The Harlem Renaissance, A Social, Cultural, And Artistic...

The Harlem Renaissance was a social, cultural, and artistic movement that started in Harlem, New York during the 1920’s. Although it is generally considered to span from 1918 to the mid-1930, many of its ideas continue today. â€Å"The Harlem Renaissance was a phase of a larger New Negro movement that had emerged in the early 20th century and in some ways ushered in the civil rights movement of the late 1940’s and early 1950’s† (Thomas, 2017). â€Å"The social foundations of this movement included the Great Migration of African Americans from rural to urban spaces and from South to North; dramatically rising levels of literacy; the creation of national organizations dedicated to pressing African American civil rights, â€Å"uplifting† the race, and†¦show more content†¦This style of writing imitated the syncopated rhythms and repetitive phrases of jazz and blues into their poems. Claude McKay’s most famous novel was Home to Harlem. It depicted street life in Harlem. He wrote about common people in the novel to give them a distinct black identity. Zora Neale Hurston wrote several novels but her most famous being Their Eyes Were Watching God, a coming of age story set in Florida. Wallace Thurman was also a novelist during the Renaissance. He is best known for his novel The Blacker the Berry: A Novel of Negro Life (1929). The novel exposed discrimination occurred even among the black community, with the lighter skin being preferred. Jean Toomer was another black author who wrote plays, short stories, and poems to capture the spirit of this time. These poets and novelists helped to open the way to modern poets and novelists such as Maya Angelou, Alex Haley, and Toni Morrison. Without the authors of the Renaissance fighting for their voice and the recognition that African Americans were also as good a writer as whites were, then modern poets and novelist voices would be stifled. These modern authors even went on to influence modern rappers such as Kanye West, Tupac Shakur, and Nikki Minaj. This shows how even today African Americans are being influenced by the Renaissance. Music also played a part inShow MoreRelatedThe Harlem Renaissance Movement By Zora Neale Hurston, Langston Hughes, And Ralph Waldo Ellison931 Words   |  4 Pagesthe most impactful movements on African American arts, the Harlem Renaissance Movement represented a period of artistic and intellectual change that initiated a new identity on black culture. Often called the â€Å"New Negro† Era, the Harlem Renaissance opened doors for African American to express themselves in the form of visual arts, musical elements, and even performing arts during the 1920s. Due to this movement, Harlem became the city that â€Å"gave African Americans a physical cultural center.† [1] RenownedRead MoreExploring African American History : The Harlem Renaissance1521 Words   |  7 PagesTi’Anna Smith Period 1 AP World History 12-14-15 Exploring African American History: The Harlem Renaissance The Harlem Renaissance originally known as the New Negro Movement was an important part of African American culture and history, which helped African Americans express themselves and celebrate their heritage. Between the years of 1890-1920 close to two million African Americans traveled from the rural southern states to the northern cities. They traveled to these northern cities in hopesRead MoreHarlem Renaissance : A Cultural, Social, And Artistic Explosion840 Words   |  4 PagesA cultural, social, and artistic explosion that took place in Harlem between 1919-1929 became known as the Harlem Renaissance. The Harlem Renaissance was a great time period in history for blacks. The Harlem Renaissance included great artists such as Langston Hughes, James Weldon Johnson, James Baldwin, and more. The Harlem Renaissance was a movement in which blacks asserted themselves by embracing their racial identity and appreciating their African heritage. In my opinion the Harlem RenaissanceRead MoreLangston Hughes And The Harlem Renaissance1219 Words   |  5 PagesHughes and the Harlem Renaissance The Harlem renaissance is an artistic revolutionary period that took place between 1917 and 1937. This was after the First World War. Harlem was a district in New York. The Harlem renaissance impacted the social, cultural as well as artistic aspects of the black community. Many black people were encouraged to flee the southern sides where the caste system continued to oppress the black people. At this period, racial inequalities as well as other social injustices wereRead MoreThe Harlem Renaissance1154 Words   |  5 Pages2015 The Harlem Renaissance The early 1900s was a time marked with tragedy in America. Started and ended with the Great Depression in between, it was not America s finest moment. Prohibition was in place, the Klu Klux Klan was still marching, and the Lost Generation was leaving for Paris. But despite the troubling times, people still found beauty and meaning in the world around them. They still created art and celebrated life. The Harlem Renaissance was an artistic and literary movement that developedRead MoreThe Harlem Renaissance : African American Culture758 Words   |  4 PagesThe Harlem Renaissance: African American Culture The Harlem Renaissance was an era where African American culture flourished. African American music, art, theatre, literature, food, fashion, and creativity dominated in the 1920’s. It was a movement to redefine what being â€Å"black† meant to destroy the stereotypes of that society has affiliated with being a negro. At this time, African American artists used their talents to take advantage of this opportunity to make a better life for themselves, whileRead More The Harlem Renaissance Essay1513 Words   |  7 PagesThe Harlem Renaissance      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chapter 1 Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Harlem Renaissance, an African American cultural movement of the 1920s and early 1930s that was centered in the Harlem neighborhood of New York City. According to Wintz: The Harlem Renaissance was â€Å"variously known as the New Negro movement, the New Negro Renaissance, and the Negro Renaissance, the movement emerged toward the end of World War I in 1918, blossomed in the mid- to late 1920s, and then withered in the mid-1930sRead MoreHarlem Renaissance Essay1048 Words   |  5 PagesThe Harlem Renaissance was a significant historical movement that originated in Harlem, New York and helped establish the city as an African American cultural center. This period, which lasted from the 1910s to the mid 1930s, is considered a golden age for African American music, art, literature, and performance. As a resurgence of African American art and urbanization began to form, new artistic and social expression began to simultaneously develop in other urban areas as well. The Harlem RenaissanceRead MoreHarlem Renaissance Essay1341 Words   |  6 Pagesduring the Renaissance was they had really short life there was no black people in it other than artists. Harl em Renaissance were first one to criticize black and white. They came to dominate Harlem Renaissance through creativity and culture. Madhubuti’s contention, Jeffery Stewart stated after major victories of the civil rights movement another intellectual and cultural rebellion called Black Power movement. Madhubuti’s, a black arts movement members relationship with Harlem Renaissance is one ofRead MoreA New Beginning For African Americans Essay1291 Words   |  6 Pagesto the mid 1930’s a literary, intellectual, and artistic movement occurred that kindled the African Americans a new cultural identity. This movement became known as the Harlem Renaissance, which is also known as the â€Å"New Negro Movement†. With this movement, African Americans sought out to challenge the â€Å"Negro† stereotype that they had received from others while developing innovation and great cultural activity. The Harlem Renaissance became an artistic explosion in the creati ve arts. Thus, many African

Economics 130 Exam 3 Study Guide - 3071 Words

Economics 130: Exam 3 Study Guide 1) Which market model has the least number of firms? a. Pure monopoly 2) There is no control over price by firms in: a. Pure competition 3) Which is true under conditions of pure competition? a. A large number of firms b. Standardized product (meaning no product differentiation) c. Price takers (no exertion over product price) d. Free entry and exit in and out of the market e. Individual firms have a perfectly elastic demand curve, but whole industries that represent a market do not have a perfectly elastic curve (market demand) f. Ask Kaibara 4) Competitive firms are assumed to: a. See Problem 3 b. Ask Kaibara 5) The demand curve faced by a purely competitive firm: a. Is completely†¦show more content†¦This is also where AVC (average variable cost) is at its minimum. 18) Refer to the above graph. The level of output at which this firm is maximizing an economic profit is: a. Point C, where (P = MR) = MC Use the following to answer question 19: The table shows cost data for a firm that is selling in a purely competitive market. Output Average Variable Cost Average Total Cost Marginal Cost 10 5.00 15.00 3 12 4.00 13.00 4 14 4.75 11.50 6 16 5.75 9.00 9 20 9.00 12.00 14 19) Refer to the above cost chart. If the marginal revenue is $6, what output level will the firm produce? a. 14 units of output 20) The individual firm’s short-run supply curve is that part of its: a. Marginal cost curve that either equals or is above the average variable cost curve. i. (If you look at the graph for Problems 16, 17, and 18, it’s at point A.) ii. (Anything below that point would mean no output or quantity.) Use the following to answer question 21: 21) Refer to the graph on the left. To maximize profits, this firm would produce: a. Profit Maximizing Rule: MR = MC b. Point H Use the following to answer question 22: 22) Based on the graph on the left, the firm is earning: a. Zero economic profits. b. Ask Kaibara Use the following to answer questions 23 and 24: 23) Refer to the graph on the left. It represents a profit-maximizing firm producing under conditions of pure competition. When the firm is inShow MoreRelatedBenefits Of A Child s Nutrition1158 Words   |  5 PagesFruits and vegetables have a very essential role in our diet. Studies have shown the importance of sufficient fruit and vegetable consumption in stopping chronic diseases like cardiovascular diseases, cancers, diabetes and obesity. According to 2000 report, â€Å"2.7 million deaths and 1.8% all diseases worldwide could be attributed to inadequate FV intake† (Najimi, 2013). Starting to eat well when young is important. Research has proven that interventions at a young age can impact good behavior suchRead MoreCssgb7412 Words   |  30 PagesCertified Sixsigma Greenbelt Handbook Practice Questions (Selected from the past ASQ Exam questions and Study guide to match the BOK and Cognitive levels) 1. The following is a sample data set. 10 8 8 6 5 What is the variance of this data set? a. 3.0 b. 3.8 c. 7.3 d. 7.4 Ref: CCT Study Guide Q7 2. An auditor should use a histogram in a quality audit to do which of the following? a) b) c) d) Provide objective evidence that the auditee uses statistical process control (SPC) Expose patterns thatRead MoreTexas Cpa Report6520 Words   |  27 PagesREQUIREMENTS AND PROCESS Prepared for Dr. Newman by Stefanie Chen October 19, 2015 CONTENTS EXECUTIVE SUMMARY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..ii INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦........1 REQUIREMENTS TO APPLY FOR AND SIT FOR THE TEXAS CPA EXAM†¦Ã¢â‚¬ ¦.............1 Moral character†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.1 Degreesamp;150 hours†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......2 Accounting, business, and ethics courses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.....2 FOUR SECTIONS AND TEST STRUCTURES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.........5 CoverageRead MoreEssay on T-205 Exam 1 Study Guide2735 Words   |  11 Pagesï » ¿T-205 Exam 1 Study Guide Week 1: Introduction to Media and Society 1. (a) Can you describe the information problem that we are facing? Our culture is oversaturated with information ïÆ'   information-saturated culture 130+ million books published and 1,500 new books published each day Radio stations broadcast 65.5+ million hours of original programming each year Television broadcasts 48+ million hours of original programming each year 35+ billion indexed Web pages (b) What is automaticityRead MoreCissp Study Guide67657 Words   |  271 PagesISC CISSP ISC CISSP Certified Information Systems Security Professional Practice Test Version ISC CISSP: Practice Exam QUESTION NO: 1 All of the following are basic components of a security policy EXCEPT the A. definition of the issue and statement of relevant terms. B. statement of roles and responsibilities C. statement of applicability and compliance requirements. D. statement of performance of characteristics and requirements. 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The theory of comparative advantage explains how people benefit from economic interdependence. PART TWO: SUPPLY AND DEMAND I: HOW MARKETS WORK Chapter 4 The Market Forces of SupplyRead MoreThe Effect of Peer Presure in Education17388 Words   |  70 PagesDEDICATION This dissertation is dedicated to my late mother, Mrs. Petrid K Majara who always wanted me to be a teacher, my husband Jacobs who encouraged me to strive on and my little girls, Isabel and Christabel whom I want to follow in my footsteps. 3 ACKNOWLEDGEMENT I would like to thank the following people who in many ways contributed to this piece of work. I am indebted to my supervisor, Dr. James L. Nkata for his patience, inspiration and encouragement. I admired the way in which heRead MoreInternational Financial Accounting155754 Words   |  624 Pagesthe best strategies for studying for ACCA exams We highlight the most important elements in the syllabus and the key skills you will need We signpost how each chapter links to the syllabus and the study guide We provide lots of exam focus points demonstrating what the examiner will want you to do We emphasise key points in regular fast forward summaries We test your knowledge of what you ve studied in quick quizzes We examine your understanding in our exam question bank We reference all the importantRead MoreSocial Studies Csec Study Guide10262 Words   |  42 PagesCouncil ® Study Guide for CSEC S A M P LE  ® Pat Lunt †¢ Lena Buckle-Scott Vilietha Davis-Morrison †¢ Ancillia Louis A Caribbean Examinations Council ® Study Guide Contents Introduction 1 Section A Individual, family and society 1.6 1.7 1.8 1.9 1.10 Unit 1 Social groups and institutions Caribbean culture Social groups Institutions Cohesion in groups and institutions Leadership, cohesion and interaction in groups and institutions 2.6 Functions of institutions Unit 2 Practice exam questions

International Journal of Nuclear Governance

Question: Critically analyse the factors affecting the content of international agreements for the oil and gas industry Critically examine the framework of the energy policies. Demonstrate the key global challenges and issues facing the world oil and gas industry and the factors affecting the long term prospects.? Answer: Introduction: The carbon dioxide (CO2) emission has been the major cause of the global warming and climate change over the entire world. The harmful emission can be attributed to the economic development of the country that has posed as a serious problem of environmental degradation. There is an urgent need for the nations to combat the adverse consequences of the increased CO2. To overcome the environmental problems, it is necessary to limit the concentration of the carbon dioxide in the atmosphere and thereby avoid the consequences of increased temperature and dramatic impacts on the economic performance, welfare, and the ecosystems. In the UK about 86% of the CO2 emission is due to the production and the use of energy. To reduce the adverse impact of the carbon emission, there is an urgent need to adopt and diffuse the use of renewable energy technologies (RET) within the country (Asif, Currie and Muneer, 2007). The incorporation of the renewable energy technologies is crucial in this context a s it has the potentiality to reduce the imports of the energy into the nations. The positive side of the implementation of the RET includes the generation of the local environmental and health benefits. The adoption of the RET implies that the performance of the economy will improve as it will have positive impacts on the employment, competitiveness and sustainable development of the economy. The paper aims to analyze the trends in the UK energy policy and commence a SWOT analysis of the impact of the renewable energy technologies on the energy policy of the UK. Energy policy of the UK: The recent changes in the energy policy of the UK are depicted in the Energy White Paper (2007) and the Low Carbon Transition Plan (2009). These are led by the Department of Energy and Climate Change, which is headed by Amber Rudd. The main aim of the policy is to reform the electricity market, surging out smart meters and making improvements in the energy efficiency of the UK through the Green Deal. The UK is highly dependent on the fossil fuels which led to the increased carbon emission that caused the greenhouse effect, global warming, and climatic changes. There has been an excess demand for fossil fuels which has suppressed the indigenous supplies of oil and gas. The huge increase in the demand for fuels has led to the increase in the imports of fuels. This has been a substantial impact on the economic performance of the UK as the country experiencing fuel price volatility due to the world market fluctuations. The use of energy has increased the level of carbon emission in the a tmosphere leading to adverse environmental impacts. Some targets had been initiated by the government of the UK to reduce the emission of greenhouse gasses. In the Climate Change Bill, the UK target is to reduce the carbon emission by 80% by the year 2050. There was also an interim target of 34% by the year 2020. The UK economy has to implement intelligent and effective energy policy that will aim to make the investment in the carbon abatement technologies (UK launches Renewable Energy Strategy, 2008). Some of the renewable energy technologies include: Solar Energy:- Solar collectors- This is the technology through which the solar radiation in the form of energy are gathered and used for different purposes like providing electricity problems in the buildings, communities, and for the society as a whole in a cost effective way . Photovoltaics- Solar energy can be used in hybrid forms with the wind energy so that it has the potentiality to provide power to street lights or traffic lights and also to the solar power plants. This technology can be of high cost, but the efficiency becomes low in this case. Geothermal energy- commercial electricity is extracted from the geothermal steam reservoirs. The water from the surface is injected, heated and used in a steam or binary power cycle and then re-used for recycling purposes. Here the risk and uncertainties are quite high. Wind Energy-The wind energy power plants are built near or around the sources of wind. When this wind energy is extracted for renewable energy technologies. This technology would generate electricity, and one of the best practices includes the provision of street lights and electrification of schools . Hydropower- The water resources are used to generate electricity in the small towns and villages. Biomass- the residues and wastes discharged from the forestry and agricultural in direct combustion systems is used for the generation of electricity and heat. One technology that is used for the direct combustion of biomass fuels which is the biomass co-firing is used for the demonstration of utility power plants and commercial purposes. SWOT analysis of renewable energy technologies: To understand the impact of the renewable energy technologies on the energy policy direction of the UK, it is important to analyze the strengths, weaknesses, opportunities and threats to this incorporation (Chen, Kim and Yamaguchi, 2014). Strengths: The incorporation of the renewable technologies would generate electricity. The EUs Sustainable energy targets have depicted that the UK must generate around 15% of the electricity from the sources of renewable energy by the year 2020. The aim of the UK is to encourage the average annual investment for the production of renewable energy. The incorporation of the RET has proved that the annual investment had doubled over the past few years which reached around 8bn in 2013. The UK is abundant in the wind, wave, and tidal resources which means that the renewable energy technologies will make complete use of the energy resources for the generation electricity and heat within the society and communities as whole . One of the important RET is the Solar photovoltaic's (PV) which allows the generation of renewable energy that has proved to be beneficial for the UK. The most important strengths of the renewable energy technologies are the financial and infrastructural support for the government policies and incentives like the Contract for Difference (CfD) scheme and Ofgem's Renewables Obligation (RO) scheme . Weaknesses: The major weakness in the implementation of the RET is due to the recession and the uncertainty in the markets. This has posed as a financial problem and investment crunch in the RET promotion in the UK. Another weakness is somewhat associated with the financial crunch is that the high cost. The construction and development of wind farms, biomass plants, and solar farms are quite expensive. Thus, the implementation of RET is not a frequent phenomenon and requires a lot of resources and funds. The UK government is not generous enough to financially support the RET like the onshore wind, solar, and biomass. Sometimes the government provides limited resources for the development of the RET. This is a major problem in the renewable energy sector as without suitable funds and financial resources there will be a negative impact on the investment in RET . The government of the UK lacks consistency and long term commitment has posed a serious problem in the renewable sector. This kind of inconsistency in the plans and strategies of the government have made the renewable investors' confidence to weaken. With the lack of investing confidence, the RET is negatively affected, and the achievement of the long-term plans for the renewable energy is hindered. The hindrance provided by the government sometimes impacts the energy companies. This is because while investing in an expensive renewable energy projects, it is their duty to check the commercial viability of the capital-intensive renewable energy sources. It is also important to analyze the return on investment that would be generated from the projects but a major aspect of the success of these projects largely depend on the regulations and the incentives that must be provided by the government. Failure to do so would imply that the RET would not be able to yield the positive impact on the UK energy policies . One of the major issues related to the construction of the solar farms and the power plants is the protests from the local group of people. They tend to against such construction of powerful solar farms as it would damage the local landscape and the wildlife. This kind of protest in the UK is done on a large scale that can stop the implementation of the project. This would imply that the target of the UK energy policy would be compromised. Opportunities: UK is regarded as the windiest country in the Europe which means that the country has excellent opportunities to utilize the winds to generate energy and electricity. This wind energy is an important source of energy that implies that the RET using winds when implemented could generate sufficient electricity and thereby would be able to meet the targets of the energy policy of the UK. The government of the UK has allocated 300 budget for the implementation of the low-carbon technology. This proposal had been included in the CfD scheme that has the potentiality of increasing in the investment in the RET over the years. The increase in the investment would imply that the RET would be set on a large scale and that the benefits would be reflected through the achievements of the targets of the energy policy . The opportunities are extracted from the offshore wind market that is regarded as the established in the world. The offshore wind market would generate enough electricity to meet the demands and target of the energy policy of the UK. There are opportunities that with the development of the RET in the UK, the expertise having enhanced knowledge on the RET would be able to share their knowledge in the international markets . The technological improvement would encourage the development and innovation of the RET in a cost effective way. The improvement and innovation in the RET would imply that 15% target of electricity generation in the UK energy policy could be achieved . The continued economic growth in the UK would mean that the overall energy consumption would be increased. This increase would also stimulate the increase in the renewable energy consumption and stimulate the implementation of the RET . Threats: The major threat that the UK is facing is the drop in the attractiveness as a destination for RET investments. The reports suggested by the EY in September 2014 suggest that UK renewable energy investment has dropped to the seventh place and is recorded to be at all time low . The UK government had cut down the subsidies for the large scale solar schemes like the Renewable Obligation (RO) Scheme in April 2015. This had dragged down the development and innovation of the RET in the UK. Large solar farm developers are under competition for acquiring the CfD subsidies. This would imply that the government had discouraged the RET implementation. The inconsistency in the commitment of the government implies that there is a high risk involved in the incorporation of the RET in the UK. Another source of energy is the hydro power from the inland sources. This hydropower is adversely affected by the climatic change for the generation of renewable energy and posed a hindrance in the incorporation of the RET. There is a high chance that the Nuclear energy would be preferred as the low carbon energy source in the UK which means that the renewable energy source has a significant threat from the nuclear energy. Conclusion: The paper focuses on the major issue of the introduction of the RET in the UK energy sector. The RET would positively impact the energy policy of the UK as it would enable the generation of electricity using the renewable energy source in the UK. As UK is the windiest country in the Europe, there is a high scope for the utilization of the wind energies to generate electricity. In this paper further the SWOT analysis has been done to determine the impact of the RET on the energy policy of the UK. References: Asif, M., Currie, J. and Muneer, T. (2007). The role of renewable and non-renewable sources for meeting future UK energy needs.International Journal of Nuclear Governance, Economy and Ecology, 1(4), p.372. Balcombe, P., Rigby, D. and Azapagic, A. (2013). Motivations and barriers associated with adopting microgeneration energy technologies in the UK.Renewable and Sustainable Energy Reviews, 22, pp.655-666. Balcombe, P., Rigby, D. and Azapagic, A. (2013). Motivations and barriers associated with adopting microgeneration energy technologies in the UK.Renewable and Sustainable Energy Reviews, 22, pp.655-666. Chen, W., Kim, H. and Yamaguchi, H. (2014). Renewable energy in eastern Asia: Renewable energy policy review and comparative SWOT analysis for promoting renewable energy in Japan, South Korea, and Taiwan.Energy Policy, 74, pp.319-329. DECC funds UK-first renewable heat network research. (2015).Renewable Energy Focus, 16(1), p.4. DECC funds UK-first renewable heat network research. (2015).Renewable Energy Focus, 16(1), p.4. Foxon, T. and Pearson, P. (2007). Towards improved policy processes for promoting innovation in renewable electricity technologies in the UK.Energy Policy, 35(3), pp.1539-1550. Grkan, G. and Langestraat, R. (2014). Modeling and analysis of renewable energy obligations and technology bandings in the UK electricity market.Energy Policy, 70, pp.85-95. Hester, R. and Harrison, R. (2003).Sustainability and environmental impact of renewable energy sources. Cambridge: Royal Society of Chemistry. Jaber, J., Elkarmi, F., Alasis, E. and Kostas, A. (2015). Employment of renewable energy in Jordan: Current status, SWOT and problem analysis.Renewable and Sustainable Energy Reviews, 49, pp.490-499. Jacobs, D. (2012).Renewable energy policy convergence in the EU. Farnham, UK: Ashgate Pub. Mitchell, W. (2014). UK firms sceptical on energy policy.Renewable Energy Focus, 15(6), pp.26-27. Renewable UK Wave and Tidal 2010 conference. (2010).Renewable Energy Focus, 11(2), pp.6-8. Terrados, J., Almonacid, G. and Hontoria, L. (2007). Regional energy planning through SWOT analysis and strategic planning tools.Renewable and Sustainable Energy Reviews, 11(6), pp.1275-1287. UK focus: UK still way behind on renewables. (2010).Renewable Energy Focus, 11(4), pp.4-6. UK launches Renewable Energy Strategy. (2008).Renewable Energy Focus, 9(4), p.15.

The Pursuit for Happyness free essay sample

In Collards what Is peppiness, he claims that defining happiness Is not an easy task and he attempts to do so by setting two extremes of happiness, material and spiritual [mental], and working his way toward the middle. He then proceeds to claim that happiness Is In the pursuit of happiness itself, not in the end result. In Hoffmann Happiness and Illusion, Hoffman rebuts Cirris definition and claims that happiness is in fact easy to define and he uses the duration and the intensity of it to evaluate and define happiness as many form of mental pleasure that generalizes to the point of coming an overall good feeling (Acrid).These two essays are both correct in what they define, but they define different things. Acrid defines a way to achieve happiness, the pursuit of happiness itself; Hoffman defines a type of happiness, the mental type. Acrid presents an example of an Indian man in a catatonic state and says that the man is probably happy. We will write a custom essay sample on The Pursuit for Happyness or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The he doubts the mans happiness, assumes that this kind of state would be torture for any Western man, then asks, How can happiness for one man be torture for another? (Acrid) Acrid Is correct in his assumption that the catatonic state would be torture for any Western man, but he is wrong when he assumes that the catatonic state Is happiness Itself. The catatonic state Is Just Is Just the Indian mans way to achieve happiness and achieving and maintaining that state simply adds to his happiness because It Is more effort that he exalts to get the end result.This Is where I partly agree with Scalars belief that happiness Is In the pursuit Itself-only partly because happiness Is not only In the pursuit, but also In the end result. Clara might believe that a student rating and essay would only be happy in the duration of time that he spent writing the essay. Hoffman might believe that the same student writing the essay would only be happy if he put large amounts of effort into developing the paper.Neither of these beliefs makes up the whole of a happy feeling, but instead they combine with while he is writing the paper (the pursuit), he could be happy because he has put a lot of effort into writing the paper (the work put into the end result), he could be happy because he has finished the paper (the end result in itself), and he could be pappy because of any combination of these three key elements. Although there are different ways to achieve happiness and our reactions to stimuli differ from person to person, the feeling is uniform for everyone.When some people receive affection from their mate, for an example of mental happiness, they feel the need to show off or impress their mate to put effort into earning that affection. Some people, on the other hand, are more secure with their mates affection and feel that the affection is unconditional. No matter how secure or insecure a person is with heir mates affection, the feeling is the same for both cases. The person feels loved and accepted. A good example of material happiness is when people find money, especially large denominations of it.There is a great feeling of happiness in the end result- that the finder found money and didnt have to work for it. One the other hand, there isnt as much happiness involved in finding money as there would be if the person had put time into earning it because there would be the happiness caused by the pursuit of happiness and also caused by the end result. Of course, both of these examples assume that love and money bring happiness, respectively. Hoffman is very critical of Acrid throughout his essay.He basically states that Acrid is speaking from a perspective from which he has no experience and the only type of happiness that Acrid is familiar with is the happiness brought to him by his writing. He elaborates on this by referring to Acrid and stating, Cirris bias is to believe that only the type of happiness that he and his kind have pursued produce meaningful happiness (Hoffman). With this statement, Hoffman presents the idea that Acrid is arrogant, with which I completely agree.Are we left to believe that prolonged happiness is an illusion and that it can only be found out of the search for happiness? Or are we to believe that some stimuli are better than others simply because they last longer? No- happiness cannot be defined by either of these. Instead we can define the two types of happiness with the three key factors or any combination of them: the pursuit if happiness, the effort put into the final result, and the final result itself.

U.S. States With No Income Tax

U.S. States With No Income Tax While individuals and businesses in all 50 states pay federal income tax, residents in 41 states also pay state income tax. Seven states have no state income tax  at all: Alaska, Florida, Nevada, South Dakota, Texas, Washington, and Wyoming. In addition, the states of New Hampshire and Tennessee tax only the interest and dividend income of their residents gained from financial investments.   Of particular interests to retired persons or those nearing retirement, while federal taxes still apply, there is no additional state income tax on Social Security benefits, withdrawals from IRAs and 401(k)s, and payouts from pensions in these nine states. State income tax is typically based on the taxable income or adjusted gross income reported on the taxpayers annual federal income tax return. Key Takeaways The states of Alaska, Florida, Nevada, South Dakota, Texas, Washington, and Wyoming do not tax the incomes of their residents.The states of New Hampshire and Tennessee tax only income from interest, dividends, and financial investments.Due to the needs of these nine states to provide services and maintain infrastructure, other non-income taxes, such as sales taxes, property taxes, and fuel taxes can be higher than in states with income tax. Not Always Cheaper to Live There The fact that a state does not have an income tax does not necessarily mean that its residents pay less in taxes than residents of states with an income tax. All states must generate revenue and they do so through various taxes including income taxes, sales taxes, property taxes, license taxes, fuel taxes, and estate and inheritance taxes, just to name a few. In states without state income tax, higher sales, property and other assorted taxes can exceed the annual cost of a state income tax. For example, all states except Alaska, Delaware, Montana, New Hampshire, and Oregon currently charge sales tax. Food, clothing,  and prescription drugs are exempt from sales tax in most states. In addition to states; cities, counties, school districts, and other jurisdictions impose real estate and sales taxes. For cities that do not sell their own utilities, like electricity and water, these taxes represent their main source of revenue. Still, it is worth noting that during 2006 and 2007, the seven states with no income tax whatsoever, Alaska, Florida, Nevada, South Dakota, Texas, Washington, and Wyoming, led the nation in net population growth. However, the nonpartisan  Center on Budget and Policy Priorities has reported  that a states income taxes have little influence over whether people ultimately decide to live there. How Do These States Get By Without Income Tax? Without revenue from income tax, how do these states pay for the basic functions of government? Simple: their citizens eat, wear clothes, smoke, drink alcohol, and pump gasoline into their cars. All of these and more goods are taxed by most states. Even states with income tax tend to tax goods and services in order to reduce their income tax rates. In states without an income tax, sales taxes and other fees, such as vehicle registration fees, tend to be higher than in states with income tax. For example, Tennessee, where only investment income is taxed, has the highest sales tax in America. When combined with local sales taxes, Tennessee’s 7% state sales tax results in a combined effective sales tax rate of 9.45%, according to the independent and bipartisan Tax Foundation. That’s more than twice the combined sales tax rate in tourist-laden Hawaii. In Washington, gasoline prices are usually among the highest in the nation, largely due to its gasoline tax. According to the U.S. Energy Information Administration, Washington’s gas tax, at 37.5 cents per gallon, is the fifth-highest in the country. Non-income states of Texas and Nevada also have higher-than-average sales taxes, and according to the Tax Foundation, Texas also has higher-than-average effective property tax rates.   And So, Higher Costs of Living for Some Those extra taxes help to result in higher-than-average costs of living in some of the non-income tax states. Data from the independent Center for Regional Economic Competitiveness, Florida, South Dakota, Washington, and New Hampshire all have higher than the median costs of living than in most states with an income tax. So the bottom line is that there is just not enough concrete evidence to say whether or not it is really cheaper to live in a state with no income tax.

Each vs. Both

Each vs. Both Each vs. Both Each vs. Both By Maeve Maddox A reader asks, What is the correct usage for each and both? Example: You and I both know what its like. or You and I each know what its like. Each is singular. In relation to a group, it means â€Å"all of any number, considered individually.† Examples of usage: Each child in the school has been vaccinated against smallpox. When groups of individuals join together in business partnerships,  each  member of the partnership becomes bound by basic legal  duties.   Both is plural. It refers to two of something. Examples of usage: Both men are Nobel Prize winners. Walthers lectures were  both informative and entertaining. When speaking of two people, both is usually the more appropriate choice. The only reason to use each when speaking of two people/things would be to emphasize the individuality of separate acts or to avoid ambiguity. Consider the following sentences: 1. Jack and Bill share a room. Both are responsible for cleaning half. 2. Mr. Jones gave both his daughters a dog. 3. Both of us received a letter this morning. Most listeners would understand the first sentence to mean that each boy is responsible for one half of the room. Sentence three might be understood to mean that each of the two received separate letters. Sentence two is definitely ambiguous: Did each daughter receive a dog of her own, or did both daughters receive one dog to share? The following revisions would prevent misunderstanding: 1. Jack and Bill share a room. Each is responsible for cleaning half. 2. Mr. Jones gave each of his daughters a dog. 3. Each of us received a letter this morning. In the reader’s question, the first example is correct: â€Å"You and I both know what its like.† The second example presents an impossibility of agreement: â€Å"You and I each know what its like.† The subject â€Å"You and I† is plural and requires the plural verb know. The word each, however, is singular and would require the singular verb knows. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Possessive of Proper Names Ending in S30 Baseball Idioms10 Varieties of Syntax to Improve Your Writing

Identify business decision Essay Example | Topics and Well Written Essays - 250 words

Identify business decision - Essay Example At some point these decisions are long term and strategic. In that, writing off debts give the company a competitive advantage in the market. However, it is risky to make such decisions because it affects the revenue of the organization, also it can trigger many conflicts with other departments, particularly the marketing section. In addition, it affects monetary statement by understating a company’s profits. This is a very critical issue for comprehensive auditing and top management and therefore, require many consents from different directors based on approval limits (Piccirillo & Noro, 2008). Furthermore, the strategic nature of the decision require a lot of efforts and determination to collect these debts from customers. Notwithstanding, the importance of the decision require that action should be taken sooner or later since these debts are outstanding from long time, and after taking all necessary action with customers, and sending there documents to court without any hope to receive these amounts. This decision is justified under structure procedure as per the write of policy which came under many steps and legal

Instrumentation systems assignment Lab Report Example | Topics and Well Written Essays - 750 words

Instrumentation systems assignment - Lab Report Example Single-point adjustment allows for the linear characteristic curve to be shifted in positive or negative direction over the entire measuring range. The large selection of pressure units of up to 6 different units is possible. It is far more than any complicated dual-scale, or multi-scale gauge can offer. The digital pressure gauge has a selection point for the required display unit to be posted on the screen. The desired value can be read directly eliminating the need for conversions (Kobata, Kojima and Kajikawa, 2012). Pressure is applied to the pressure sensors within the equipment. These sensors can either be resistive, capacitive or piezoelectric crystals. A pressure on the crystals causes a generation of electric current due to the piezoelectric effect. Since the generated voltages are slight, an amplifier is used to amplify the output to a readable value. The output is in analog form due to the analog sinusoidal voltage output from the transducers. The analog to digital converter is thus used to convert the analog output to produce its digital counterpart for ease of reading. The final output is displayed on a digital display screen (Morris, 2001). There are two operating keys on the Reference Type E. The left key turns the instrument on while at the same time used to execute its functions. Contrarily, the right key helps in switching between the MAX and MIN-value. The device displays the pressure range after turn-on for two seconds before changing into measuring mode. The functions of the device include: An indication on the display shows if the ZERO- and/or CONT-function is activated. By pressing the left key until ZERO and/or CONT disappears, the zero is reset to factory settings with the possibilities of reactivating the automatic turn-off function. It the actual pressure goes beyond the measuring range, OFL (overflow) appears on the display (Quinn, 1970). Pressures of known values were

Cause and Effect of Sleep deprivation Essay Example for Free

Cause and Effect of Sleep deprivation Essay I am a firm believer that many factors such as our culture, our upbringing, and beliefs that we were introduced to all affects what we do, how we live and even what we eat! People in China, Vietnam and Switzerland have been known to eat dogs for thousands of year, some as a source of survival during war and famine while others eat it as a cuisine meaning it is a part of their regular diet! I’ve even read somewhere that people in China have been known to say that a huge reason they consume dog meat is to keep them warm in the harsh winters! Have they heard of a jacket and hot coco? They don’t see it any different from eating cows and pigs, but someone like me thinks that is disgusting! I see people all the time whose treat their dog as their best friend, I’ve heard that when you begin to grow attached to your dog you soon see them as people. I could never imagine it being okay to eat a dog! Functionalism has a lot to do with this also when you come to think of it. This tradition has been the norm in these places for years! It wasn’t until recently that proposed laws have been presented to implement a law that bans the eating of cats and dogs. Americans are truly the people of the land of the free and are strong believers that a dog is a mans best friend, in my opinion. Beating, not feeding, and mistreating dogs are all violations of the law, neglect, and animal abuse! I could not even imagine hearing a story of someone eating one! It is common knowledge here that dogs are like people and should be treated as such and so they are not put on a dinner plate, at least the way I view things. I strongly feel that our individual believes and knowledge is the reason we eat what we eat, they are culturally relative in more ways that one. This definitely is a beautiful thing as everyone can be their own person and act how they feel but this causes cultural diversity conflict all the time! Take this scenario for instance; two people are meeting for a blind date and obviously know nothing about one another. It becomes time to order and the woman is disgusted by the menu because everything is meat and fat of the meat from some type of animal, see, she’s vegetarian. The woman loves animals and does not believe in eating them and this sparks a conversation. Do you think it’s a good one as her date has already ordered the number four, which is the half slab of baby back ribs with chicken shish kabobs, and a side of pork rings? I can imagine that she stormed out of there after giving him a good lecture. Though her actions are understandable they aren’t quite right. Ethnocentrism would be the perfect would to explain that situation! The woman thinks that he beliefs are the right ones and that the man is wrong for eating what he loves to eat! Ethnocentrism is when you believe that your culture, your beliefs are better than everyone else’s and only yours make sense! This is a big reason there is conflict within cultures. Instead of using cultural relativism and trying to understand others point of view or even just accepting it as their choice we fight for what we think is the right way, the only way. Interactionism helps us understand that our mind plays a role in our how what our body does including why we eat or don’t eat what we eat. I love dogs, so I would vomit at the thought of eating one. However, once again this doesn’t mean I should hate someone that eats it as a dish at home. Being open and understanding can truly help because just as the conflict theory states that there is a power struggle between cultures, these cultures have the power to become knowledgeable of one another and ultimately obtain culture relativism.

Essay --

Drew Foster Foster 1 Mrs. Bueno Honors English 14 December 2013 Darrin M. Mcmahon the author of the article, â€Å"In Pursuit of Unhappiness†, was born in 1963. Darrin broke out of the order of saying â€Å"Happy New Year!† and realized they are only expected words that are said without any meaning behind them. Even around the holidays where people are expected to be happy, they think the words â€Å"Happy New Year!† are just words that are supposed to be said. If you think about the words â€Å"Happy New Year†, year does not only mean one day, so the words are meant to wish a whole year of happiness. But instead, people just reserve their happiness only for the holidays. John Stuart Mill, Carlyle's long-time rival who are both philosophers makes a valid statement about those who have their focus set on something other than happiness are only happy. For example, setting your goal on being happy is risking being happy, because when you don't achieve it you lose even more happiness. Thomas Carlyle and John Stuart Mill both have similar concepts on happiness. Carlyle, who is a Scottish Philosopher, notices the wrong idea of religion before 17th century. Many disregarded the ideas of religion that put misery into their lives, but some people recognized God's care very satisfying. Earthly satisfaction, McMahon states, was an attempt to bring heavenly felicity down to the earth. This religious change was to replace the feeling of misery with happiness. John Stuart Mill, who is an English philosopher, explains another way of achieving happiness based off of his personal experience. After suffering from a d... ...for such books is a strong indication that they aren’t working.† Setting your goal and being determined or even being desperate to find happiness is dangerous and is risking your happiness. If and when you do not achieve happiness, you lose all of it and even become unhappy. Focus your mind on something other than your own happiness and you will achieve true happiness. Darrin M. McMahon says to â€Å"...Have dinner with your family or walk in the park with friends...put in some good hours t the office or at your favorite charity, temple or church. Work on your jump shot or your child’s model trains. With luck, you’ll find happiness by the by.† So instead of saying â€Å"Happy New Year†, Darrin M. McMahon says â€Å"‘Don’t have a happy new year!’†, because â€Å"Those only are happy who have their minds fixed on some object other than their own happiness† says John Stuart Mill.

“Killings” by Andre Dubus’s Essay

Revenge, loss and consequences are explored in Andre Dubus’s, â€Å"Killings†. A jealous husband, angered by the fact that his estranged wife is involved in a new relationship, acts out in a presumable crime of passion and murders the man she was seeing. As a result of this crime, a father suffers the loss of his son and plots retaliation, which results in the killing of his son’s murderer. Both men experience a loss and subsequently act out in revenge. The difference in the moral character of these two men is what appears to determine the fate of their consequences. Richard Strout, a man of inferior morality, commits a crime of passion. He murders a man who is having a relationship with his estranged wife. Strout is portrayed in the story as being a spoiled, selfish, violent man. The pending divorce between he and his wife obviously left him feeling conflicted over the loss of control and he is angered by the fact that she was seeing another man so quickly after the separation. There appears to be no feelings of regret or remorse from Strout after the murder. He seems to feel completely justified in the killing and even makes the statement, â€Å"He was making it with my wife† (Dubus 90). Strout’s lack of moral character is a key element in his being able to live with himself after committing this crime. His personal consequences seemed to be few, if any. Matt Fowler is portrayed in the story as being a man of great moral fortitude; he is a sensitive, loving husband, a protective father and a respected friend. The brutal murder of his son catapults him into a position in which he feels compelled to avenge the death. The conflict that Fowler feels after his son is killed is overwhelming to him. Fowler feels that removing his son’s murderer from the world he and his family live in will ease his wife’s pain. His concern and compassion towards is wife is obvious when he says in the story, â€Å"She sees him all the time. It makes her cry† (Dubus 85). Killing Strout is the act of a protective husband and father doing what he believes to be the only practical solution and he views it as though he has a job to do. Fowler is notably reluctant to carry out this act of premeditated murder. Not even a moment of satisfaction is allotted him after he completes the job of avenging his son’s death. After Matt accomplishes the mission he is immediately left with a profound sense of isolation; undoubtedly because of his high level of morality. The final words of the story indicate the loneliness he feels that he isn’t even able to share with his wife. â€Å"†¦he shuddered with a sob that he kept silent in his heart† (Dubus 96). Killing Strout is not the end of the pain for Matt Fowler; it may give him a sense of revenge, but he is still feeling so alone and hurt. The other Fowler children are left to believe that their brother’s murderer has escaped trial and disappeared. Mrs. Fowler acknowledges this in the story when she says, â€Å"We can’t tell the other kids. It’ll hurt them, thinking he got away. But we mustn’t† (Dubus 96). This is yet another consequence of these murders. Frank Fowler and Richard Strout are dead, Matt Fowler will most likely feel forever isolated, and the lives of Ruth and the Fowler children have been deeply affected by these crimes. Two very different men experience similar feelings of loss, revenge and consequence in this story. Both men commit an act of murder and both pay a high price in the end. One man’s sentence is death; the other’s is profound isolation. Neither life is left unaltered. This story is a lesson in passion, crime and morality.

Harry Potter and the Sorcerer’s Stone Essay

In this essay, I would like to evaluate the first helping of the Harry Potter movie-series which was shown worldwide in 2001. Specifically, I am referring to the movie entitled â€Å"Harry Potter and the Sorcerer’s Stone†. The movie is an adaptation of J. K. Rowling’s novel of the same title, which chronicles the childhood adventures of a kid named Harry Potter. In this essay, I intend to evaluate â€Å"Harry Potter and the Sorcerer’s Stone† by looking at how successful the film was able to entertain the general public, especially youngsters. Aspects of the First Harry Potter Movie Since the crux of J. K. Rowling’s novel was about magic, the film’s success was heavily dependent on how well Harry Potter is adequately portrayed as a wizard in control of his magical powers. Thus, the effective portrayal of magical powers throughout the film is the criteria which I employ in my evaluation of the movie. In many ways, the film did not disappoint in this aspect. Magic was the defining aspect of Harry Potter – i. e. , from his birth to his journey to the Hogwarts School of Witchcraft and Wizardry, he is portrayed as a character that needs to get acquainted with his innate magical powers. Along the same vein, magic was the controlling concern of the characters surrounding Harry. The giftedness of the other characters such as Ron and Hermione, as well as his lone enemy Voldemort was also portrayed well in the movie. Which is why, there are many reasons to think the first Harry Potter movie was successful in entertaining its audience because it was able to zero in on use of magic with much flair and fun. This aspect can be further shown if one compares this particular Harry Potter movie with other films – such as Chronicles of Narnia or Lord of the Rings – that employ magic in a manner that pits two opposing forces (good vs. bad) against each other. Harry Potter is successful in using this use of contrast as well. For instance, the story of Harry Potter’s survival from the hands of the evil Voldermort was recounted in the movie. In addition, his struggle to emerge victorious from the hands of a bully named Draco highlights the use of magic even more. The use of magic as a way to pit opposite forces makes the movie more interesting. Thus, use of contrast highlights even more the whole point of the movie, which is to entertain the audience with a fair amount of scenes involving magic. Some reviews about Harry Potter and the Sorcerer’s Stone however does not subscribe to the idea that the frequent display of magic in the movie makes it sufficiently interesting. According to a writer, the movie is entertaining because it reminds people that the art of movies is not just about portraying wars and strife but is about conveying the message of â€Å"peace and plenty† (Bradshaw). In ways more than one, I agree with this assessment. The movie is in fact entertaining because it does not leave the audience with a feeling of anger or anxiety which most action or suspense movies elicit. I feel though that since the primary audience of this Harry Potter consists in children and youngsters, the frequent use of magical powers still served the movie pretty well. Without an adequate portrayal of magic, I think the movie could have been a monumental blunder, especially when it is compared with the liveliness of its book counterpart. Conclusion I wish to end with the thought that, on account of the frequent use of magical powers throughout the film, the first Harry Potter movie must be called a success because it was able to entertain its primary target audience – the children. Nothing is more appealing for children than inciting their imagination; and most often, magic belongs to one of their many preoccupations. As a consequence, any film that is able to cater to children’s fascination over magic would end up being a sure hit. Harry Potter and the Sorcerer’s Stone is one of them. Work Cited Bradshaw, P. â€Å"Harry Potter: A Special Report†. The Guardian, 16 November 2001. Retrieved 14 August 2008

Heres How to Calculate pH Values

Here's How to Calculate pH Values Heres a quick review of how to calculate pH and what pH means with respect to hydrogen ion concentration, acids, and bases. Key Takeaways pH is a measure of how acidic or basic a chemical solution is.Normally, pH runs from 0 to 14.A neutral pH value is 7. A value less than 7 is acidic, while a value greater than 7 is basic.The formula for pH is  pH -log[H]. This means pH is the negative base 10 logarithm (log on a calculator) of the hydrogen ion concentration of a solution. To calculate it, take the log of the hydrogen ion concentration and reverse the sign to get the answer. Review of Acids, Bases, and pH Formula There are several ways to define acids and bases, but pH only refers to hydrogen ion concentration and is only meaningful when applied to aqueous (water-based) solutions. When water dissociates it yields a hydrogen ion and a hydroxide. H2O ↔ H OH- When calculating pH, remember that [] refers to molarity, M. Molarity is expressed in units of moles of solute per liter of solution (not solvent). If you are given concentration in any other unit (mass percent, molality, etc.), convert it to molarity in order to use the pH formula. Using the concentration of hydrogen and hydroxide ions, the following relationship results: Kw [H][OH-] 1x10-14 at 25 °Cfor pure water [H] [OH-] 1x10-7Acidic Solution: [H] 1x10-7Basic Solution: [H] 1x10-7 How to Calculate pH and [H] The equilibrium equation yields the following formula for pH: pH -log10[H][H] 10-pH In other words, pH is the negative log of the molar hydrogen ion concentration. Or, the molar hydrogen ion concentration equals 10 to the power of the negative pH value. Its easy to do this calculation on any scientific calculator because it will have a log button. This is not the same as the ln button, which refers to the natural logarithm. Example: Calculate the pH for a specific [H]. Calculate pH given [H] 1.4 x 10-5 M pH -log10[H]pH -log10(1.4 x 10-5)pH 4.85 Example: Calculate [H] from a known pH. Find [H] if pH 8.5 [H] 10-pH[H] 10-8.5[H] 3.2 x 10-9 M Example: Find the pH if the H concentration is 0.0001 moles per liter. pH -log[H]Here it helps to rewrite the concentration as 1.0 x 10-4 M because if you understand how logarithms work, this makes the formula: pH -(-4) 4 Or, you could simply use a calculator and take: pH - log (0.0001) 4 Usually, you arent given the hydrogen ion concentration in a problem but have to find it from a chemical reaction or acid concentration. Whether this is easy or not depends on whether youre dealing with a strong acid or a weak acid. Most problems asking for pH are for strong acids because they completely dissociate into their ions in water. Weak acids, on the other hand, only partially dissociate, so at equilibrium, a solution contains both the weak acid and the ions into which it dissociates. Example: Find the pH of a 0.03 M solution of hydrochloric acid, HCl. Hydrochloric acid is a strong acid that dissociates according to a 1:1 molar ratio into hydrogen cations and chloride anions. So, the concentration of hydrogen ions is exactly the same as the concentration of the acid solution. [H 0.03 M pH - log (0.03)pH 1.5 pH and pOH You can easily use the pH value to calculate pOH if you recall: pH pOH 14 This is particularly useful if youre asked to find the pH of a base since youll usually solve for pOH rather than pH. Check Your Work When youre performing a pH calculation, its a good idea to make sure your answer makes sense. An acid should have a pH much less than 7 (usually 1 to 3), while a base has a high pH value (usually around 11 to 13). While its theoretically possible to calculate a negative pH, in practice pH values should be between 0 and 14. This, a pH higher than 14 indicates an error either in setting up the calculation or else using the calculator.

The Large Hadron Collider and the Frontier of Physics

The Large Hadron Collider and the Frontier of Physics The science of particle physics looks at the very building blocks of matter - the atoms and particles that make up much of the material in the cosmos. Its a complex science that requires painstaking measurements of particles moving at high speeds. This science got a huge boost when the Large Hadron Collider (LHC) began operations in September 2008. Its name sounds very science-fictiony but the word collider actually explains exactly what it does: send two high-energy particle beams at nearly the speed of light around a 27-kilometer long underground ring. At the right time, the beams are forced to collide. Protons in the beams then smash together and, if all goes well, smaller bits and pieces - called subatomic particles - are created for brief moments in time. Their actions and existence are recorded. From that activity, physicists learn more about the very fundamental constituents of matter. LHC and Particle Physics The LHC was built to answer some incredibly important questions in physics, delving into where mass comes from, why the cosmos is made of matter instead of its opposite stuff called antimatter, and what the mysterious stuff known as dark matter could possibly be. It could also provide important new clues about conditions in the very early  universe when gravity and electromagnetic forces were all combined with the weak and strong forces into one all-encompassing force. That only happened for a short time in the early universe, and physicists want to know why and how it changed.   The science of particle physics is essentially the search for  the very basic building blocks of matter. We know about the atoms and molecules that make up everything we see and feel. The atoms themselves are made up of smaller components: the nucleus and electrons. The nucleus is itself made up of protons and neutrons. Thats not the end of the line, however. The neutrons are made up of subatomic particles called quarks. Are there smaller particles? Thats what particle accelerators are designed to find out. The way they do this is to create conditions similar to what it was like just after the Big Bang - the event that began the universe. At that point, some 13.7 billion years ago, the universe was made only of particles. They were scattered freely through the infant cosmos and roamed constantly. These include mesons, pions, baryons, and hadrons (for which the accelerator is named). Particle physicists (the people who study these particles) suspect that matter is made up of at least twelve kinds of fundamental particles. They are divided into quarks (mentioned above) and leptons. There are six of each type. That only accounts for some of the fundamental particles in nature. The rest are created in super-energetic collisions (either in the Big Bang or in accelerators such as the LHC). Inside those collisions, particle physicists get a very fast glimpse at what conditions were like in the Big Bang, when the fundamental particles were first created. What is the LHC? The LHC is the largest particle accelerator in the world, a big sister to Fermilab in Illinois and other smaller accelerators. LHC is located near Geneva, Switzerland, built and operated by the European Organization for Nuclear Research, and used by more than 10,000 scientists from around the world. Along its ring, physicists and technicians have installed extremely strong supercooled magnets that guide and shape the beams of particles through a beam pipe). Once the beams are moving fast enough, specialized magnets guide them to the correct positions where the collisions take place. Specialized detectors record the collisions, the particles, the temperatures and other conditions at the time of the collision, and the particle actions in the billionths of a second during which the smash-ups take place. What Has the LHC Discovered? When particle physicists planned and built the LHC, one thing they hoped to find evidence for is the Higgs Boson. Its a particle named after Peter Higgs, who predicted its existence. In 2012, the LHC consortium announced that experiments had revealed the existence of a boson that matched the expected criteria for the Higgs Boson. In addition to the continued search for the Higgs, scientists using the LHC have created whats called a quark-gluon plasma, which is the densest matter thought to exist outside of a black hole. Other particle experiments are helping physicists understand supersymmetry, which is a spacetime symmetry that involves two related types of particles: bosons and fermions. Each group of particles is thought to have an associated superpartner particle in the other. Understanding such supersymmetry would give scientists further insight into whats called the standard model. Its a theory that explains what the world is, what holds its matter together, and the forces and particles involved. The Future of the LHC Operations at the LHC have included two major observing runs. In between each one, the system is refurbished and upgraded to improve its instrumentation and detectors. The next updates (slated for 2018 and beyond) will include an increase in collisional velocities, and a chance to increase the luminosity of the machine. What that means is that LHC will be able to see ever more rare and fast-occurring processes of particle acceleration and collision. The faster the collisions can occur, the more energy will be released as ever-smaller and harder-to-detect particles are involved. This will give particle physicists an even better look at the very building blocks of matter that make up the stars, galaxies, planets, and life.

Managing Group and Teams Essay Example | Topics and Well Written Essays - 1000 words

Managing Group and Teams - Essay Example Presently, organizations depend immensely on teamwork, hence the need for all employees to possess effective communication skills. Coevolutionary gaming is a scenario process developed by Jim Miskel and Jeff Cares in their article â€Å"Take Your Third Move First†. Coevolutionary gaming has revolutionized the way organizations consider aspects such as teamwork and decision making, both in issues that affect the organization internally and externally. This paper will examine coevolutionary gaming, discussing how the strategy enhances proper decision making, particularly within a group situation such as an organization or department in an organization. The paper will also describe the fundamental limitation of the coevolutionary gaming and the way through which this limitation can be resolved. Miskel and Cares’ article builds on the conception that planning, as well as resultant decision making should never be done within a vacuum. This means that it is not sufficient to just consider the present facts, as well as historical information and data in order to arrive at decisions or plans (Evans, 2012). The coevolutionary gaming also argues that it is unfeasible to presume that those who will be impacted by such planning or decision making, for instance, competitors will simply accept the decisions and not institute some form of counter action. Plans, as well as decisions, made within a vacuum process can be characterized as shortsighted at best. This is primarily because these decisions and plans typically do not take into consideration other factors such as the implications of counter plans and actions, which could be instituted by parties affected by the decision or plan. A decision made on the basis of existing data could turn out to be worse than simply sustaining the status quo, particularly if reactionary actions are taken into consideration (Branke & Rosenbusch, 2008). For instance, the decision of a newcomer to a market to implement robust price reductions so as to capture massive market share can be considered as detrimental in a coevolutional milieu (Axelrod & Hamilton, 1981). On the basis of existing data, this decision appears quite simplistic; however, the choice is erroneous since it wrongly presumes that the market leaders will do nothing in retaliation against the extremely low prices of the newcomer. What such existing data fails to show is that the market leaders are better equipped to retaliate in the event of a price war than the newcomer because of their robust, incumbent market volumes, which provide them the economies of scale needed to make long term decisions such as cutting prices (Ficici, 2004). Consequently, the market leaders can fight aggressively to the point where they bring their prices below the newcomer’ s point of breakeven, which is often higher, until the newcomer collapses since its sales will be incapable of supporting its overall operations (Thompson, 1994). Simply put, this means that if the decision made by the newcomer is not based on coevolutionary gaming, it could prove more fatal for the company than, for instance, identifying a geographic market niche where it can build its brand. Coevolutionary gaming is an essential tool in decision making, particularly within groups when the risk factors, as well as uncertainty levels are extremely high. This is the fundamental reason why Cares and Miskel poised that the process of coevolutionary gaming lends itself particularly well to all decision making endeavors, regardless of the business, from the Department of Defense to the

How Would You Value a Firm That You Were Trying To Purchase Research Paper

How Would You Value a Firm That You Were Trying To Purchase - Research Paper Example Holton and Bates 2009, elucidates that there are a number of methods through which a potential purchaser of a particular firm may apply in an effort to realize the value of that firm. The methods may include: Free Cash Flow Methods, Asset-Based Methods, Option-Based Valuation method, and the method of using Comparables, These tools or methods of valuations would in return assist the potential purchaser of the firm to analyze and make an informed purchasing choice. Discussion To begin with, the asset-based method can be efficiently used be an intending purchaser to value a give firm. This method reveals the book value of a firm’s equity. In simpler terms, the asset based method shows the asset value of a firm or a company, less the debts of the firm. According to Strauss, 2011, a potential purchaser of a firm may find this method of valuation helpful since a company’s equity is all that a firm can be left with in an instance where it suddenly halt its selling its product s or making money. This equity may be current assets, shareholders equity, and cash as tangible things, as well as brand name and management as intangible qualities. The shortcomings of this method however is that there are some hidden assets that cannot be revealed. This may happen in instances where a piece of a firm land was purchased years ago and the value of that land has been kept as it was despite the appreciation that has dramatically taken place. Another method may be used to value a firm is by using comparables. This method is one of the most common means through which a company valuation is done by simply using the earnings that a company gets. The earnings of a firm sometimes referred to as the net profit or net income can be said to be the amount of money that a firm is left with after it has paid all its bills or debts. In most cases, earning of a firm is measured according to the earnings per share. Earnings per share can be calculated by dividing the amount of earni ng a firm reports by the outstanding number of shares the firm has. Even though this method may be helpful to an individual intending to purchase a given firm, it falls short of other aspects of valuing a firm such as the firm assets which are an importance aspect of valuation in any business (Mayo 2010) Further, free cash flow method may be used in an attempt to value the worth of a given firm. Even though most of the individual investors are not conversant with cash flow, this method is commonly used for valuation of both private and public firms especially by the bankers. Cash flow can be described as the company’s earnings before taxes, interest amortization and depreciation. This method may however be ineffective in valuing a firm worth and the actual business earnings since the taxes and other costs are not subtracted from the general earning. Taxes payable by a given firm may vary depending on the laws governing taxation in a particular financial year and even though t he earnings of a given firm may be hefty the amount of taxes may be large thus the secondary costs or company’s profits may be uncertain. Finally, a person may opt to use the option based method to value the worth of a firm before purchasing that firm. There are several other techniques of firm valuation as aforementioned

Planet of the Apes Essay Example | Topics and Well Written Essays - 2000 words

Planet of the Apes - Essay Example The film appeared five years later. The 60’s... On the one hand they were the years of recognition of the many immutable truths concerning freedom, conscience and human personality; that was the time of various anti-war movements, time when national, sexual and racial minorities started the fight for their freedom and rights; time of The Beatles, hippies; time when everywhere - in politics, economy, culture – everyone has felt the fresh breeze of changes. On the other hand, the Cold War, tense situation in Vietnam and Cuba, fingers of the leaders of the great powers on nuclear buttons... Time of the first steps in space exploration, when adults dreamed of the immense cosmos and all the kids wanted to become astronauts. The smile of Gagarin and the American flag in Neil Armstrong’s hands became the subject of peoples’ love and the apparent evidence of human omnipotence. This film is the essence of the 60’s: angry sarcasm and post-apocalyptic fiction; fight with restrictions, limitations, complexes and old authorities; space theme and prophecy of an imminent catastrophe, which will destroy human civilization. 1968 has forever changed the history of cinema. It was the year of 2001: A Space Odyssey by Stanley Kubrick, War and Peace by Sergei Bondarchuk, Once Upon a Time in the West by Sergio Leone, Night of the Living Dead, George Romero, Rosemary’s Baby by Roman Polanski, Teorema Pier Paolo Pasolini and many others. The brilliant sci-fi picture of Franklin Schaffner came out the same year. The film, like all the above mentioned, influenced both the development of cinema in general and science fiction in particular. Now, more than 40 years after release, the film is becoming more and more prophetic. It up-ended the concept of the future progress of mankind. Schaffner’s film is not a total adaptation of the cult novel, but without a doubt, includes the main essence and meaning of socio-political satire of the author. It showed that human beings can’t overcome their animal instincts, their folly, â€Å"human nature† that pushes them to extermination of their own kind in brutal wars. We do not follow the path of evolution. A new-fashioned computer, cell phone, stylish outfit and even a red Ferrari will not make a human being a man, as makeup and Wu shoes will not make a human being a woman. Computers, inventions, machines are not civilization. They are the products of civilization. Civilization is a development of daily living that comes from the human brain, mind, heart and soul. The film shows that man in his development stuck in the Middle Ages. Not even in the times of ancient Greeks, who surpassed modern humans in spiritual development, but namely in the middle, dark ages. The Renaissance, it seems, was only a flash of light, when a man became aware that he was living wrong, but did not manage to keep on the right road and hit a loop road that leads to permanent self-destruction . The storyline is built around astronauts who get to an uncharted planet after an emergency landing of their spaceship. Initially, it seemed to them lifeless, but it was only at first glance. Soon, they find themselves in a strange, surreal world in which human beings, like slaves or wild animals, sit in cages of intelligent, talking apes. This makes one of them, Taylor, start a search for truth and answer many questions about the planet they landed. The film, masked as a science fiction one, in

What is coaching? learning specific skills

What is coaching? learning specific skills Coaching is about learning specific skills, to improve performance or to prepare for advancement. To an outsider, coaching situations may look similar. All are based on an ongoing, confidential, one-on-one relationship between coach and learner. Yet each teaching situation can be quite diverse and some of these distinctions are important to recognise, if only to foster informed choice by everyone involved. Therefore this essay defines and explores key distinguishing features amongst coaching. Furthermore taking account of these factors, this essay will discuss and suggests different coaching roles. Any instructional strategy should be based on learning theory because without an understanding of how athletes learn, one cannot expect to achieve intended learning goals (Griffin et al, 2005). The use of student and athlete has been used interchangeable throughout this essay to reflect its meaning. So focusing on this I will look from a behaviourist perspective on how people learn best an d what certain influences can facilitate learning, by briefly discussing the place of feedback will identify influential factors this can make to a pupils education and overall learning experience. Watkins and Mortimer define pedagogy as ‘any conscious activity by one person designed to enhance learning in another (1999; 3). With coaching being recently reconceptualised as a pedagogy (Cassidy et al., 2004), it is imperative for a coach/teachers to ensure learners are facilitating in their learning, so rather than just teaching a certain skill, they also teach when this skill should be used. By being a coach, in other words, implies being a ‘certain kind of teacher (Hacking, 1986; Gee, 2001), but exactly what such being entails remains covered in uncertainty (Richardson, 2002). The role for the coach or teacher has been very directive, instructional or prescriptive (Cassidy et al. 2004, Kidman, 2001). For instance, the coach or teacher deciding when and how athletes/students should perform specified skills or movements. This has led to the coach being regarded as the sole source of knowledge, transmitting this in a unidirectional way with learners having a passive ro le in the learning process (Potrac and Cassidy 2006). Furthermore, this occupies a position of centrality and influence in the sporting environment (Cushion et al. 2006, Smith and Smoll 2007). Therefore, Lyles (2002) research suggests there is a strong belief that the quality of coaching is one of the most important environmental factors in determining performance improvement with success. Signifying not only the behaviour of the coach being an influential socialising agent but might also impact on performance, learning, and a range of many other psycho-social outcomes. Coaches and teachers can be implicitly or explicitly, by their beliefs about learning. By practicing and behaving according to their own beliefs, directly impacting on how the coachs role is perceived and enacted within the coaching process, such as tradition of the sport taught, socialisation experiences etc. Research suggests knowledge and practice, remains largely based on experiences and the interpretation of those experiences (Cushion, Armour, and Jones 2003; Cushion 2006; Gilbert and Trudel 2006). This however, is regardless of the implementation and availability of education programmes and courses. Furthermore, Douge and Hastie (1993) believe that the accumulating years of involvement doesnt necessarily guarantee that an agent will become an effective coach. Chelladurai also expands suggests that â€Å"future research could focus on generating items based on the experiences and insights of both coaches and athletes† (1990; 340). Indicating that there is no single behavi our, role or approach that is either a defining or essential component to an athletes/students centeredness (Popkewitz, 1998; Cain, 1989). In fact, the amount that a coach feels compelled to act in a single way; the more likely they are to impose limits on their athletes because their own behaviour is constrained (Daniels 2001, Cain 1989) not only implementing interventions but could interfere with coaching preparations. There are many different ‘building blocks which aid coaches in the effectiveness of their coaching and improve their coaching practice, although there are a number of reflective cycles to assist coaches, Gibbs (1988) offers a model of coaching effectiveness ideal for the beginner coach involving the following six elements: 1) Description Describe as a matter of fact just what happened during your critical incident or chosen episode for reflection. 2) Feelings What were you thinking and feeling at the time? 3) Evaluation List points or tell the story about what was GOOD and what was BAD about the experience. 4) Analysis What sense can you make out of the situation. What does it mean? 5) Conclusion What else could you have done? What should you perhaps not have done? 6) Action Plan If it arose again, what would you do differently? How will you adapt your practice in the light of this new understanding? This framework is an ideal excellent starting point for coaches/teachers in their investigations of the coaching process itself, not only this but Bandura states People not only gain understanding through reflection, they evaluate and alter their own thinking (1986; 62) enticing coaches to un-earth their theory in use, inevitably extending learning in both coach and athletes. Paradoxically focusing on this, coaches and teachers have varied roles to consider, whereby they can aid the need for the following specific knowledge and skills: Interpersonal skills. Communicating and establishing trusting relationships with whom they are trying to change their practices. Coaches must be able to observe accurately and provide appropriate feedback. Content knowledge. Having an understanding of their subject matter, this includes how knowledge of a discipline is developed through curricula and learning materials. Experience with others coaches at the different level indicates that a certain level of content-area expertise is necessary to be a subject area coach. However, expertise also may create tension when coaches are labelled experts. Most important is for a coach to establish a collaborative, reflective relationship. Pedagogical knowledge. To lead, coaches need to understand how students and athletes learn, including knowledge of the tasks, questioning strategies, and structures that can help students/athletes develop their own ideas. Knowledge of the curriculum. Familiarity with the structures and experiences offered by a curriculum is important, including understanding the fundamental ideas behind a curriculum and how those ideas connect across different ability levels. Awareness of coaching resources. Aware of specific knowledge of professional development materials, literature, and resources that can be used to support development of subject or pedagogical knowledge and better understanding how to teach. Knowledge of the practice of coaching. Coaching strategies and structures, such as how to use pre and post observations or on-the-spot coaching; the role of questioning and effective strategies; how to use resources of teaching practice (curriculum materials, student work, scripts of classroom dialogue, etc.); and the pros and cons of demonstration lessons and coaching sessions. All specify a requirement of the coach/teacher, however, athletes have been shown to have different preferences and different responses to coach behaviour (Reiman, 2007) and in complex social and interpersonal settings, individual differences are sure to play an important role (Smith and Smoll, 2007). However, not all people are the same, nor are circumstances and contexts, and consequently a one size fits all approach will not work for all learners and in all situations (Amorose, 2007). Moreover, Jonassen (1999; 235) suggests possible ideas â€Å"by starting the learners with the tasks they know how to perform and gradually add task difficulty until they are able to perform† therefore facilitates learning in both coach and learner encouraging decision making roles. There are four components which influence: the coach, the athlete, knowledge and the learning environment. Focusing on these statements further and the literature researched indicate many influential factors one in particular being feedback which the following section discusses. Indeed, all coaching is based upon some theory about how we learn with behaviourism strongly informs coaching, resulting in an instructional approach that emphasises the use of feedback and rewarding behaviour. Feedback from coaches is an essential aspect of learning. Whereby coaches use feedback to encourage pupils to respond to their own learning by discovering where they are now in relation to where they would like to be, and to determine how to do better next time (Hargreaves, 2005). Fundamentally feedback can be used as a tool to support and enhance learning (Ofsted, 2008) in both education and coaching practice. More recently, it has become the source of heated debates and has seen a dramatic increase in the amount of literature relating to feedback and in particular operant conditioning approach (Skinner, 1958) which is based on the well established principles of individual learning that behaviour is a function of its consequences. Although some citations are dated in this section however; it is still relevant today as there are many expectations and implications which are placed on coaches and teachers to provide meaningful support and feedback to enhance learning. Its believed by Smoll and Smith (1989) that coaches must have extensive task knowledge so that they can issue proper instruction about desired behaviours and reinforce individuals when they do well. However, findings by Komaki et al (1989) illustrate the need for consistency in verbal reinforcement and feedback to initiate an increase in the frequency of desirable behaviours and decrease the frequency of undesirable behaviours. Thus, according to Mayer (1983) can elaborate and expand on learners knowledge, building on existing cognitive schema (Mayer, 1983), this can be reinforced by way of feedback. There are, however further expectations placed on teachers. Piagets work is concerned with the expansion of knowledge and understanding, with ways in which new information is dealt with by learners. However, Pritchard (2009) has identified concern in the amount of time coaches have available to give sufficient feedback, more so with coaching and teaching in groups rather than one on one. Although Boud (1999) suggests that when pupils take responsibility of their own learning this will allow them to deepen their understanding.   Not only does insufficient time have implications but a message (feedback) can also have the potential to be misinterpreted. It is generally accepted that certain feedback might be taken personally by pupils, and lead to defensiveness and loss in confidence. ‘We judge too much and too powerfully, not realising the extent to which pupils experience our power over them (Boud, 1999; 43). Self-esteem, it is believed, is affected by receiving negative or unexpected feedback. Research by Young (2000) suggests, however, considerations should be made from the opposite perspective: it is the students level of self-esteem that affects the messages they receive—both positive and negative. Those with low self-esteem tend to view all feedback as a judgement of ability, whilst those with high self-esteem do not. Indicating certain implications which could severe interpersonal problems Certainly, teachers and coaches if they are truly person centered should be continually open to learning and how their athletes/students learn and achieve effectively as shown throughout this essay, however there are so many areas and this essay has only covered a few. It might be valuable that by creating the best possible atmosphere for learning and performance, coaches and teachers can and would be less concerned about a certain coaching style or behaviour and more concerned about whether whatever they do impairs or facilitates learning. In this sense, receptivity, flexibility and differentiated responses in coaches and teachers are likely to maximize the outcome (Cain, 1989). In reality, the teacher or coach has a role to play in identifying and addressing certain problems and assisting, deconstruct knowledge relating to aspects of sporting performance (Potrac and Cassidy, 2006). Finally, this then provides the learner with the personal and informational resources for learning (C ain 1989), giving a unique opportunity to make significant changes in a person life. The purpose of this paper is to provide a reflection and example of such a structured session using an approach whereby learners work out solutions to tactical problems themselves with the coach facilitating their learning. In the UK there are thousands of individuals who are qualified coaches because of the availability of coaching courses. However, research into coaching have shown that coaching courses only act as a starting point, with coaches in Jones et al.s (2004) review points to the fact that the immensity of learning actually occurs through experience. Thus this alone does not guarantee capability this is elaborated in these words: ‘It is not enough just to do, and neither is it enough just to think †¦ Learning from experience must involve linking the doing and the thinking Gibbs (1988; 9). The process of reflection is linked between doing and thinking (Martens, 1997; Gibbs, 1988) moreover, Bandura believes People not only gain understanding through reflection, they evaluate and alter their own thinking (1986; 62). Reflection has its origins in Schà ¶ns (1983) work, where he defined a reflective conversation as the following cycle: appreciation; experimentation and evaluation. Later, other reflective models were put forward. Johns (1995) model consists of 26 questions that the coach must ask themselves, whereas Gibbs (1988) model consists of six. This reflection will use the Gibbs model to reflect upon a situation that arose during one of my coaching practices. The basis for this is because its uncomplicated and allows a beginner coach like myself to follow, whereas Johns tends to be more complex decision-making (Johns, 1995). Before moving on to the process of reflection, its important to note that this paper will take a pedagogical approach. Watkins and Mortimer describe pedagogy as ‘any conscious activity by one person designed to improve learning in another (1999; 3). With coaching being recently reconceptualised as a pedagogy (Cassidy et al., 2004), it is important for coaches to ensure learners are facilitating in their learning, so rather than just coaching a certain method, they also teach when this skill should be applied. Therefore, I will reflect upon a coaching experience of my own, using Gibbs (1988) model, to access whether learners were given the possibility to progress in their learning. Description I decided to coach a basketball session, focusing on shooting techniques and positioning. The games for understanding (TGfU) approach (Bunker and Thorpe, 1982) was used opposed to the more traditional coaching/teaching model. Teachers in the traditional model teach skills first and tactics later. As Light and Fawns (2003) have articulated, ‘knowing the game is to play it and demonstrate knowledge-in-action (Schà ¶n , 1983). Advocates of the TGfU model endorse tactics first, while skills are introduced afterwards (Bradley, 2004; Turner et al, 2001). So basically, what to do comes before how to do it. A mini game was introduced at the beginning of the session along with a brief explanation of certain rules required to give shape to the game and determine the variety of tactics and skills required for a successful performance. The session was going well with players participating with enthusiasm by contributing to certain questions then furthering their decisions. However, after a while I ran out of certain ideas for further progressions. Feelings Having sensed with apprehension that some learners were getting uninterested and even slowed down and eventually stopped playing. Research has suggested this is because players can lack challenges and so therefore their intrinsic motivation to participate decreases (Ryan Deci, 2000). Conversely feeling the pressure to make a change or how to put in challenges to be successful in their performance, dismay started to set in as I didnt have a further plan. Evaluation The TGfU approach was effective in increasing enthusiasm because it was fun. This was backed up by Griffin et al (1995) who said that the TGfU approach may be more enjoyable for players than traditional technique drills; are, and so theyre more motivated to participate. Also, by probing the players to answer questions about faults in their technique, I was also facilitating the development of players critical thinking and decision-making skills; two important cognitive skills (Kirk and MacPhail, 2002). However, when the session started to become less interesting I was unable to make certain changes due to a lack of experience of different activities. There was also concerned in stopping and re-starting the game as research also suggested that learners feel this interrupt the flow of the game (Lieberman, 2008). Analysis Id realised that in the early stages learners were going through a learning process. The game allowed them to obtain physical skills and techniques, whilst the questions and communication with peers facilitated their cognitive development (Kirk MacPhail, 2002). However, being unable to enforce new activities the learners learning process began to even out. This is believed to be because of a lack of challenge denting their motivation to continue (Ryan Deci, 2000), thus decreasing or stopping participation would further the opportunity to learn. Conclusion I felt I had developed well through this session but was always looking at ways to improve through listening, reading and reflection. Thinking over my lesson, Id realised that there were certain ‘blind spots in my coaching.   Although the tasks enabled the players to learn, success by progressing further questioning enabled decision-making skills and communicating with each other to solve meticulous problems. Therefore, incorporating a cognitive based learning approach; where learners were required to solve realistic problems (Dolmans et al., 2005). In relation, structured scenarios where players would need to decide whether it was best to shoot, which pass to use and dribbling techniques and enticing communication amongst their team to score or win. It was also vital that learners understood why they were carrying out and practising certain drills. If players understand why they were doing something, their motivation to change their practice in order to improve their skills and team play could then be improved. Therefore encouraging players to question and communicate the varying drills and by asking what it is going to be useful; for what reason. Action Plan Games have an essential cognitive dimension that has been to some extent limited by the traditional coaching/teaching model (Light, 2002; Light and Fawns, 2001). The TGfU approach utilises open ended questioning however it is believed to be more time-consuming in the early stages and errors are likely to be a plenty (Kroll, 2004; Prawat, 1992) but giving learners greater ownership of decision-making process would enable them to think for themselves in a game that is largely based on making appropriate decisions. Therefore, when planning future sessions I will account for various problems that may arise and the activities that Ill put into practice to solve them (e.g. how and when to modify the games, when to stop play and question, when to bring players out of the game for individual questioning etc.) Finally the issue being the use of open ended questioning with learners. Such questioning would also enable students to make a cognitive leap, particularly when teaching invasion game s trategies (Butler, 1997). To conclude, the process of reflection has allowed me to notice that my session had both positive and negative aspects. The positive aspect was that the TGfU approach was effective and enjoyable (Griffin et al., 1995), but the negative aspect was after a while, my session became tedious. Gibbs (1988) model also made me question why certain things happened, with me putting this down to challenges for the learners. Finally, Gibbs model really assisted me in thinking what I could do in the future. After reading Schempp et al.s (2006) literature on certain planning, I realise that I could create certain plans for the different problems that can arise during teaching.