant and regular exercise may even motivate you to make healthy food choices a habit. Healthy eating tip 2: Moderation is key People often think of healthy eating as an all or nothing proposition, but a key foundation for any healthy diet is moderation. But what is moderation? How much is a moderate amount? That really depends on you and your overall eating habits. The goal of healthy eating is to develop a diet that you can maintain for life, not just a few weeks or months, or until you’ve hit your ideal weight. So try to think of moderation in terms of balance. Despite what certain fad diets would have you believe, we all need a balance of carbohydrates, protein, fat, fiber, vitamins, and minerals to sustain a healthy body. For most of us, moderation or balance means eating less than we do now. More specifically, it means eating far less of the unhealthy stuff (unrefined sugar, saturated fat, for example) and more of the healthy (such as fresh fruit and vegetables). But it doesn’t mean eliminating the foods you love. Eating bacon for breakfast once a week, for example, could be considered moderation if you follow it with a healthy lunch and dinner–but not if you follow it with a box of donuts and a sausage pizza. If you eat 100 calories  of chocolate one afternoon, balance it out by deducting 100 calories from your evening meal. If you’re still hungry, fill up with an extra serving of fresh vegetables. Try not to think of certain foods as â€Å"off-limits.† When you ban certain foods or food groups, it is natural to want those foods more, and then feel like a failure if you give in to temptation. If you are drawn towards sweet, salty, or unhealthy foods, start by reducing portion sizes and not eating them as often. Later you may find yourself craving them less or thinking of them as only occasional indulgences. Think smaller portions. Serving sizes have ballooned recently, particularly in restaurants. When dining out, choose a starter instead of an entree, split a dish with a friend, and don’t order supersized anything. At home, use smaller plates, think about serving sizes in realistic terms, and start small. If you don’t feel satisfied at the end of a meal, try adding more leafy green vegetables or rounding off the meal with fresh fruit. Visual cues can help with portion sizes–your serving of meat, fish, or chicken should be the size of a deck of cards, a slice of bread should be the size of a CD case, and half a cup of mashed potato, rice, or pasta is about the size of a traditional light bulb. Healthy eating tip 3: It’s not just what you eat, it’s how you eat Healthy eating is about more than the food on your plate—it is also about how you think about food. Healthy eating habits can be learned and it is important to slow down and think about food as nourishment rather than just something to gulp down in between meetings or on the way to pick up the kids. Eat with others whenever possible. Eating with other people has numerous social and emotional benefits—particularly for children—and allows you to model healthy eating habits. Eating in front of the TV or computer often leads to mindless overeating. Take time to chew your food and enjoy mealtimes. Chew your food slowly, savoring every bite. We tend to rush though our meals, forgetting to actually taste the flavors and feel the textures of our food. Reconnect with the joy of eating. Listen to your body. Ask yourself if you are really hungry, or have a glass of water to see if you are thirsty instead of hungry. During a meal, stop eating before you  feel full. It actually takes a few minutes for your brain to tell your body that it has had enough food, so eat slowly. Eat breakfast, and eat smaller meals throughout the day. A healthy breakfast can jumpstart your metabolism, and eating small, healthy meals throughout the day (rather than the standard three large meals) keeps your energy up and your metabolism going. Avoid eating at night. Try to eat dinner earlier in the day and then fast for 14-16 hours until breakfast the next morning. Early studies suggest that this simple dietary adjustment—eating only when you’re most active and giving your digestive system a long break each day—may help to regulate weight. After-dinner snacks tend to be high in fat and calories so are best avoided, anyway. Healthy eating tip 4: Fill up on colorful fruits and vegetables Fruits and vegetables are the foundation of a healthy diet. They are low in calories and nutrient dense, which means they are packed with vitamins, minerals, antioxidants, and fiber. Try to eat a rainbow of fruits and vegetables every day and with every meal—the brighter the better. Colorful, deeply colored fruits and vegetables contain higher concentrations of vitamins, minerals, and antioxidants—and different colors provide different benefits, so eat a variety. Aim for a minimum of five portions each day. Some great choices include: Greens. Branch out beyond bright and dark green lettuce. Kale, mustard greens, broccoli, and Chinese cabbage are just a few of the options—all packed with calcium, magnesium, iron, potassium, zinc, and vitamins A, C, E, and K. Sweet vegetables. Naturally sweet vegetables—such as corn, carrots, beets, sweet potatoes, yams, onions, and squash—add healthy sweetness to your meals and reduce your cravings for other sweets. Fruit. Fruit is a tasty, satisfying way to fill up on fiber, vitamins, and antioxidants. Berries are cancer-fighting, apples provide fiber, oranges and mangos offer vitamin C, and so on. The importance of getting vitamins from food—not pills The antioxidants and other nutrients in fruits and vegetables help protect against certain types of cancer and other diseases. And while advertisements  abound for supplements promising to deliver the nutritional benefits of fruits and vegetables in pill or powder form, research suggests that it’s just not the same. A daily regimen of nutritional supplements is not going to have the same impact of eating right. That’s because the benefits of fruits and vegetables don’t come from a single vitamin or an isolated antioxidant. The health benefits of fruits and vegetables come from numerous vitamins, minerals, and phytochemicals working together synergistically. They can’t be broken down into the sum of their parts or replicated in pill form. Healthy eating tip 5: Eat more healthy carbs and whole grains Choose healthy carbohydrates and fiber sources, especially whole grains, for long lasting energy. In addition to being delicious and satisfying, whole grains are rich in phytochemicals and antioxidants, which help to protect against coronary heart disease, certain cancers, and diabetes. Studies have shown people who eat more whole grains tend to have a healthier heart. A quick definition of healthy carbs and unhealthy carbs Healthy carbs (sometimes known as good carbs) include whole grains, beans, fruits, and vegetables. Healthy carbs are digested slowly, helping you feel full longer and keeping blood sugar and insulin levels stable. Unhealthy carbs (or bad carbs) are foods such as white flour, refined sugar, and white rice that have been stripped of all bran, fiber, and nutrients. Unhealthy carbs digest quickly and cause spikes in blood sugar levels and energy. Tips for eating more healthy carbs Include a variety of whole grains in your healthy diet, including whole wheat, brown rice, millet, quinoa, and barley. Experiment with different grains to find your favorites. Make sure you’re really getting whole grains. Be aware that the words stone-ground, multi-grain, 100% wheat, or bran can  be deceptive. Look for the words â€Å"whole grain† or â€Å"100% whole wheat† at the beginning of the ingredient list. In the U.S., Canada, and some other countries, check for the Whole Grain Stamps that distinguish between partial whole grain and 100% whole grain. Try mixing grains as a first step to switching to whole grains. If whole grains like brown rice and whole wheat pasta don’t sound good at first, start by mixing what you normally use with the whole grains. You can gradually increase the whole grain to 100%. Avoid: Refined foods such as breads, pastas, and breakfast cereals that are not whole grain. Healthy eating tip 6: Enjoy healthy fats & avoid unhealthy fats Good sources of healthy fat are needed to nourish your brain, heart, and cells, as well as your hair, skin, and nails. Foods rich in certain omega-3 fats called EPA and DHA are particularly important and can reduce cardiovascular disease, improve your mood, and help prevent dementia. Add to your healthy diet: Monounsaturated fats, from plant oils like canola oil, peanut oil, and olive oil, as well as avocados, nuts (like almonds, hazelnuts, and pecans), and seeds (such as pumpkin, sesame). Polyunsaturated fats, including Omega-3 and Omega-6 fatty acids, found in fatty fish such as salmon, herring, mackerel, anchovies, sardines, and some cold water fish oil supplements. Other sources of polyunsaturated fats are unheated sunflower, corn, soybean, flaxseed oils, and walnuts. Reduce or eliminate from your diet: Saturated fats, found primarily in animal sources including red meat and whole milk dairy products. Trans fats, found in vegetable shortenings, some margarines, crackers, candies, cookies, snack foods, fried foods, baked goods, and other processed foods made with partially hydrogenated vegetable oils. Healthy eating tip 7: Put protein in perspective Protein gives us the energy to get up and go—and keep going. Protein in food is broken down into the 20 amino acids that are the body’s basic building blocks for growth and energy, and essential for maintaining cells, tissues, and organs. A lack of protein in our diet can slow growth, reduce muscle  mass, lower immunity, and weaken the heart and respiratory system. Protein is particularly important for children, whose bodies are growing and changing daily. Here are some guidelines for including protein in your healthy diet: Try different types of protein. Whether or not you are a vegetarian, trying different protein sources—such as beans, nuts, seeds, peas, tofu, and soy products—will open up new options for healthy mealtimes. Beans: Black beans, navy beans, garbanzos, and lentils are good options. Nuts: Almonds, walnuts, pistachios, and pecans are great choices. Soy products: Try tofu, soy milk, tempeh, and veggie burgers for a change. Avoid salted or sugary nuts and refried beans. Downsize your portions of protein. Many people in the West eat too much protein. Try to move away from protein being the center of your meal. Focus on equal servings of protein, whole grains, and vegetables. Focus on quality sources of protein, like fresh fish, chicken or turkey, tofu, eggs, beans, or nuts. When you are having meat, chicken, or turkey, buy meat that is free of hormones and antibiotics. Healthy eating tip 8: Add calcium for strong bones Calcium is one of the key nutrients that your body needs in order to stay strong and healthy. It is an essential building block for lifelong bone health in both men and women, as well as many other important functions. You and your bones will benefit from eating plenty of calcium-rich foods, limiting foods that deplete your body’s calcium stores, and getting your daily dose of magnesium and vitamins D and K—nutrients that help calcium do its job. Recommended calcium levels are 1000 mg per day, 1200 mg if you are over 50 years old. Take a vitamin D and calcium supplement if you don’t get enough of these nutrients from your diet. Good sources of calcium include: Dairy: Dairy products are rich in calcium in a form that is easily digested and absorbed by the body. Sources include milk, yogurt, and cheese. Vegetables and greens: Many vegetables, especially leafy green ones, are rich sources of calcium. Try turnip greens, mustard greens, collard greens, kale, romaine lettuce, celery, broccoli, fennel, cabbage, summer squash, green beans, Brussels sprouts, asparagus, and crimini mushrooms. Beans: For another rich source of calcium, try black beans, pinto beans, kidney beans, white beans, black-eyed peas, or baked beans. Healthy eating tip 9: Limit sugar and salt If you succeed in planning your diet around fiber-rich fruits, vegetables, whole grains, lean protein, and good fats, you may find yourself naturally cutting back on foods that can get in the way of your healthy diet—sugar and salt. Sugar Sugar causes energy ups and downs and can add to health and weight problems. Unfortunately, reducing the amount of candy, cakes, and desserts we eat is only part of the solution. Often you may not even be aware of the amount of sugar you’re consuming each day. Large amounts of added sugar can be hidden in foods such as bread, canned soups and vegetables, pasta sauce, margarine, instant mashed potatoes, frozen dinners, fast food, soy sauce, and ketchup. Here are some tips: Avoid sugary drinks. One 12-oz soda has about 10 teaspoons of sugar in it, more than the daily recommended limit! Try sparkling water with lemon or a splash of fruit juice. Eat naturally sweet food such as fruit, peppers, or natural peanut butter to satisfy your sweet tooth.

The balcony scene, Act 2 Scene 2, in Romeo Juliet Essay Example

The balcony scene, Act 2 Scene 2, in Romeo Juliet Essay Example The balcony scene, Act 2 Scene 2, in Romeo Juliet Paper The balcony scene, Act 2 Scene 2, in Romeo Juliet Paper Essay Topic: Romeo and Juliet The balcony scene, Act 2 Scene 2, in Romeo Juliet is considered to be the most famous, romantic scene in the history of theatre film. Discuss this scene how it is effective as a piece of drama, pay particular attention to the different attitudes of Romeo Juliet to their love to their predicament. William Shakespeares Romeo and Juliet is by far the most famous historic love story of all time. It has been studied and performed all over the world and has been adapted into many films. Famous directors such as Baz Lurhmann [1996] and Franco Zeffirelli [1968] have interpreted it and made numerous Hollywood productions. Also musicals such as West Side Story [1961] have been adapted from Romeo and Juliet to create modern, yet entertaining versions of this story. Still today, hundreds of years after it was written, the balcony scene is parodied in television adverts and sketches. It has become part of our culture; even people who are generally not familiar with any of Shakespeares other works know the reference to Romeo, Romeo wherefore art thou Romeo? I intend to focus this essay on how Act 2 Scene 2 is effective as a piece of drama firstly by analysing Romeo and Juliets different attitudes to love and their predicament and then by looking closely at the structure and language which Shakespeare uses. I will begin by discussing Romeo and Juliets different attitudes to love. It is immediately obvious in this scene that Romeo looks at love in a much less realistic way to Juliet. Romeos love is more magical in the way that he thinks he can overcome his difficulties, such as Juliets guards, with his faith and determination. With loves light wings did I oerperch these walls, For stony limits cannot hold love out. On the other hand Juliets views on love are very different to Romeos in that she is more down to earth. How camst thou hither, tell me, and wherefore? The orchard walls are high and hard to climb, And the place death, considering who thou art. At the beginning of the scene she is not willing to play games with him; this is maybe because she is shocked to see him in her orchard and is worried about his safety. If they do see thee, they will murder thee. At this point I do not think Juliet quite believes that Romeos love for her is real but as she comes to trust him she stops being so practical and enters into Romeos fantasies. My bounty is as boundless as the sea, My love as deep; the more I give to thee The more I have, for both are infinite. Shakespeare uses these two different attitudes to love to create dramatic tension rather than them both falling in love instantly. At the beginning of the scene Shakespeare uses the dramatic effect of having Romeo overhear what Juliet is saying about him and deciding not to let her know he is listening. Shall I hear more, or shall I speak at this? He uses this to create tension amongst the audience who wait for Juliet to speak indiscreetly, telling us her true thoughts as she would not if she knew she was being overheard. However, once she realises Romeo is there she changes her mind and her reluctance to admit that she loves him and his attempts to persuade her form the basis for the rest of this scene. Different contemporary directors have used this to create their concept of an ideal love scene. In a traditional version such as Zeffirellis he tries to make it seem more natural as if it is a conversation between two teenagers. He lights the scene with moonlight which plays on their faces allowing us to concentrate on their expressions as they discuss their emotions. In this version Romeo climbs up onto the balcony whereas in a later version by Baz Lurhmann Juliet comes down to him. This could be an indication that Zeffirelli saw Romeo as a more masculine character going out to get what he wants rather than waiting for Juliet to come to him. Lurhmanns whole approach is more stylistic and feminine. With fairy lights and a blue swimming pool into which they fall he looses much of the romanticism of the earlier version. Both directors stick fairly closely to Shakespeares language which is so well known that it would be difficult for them to change it. Romeos language in the Balcony Scene includes many references to objects or events usually connected with the sky and heavens for example light, sun, moon, stars, heaven, birds and bright angel. He also makes a number of references to things to do with vision for example wondring eyes, gaze, twinkle and brightness. The effect of this is to show us that he idolises Juliet as a heavenly angel or even a god. The overwhelming power of their love is emphasised by Shakespeares choice of phrases such as: Although I joy in thee, I have no joy of this contract tonight, It is too rash, too unadvised, to sudden. He uses this to the effect that their love is too powerful at this time to endure. Shakespeare chooses Romeos language to be flattering in parts of this scene as he attempts to woo Juliet and win her over. He uses language which is poetic and soft yet still masculine, so he is romantic but still a heroic man. Alack, their lies more peril in thine eyes Than twenty of their swords. Look thou but sweet, And I am proof against their enmity. In this scene Juliet appears to be a strong female character in that she does not allow Romeo to tell her what to do but makes up her own mind. As well as her attitude changing throughout the scene Juliets language also changes. She starts the scene being simple and practical, My ears have yet not drunk a hundred words Of thy tongues uttering, yet I know the sound. Art thou not Romeo, and a Montague? Her language then develops into being more sophisticated and less innocent, Yet I should kill thee with much cherishing. This line is also pointing to the ending of the play which the audience already know the outcome of. Modern audiences know the ending because the story is so well known but in Elizabethan times they used to tell the audience the basic plot to help them follow it. The Elizabethan audiences enjoyed the use of puns in Shakespeares plays. He uses them throughout this play particularly with certain characters such as Mercutio, however, although there are not many puns in this scene Juliet does refer to: So stumblest on my counsel? which could refer to her plan which she was making to change Romeos name or to her secret the fact that she loves him. Metaphors are also used to great effect such as The mask of night is on my face. and similes such as My bounty is as boundless as the sea. In conclusion, my views on this scene are that it is the most romantic and poignant of all the scenes in this play. It is by far the most beautifully written scene and possibly one of the important in that this is the scene where they first admit their love to each other. If I had not read this scene before and had not known the outcome of it, it would have seemed extremely tense in that Romeo could get caught at any time by the guards or Juliets Nurse who could come out at any minute. One of the main points of the scene is the transition which Juliet goes through from her first cautious steps to her full commitment by the end. This scene is one of the most important in all English literature. It contains phrases which have become part of the English language; Romeo, Romeo, wherefore art thou Romeo? What is in the name? That which we call a rose, By any other word would smell as sweet. Parting is such sweet sorrow. In this scene Shakespeare uses powerful imagery to convey to us the depth of the love of these two young people which we know will end so tragically, so soon.

Antigone Tragic Hero Essay Essay Essays

Antigone Tragic Hero Essay Essay Essays Antigone Tragic Hero Essay Essay Paper Antigone Tragic Hero Essay Essay Paper Essay Topic: Antigone Most Grecian calamities were based on myths and consisted of a series of dramatic episodes mixed with a chorus who commented on the dramatic action or analyzed the form of events. The function of a tragic hero was critical to the tragic dramas. Sophocles argues that a tragic hero is a character who possesses six specific traits. A tragic hero must be of baronial stature. can non be perfect. their ruin most be their mistake. their bad luck is non entirely deserved. the autumn is non a entire loss. and has a moral intent. Therefore. Creon is the tragic hero in Antigone because he is of baronial stature. posses character defects. and his autumn is non an full loss. Creon is the brother of Jocasta. who was the married woman and female parent of Oedipus. who was the male monarch of Thebes. He becomes swayer of Thebes after the s of Oedipus’ two boies. Eteocles and Polynices in the recent civil war. In his address to the people guaranting the citizens that order and safety have returned to Thebes he says. â€Å"I now posses the throne and all its powers† ( line 194. page 67 ) . This transition easy shows that Creon is the swayer of Thebes because it says that he posses the throne which is a ownership of the male monarch. This shows that Creon is of baronial stature. which is one of the necessities of a tragic hero. Throughout the whole drama Creon exhibits that he is imperfect. Creon is really obstinate every bit good as ignorant. which consequences in his many jobs all through the drama. In his difference with Haemon over the destiny of Antigone he says. % –show me a greater offense in all the Earth! She. she destroys metropoliss. rend up houses. interrupt the ranks of spearmen into hasty mob. But the 1s who last it out. the great mass of them owe their lives to train. Therefore we must support the work forces who live by jurisprudence. neer allow some adult female victory over us. Better to fall from power. if autumn we must. at the custodies of a man–never be rated inferior to a adult female. neer ( lines 751-761 page 94 ) . † The word % † fundamentally means â€Å"without a leader. † He makes it sound as if he may be talking about Antigone. Creon looks at as the ineluctable effect when insubordination of the jurisprudence is left with impunity. This extract vividly shows how Creon is really obstinate and nescient. He refuses to see that adult female play a major function in society. He merely views them as objects. He visions adult female as a menace to masculine high quality and he will halt at nil to debar this from go oning. His refusal to let Antigone to travel free finally consequences in the of his boy and his married woman. This shows that Creon is imperfect. which is besides one of the demands of a tragic hero. By the terminal of the drama. after the of his married woman and boy. Creon additions some self-knowledge and learns from what he has done. After Creon learns of the of his married woman and boy he says. â€Å"Ohhh. so mindless. so insane†¦ my offenses. my obstinate. ly- Expression at us. the slayer. the killed. male parent and boy. the same - the wretchedness! My programs. my huffy overzealous bosom. my boy. cut off so immature! Ai. . lost to the universe. Not through you stupidity. no. my ain ( line 1395-1400. page 124 ) . † This citation from the drama illustrates that Creon realizes that his obstinacy and folly is the cause of all of this chaos. Creon now understands that his defects resulted in his family’s. He so goes on to state. â€Å"Oh I’ve learned through and cryings ( line 1405-1406. page 124 ) . † This shows that he has learned his lesson so the of his household is non a complete loss because now he is cognizant of the fact that it is be cause of his obstinacy and stupidity that this occurred. This shows that Creon’s autumn is now a pure loss. which is every bit good. a status of a tragic hero. Creon is the tragic hero in Antigone because he is of baronial stature. posses character defects. and his autumn is non an full loss. These defects finally are what leads Creon to his death and to the of his married woman and boy. In Antigone there were legion subjects. One of the subjects is pride and its consequence on the characters. Both Antigone and Creon are extremely proud. doing it impossible for either one of them to endorse down one time they have taken a place on something. This character defect leads to their ruin. In modern-day times. we can associate this type of tragic hero to powerful figures like Donald Rumsfeld. who does non hesitate from his places until others have paid a heavy monetary value for his pride. Another subject is Moral Law vs. Human Law. This is shown when Antigone’s scruples influences her to bury her brother. which conflicts with Creons jurisprudence of the province. It’s a determination of whether ethical motives should be placed abov e the human jurisprudence. A semi-modern illustration of this can be seen in World War II where the soldiers had to make up ones mind between their ethical motives or the determination of the province in the s of the Jews. The 3rd and concluding cardinal subject is the place of adult female. This is brought up several times in Antigone. Creon feels that adult female are low-level to work forces and should neer be placed every bit high as work forces. This is besides apparent in present times because even now adult females do non hold the same chances as work forces do although adult females have come a long manner in merely this century. There will ever be tragic heroes in any society. They are normally high-profile people who rise and autumn in the public oculus. Hopefully. those of us who watch their narratives unfold can larn from their experiences by debating the virtues of the determinations a erstwhile hero made to render him/her tragic. The presence of a tragic hero is apparent in modern society because even now we have people who are illustrations of tragic hero’s.

Business School Recommendation - Sample Letter

Business School Recommendation - Sample Letter Sample recommendation letters can provide an example of the type of letter you need to provide as part of the business school admissions process. There are many different types of recommendation letters. Most focus on academic, work, or leadership experience. However, some recommendations act as character references, stressing the applicants moral fiber. This is a sample letter recommendation for a business school applicant. The letter demonstrates the applicants leadership experience and shows how a business school recommendation should be formatted. Sample Letter of Recommendation To Whom It May Concern:I would like to take an opportunity to offer a formal recommendation for Jane Glass. As the Senior Coordinator for Heartland Commerce, I have known Jane for approximately two years and feel that she is a deserving candidate for your business school program.Jane joined our organization as an entry-level customer service representative. Demonstrating an incredible initiative and a strong dedication, she moved up the ranks quickly. After only six months, she was promoted to team leader. The board could not help but notice how successful she was in her new position and quickly offered her another promotion, making her part of the executive management team.Jane leads by example and many people here find her enthusiasm and dedication both inspiring and motivating. As part of the executive management team, Jane has worked hard to build authentic relationships with the employees. Her efforts have created a happier and more productive team.I believe Jane exhibits many o f the qualities that are essential to business managers and business students. An education at your esteemed business school will help her hone these qualities while enhancing her career opportunities. I highly recommend Jane Glass for your program and hope that you will carefully consider admission application.Sincerely,Debra Max, Senior Coordinator Heartland Commerce​ 1:14 Watch Now: 7 Essentials When Asking for a Letter of Recommendation More Sample Letters of Recommendations See more sample recommendation letters for college students, business school applicants, and business professionals.

Political science Essay Example | Topics and Well Written Essays - 750 words

Political science - Essay Example In such a way, the following analysis will seek to provide something of a discussion and analysis of the more pertinent issues and relevant tidbits of information that were presented within the documentary entitled â€Å"The Murder of Emmett Till†. Furthermore, an analysis and discussion with regards to whether or not this particular topic and/or part of history should be taught in high school will also be engaged. Firstly, as has been stated, the most relevant hardship is with regards to seeking to understand how any society could not only access the murder of innocent black teen but also find no wrongdoing with regards to those acquitted of this horrific and brutal murder is nearly incomprehensible. Naturally, the documentary itself goes into a great deal of death concerning the racial prejudice, bigotry, and hatred that existed at that time. However, notwithstanding this, such a brazen defiance of morality and the criminal justice system still does not help the reader to ga in an understanding of how such a crime could have taken place and gone completely and entirely unpunished; even in an era of horrific racial prejudice and a biased justice system. ... Rather, the most obvious reason for why such an equal place was due to the fact that the jury was sympathetic to the overtly racist and bigoted interpretations of a Mississippi that still viewed the Civil War as the greatest loss to the white race and to the way of life that they experience even within their own time. An interesting compliments that helps to prove the fact that this wasn’t be what we would label a â€Å"hate crime† within the current era is the fact that Emmett was thrown into the river with a cotton gin tied around his neck. More than merely having a crime of passion dictate that the child was murdered by an obsessive and jealous husband, the nature of the fact that Emmett was viewed as overstepping the racial boundaries that he should have been observing was directly denoted in the fact that a machine for separating cotton from the scenes was used to sink his lifeless body in a local river. This was not done merely out of convenience; instead, it was done as a statement to the fact that as a young African-American, this place was working in the fields under the supervision and direction of whites. With regards to answer the question of whether or not this is a relevant topic and should be taught within high schools, it is the firm belief of this author that it is the most relevant topics and at least cases similar to this should most certainly be discussed. The ultimate reason underlying this is the fact that even though this particular case is only one within a great multitude of cases that represent horrific and abject racism within a deep South, it nonetheless helps to take a picture why racial relations within the United States has continued to be such a dominant theme since the time of the end of

PROMPT for AoS Essay Example | Topics and Well Written Essays - 2000 words

PROMPT for AoS - Essay Example tile stimulation, contrastive stress drill, prompts for restructuring oral muscular phonetic targets (PROMPT), and melodic intonation therapy (Wambaugh et al., 1998). Word prompt programs are computer software programs used in addition to basic word processing (Wood, Rankin, Beukelman, 1997). Sound production treatments have also been tried (Wambaugh et al., 1999). The Kaufman Speech Praxis Treatment Kit has been used for treating children with apraxia of speech (Kaufman Children’s center, n.d). Wambaugh & Doyle, 1994, made a review of 28 treatment reports over the past 20 years. Positive results were noted with the following treatments: flexible treatment hierarchy combined with home programs; combination of sound placement, sound drill and graphic stimulation; metronome pacing accompanying drill of all behaviors; package modeling, integral stimulation, phonetic placement, multiple repetitions; PROMPT system and integral stimulation; and PROMPT motokinesthetic stimulation with some rate control. The majority of subjects were chronic apraxic speakers, with 62% being 6 months post onset. Currently, although most treatments have reported good results, most current AOS treatments have limited data to support their use, and there is a lack of replication of treatment findings (Wambaugh, 2002). Another limitation is the lack of measurement of generalization and maintenance effects of treatment (Wambaugh et al., 1998). Chumpelik is credited for developing the PROMPT (Prompts for Restructuring Oral and Muscular Phonetic Targets) system in 1984. This is a tactile–kinesthetic based treatment method, originally developed for the treatment of children with developmental motor speech disorders; later, it was modified for use in adults with motor speech disorders (Bose et al., 2001) Prompts are applied to the mylohyoid muscle, facial musculature and through mandibular manipulation. Some or all of the following parameters receive input from PROMPTs: spatial

Theoretical Concepts Underpinning Portfolio Diversification Assignment

Theoretical Concepts Underpinning Portfolio Diversification - Assignment Example The benefits from the process of diversification can only be accrued if the securities within the portfolio are perfectly uncorrelated. The first form of diversification takes place when the company has the potential to develop beyond the existing product market. The related form of diversification can be further categorized into backward diversification, forward diversification, and horizontal diversification. Unrelated diversification takes place when an organization has the potential to develop interests that are complementary to its existing activities. When a company involved in media services can think of diversification in financial services, such kind of diversification is called unrelated diversification (Chatterjee and Wernerfelt, 1991). ... The diversification speed of the value at risk is regarded as the rate at which the value at risk changes because the number of assets included in the portfolio increases. (Ansoff n.d. p. 113). 3The criteria of value at risk are evaluated at a probability level that is fixed. One can also launch the converse analysis where the level of the value at risk is kept fixed and the level of the probability changes with an increase in the number of assets. A majority of the theoretical literature in finance assumes that returns are distributed normally. The speed of diversification is different in cases of normal and other distributions. The diversification speed is higher for the finite variance classes relative to the speed of normal distribution. The speed is lower relative to the speed of the diversification of the risk level (Hyung and Vries, 2004, p. 3). 4 Suppose there are two stocks one with return 0f 8% and another with 15%. The expected range of return of the investor is 8% to 15%. The standard deviation of the former stock is .05 while that of the later is 2. The investor will quantify the associated risk of the two assets and diversifies the investments accordingly. Country wise diversification can also arrive in the scenario (Marineilli, 2011, p. 2). 5 Measurement of the benefits of Diversification Suppose A and B are two portfolios. The former portfolio has an expected return and returns volatility of 7.5% with the qual weighing of both types of assets. But the later portfolio is leveraged in such a way that the weighing of the risk-free asset is -50% while that of the risky asset is 150%.

Operating systems and networking Coursework Example | Topics and Well Written Essays - 1250 words

Operating systems and networking - Coursework Example BEFORE submission, each student must complete a faculty coursework cover sheet obtainable from the Student Office. This assignment is being marked by student number, please ensure that you complete the correct cover sheet. Notes: Late penalties You must meet all deadlines set. Failure to do so will result in a penalty. The usual deadline time is 1pm on the stated day – ALL work received after this time will be stamped LATE by Student Office staff. Work submitted late but within a week of the deadline will be capped at 40% and receive a grade of LP (Late Pass) unless it is not of a passing standard in which case it will receive a grade of LF (Late Fail). Work submitted beyond a week of the deadline without approval will get 0% with a grade of F0. If, however, you have a serious problem which prevents you from meeting the deadline you may be able to negotiate an extension in advance. In the first instance you should contact the Student Liaison Officer, Holly Rook in the Student Office for advice. However any extension will need to be obtained from your Module Leader who will sign your mitigating circumstances form and agree a new hand in date. Your work will then be marked without penalty. Use of Unfair Means You are reminded of the University’s plagiarism regulations (http://student.kingston.ac.uk/C6/Plagiarism/) and that the work you submit for assessment should contain no section copied in whole or in part from any other source unless where explicitly acknowledged by means of proper citation. Question I: Instruction Set Architecture (20 marks) 1.1. Define Instruction Set Architecture (ISA). Use examples to assist your answer. (5 marks) I.S.A is an acronym for â€Å"instruction set architecture â€Å"and it serves as an interface between the software and hardware, and is that section of a processor which is visible to the programmer .Various important terms are interrelated with this concept which includes operand, its size, its location and its type. Various important types of I.S.A: General Purpose Register (G.P.R): Operands in this case are mostly the registers or memory location Stack: The operand is implicitly on top of the stack. Accumulator: one of the operand is the accumulator Each of the above have their own strengths and weaknesses .Recently most processors are General Purpose oriented .Over period of time registers use has made things faster and easy .Examples of G.P.U are Motorola 86xxx,IBM 360 Various extensions: RISC: Reduced Instruction Set Architecture .This form of Architecture introduces pipelining concept and has large number of registers compared to CISC. It lays emphasis on the software; with lower cycles per second .The embedded systems are prime example of this type of architecture processor, especially the gaming consoles CISC: Complex Instruction Set Architecture, example in this case is Intel architecture of 80 x86 and the most ubiquitous Pentium Family processors are all CISC. Processor performs most of the instructions operations. It lays emphasis on the hardware, and has higher cycles per second 1.2. A processor has a 32-bit instruction format with the following fields: opcode: 8 bits ra: 6 bits rb: 6 bits rc: 6 bits rd: 6 bits Where ra, rb and rc specify three input registers and rd specifies one destination register. If there is a single register file to store the identifications of all registers, how many

Educational use of Information Technologies Essay

Educational use of Information Technologies - Essay Example The advent of computers has brought sweeping changes to the way children nationwide are learning. In classrooms across the country, todays first-graders do their addition problems behind a computer screen and middle-school students conduct research via the Internet, rather than the local libraries. The addition of technology in the classroom exposes children to computers and gives them a basic understanding of their use, but few teachers use technology to its full potential, leaving students and society at a disadvantage. Although technological advances make teaching and learning easier, a greater effort needs to be made to prepare youths for the intellectually-driven jobs of the future. Job availability in the information services sector is expected to grow by 11.6 percent by 2014, creating an estimated 364,000 jobs for those well-trained in the field of technology (U.S. Department of Labor Occupational Outlook, 2003, paragraph 22). As well, the nation is expected to see growth in the "soft skills" job sector, such as customer service positions, which requires a workforce with good math, written communication and problem-solving skills (U.S. Department of Labor 21st Century Workforce Initiative, 2004, paragraph 3). Just as the characteristics of the American classroom have evolved over the past few decades, the American workforce is also seeing a shift from manual, factory jobs to intellectually-driven service jobs. As technology continues to change and improve lives in todays global community, it is crucial that the American educational system keep pace by implementing technological advances in the classroom to improve the academic performance of students and ensu re that our nations youths are prepared when they enter the ever-evolving and expanding U.S. job market. In response to growing concern nationwide about the poor academic performance of the countrys schoolchildren, President George

Professional Practice Model in Military Nursing Essay

Professional Practice Model in Military Nursing - Essay Example The term â€Å"nursing practice model† refers to operational models for redesigning nursing practice for the provision of patient care in organizational settings, primarily hospitals and long term care facilities ("Professional nursing practice," 2011). Professional practice model (PPM)/Professional nursing model has five subsystems: values, professional relationships, a patient care delivery model, a management approach, and compensation and rewards. Analysis of five PPMs showed that the professional values addressed most often are nurse autonomy, nurse accountability, professional development, and emphasis on high-quality care (Buttell, Hendler, & Daley, 2007). Teamwork, collaboration, and consultation consistently appeared as approaches to enhance professional relationships. Primary nursing and case management are the care delivery systems most often used in the models. Decentralizing decision making, expanding the scope and type of unit nurse manager responsibilities, and instituting structural changes to support professional practice were common activities in the management subsystem. Compensation and reward systems generally recognized professional achievement and contribution toward organizational goals. Recommendations for implementing and evaluating PPMs are offered (Hoffart, & Woods, 1996). For recognition of nurses department there are different designation such as the Magnet designation is the highest level of recognition the American Nurses Credentialing Centre (ANCC) accords to organized nursing services. The award recognizes health care organizations exhibiting excellence in nursing services to patients, the existence of an environment that supports professional nursing practice and growth and development of nursing staff. Magnet institutions act as "magnets" by attracting and retaining outstanding nurses and creating a work environment ("High point regional," ). Influence of professional practice model on change in health care organizatio ns: This model can be implemented organization-wide, they typically redesign nursing practice at the point of patient care delivery, that is, at the nursing unit level. Thus the models are distinguished from such organization that do not specifically address care delivery (Weisman). Nursing practice model are innovative practice arrangement because of the following influential aspects on change in health care. The degree to which the practice of individual nurses is differentiated according to education level or performance competencies so that the competition among the nurses will be established and they will try to improve their educational level as well as expertise in the field. The degree to which nursing practice at the unit level is self-managed, rather than managed by traditional supervisors(Weisman), they need to be in charge of work design and work flow, since they are the professionals involved in the majority of patient care. It is important they have input into the desi gn of the unit or workplace, for instance being on a committee that buys equipment for effective care in order to achieve

Educational use of Information Technologies Essay

Educational use of Information Technologies - Essay Example The advent of computers has brought sweeping changes to the way children nationwide are learning. In classrooms across the country, todays first-graders do their addition problems behind a computer screen and middle-school students conduct research via the Internet, rather than the local libraries. The addition of technology in the classroom exposes children to computers and gives them a basic understanding of their use, but few teachers use technology to its full potential, leaving students and society at a disadvantage. Although technological advances make teaching and learning easier, a greater effort needs to be made to prepare youths for the intellectually-driven jobs of the future. Job availability in the information services sector is expected to grow by 11.6 percent by 2014, creating an estimated 364,000 jobs for those well-trained in the field of technology (U.S. Department of Labor Occupational Outlook, 2003, paragraph 22). As well, the nation is expected to see growth in the "soft skills" job sector, such as customer service positions, which requires a workforce with good math, written communication and problem-solving skills (U.S. Department of Labor 21st Century Workforce Initiative, 2004, paragraph 3). Just as the characteristics of the American classroom have evolved over the past few decades, the American workforce is also seeing a shift from manual, factory jobs to intellectually-driven service jobs. As technology continues to change and improve lives in todays global community, it is crucial that the American educational system keep pace by implementing technological advances in the classroom to improve the academic performance of students and ensu re that our nations youths are prepared when they enter the ever-evolving and expanding U.S. job market. In response to growing concern nationwide about the poor academic performance of the countrys schoolchildren, President George

Independent research project Essay Example | Topics and Well Written Essays - 2750 words

Independent research project - Essay Example There are 41 languages represented in the school and the attainment of pupils on entry is very low compared with national levels, with many pupils speaking little or no English. In addition, the percentage of pupils who have learning difficulties is similar to the figures found nationally. The school offers a wide range of before- and after-school activities for pupils, their parents and the local community. The purpose of this study is to identify an area of development on attendance and punctuality of the school as they have problems with it. According to Ofsteds report dated 2004, the Dormers Wells Infants School, it contains school complaints where actions were not required. Following school representation, Ofsted decided to publish informations relating to complaints on September 1, 2006 where actions were required by Ofsted and the school. Even if there were several complaints, they did not require any action. This responsibility to give true and up to date information was changed in January 2009. The main concern of primary school teachers is the issue of pupils taking holiday during school time. The staff were confused as to when holiday time should be authorised and when it should not be authorised. In both authorities, different practices were followed. The ones interviewed believe that Circular 3/99 be rewritten, simplified and be more user friendly for better local clarification. In primary schools, everyday attendance is checked then at the end of school term, a certificate of full attendance is awarded. Teachers are also involved in visiting homes of pupils who got absent on the first day. Some teachers are confused about authorising unauthorised absence issue. All the staff did not believe that attendance should be a part of the work load agenda but they should be involved in registration process as part of their duty of care and pastoral support of pupils and parents. However, both heads and teachers worry that too little information was being shared by school and their local social services and health departments and other local services agencies (ex: Connexions, YOT providers), that has implication for Every Child Matters (Dfes, 2003). METHODOLOGY The method I used to gather data from parents regarding attendance and punctuality is give questionnaires to parents because I found this method more convenient. The significance of this method is that the researcher and respondent should not in any way have any personal involvement. They have to maintain a social distance. (Research Method p 2) Advantages of using questionnaires are: 1. Questionnaires are more objective because responses are gathered in a standardised way. 2. Informations are relatively quick to collect using a questionnaire but in some instances they can take a long time designing and analysing. 3. Information can be gathered from a large portion of a group. Returns from questionnaires are usually low and this is not often realised. But return rates can be improved if the questionnaire is delivered and responded to on time. Disadvantages of questionnaires: 1. Like the many evaluation methods, questionnaires are given after the event, so participants may forget some important issues. 2. Questionnaires a

Planimetric Maps Essay Example for Free

Planimetric Maps Essay A planimetric map presents only the horizontal positions for the features represented. It is distinguished from a topographic map by the omission of relief, normally represented by contour lines. Sometimes, it is called a line map. Topographic Map. A topographic map portrays terrain features in a measurable way, as well as the horizontal positions of the features represented. The vertical positions, or relief, are normally represented by contour lines on military topographic maps. On maps showing relief, the elevations and contours are measured from a specific vertical datum plane, usually mean sea level. Photomap. A photomap is a reproduction of an aerial photograph upon which grid lines, marginal data, place names, route numbers, important elevations, boundaries, and approximate scale and direction have been added. Joint Operations Graphics. Joint operations graphics are based on the format of standard 1:250,000 medium-scale military topographic maps, but they contain additional information needed in joint air-ground operations. Along the north and east edges of the graphic, detail is extended beyond the standard map sheet to provide overlap with adjacent sheets. These maps are produced both in ground and air formats. Each version is identified in the lower margin as either joint operations graphic (air) or joint operations graphic (ground). The topographic information is identical on both, but the ground version shows elevations and contour in meters and the air version shows them in feet. Layer (elevation) tinting and relief shading are added as an aid to interpolating relief. Both versions emphasize airlanding facilities (shown in purple), but the air version has additional symbols to identify aids and obstructions to air navigation. Photomosaic. A photomosaic is an assembly of aerial photographs that is commonly called a mosaic in topographic usage. Mosaics are useful when time does not permit the compilation of a more accurate map. The accuracy of a mosaic depends on the method employed in its preparation and may vary from simply a good pictorial effect of the ground to that of a planimetric map. Terrain Model. A terrain model is a scale model of the terrain showing features, and in large-scale models showing industrial and cultural shapes. It provides a means for visualizing the terrain for planning or indoctrination purposes and for briefing on assault landings. Military City Map. A military city map is a topographic map (usually at 1:12,550 scale, sometimes up to 1:5,000), showing the details of a city. It delineates streets and shows street names, important buildings, and other elements of the urban landscape important to navigation and military operations in urban terrain. The scale of a military city map depends on the importance and size of the city, density of detail, and available intelligence information. Special Maps. Special maps are for special purposes such as trafficability, communications, and assault maps. They are usually in the form of an overprint in the scales smaller than 1:100,000 but larger than 1:1,000,000. A special purpose map is one that has been designed or modified to give information not covered on a standard map. The wide range of subjects that could be covered under the heading of special purpose maps prohibits, within the scope of this manual, more than a brief mention of a few important ones. Some of the subjects covered are: * Terrain features. * Drainage characteristics. * Vegetation. * Climate. * Coasts and landing beaches. * Roads and bridges. * Railroads. * Airfields. * Urban areas. * Electric power. * Fuels. * Surface water resources. * Ground water resources. * Natural construction materials. * Cross-country movements. * Suitability for airfield construction. * Airborne operations. If military maps are not available, use substitute maps. The substitute maps can range from foreign military or commercial maps to field sketches. The NGA can provide black and white reproductions of many foreign maps and can produce its own maps based upon intelligence. Foreign Maps. Foreign maps have been compiled by nations other than our own. When they must be used, the marginal information and grids are changed to conform to our standards, if time permits. The scales may differ from our maps, but they do express the ratio of map distance to ground distance and can be used in the same way. The legend must be used since the map symbols almost always differ from ours. Because the accuracy of foreign maps varies considerably, they are usually evaluated in regard to established accuracy standards before they are issued to our troops. Atlases. Atlases are collections of maps of regions, countries, continents, or the world. Such maps are accurate only to a degree and can be used for general information only. Geographic Maps. Geographic maps provide an overall idea of the mapped area in relation to climate, population, relief, vegetation, and hydrography. They also show the general location of major urban areas. Tourist Road Maps. Tourist road maps are maps of a region in which the main means of transportation and areas of interest are shown. Some of these maps show secondary networks of roads, historic sites, museums, and beaches in detail. They may contain road and time distance between points. The scale should be carefully considered when using these maps. City/Utility Maps. City/utility maps are maps of urban areas showing streets, water ducts, electricity and telephone lines, and sewers. Field Sketches. Field sketches are preliminary drawings of an area or piece of terrain. Aerial Photographs. Aerial photographs can be used as map supplements or substitutes to help you analyze the terrain, plan your route, or guide your movement.

Essay --

Somewhere in August last year, around the date when anti-superstition crusader NarendraDhaborkar was killed, two women were killed in a remote village in Assam’s Kokrajhar district by villagers who suspected them of practising witchcraft. A 70-year-old woman and her 42-year-old daughter-in-law were killed by a large number of village women, who accused the duo of practising witchcraft in June 2013 in Ranchi. A 50-year-old womanFuloTopono and her 30-year-old daughter Suggidaughter were hacked to death in Khunti district in Ranchi in November 2013 for allegedly practising witchcraft. These are just few examples which found a mention in the English newspapers of our country. Of late the branding of women as witches and subjecting them to horrendous and irrational torture has been on a rise. The juxtaposition of this practise laced with superstition with the rapid modernisation in the rest of the country and the technological progress is hair-raising. A National Crime Records Bureau report quotes that a total of 1,157 women have been killed for witchcraft in Jharkhand between 1991 and ...

Lift, Weight, Thrust And Drag :: essays research papers

One of the first things that is likely to be noticed during a visit to the local airport is thewide variety of airplane styles and designs. No matter what each looks like like they alldepend on the the same four factors which are lift, weight, thrust, and drag Lift is the upward force created by the effect of airflow as it passes over and under the wings. It supports the airplane in flight. Weight opposes lift. It is caused by the downward pull of gravity. Thrust is the forward force which propels the airplane through the air. It varies with the amount of engine power being used. Opposing thrust is drag, which is a backward, or retarding, force that limits the speed of the airplane.   Ã‚  Ã‚  Ã‚  Ã‚  Lift is the key aerodynamic force. It is the force that opposes weight. In straight-and-level, unaccelerated flight, when weight and lift are equal, an airplane is in a state of equilibrium. If the other aerodynamic factors remain constant, that airplane neither gains nor loses altitude. When an airplane is stationary on the ramp, it is also in equilibrium, but the aerodynamic forces are not a factor. In calm wind conditions, the atmosphere exerts equal pressure on the upper and lower surfaces of the wing. Movement of air about the airplane, particularly the wing, is necessary before the aerodynamic force of lift becomes effective. During flight, however, pressures on the upper and lower surfaces of the wing are not the same. Although several factors contribute to this difference, the shape of the wing is the principal one. The wing is designed to divide the airflow into areas of high pressure below the wing and areas of comparatively lower pressure above the wing. This pressure differential, which is created by movement of air about the wing, is the primary source of lift.   Ã‚  Ã‚  Ã‚  Ã‚  The weight of the airplane is not a constant. It varies with the equipment installed, passengers, cargo, and fuel load. During the course of a flight, the total weight of the airplane decreases as fuel is consumed. Additional weight reduction may also occur during some specialized flight activities, such as crop dusting, fire fighting, or sky diving flights. The direction in which the force of weight acts is constant. It always acts straight down toward the center of the earth.   Ã‚  Ã‚  Ã‚  Ã‚  Thrust is the forward-acting force which opposes drag and propels the airplane. In most airplanes, this force is provided when the engine turns the propeller.

Epic Hero

Epic Hero Essay Heroes are strong, brave, loyal, and intelligent people that help us when we run into trouble and inspire us. Odysseus displays these characteristics, in the epic poem â€Å"The Odyssey. † He's on a quest to get back home and to regain his throne, but a series of unfortunate events occur that makes his journey long and treacherous. In his various adventures like The Cyclops, The Land Of The Dead, and The Lotus-Eaters, Odysseus shows examples of his heroic characteristics. In Odysseus's adventures, he comes across a cyclops named Polyphemus. When Odysseus was trapped in Polyphemus's cave, he told him his name was â€Å"nhbdy. † He also knew that he shouldn't have killed him in his sleep because he and his men wouldn't have been able to escape. Through that experience, he proved that he was an intelligent and cunning person. When Odysseus went to the Land of the Lotus-Eaters, he and his men rested there and relaxed. His men were pressured to eat the lotus plants and it made his crew all looney and â€Å"high. Odysseus showed his intelligence and loyalty by not eating the lotuses and carrying his men back to the ship. With every action Odysseus takes, it exposes him even more as an epic hero. On his journey to The Land Of The Dead, Odysseus displays extraordinary actions that truly show he is an epic hero. He was brave enough to even go down to the underworld and strong enough to undergo the heat. He fended off evil spirits and met his friend and his mother. Odysseus, raider of cities used his strength to go through those events. Heroes are strong, smart, devoted, and courageous people that help and influence us. Odysseus, king of Ithaca, from the epic poem â€Å"The Odyssey,† shows that he surely is an epic hero. He went through a whole bunch of horrible events that has proven his existence as a great role model. It is people like Odysseus that makes this world a better place and he influences people to become more a hero everyday.

Creativity in Education Essay

A school with creativity at the heart of the learning process will benefit by increasing the motivation of staff and pupils, says former head, Dave Weston. In this article and case study, he shows the way to more imaginative approaches to curriculum planning ‘Creativity is the defeat of habit by originality’ Arthur Koestler Many school leaders and teachers realise that is now time to take more control over the curriculum and to include a greater emphasis on creativity in the learning and teaching process. During the last five years, headteachers have developed the confidence to take innovative and imaginative approaches to curriculum planning and school organisation. This is due to some encouragement from central government in the light of recent perceived improvements in primary literacy and numeracy standards and to the realisation that a wider and more exciting curriculum can lead to greater levels of motivation for all pupils and staff. Creativity and innovation have now been legitimised by the DfES and primary schools are actively encouraged to develop creative ideas and actions: ‘promoting creativity is a powerful way of engaging pupils with their learning’ Excellence and Enjoyment DfES 2003 (page 31) What is creativity? Creativity is often associated with the ‘creative arts’ but in reality it is certainly not unique to the arts. It can be seen and identified in all aspects of the arts, humanities, sciences, maths and technology. The National Curriculum Handbook (1999) included creativity within the section on thinking skills. It stated that: ‘Creative thinking skills†¦ enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination and to look for alternative innovative outcomes. ’ Didn’t we always teach it? Creativity was taught in the 1970s and 1980s, often through topic-based projects, but there was a lack of accountability, detailed planning and thoroughness. Much of this perceived ‘creativity’ disappeared in the 1990s as it did not fit into a strategic box and schools thought that there was not time for it and that such an approach was not valued by central government. The difficulty in measuring the success of a creative approach to primary learning and teaching gave our education system many problems. As a result headteachers, under the pressures of Ofsted inspection and statistical league tables, became reluctant to take risks with the curriculum. However, more recently this situation has started to change, especially with the development of the creative partnership schemes. The Reggio Emilia approach The success of the Reggio Emilia approach to early years education has influenced theory and practice in the area of creativity in primary education. In schools in Reggio Emilia there is an innovative staffing structure with each early years centre having an ‘atelierista’ (a specially trained art teacher) who works closely with the classroom teachers. In Italy in the primary sector there is significant teacher autonomy with no national curriculum or associated achievement tests. In Reggio Emilia the teachers become skilled observers and they routinely divide responsibilities, so that one can systematically observe and record conversations between children while the other is teaching the class. Teachers from several schools sometimes work and learn together and this contributes to the culture of teachers as learners. The learning environment is crucial in the Reggio Emilia approach and classrooms often have courtyards, wall-sized windows and easy access to stimulating outdoor areas. Each classroom has large spaces for group activities and specially designed areas for pupils and staff to interact. Display areas are large and stimulating and reflect the creativity of the children. Teachers in early years settings in Reggio often refer to the learning environment as a ‘third teacher’ as most centres are small with just two classroom teachers. The curriculum is project-based and there are numerous opportunities for creative thinking and exploration. The teachers work on topics with small groups of pupils while the rest of the class work on self-selected activities. Projects are often open-ended and therefore curriculum planning is flexible and is sometimes teacher-directed and sometimes child-initiated. This philosophy is inspiring and can be partially transferred to the different framework of the British primary school. Whole-school approach to developing ‘creativity’ For school leaders the first step in developing a creative school is the fostering of a whole-school approach. Creativity is not an add-on and it cannot be imposed by the headteacher. There needs to be discussion, involvement and ownership. The debate should be based around some of the following points: †¢taking control of the curriculum by the school. †¢the creation of a school with creativity at the heart of the learning process †¢enhancing the motivation for staff and pupils †¢fostering the professional development of all the staff, both teaching and non-teaching †¢involving governors and parents in a whole-school approach to creativity and showing how this philosophy supports school improvement and high standards of achievement †¢getting the pupils involved in school issues (regarding the curriculum and the learning, perhaps through the school council). How does your school measure up? So how far has your school got in developing a creative approach to learning and teaching? Ask yourself: †¢Have you discussed the freedoms of developing a curriculum appropriate for your school? †¢Does your school development and improvement plan take account of creativity in learning and teaching styles? †¢Is creativity a part of your staff development programme? †¢Is the governing body committed to promoting creativity throughout the school? Is there a nominated governor involved in this approach? †¢How involved are the pupils in discussing the curriculum and in a creative approach to learning and teaching? †¢Does your school carefully plan visits to galleries and projects involving artists and craftspeople? †¢Are creative successes evaluated in the SEF? †¢Does your school celebrate and promote creativity to a wider audience? Celebrating creativity Creativity should be celebrated and the school should consider looking for outside accreditation through the ‘Artsmark’ scheme. Creative successes should be carefully evaluated, highlighted in the SEF and showcased to parents and the community. Staff should be empowered to design activities within the curriculum which are exciting, motivating and relevant to their  school and pupils. Once these seeds are sown, creativity will flourish. Case study: making our school a more creative environment At the primary school where I was headteacher, we recognised that the curriculum had become unbalanced and that we were spending too much of the ‘timetabled’ day on English and maths. Staff kept saying that too little time was being devoted to the arts and humanities. This imbalance was having an effect on the motivation of some pupils, especially in Years 5 and 6 and on the job satisfaction of the staff. Like every school, we were very anxious to maintain high standards in English and maths and to ensure that our KS2 SATs results were good. However, we decided that we were fairly secure in the core curriculum and that the time had come to reclaim the curriculum. Therefore we reviewed our whole-school curriculum plan and looked at all the ways we could make our school a more creative and exciting environment. The aspects of school life we reviewed were as follows: †¢encouraging a more flexible approach to the timetable †¢developing the school grounds to link in with the outdoor curriculum. We decided that the school grounds were under-used as a learning environment. Therefore each curriculum coordinator was given the opportunity to have a part of the grounds as an outdoor curriculum area to support ‘real learning’ in that area. Staff came up with lots of imaginative ideas such as: †¢Music – developing an outdoor music trail with differing instruments hanging from trees and fences. †¢Geography – developing an orienteering trail around the edge of the field. †¢Art – developing an outdoor sculpture area with a clay model from every pupil. †¢Languages – playground signs and rules in differing languages. †¢Science – developing an environmental area with a pond, seating in the shape of different animals and insects. †¢Design and technology – one of the most successful ‘creative’ projects was the development of a courtyard on the theme of ‘containers’. Each of our 11 classes chose a different type of container (Reception chose old wellington boots while Year 6 chose a large tractor tyre) and in the summer they were decorated and planted up. †¢Supporting the Foundation Stage curriculum with exciting outdoor areas and incorporating some of the Reggio Emilia approaches to early learning. The school decided it was important to give the early years staff the confidence to develop an exciting integrated curriculum based on the needs of young pupils rather than on the formalised curriculum. †¢Bringing in artists and craft workers to give pupils to work with adults with different skills. Each year we decided to bring artists into the school so every pupil had the opportunity to work with a ‘real’ artist at some time during their primary school career. This was an expensive approach but worthwhile as often the skills of the artists inspired school staff to try new ideas and therefore provided a professional development aspect to their work. †¢Celebrating the different languages in our school. As our school was very keen on teaching MFL to all the KS2 pupils we decided to celebrate all the languages of our school by designing a mural which showed pupils from all the countries involved saying hello in their home language. Our pupils decided that on the mural the pupils from the different countries should have hats showing the flag of their country. The large mural was painted by the pupils with the support of a professional artist and is now proudly on display by the entrance to the school office. †¢Developing the confidence and role of the art coordinator. †¢Enhancing the motivation of some pupils and giving greater ownership of the learning process to the staff. †¢Getting involved in the ‘Creative Partnerships’ scheme to get access to support and resources. Introduction 1. The HMIE report Emerging Good Practice in Promoting Creativity published in March 2006 gathered evidence from inspections of pre-school centres, primary and secondary schools and community learning and development to: †¢identify and analyse emerging good practice in promoting creativity, and †¢provide advice on a range of issues related to creativity including learning and teaching, assessment, and current practice in evaluating success in promoting creativity. 2. The Scottish Executive Education Department has agreed to supplement the HMIE report by providing a brief overview of some key national policy developments and other initiatives across the UK promoting creativity in education. The aim is to help educators and policy makers by highlighting some important advice and other support to encourage good practice. The paper is not however a comprehensive review. The bibliography is intended to assist those who wish to explore further the issues discussed. Creativity, Culture and Education (Developments in England) 3. Although focusing on England, the National Advisory Committee on Creative and Cultural Education’s (NACCCE) report All Our Futures: Creativity Culture and Education has proved influential on subsequent efforts to promote creativity in education elsewhere in the UK. 4. The NACCCE was established in 1998 to make recommendations to the then Secretary of State for Education and Employment and Secretary of State for Culture, Media and Sport â€Å"on the creative and cultural development of young people through formal and informal education: to take stock of current provision and to make proposals for principles, policies and practice. † The Committee was chaired by Professor Ken Robinson and its report was published in 1999. 5. The report emphasised that all children and young people can benefit from developing their creative abilities and this should be seen as a general function of education. Creativity can be developed in all areas of the school curriculum: including the sciences as well as the expressive arts. As discussed later in this paper, the NACCE’s definition of creativity was adopted as part of subsequent initiatives in Northern Ireland and Scotland. (A summary of the report’s general advice on teaching for creativity is contained in the annex to this paper.) The NACCE’s report was welcomed by the Department for Education and Skills (DfES) and Department for Culture Media and Sport. Although the Government did not implement all of the report’s recommendations with regard to the National Curriculum in England, many elements were taken forward. For instance, the report led directly or indirectly to important initiatives such as Creative Partnerships and Artsmark. 6. Creative Partnerships is a government-funded national initiative operating in 36 of the most disadvantaged areas in England and designed to build sustainable relationships between schools, creative individuals and organisations. It aims to transform: †¢the aspirations and achievements of young people †¢the approaches and attitudes of teachers and schools †¢the practices of creative practitioners and organisations who wish to work in schools. 7. Starting with the needs of schools and young people, creative practitioners work across and beyond the curriculum, animating the classroom and finding new ways for teachers to teach and young people to learn. Through the development of projects of varying scales, creative practitioners, teachers and young people work together as equal partners to place creativity at the heart of learning. 8. Artsmark is a recognition scheme for schools’ arts provision run by Arts Council for England and supported by DCMS. The scheme encourages schools to increase the range of arts that are provided to children in schools and raises the profile of arts education. (Further information on Creative Partnerships and Artsmark can be accessed through the links provided in the bibliography. ) 9. The educational debate has moved forward considerably since the NACCCE report was published and there is now a much wider acceptance that a broad and enriching curriculum goes hand in hand with high standards. Since September 2000, schools have been working with a more flexible National Curriculum with greater emphasis on the need for creative and cultural education. There are explicit references to the importance of creative and cultural education in the aims for the curriculum and there are explicit references to creativity – encouraging pupils to use their imagination and look for innovative outcomes. The Schools White Paper, â€Å"Schools: Achieving Success†, launched in September 2001 raised the status of creativity and the arts by pledging to provide a range of additional opportunities for creativity and curriculum enrichment. 10. DfES also hosted the Creativity and Cultural Enrichment Working Group (CACE) from May 2001 to Oct 2003. This working group was set up in response to the NACCCE report as a cross-agency reference group with a clear focus on creativity and cultural enrichment. The idea was to share information across various agencies and departments, to provide updates on key policy initiatives and projects and act as a source of new ideas. 11. CACE has now been superseded by subsequent work such as the Qualifications and Curriculum Authority’s (QCA) initiative ‘Creativity: Find it, Promote it’ and Creative Partnerships which have built up the knowledge base of creativity in education and helped spread good practice. QCA promotes creativity as an integral part of all National Curriculum subjects and identified the characteristics of creative thinking and behaviour including: †¢Questioning and challenging conventions and assumptions †¢Making inventive connections and associating things that are not usually related †¢Envisaging what might be: imagining — seeing things in the mind’s eye. †¢Trying alternatives and fresh approaches, keeping options open †¢Reflecting critically on ideas, actions and outcomes QCA advises that, with minimal changes to their planning and practice, teachers can promote pupils’ creativity. 12. QCA’s ‘Creativity: Find it Promote it’, and ‘Arts Alive’ websites shows how to maximise the impact of creativity and the arts in the curriculum, identifies best practice and provides case study examples for teachers containing practical suggestions in promoting creativity and the arts across the curriculum 13. OFSTED — the inspectorate for children and learners in England — carried out a survey identifying good practice in the promotion of creativity in schools (Expect the Unexpected: Developing Creativity in Primary and Secondary Schools published in 2003). They found that there was generally high quality in creative work. Any barriers that existed could be overcome if teachers are committed to the promotion of creativity, possess good subject knowledge and a sufficiently broad range of pedagogical skills to foster creativity in all pupils, whatever their ability. The active support of senior management is also important. OFSTED emphasised that â€Å"the creativity observed in pupils is not associated with a radical new pedagogy†¦but a willingness to observe, listen and work closely with children to help them develop their ideas in a purposeful way. † The report can be accessed here. 14. The latest development in England is an independent review on Nurturing Creativity in Young People jointly commissioned by DCMS and DfES to inform the basis of the Government’s future policy on creativity. The review was led by Paul Roberts, Director of Strategy from IdeA (Improvement and Development Agency). The review team published their report in July 2006. This provides a framework for creativity starting with Early Years, developing through mainstream education and leading to pathways into the Creative Industries. The report also set out what more the Government can do to nurture young people’s creativity. Particular issues discussed include the role of partnerships between schools and the creative and cultural sector, the development of a new Creative Portfolio to celebrate each young person’s creative achievements and creating spaces for creative activity through the Building Schools for the Future the school estate redevelopment programme. The Government will publish a response to the creativity review report and an action plan in Autumn 2006. Unlocking Creativity (Developments in Northern Ireland) 15. Following his work with the NACCE, Professor Ken Robinson chaired a Creativity in Education Working Group in Northern Ireland. The Working Group was a cross-cutting initiative by the Department of Culture, Arts and Leisure (DCAL); the Department for Education (DE); the Department of Enterprise, Trade and Investment (DETI) and the Department of Higher and Further Education, Training and Employment (DHFETE) (now known as the Department for Employment and Learning – DEL). The aim was to develop a â€Å"co-ordinated strategy for the development to the full of the creative and cultural resources of the people of Northern Ireland. † The result of this work was the consultation report Unlocking Creativity: A Strategy for Development published in 2000. 16. The report adopts the definition of creativity contained in the NACCE report – Imaginative activity fashioned so as to produce outcomes that are both original and of value. Creative processes have four characteristics. First, they always involve thinking or behaving imaginatively. Second, this imaginative activity is purposeful: that is, it is directed to achieve an objective. Third, these processes must generate something original. Fourth, the outcome must be of value in relation to the objective. 17. Unlocking Creativity: A Strategy for Development made three key recommendations for education: †¢Develop continuity and progression in creative and cultural education throughout learning, teaching and youthwork. †¢The development of methods and principles of assessment and examination that recognise and value the aims and outcomes of creative and cultural education. †¢Ensure that all professional vocational and academic qualifications positively promote the importance of creative and cultural education. 18. The results of the consultation were published in a second report, Unlocking Creativity: Making It Happen, published in 2001. The vast majority of responses supported the proposals made in the consultation document and Unlocking Creativity: Making It Happen set a wide range of objectives for future work. The key objectives for education related to a review of the curriculum being taken forward by the Council for the Curriculum, Examinations and Assessment (CCEA). The report highlighted CCEA’s proposals to include a creative component at all Key Stages. It set a wider objective of signposting clear steps towards accredited programmes of learning for people of all ages interested and inspired by creativity and sought to encourage collaboration between various agencies and departments to ensure that creativity is fully recognised in the development of assessment methods and the curriculum. The report also highlighted the establishment of a Creativity Seed Fund which invested ? 2. 8m over three years to encourage projects that would either promote creativity in education or strengthen Northern Ireland as a competitive presence in the creative industries. The Education and Training Inspectorate produced a set of quality indicators for the Creativity Seed Fund. The indicators cover outcomes and standards, ethos, assessment and review and management arrangements. 19. A third report, Unlocking Creativity: A Creative Region, was published in 2004 and set out a series of medium term strategic measures to maintain the momentum on developing creativity across education, culture and employment. The report again highlighted CCEA’s work on Curriculum Review. The Education (Northern Ireland) Order 2006 will give effect to the revised curriculum, which will be introduced on a phased basis from September 2007. 20. The revised curriculum will be more flexible, offer greater scope for creativity to meet the changing needs of pupils, society and the economy and have a greater emphasis on developing skills. One of the Thinking Skills to be developed across the curriculum is Being Creative, where children should be able to use creative approaches, to be imaginative, to take risks, to question and explore possibilities. The revised curriculum will also provide more flexibility for teachers to tailor what they teach to meet the needs of their pupils and therefore encourage more creative approaches. Assessment will be formative, as well as summative, with pupils assessed in their progress in the skills and areas of learning and pointed towards areas for future development. This Assessment for Learning (AfL) is already being piloted. One of the most important means of promoting creativity in the revised curriculum will be through Education for Employability. Pupils will look at enterprise and creativity in the modern workplace, what it takes to be an entrepreneur and they will have opportunities to demonstrate enterprise and creativity. The pilot work for this aspect of the curriculum has involved school pupils working with local businesses and artists to develop creative solutions to business issues. 21. CCEA is also developing exemplar material and other support materials to illustrate how opportunities can be developed in all curriculum areas to promote creativity. Draft versions of the support materials have been made available to pilot schools and CCEA plans to distribute them to all schools as soon as feasible in the 2006/07 year. 22. Unlocking Creativity: A Creative Region noted CCEA’s work on auditing examination specifications in order to promote creativity in the learning and assessment associated with qualifications. This audit has now been completed and enabled areas in teaching and learning to be identified that would support a more creative approach. The results will be taken into account as specifications are revised for re-accreditation. Re-accredited specifications will be available for first teaching from September 2008 (GCE A-Level) and 2009 (GCSE). CCEA is also working with the English and Welsh regulatory bodies to review accreditation criteria and this will take account of thinking skills, such as creativity. The Department of Education is also considering an incentive and accreditation scheme for teachers, principals and schools with a view to embedding creativity across the curriculum. A pilot has been arranged to test an Artmark Toolkit involving five schools and, following evaluation, will be rolled out to all schools in September 2006. 23. An important feature of Northern Ireland’s work on creativity is the emphasis on harnessing new developments in ICT. Many of the education projects funded through the Creativity Seed Fund included developing ICT skills and linking these to creativity by, for instance, producing material for radio, making documentary films or creating digital content. Unlocking Creativity: A Creative Region seeks to embed the concept of the use of ICT to enhance young people’s creativity across the curriculum. The EmPowering Schools strategy has since been published, which incorporates the development of creativity and innovation in the use of ICT. 24. Unlocking Creativity: A Creative Region included Creative Youth Partnerships (CYP), a 3 year pilot from April 2004 to March 2007 involving the Arts Council NI, the Department of Education, the Department for Culture, Arts and Leisure and the Education and Library Boards. Through a collaborative approach, CYP aims to increase participation among young people in arts activities, develop arts infrastructure in NI and develop the contribution of artists and the arts to the learning and development of young people in schools and the youth sector. A key aspect of CYP is local partnerships to develop creative projects using a variety of art forms. The Education and Training Inspectorate (ETI) is evaluating CYP and its Interim Report (September 2005, full report due October 2006) highlights the developmental nature of the evaluation of a creativity initiative. The Report pointed to some areas for development but found the project to have many strengths. Developments in Wales 25. Wales, like England and Northern Ireland, has a statutory National Curriculum. Creative skills are one of the seven common requirements in the Welsh National Curriculum. Teachers should provide opportunities, where appropriate, for pupils to develop and apply the seven common requirements through their study of all National Curriculum subjects. (The other common requirements include mathematical skills, Information Technology and problem solving skills. ) 26. The Department for Education, Lifelong Learning and Skills (DELLS) has produced a guidance note for teachers highlighting subject areas of the National Curriculum, from science to modern languages, where pupils can be given opportunities to develop and apply their creative skills, in particular the development and expression of ideas and imagination. 27. A review of the National Curriculum in Wales is currently underway for proposed implementation in September 2008. Findings from an initial consultation in 2004 were that: †¢there should be a clear focus on the needs of learners and effective learning strategies and approaches; †¢there is a need to identify and agree on the range of skills that should be acquired and on their development and application in a range of contexts; †¢there remains a concern regarding perceived overload in some National Curriculum subjects, especially at Key Stage 2 (covering ages 7-11), and the relevance of aspects of the curriculum to the 21st century; and †¢there is a need to ensure that a revised curriculum interests, engages and motivates all learners. 28. Currently DELLS has submitted proposals to their Minister for Education and Lifelong Learning for approval. Following this, the proposals will be open to public consultation. These will include a draft Skills Framework for children and young people aged 3-19. This framework contains the areas of Developing Thinking, Communication, Number and ICT. Within the Developing Thinking are strands highlighting creative thinking. Creativity in Education (Developments in Scotland ) 29. In Scotland, a Creativity in Education Advisory Group was established to consider ways in which creativity could be developed as an important feature of the provision that teachers and schools make for young people’s education. The Group was chaired by Richard Coton, Headteacher of Monifieth High School and its members included representatives from Learning and Teaching Scotland, the IDES Network, HMIE and the Scottish Executive Education Department. The Group’s discussion paper, Creativity in Education, was published in 2001. 30. The definition of creativity in Creativity in Education again reflects that in the NACCE report, All Our Futures, by emphasising imagination, pursuing a purpose, being original and making judgements of value. Creativity in Education, like the NACCE report, stresses the need to encourage experimentation and problem-solving together with reflection and critical appraisal as essential conditions for creativity to flourish in schools. Creativity in Education has a more overt emphasis on the need for schools to foster a personal disposition to be creative in their students. This involves the development of characteristics such as self-motivation, confidence, curiosity and flexibility. However, the publication notes the valuable contribution of group-working to encouraging creativity in, for instance, allowing pupils to build upon each others’ ideas. Creativity in Education also stresses the need for teachers themselves to be creative in the way they encourage and empower children and young people. Teachers need to judge carefully when to intervene and when to take a â€Å"hands-off† approach and to balance planning with improvisation. 31. Creativity in Education was accompanied by case studies providing practical examples of how creativity is being developed across the curriculum. These include the development of a whole school policy on creative learning and teaching (Gylemuir Primary School, Edinburgh); developing creativity in Mathematics (Pollock Children’s Centre, Glasgow/Borgue Primary School, Dumfries and Galloway and Inverclyde Council’s Education Advisory Service) and promoting thinking skills in the context of science education (Monifieth High School, Angus). 32. Follow-up work undertaken as a result of Creativity in Education included the Creativity Counts project. The aims of this project were: †¢To gather evidence of creativity in the classroom across all sectors and all areas of the curriculum. †¢To identify key approaches to learning and teaching, assessment and evaluation. †¢To identify what schools need to do to foster creativity. 27 schools from across Scotland (19 primary, 7 secondary and 1 special) participated in the project. A report of the findings was published in 2004. This was accompanied by Creativity Counts — Portraits of Practice – a publication of case studies drawn from the project. 33. The main findings were that developing creativity in education produced benefits in terms of pupil motivation, enthusiasm and enjoyment. The pupils became more independent in their learning: â€Å"rather than being told; they became more resourceful and reflective. They became good at knowing what worked for them and what did not† (p. 5). However, this freedom to experiment took place within a supporting structure of high expectations and clear outcomes: â€Å"They knew what they were expected to achieve and how to go about that† (p.10). Group working was a strong feature of the projects. This helped to support less confident children and encouraged realistic peer and self-assessment. The pupils responded well to dealing with failure and built confidence in using their imagination and developed a positive attitude to new ideas. 34. Teachers found that they were able to develop a repertoire of teaching skills balancing intervention, â€Å"hands-off†, planning and improvisation. They identified four main characteri.