Physics of Downhill Ski Racing Essay -- physics sport sports skiing

Coasting is the specialty of keeping up the flattest ski so as to accomplish the most minimal conceivable contact. The powers related with skimming are genuinely clear: gravity, contact, and air opposition. Air obstruction has a few data sources that add to the complete resistive power. Grating is brought about by the absence of a totally smooth surface between the skis and snow on a minuscule level. Consider it the Rocky Mountain go attempting to slide over the Himalayas. On a minute level this is the thing that grating is. Two components add to the resistive frictional power; a typical power and the contact coefficient. The ordinary power is the power holding the individual up shielding them from falling towards the focal point of the earth. On level ground the typical power acts straight facing the increasing speed of gravity. On an incline, the typical power is equivalent to the power of gravity relative to the cosine of the edge of the slant to flat. This bit of gravity endeavors to quicken the individual toward the focal point of the earth, the typical power opposes this increasing speed. The rest of the segment of gravity quickens the body down the slope corresponding to the incline, a straight speeding up. It is the coefficient of grinding that speed skiers and racers attempt to lessen to a base. The typical power is a consistent since it is identified with their body weight, which doesn't change over the span of the race. The coefficient of contact is as of now decreased from regular levels as a result of the day off, it is the objective of racers to lessen this to a flat out least to amplify speed. The coefficient of grinding is a unit less proportion of the power of contact to the ordinary power. The genuine incentive for the coefficient is regularly decided experimentally.... ...what's more, the power ordinary to the shear plane. These two powers again bring about a similar resultant power yet are pivoted into the shear plane. The point of pivot into the shear plane is phi in above second graph. Phi is the edge point less the edge in the triangle of the typical force(N) and the grating force(F) on the ski partitioned by 2. This can be found in the main outline. The centripetal power can be discovered utilizing the above conditions in the subsequent outline: Fc=Fs*cos(phi)+Fn*sin(phi) Fn=Fs/tan(O-b-F) The Fc is the bombing point where the racer starts to slide the ski and lose speed. At the point when a racer adjusts the speed, sweep, and different elements to expand the centripetal power and quickening, up to 2.5 Gs of increasing speed can be accomplished. Downhill ski hustling is an artful dance and exercise in careful control of the laws of material science to be the quickest individual down the slope.

What Are the Purposes of Prisons Essay Example for Free

What Are the Purposes of Prisons Essay

What to Look For in Essay Topics Frequencies

What to Look For in Essay Topics FrequenciesThe California Bar exam is a full day exam, which means that many of the essay topics are very time intensive. In order to study effectively, it is necessary to learn to structure your essays well. Read on to find out how you can get through an essay with ease.The first question to answer is what is the first fundamental question that you want to answer? This question should be something that the student knows something about, such as where to go to law school or what to expect in the exam environment. It can also be something that only the student knows something about, such as whether or not the student has any awards or honors.Another question to answer is what questions will you write about for your essay topics? Be as specific as possible when answering this question. After all, you want to make sure that each topic relates back to something that the student knows and has been instructed to write about.The next step is to define your i ssues in a way that helps with these important questions. Write the specifics of what is at stake for the student and their families. You can look for resources online or ask the student directly to tell you their thoughts about their concerns.The last thing to consider is to do your own research and get some idea of what the student is concerned about. Once you have all of this information, you can begin to organize it for easy reference. One of the most useful resources for brainstorming with topics is a California Bar Exam Essay topics frequency guide.Themes can help greatly when it comes to studying for your test. Theme topics help the student organize what they are learning in a way that makes it easier to recall information. Remember to always read and reread your essay prior to submitting it so that you can make sure that it makes sense and that it can't be changed.The last thing to remember is to not give yourself too much of a time limit. Students often tend to give themsel ves deadlines for writing the essay, but do not set yourself a deadline. This is because the test will be over before you know it.Keep these tips in mind when studying for the California Bar exam essay topics. Whether you want to write an essay based on a theme or your own research, you will need to be able to be organized and focused during the entire essay writing process. Utilize essay topics frequency guides and a good outline for much better results.

Psychological Perspectives On Studying Juvenile...

This essay will compare and contrast some psychological and sociological approaches to studying juvenile delinquency and disorder behaviour. The question is what makes people behave disorderly. Youth disorderly behaviours are studied using different approaches including psychological and sociological approaches. Both psychological and sociological approaches to studying juvenile delinquency are necessary. This essay starts with outlining and defining disorderly behaviour and juvenile delinquency. Then, it will look at the work of Eysenck, the Cambridge Study of Delinquent Development research which was a longitude study and the Integrated Cognitive Antisocial Potential theory by Farrington, all fit in psychological approach; studying the connection between personality and disorder. It will then look at Sociological approach by looking at the work of Howard Becker, Stan Cohen and Stuart Hall. This essay will be analysing and comparing their theories and separating the differences and noting the similarities in their ideas. This essay will provide evidence for each theory. It will then conclude by specifying significant similarities and differences in the light of the evidence presented. Disorderly behaviour is any behaviour that does not conform to generally accepted social or cultural norms and expectations. (Havard and Clarke, 2014, p. 249). Disorderly behaviour in young people occurs when a youth’s behaviour is in violation of criminal law, juvenile status offences andShow MoreRelatedUnderstanding Juvenile Delinquency in the United States2225 Words   |  9 Pages(USDOJJDP, 2011a). Juvenile delinquency is defined by Webster’s dictionary as â€Å"conduct by a juvenile characterized by antisocial behavior that is beyond parental control and therefore subject to legal action† (â€Å"Juvenile delinquency,† n.d.). A number of jurisdictions have been exerting effort to prevent minor offenders from involvement in the juvenile delinquency system (USDOJJDP, 2011b). Efforts have been made due to the emphasis on detrimental effects of juvenile delinquency and confinement on youthRead MoreTaking a Look at Biological Criminology1240 Words   |  5 Pagesâ€Å"born criminal†, is a â€Å"defective individual†, whom has natural or instinctive tendencies towards low types of social life. (Biosocial and Psychological Theories, Feb. 11, 2014) Biological criminology believes criminals are genetically determined but face major shortcomings for being â€Å"simplistic, untestable, illogical, and often ideological† (Biosocial and Psychological Theories, Feb. 11, 2014). By the 1950’s, biological theories had almost been wiped out because of the lack of support. Today we see someRead MoreRobert J. Sampson s Theories On Urban Neighborhoods And Criminal Behavior1292 Words   |  6 Pagescausation of crime. Sampson is not a personality, biological, or opportunity theorist, but an soc-ecology theorist. He uses his theories that are more in a macro level. Sampson frequently studies the connection between neighborhoods and criminal behavior. He published many articles with many great criminologists, and wrote theo ries on urban neighborhoods. Neighborhoods and Violent Crime: A Multilevel Study of Collective Efficacy, by Stephen W. Raudenbush, Felton Earls and Robert J. Sampson andRead MoreThe Effects Of Video Games On Children Essay1612 Words   |  7 Pagesgames have been greatly emphasized in the ongoing debate such as, exposure to its violent content causes children to become violent, linking mental disorders and behavioral problems in the long run. Nonetheless, not all are in favor of these perpetuating arguments about video games. More recent studies found that it does not predict violent behaviors (Decamp, 2015) regardless of its content (Etchells, Gage, Rutherford, Munafà ², 2016) while some have discussed the positive impact of playing videoRead MoreLabel Theory4470 Words   |  18 Pagestheorists believe that labeling and reacting to offenders as criminals has dangers consequences and it helps deepen the criminal behavior and making the crime problem worse.   They believe that the criminal justice system i s dangerous in the sense that it is casting the net of social control too widely. Labeling theorist is concern with how the self identity and behavior of an individual is influenced by how that person is label and portrayed by others in society, and just like beauty, deviance isRead MoreThe Effects of Homelessness on the Overall Self-Esteem of Homeless Youth1476 Words   |  6 Pagestransitional housing for the mentally ill; or c) a public or private place not designed for, or ordinarily used as, regular sleeping accommodation for human beings (Runaway and Homeless Youth section. para. 2). Nationally, the Office of Juvenile Justice and Delinquency Prevention estimated there are 1,682,900 homeless youth with an average age of 17 (National Coalition of Homeless [NCH], 2007). Accordingly, The Houston Coalition for the Homeless (2013), identified 6,359 adults as being homeless withinRead MoreJuvenile Delinquency And The Nature Of Police Juvenile9755 Words   |  40 PagesThere is substantial concern about rates of juvenile delinquency and the nature of police-juvenile encounters fueled most recently by the â€Å"Black Lives Matter† campaigns nationwide toward improved police-youth interactions. Yet, there are knowledge gaps on how best to proceed. There is insufficient information on the prevalence and nature of police-juvenile encounters in the rural areas of Mississippi, specifically, the Delta region. This lack of information means that policy-makers and academicsRead MoreContemporary Applications of Schools in Psychology8487 Words   |  34 Pagesexplain hum an thought and behavior. These schools of thought often rise to dominance for a period of time. While these schools of thought are sometimes perceived as competing forces, each  perspective  has contributed to our understanding of psychology. Some of the major schools of thought in psychology are Structuralism, Functionalism, Gestalt psychology, Behaviorism, Psychoanalysis and Humanistic Psychology. Each school in psychology followed a certain viewpoint or perspective that defined it and itsRead Moreis poverty the main factor affect crime5090 Words   |  21 Pagesthat were experiencing similar situations as the young criminals remain highly resistant to committing crime because they were raised with morality. Functionalist perspective on crime Functionalist main theory is that believe social order benefits everyone, crime is bad as the weak suffer, social progress would be limited by disorder and all would suffer, thus crime must be limited, some crime can be positive. They believe some crime can be positive because can act a warning device, can help societyRead MoreDeterminants of Violence in the Greek Football League a Case Study of Paok Fc Supporters13608 Words   |  55 Pagesopinions, thoughts and perceptions of Greek fans as far as the causes of violent incidents in the Greek football league are concerned. In the first part of this research project some theoretical considerations about determinants of violence, crime and delinquency in general and in sports are being analysed. For the purposes of this study I contacted a small-scale case study research project with 300 PAOK Thessaloniki FC supporters; in an attempt to determine the factors that contribute to the

Research Papers on Poverty

Poverty is the lack of basics needs such as health care, clean water, education, nutrition shelter and clothing as a result of inability to afford them. It   is also referred to as destitution or absolute poverty. Relative poverty is situation whereby resources are inadequate or less income compared to others within a society or country as compared to worldwide averages. Approximately 1.7 billion people in the world live in poverty. Poverty had become a norm before the industrial revolution. Long term effects of poverty on children Cognitive Abilities Research has indicated that poverty has greater effects on a child cognitive development and that when exposed to poverty for a long term, may result in more significant but quite reversible damages. Children brought up below the poverty line are 1.3 times more likely to have learning disabilities or delayed development as compared to other children who are from non-poor families. Under nutrition alongside other environmental factors related to poverty can retard physical growth permanently, cognitive functioning and brain development. Typically intake of low nutrition results to low motivation, emotional expression, and attentiveness, which negatively affects critical development process including child-parent attachment and communication, learning and playing. Physical Health According to National Centre for Health statistics, children brought up in poor environment develop poor health and are much likely to die as compared to those children from non-poor families or backgrounds. Such children are likely to die of infectious diseases unlike their counterparts from well-off families. Children from poor grounds are at an increased risk for low birth -weights, anemia, asthma, stunted growth which results to poisoning amid many healthcare complications as compared to those from non-poor families. School Achievement Outcome School unreadiness is one of the most critical effects of child poverty in the classroom according to researchers. This unreadiness has a permanent or lasting effect that goes way beyond kindergarten. In fact larger number of children from low income societies join kindergarten class already far behind their peers and by the time they are in the fourth grade, more than 50% of the children from poor grounds will not meet the reading proficiency standards. High numbers of students from poor families drop out of school six times more as compared to those from well-off families. Early childhood longitudinal study has revealed that children experience smaller gains between kindergarten an third grade in areas of reading when exposed to child risk factors such as poverty. Poor children in high school are taught by out-of field teachers as compared to non-poor students, which means that poor children’s may not always share class with non poor students and cannot be taught by teachers with the same expertise in math’s, English and science. Performance in school is affected by nutritional level of children. According to the Centre on Hunger Poverty; poor students perform significantly below level required of them as compared to non-poor students. Emotional and Behavioral outcome Depression in parents has been found to be more common among low income parents. Research by National Centre for Children in Poverty has indicated that children below age six whose parents demonstrate substance abuse, depression, and domestic difficulties, are exposed to greater risk of use of food banks, homelessness, inadequate medical care unsafe or unreliable child care. Research indicates that children from poor families experience emotional and behavioral problems more often as compared to those from non-poor families. For instance a study carried out on the low birth weight five-year-old shown that children in persistently poor grounds had more externalizing and internalizing behavioral problems as compared those from well off backgrounds. Poor children brought up by depressed mothers may also suffer from trust issues, aggression, problems forging relationships’ with other children and vulnerability of future substance abuse. Teenage pregnancy Girls from poor grounds are more vulnerable to pregnancy as compared to those from non-poor families. According to the National Institute of Child Health and Humans Development, teen mothers drop out of high school more often as compared to those from non poor families Children from teenage mothers are likely to perform poorly in high school and likely to repeat grade, performing poorly on standardized tests as compared to their counterpart from rich families. Such children are most unlikely to complete their education. Causes of poverty Poverty has many causes many of them being basic. They include; overpopulation, a situation of having a large number of people while the resources are inadequate and also an inadequate space. The large population cannot be satisfied by the scarce resource and the limited space thus resulting to lack of some basics. This cans also result from population density. Unequal distribution of resources is another cause of poverty whereby world economy is imbalanced as a result of unfair distribution of resources. The problem of poverty is pervasive and massive in developing countries which in the recent decades have been trying to alleviate poverty by employing technology and industry. However social scientist still argues that developed countries practice a form of colonialism known as neocolonialism which increase poverty in developing countries. High standard of living and cost of living is another cause of poverty. People in developed countries may have more wealth and resource than those in developing countries, thus their standards of living are generally high causing those who have what should be considered adequate resources in developing nations to be considered poor in developed countries. Inadequate education and employment also play a greater role in the cause of poverty. Government in developing countries can not afford to foot the cost of availing good learning institutions especially in rural areas Such governments are also unable to create job opportunities to its people. Other causes of poverty include environmental degradatory economy, demographic trade and individual responsibility and welfare dependency. Consequences of poverty Poverty influences children development in that experts have long recognized as essential to normal development. For instance economic stress interferes with position, high quality part children interactions. Children living in poor families are socially isolated and painfully aware of the stigma and shame related to poverty. Reports on research carried out indicate that adults criticize and disapprove poor children. Living in poor families increase the chances of living in poor neighborhood which is more exposed to violence and inadequate social support for families. Social isolation and shame, stressful parents-child relationship and poor neighborhood are examples of potential pathways through which poverty produce negative results. Other consequences of poverty include low quality child care, inability to provide good learning environment at home, and chronic exposion to violence and poor parental mental health. How the government can reduce poverty Several initiatives by the government can help alleviate poverty. The government should come up with preparatory urban processes that give advice in decision making to the poor and marginalized population with an aim to aid in eradication of poverty. The government should also partner with communities, community based organizations and non-governmental organizations including advocacy groups to help them in establishment of good learning grounds and also provision of resources. The government should also initiate programs for the improvement of both the urban and the rural environment.It should come up with systems of supporting small businesses and microfinance’s to help in the improvement of the economy. The government should also collaborate with philanthropic organizations and foundations on social projects and also initiate special programs to help reach vulnerable groups. The government should also come up with schemes like irrigation projects to help in the provision of food and production of agricultural produce. It should also adopt technology and industrialization to help in the creation of job opportunities. The government should also aim at improving infrastructure in both urban and rural areas. In conclusion poverty is an epidemic that each and every other government should try and eradicate.Every effort should be employed inthewar against poverty for the well being of the society and the world in general.Learning institutions of higher quality should be put up to provide good learning environment.Job opportunities should be created for the educated individual to help fight poverty. References Ascher, C. (1998). Improving school-home connection for low-income urban parents.   ERIC Clearinghouse on Urban Education, NY, NY. Bandura, A. (2001).   Social cognitive theory: An agentic perspective.   Annual Review of Psychology Annual 1-26.   WilsonWeb July 11, 2001. Bassey, M.  ( 1996.) Teachers for a changing society: Helping neglected children cope with schooling. The Educational Forum,61, 58-62. Wilson Web June 30, 2001. Benard, B.  (1995). Fostering resilience in children. ERIC Digests.

P1 - Explain the Principal Psychological Perspectives. Essay

The behaviourist perspective: The behaviourist perspective is an idea that we can understand any type of behaviour by looking at what the person has learner. This includes personality traits such as shyness, confidence, optimism or pessimism. Behaviourist psychologists explain all human behaviour as resulting from experience. Two key psychologists are Pavlov and Skinner, although these two theorists believed that different processes were involved, they both explained all types of behaviour as being the result of learning. This is everything from shyness to aggression and happiness to depression. Classical conditioning was a theory developed by a Russian psychologist called Ivan Pavlov. He was working with dogs to investigate their†¦show more content†¦For example, if someone such as Bradley wiggins recommends that we should wear a cycle helmet, we are much more likely to imitate this behaviour as we are closer to being like this admired model. But, if someone we look down on recommends that we do the same, we are much less likely to do so as we do not want to be perceived as the person we look down on. Certain attributes of a person determine whether the behaviour is more likely to be imitated, these attributes include; gender, similarity to ourselves, status, prestige, competence and fame. Our behaviour is also influenced by the presence of other, no matter how much we believe ourselves to be individuals. Culture is the shared values, norms, language, customs and practices of a group. It also refers to different sub-groups within society. It is important to understand how culture affects our behaviour in order to gain a full understanding of the people we encounter and those we work with. Watson found that the average amount of eye contact made varied between countries, with high degrees of eye contact being seen as insolent by some Africans and East Asians, whereas among Indians and Latin-Americans this was seen as desirable. The self-fulfilling prophecy is a concept in psychology that has an impact on the way we behave towards others and expect them to behave towards us. If we believe ourselves to be worthwhile, pleasant and likeable then weShow MoreRelatedUnit 8 P1 and M11566 Words   |  7 PagesUnit number and title Level 3 BTEC National Diploma in Health and Social Care (QCF) Unit 8 – Psychological Perspectives for Health and Social care. Learner name Assessor name Kamila Patrycja Zgadzaj Kwame Attikpoe Date issued Hand in deadline Submitted on 5th December, 2014 15th December, 2014 15/12/14 Assignment title Explain the principal psychological perspectives and assess different psychological approaches to study. In this assessment you will have opportunities to provide evidence againstRead MorePsychological Approaches Of Health And Social Care Service Provision1215 Words   |  5 PagesThis essay will include explanation of the different psychological approaches to health and social care. It will compare two psychological approaches to health and social care service provision. It will also evaluate two psychological approaches to health and social care service provision. As I explained in (p1-explanation of the principal psychological perspectives), the behaviourist approach states that we are born at a blank state, therefore all of our behaviour are as a response to a stimulusRead MoreExplain The Principal Psychological Perspectives1585 Words   |  7 PagesP1: Explain the principal psychological perspectives In this assignment I will be explaining the principal psychological perspectives, and then I will be assessing different psychological approaches. I will explain and assessing these 4 psychological theories: †¢ Psychodynamic †¢ Behavioural †¢ Social Learning Theory †¢ Cognitive Psychodynamic approach: In this approach it is mainly based on Sigmund Freud’s psychoanalysis which was the original psychodynamic theory; however many psychologists basedRead MoreDyslexia- Literature Review2463 Words   |  10 Pagesdifferent literatures dealt with Dyslexia and how best to support the child. Dyslexia can be described from a number of different perspectives as we see in Ball et al (2007) who explain that it can be â€Å"how one learns (Cognition), what parts of the brain are involved (neurology), what genes are involved (genetics) and behaviour (p14). Their book entitled ‘Dyslexia: An Irish perspective’ is very relevant to my research as it gives a great insight into the history of the special education sector in Ireland.Read MoreExplain the Principal Psychological Perspectives Applied to the Understanding of the Development of Individuals7716 Words   |  31 PagesUnit 29 Assignment 1: * P1 Explain the principal psychological perspectives applied to the understanding of the development of individuals * M1 Discuss the principal psychological perspectives applied to the understanding of the development of individuals * D1 Evaluate the principal psychological perspectives applied to the understanding of the development of individuals There are numerous debates in regards to developmental psychology. One of the main debates to begin with is natureRead MoreComparative Study of Mutual Fund Returns Insurance Returns8980 Words   |  36 Pagestowards mutual funds and life insurances particularly in post-liberalization period. With this background this paper makes an earnest attempt to study the behavior of the investors in the selection of these two investment vehicles in an Indian perspective by making a comparative study. Keywords: Investor’s Behavior, Retail Investors, Mutual Fund, Life Insurance, India 1. Introduction Economic success and sound financial system is intertwined in both literature and practice. Economic reform processRead MoreThe Importance of Literacy Attainment in Primary Education5055 Words   |  21 Pagesas a contributing factor (Moffatt 2006) of Royal Institute of London did an extensive study on twins and genetics relating to poor literacy and behaviour problems in primary. His research was surprising, as his results, found genetics did not explain it. He feels it’s an environmental process, such as what goes on in the classroom, and this is important because it can be changed. His researchers say their findings indicate that academic intervention can have a positive effect on behaviourRead MorePsychological Research Study Notes8949 Words   |  36 PagesPYC3704-- 2011 PYC3704 (2011) Psychological Research Study Notes IMPORTANT: Read through your UNISA study guide first! ï‚ · Get an overview of the module and then study each Topic individually ï‚ · Use this guide in conjunction with the UNISA guide- it is NOT a substitute ï‚ · If you have previous question papers- PLEASE DON‟T RELY ON THESE, you need to UNDERSTAND the content of this module if you want to pass and carry on to complete your Honours! 1 PYC3704-- 2011 Table of Contents Read MoreTheories on Financial Analysis6426 Words   |  26 Pagesto whether the company will remain as a going concern. Financial failure can be described in many ways. It can mean liquidation, deferment of payments to short-term creditors, deferment of payments, to interest on bonds, deferment of payments on principal on bonds, or the omission of a preferred dividend. One of the problems in examining the literature on forecasting financial failure is that different authors use different criteria to indicate failure. Where reviewing the literature, always determineRead MoreTravel and Tourism14814 Words   |  60 Pagestension-reducing, while thÐ µ latter four (self-esteem, self actualization, acquiring knowledge Ð °nd aesthetic} Ð °s inductive – arousal seeking motives (Figure 2). Besides these initial efforts, several theoretical approaches have been articulated tÐ ¾ explain visitor/travel motivations. Dann (1981) provides comprehensive analysis Ð ¾f these theories explaining travel behaviour. The first Ã'â€"s that Ð ¾f classified purpose; this approach uses thÐ µ main purpose Ð ¾f thÐ µ trip, such Ð °s leisure, visiting friends/relations

Creative Destruction for Labour and Capital -myassignmenthelp

Question: Discuss about theCreative Destruction for Labour and Capital. Answer: Creative destruction was coined by Joseph Schumpeter and details the process of mutation of industries which ceaselessly transforms economic structure right from within, continually abolishing ancient one, relentlessly establishing a novel 1. It takes place where innovation deconstructs long-standing arrangements thereby freeing resources for elsewhere deployment. It can as well as be looked at as the process by which capitalism culminates in a constantly altering economic structure (Kirchhoff, Linton and Walsh 2013). Ancient industries as well as firms that are no longer profitable, shut down allowing resources, both labour and capital to be shifted into increasingly productive processes. It means that a closure of a company and job losses remain good for long-term economys well-being. The example unmentioned in the video is luddites. The economist believe that the effects of creative destruction on labor market could be dissimilar currently compared to the past observation. This is because there is a never a guarantee that the workers who lose jobs have sufficient skills required to be deployed to other newly created jobs hence further forcing the government intervention. Moreover, creative destruction has led to many people being replaced by machines that can now do a job that initially employed many (Woodbury 2017). The free-market economist have viewed creative destruction as an essential as well as inevitable economic development process and generally oppose the attempts by the government to hold back the process of decline as well as renewal. This is an optimistic view as economist extend to argue that if banks fail, the administration need not to intervene since it is appealing to permit bad banks to fail and avoid administration artificially propping the financial system up. This can be justified by viewing the threat of going out of business as a golden incentive for firms to move with altering market and keep cost low. Also, though short-term layoffs are bad for those involved, individual usually forget the less visible novel jobs established in the course of economic change. Periods of labor market change in the long run have permitted increasing real wages. Free market economics makes for permitting any unprofitable organization to exit the business regardless of the consequences. Nevertheless, some argue that the creative destruction process could lead to long-run damage and hence must be managed carefully. The process will lead to structural unemployment, regional unemployment and winner and losers (Schlesinger and Doyle 2015). For example, a closure of certain industries leaves no guarantee that the unemployed will be adequately skilled ready for redeployment to shift employment prospects. At a minimum, there might be need for government intervention to provide better skills to long run unemployed as machines replace many people. Universal basic income describes a form of social security whereby each citizen/resident of a given economy working or not receives certain regular, unconditional amount of money, either from the administration irrespective of wealth and employment income. This aims at solving an array of widespread economic challenges, from poverty to long-lasting unemployment which are probably to deteriorate in future. The opponent of basic universal basic income say that it is merely a lure for starving administration support which enhances collective child-care/ free tuition for college. Others say that it is 1 more ill-advised scheme poised to culminate in the elimination of work incentives, rendering huge amounts of individuals reliant on government. Many skeptics alongside advocates, soon/later will arrive at a conclusion that related costs will be ridiculously extortionate eventually. A single critic places figures in United States at three-trillion dollars yearly. Other opponents that more generous program to support UBI will call for huge tax hikes as well as cannibalization of most non-health associated social spending. Another barrier to UBI implementation stems for the UBI potential impact on labor force and productivity. Opponents further hold that UBI will discourage citizens from looking for long term security in job market since they can comfortably live without working. References Kirchhoff, B.A., Linton, J.D. and Walsh, S.T., 2013. Neo?Marshellian Equilibrium versus Schumpeterian Creative Destruction: Its Impact on Business Research and Economic Policy. Journal of Small Business Management, 51(2), pp.159-166. Schlesinger, P. and Doyle, G., 2015. From organizational crisis to multi-platform salvation? Creative destruction and the recomposition of news media. Journalism, 16(3), pp.305-323. Woodbury, S.A., 2017. UNIVERSAL BASIC INCOME. The American Middle Class: An Economic Encyclopedia of Progress and Poverty [2 volumes], p.314.

The Rwandan Genocide Hutus and Tutsi Ethnic Hatred

The Rwandan genocide caused the death of almost one million people, and the incidence will remain in history forever. The Rwandan population comprised of many Hutus and a few Tutsis. Since the Tutsis were more successful than the Hutus, there was enmity between the two groups.Advertising We will write a custom essay sample on The Rwandan Genocide: Hutus and Tutsi Ethnic Hatred specifically for you for only $16.05 $11/page Learn More People have always believed that the ethnic hatred between the Hutus and the Tutsi was the core cause of the genocide. However, research shows that there were other multiple and complex causes of the genocide. There were political, economic and social factors that were associated with the genocide, where, the political leaders played the central role in perpetrating the genocide. However, the question that remains in many people’s minds is why the international community never intervened. To some extent, both the Rwand an and international actors played a role in creating the conditions for the genocide. After the Rwandan and international actors perpetrated the genocide, the Rwandan Patriotic Front (RPF) came to rescue the country. This paper gives a thorough discussion of the Rwandan genocide. The killing of Juvenal Habyarimana, the president of Rwanda and Burundi, in a plane shooting marked the beginning of the Rwandan genocide. President Habyarimana was a Hutu, whose totalitarian regime prohibited the Tutsis from taking part in the government. However, in 1993, the president signed the Arusha Accords that allowed the Tutsis to have the powers to participate in the government. The Hutus were upset, and that was probably the reason behind the shooting of the president’s plane. However, the Hutus blamed the Tutsi’s for the shooting, and thus, the Hutu’s political elites initiated the genocide. With the support of the military, approximately 800,000 people that comprised of Tu tsis and moderate Hutus lost their lives.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The assassination of men, women and children of the mentioned communities continued from April to July 1994, as the international community witnessed all the proceedings. The UN had no political will to stop the genocide because of the mistaken perceptions of the African conflicts (Power 102). This clearly indicates that the international actors perpetrated the genocide because their actions rendered a favorable environment for the assassinations. According to the law of the United Nations, genocide is an inhuman crime, whether it happens in peace or during the war. The negligence of the UN to initiate a peacekeeping mission in Rwandan massacre is one of the UN’s greatest failures. From the way the massacres happened, it was evident that the ruling party officials and the top government were the main actors who organized the genocide (Fujii 570). The media was another group of actors who broadcasted messages to support the killings. It is very discouraging that people in the whole world witnessed the Rwandan massacres, but no one interceded. (Barnett 56). The massacre continued until the Rwandan Patriotic Front (RPF) intervened and stopped the genocide. The fully trained military group comprised of the Tutsis, and for this reason, the military had been deported to Uganda. The group emerged to rescue their country, and after several struggles with the Hutus, the military took over the government and stopped the genocide. The RPF are the Rwandan actors who played a critical role in recovering the country after the genocide. Manslaughter had happened in churches, hospitals, schools, and all other areas that the Tutsis sought refuge. However, it is encouraging that the survivors leant a lesson.Advertising We will write a custom essay sample on The Rwandan Genocide: Hutus a nd Tutsi Ethnic Hatred specifically for you for only $16.05 $11/page Learn More Currently, Rwanda has the lowest crime rates as compared to many African countries. Paul Kagame, who was the leader of the RPF, became the president of Rwanda, and he was later re-elected as the president. Paul Kagame’s exertions as president are applauded across the world. Works Cited Barnett, Michael. Eyewitness to a Genocide: The United Nations and Rwanda, London: Cornell University, 2002. Print. Fujii, Lee Ann. â€Å"The Power of Local Ties: Popular Participation in the Rwandan Genocide.† Security Studies 17.3 (2008): 568-597. Print. Power, Samantha. â€Å"Bystanders to Genocide: Why the United States let the Rwandan Tragedy happen.† The Atlantic Monthly 288.2 (2001): 84-108. Print. This essay on The Rwandan Genocide: Hutus and Tutsi Ethnic Hatred was written and submitted by user Qu1nt1n to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Finding Chi-Square Functions in Excel

Finding Chi-Square Functions in Excel Statistics is a subject with a number of probability distributions and formulas. Historically many of the calculations involving these formulas were quite tedious. Tables of values were generated for some of the more commonly used distributions and most textbooks still print excerpts of these tables in appendices. Although it is important to understand the conceptual framework that works behind the scenes for a particular table of values, quick and accurate results require the use of statistical software. There are a number of statistical software packages. One that is commonly used for calculations at the introductory is Microsoft Excel. Many distributions are programmed into Excel. One of these is the chi-square distribution. There are several Excel functions that use the chi-square distribution. Details of Chi-square Before seeing what Excel can do, let’s remind ourselves about some details concerning the chi-square distribution. This is a probability distribution that is asymmetric and highly skewed to the right. Values for the distribution are always nonnegative. There is actually an infinite number of chi-square distributions. The one in particular that we are interested in is determined by the number of degrees of freedom that we have in our application. The greater the number of degrees of freedom, the less skewed our chi-square distribution will be. Use of Chi-square A chi-square distribution  is used for several applications. These include: Chi-square test- To determine if the levels of two categorical variables are independent of one another.Goodness of fit test- To determine how well-observed values of a single categorical variable match with values expected by a theoretical model.Multinomial Experiment- This is a specific use of a chi-square test. All of these applications require us to use a chi-square distribution. Software is indispensable for calculations concerning this distribution. CHISQ.DIST and CHISQ.DIST.RT in Excel There are several functions in Excel that we can use when dealing with chi-square distributions. The first of these is CHISQ.DIST( ). This function returns the left-tailed probability of the chi-squared distribution indicated. The first argument of the function is the observed value of the chi-square statistic. The second argument is the number of degrees of freedom. The third argument is used to obtain a cumulative distribution. Closely related to CHISQ.DIST is CHISQ.DIST.RT( ). This function returns the right-tailed probability of the selected chi-squared distribution. The first argument is the observed value of the chi-square statistic, and the second argument is the number of degrees of freedom. For example, entering CHISQ.DIST(3, 4, true) into a cell will output 0.442175. This means that for the chi-square distribution with four degrees of freedom, 44.2175% of the area under the curve lies to the left of 3. Entering CHISQ.DIST.RT(3, 4 ) into a cell will output 0.557825. This means that for the chi-square distribution with four degrees of freedom, 55.7825% of the area under the curve lies to the right of 3. For any values of the arguments, CHISQ.DIST.RT(x, r) 1 – CHISQ.DIST(x, r, true). This is because the part of the distribution that does not lie to the left of a value x must lie to the right. CHISQ.INV Sometimes we start with an area for a particular chi-square distribution. We wish to know what value of a statistic we would need in order to have this area to the left or the right of the statistic. This is an inverse chi-square problem and is helpful when we want to know the critical value for a certain level of significance. Excel handles this sort of problem by using an inverse chi-square function. The function CHISQ.INV returns the inverse of the left tailed probability for a chi-square distribution with specified degrees of freedom. The first argument of this function is the probability to the left of the unknown value. The second argument is the number of degrees of freedom. Thus, for example, entering CHISQ.INV(0.442175, 4) into a cell will give an output of 3. Note how this is the inverse of the calculation we looked at earlier concerning the CHISQ.DIST function. In general, if P CHISQ.DIST(x, r), then x CHISQ.INV( P, r). Closely related to this is the CHISQ.INV.RT function. This is the same as CHISQ.INV, with the exception that it deals with right-tailed probabilities. This function is particularly helpful in determining the critical value for a given chi-square test. All we need to do is to enter the level of significance as our right-tailed probability, and the number of degrees of freedom. Excel 2007 and Earlier Earlier versions of Excel use slightly different functions to work with chi-square. Previous versions of Excel only had a function to directly calculate right-tailed probabilities. Thus CHIDIST corresponds with the newer CHISQ.DIST.RT, In a similar way, CHIINV corresponds to CHI.INV.RT.

EFEECTS OF CGI (COMPUTER GENERATED IMAGES) IN THE MEDIA INDUSTRY Essay

EFEECTS OF CGI (COMPUTER GENERATED IMAGES) IN THE MEDIA INDUSTRY - Essay Example Computer generated images in digital media has also acted as a source of information, which has encouraged a participatory culture. This is by ensuring that the political process is more democratic and less elitist (Bennett and Strange, 2011). This paper aims at finding out how computer generated images impact on the media. Political campaigns usually capitalize on new means of communication in order to reach voters. This was evident in the 2008 U.S presidential elections whereby candidates used computer generated images and internet technologies to conduct their campaigns. Many political analysts liken the way President Obama used the internet in 2008 presidential campaigns to President Kennedys first use of television in presidential campaigns in 1960 (Bennett and Strange, 2011). Utilization of new media in political processes has mostly been viewed as a tool of reaching voters, especially the youth who are always reluctant to turn out and vote. Some digital media analysts have maintained that the effect of social sites like Facebook on political behavior of young voters is still largely unknown The proportion of candidates using digital media for electoral processes has been increasing since 1996 when the internet was initially used in the U.S during campaigns, but the use was extremely limited. The first substantial use of the internet for political campaigns occurred in 2000 during the presidential campaigns of Bush and Gore; these campaigns had sophisticated websites (Bennett and Strange, 2011). By 2008, features of digital media were more advanced and widely used in political processes than in previous years. Political analysts observe that the failure to include new media in campaign strategies can adversely affect campaigns. This is because social media has become relevant and cost effective tool for political mobilization and support. For instance, candidates who fail to utilize digital

Hazardous Waste Transportation Term Paper Example | Topics and Well Written Essays - 1500 words

Hazardous Waste Transportation - Term Paper Example In the anticipation of such events, the United States government made the Resource Conservation and Recovery Act in 1976. Today, the act is being implemented under the supervision of the U.S. Environmental Protection Agency (USEPA); and mandates specific rules and regulations regarding the management of these materials. This paper would focus on the hazardous waste transportation as one of the important aspects of the act’s proposed â€Å"cradle-to-grave† program. This would start with knowing what the hazardous wastes are, why there is a need of properly transporting it, what are the specific provisions indicated in the RCRA on transporting these materials, its process and the people, or organizations involved.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are four main things that deem wastes as hazardous. They are hazardous if they are toxic, can catch or readily start a fire, have high reactivity level when combined with other products, or are corrosive (Kovacs 71). The RCRA specifically defined these wastes under solid waste; although it can also include any form of matter. They are â€Å"any garbage, refuse, sludge or other discarded materials, including solid, liquid, or contained gaseous material resulting from industrial, commercial, mining and agricultural operations, and from community activities† (Teets, Reis, and Worrell 21). Any of the materials that contain carcinogenic [can cause cancer], mutagenic [can induce mutation], or teratogenic [can cause malformation or even death to a fetus] elements are considered toxic. Corrosive substances â€Å"include inorganic acid and bases that have the ability to damage or destroy material and living tissue by direct chemical action.† R eactive materials, on the other hand, are those that readily react if combined with other products and â€Å"can cause burns, poisoning, fire or explosion† while flammable materials â€Å"include combustible liquids, flammable solids, flammable gases,

Social Cultural Trends Essay Example for Free

Social Cultural Trends Essay The four current sociocultural trends that I’d like to focus on are increasing environmental awareness, changing pace and location of life, changing household composition and increasing diversity of workforce and markets. Here at Tobyhanna Army Depot, a green vegetative roof was funded with Research and Development money meant to test easily transferable technologies and verify their impacts. Team Tobyhanna funded three other roofs because of the benefits and to reduce the heat loading from the black roofs in an effort to avoid an expensive air conditioning project. This past summer here was the first one on record as having no complaints about the heat in those areas and it was an unusually warm summer here. Our data indicates 25% reduction in heating costs and we expect cooling cost savings to be even greater. Additionally, we also experienced about 40% reduction in storm water runoff as result of our efforts to improve environmental measures across the entire workforce. Secondly, lots of information and technology forms of communication application are too complicated or hardly worth the trouble for some users especially when people allow these devices to cause undue stressors or pressure. Some reactions to the typology characterize Americans as uninterested in information and communication technology or collectively hostile to cyberspace. Here at Tobyhanna Army Depot, approximately 32% of those with either cell phones or internet say that they need help from someone else to set up or use new electronic gadgets.

After Cancer Essay -- Long Term Effects Medicine Medical Papers

After Cancer Twice a day, an email full of support, encouragement, and information arrives in the inboxes of the 370 members of the Long-term Cancer Survivors mailing list. The topic of discussion is often the â€Å"late effects† of cancer treatment. One member’s recent posting is titled â€Å"Why?† â€Å"Why, after being in remission for years, am I so angry and depressed that my personal relationships are falling apart?† the cancer survivor asked. The answer is the psychosocial late effects of cancer treatment. Late effects of cancer treatment appear long after the catheter is removed, weekly blood draws cease, and the wigs are tucked away in the back of a closet. A cancer survivor may leave weekly trips to the cancer clinic behind, but late effects can linger for years afterwards. Kathy Steindorf, 43, of Wisconsin, was diagnosed with Hodgkin’s Disease at 38. Four years after entering remission, she began having nightmares that jolted her from sleep to sheet-soaking sweats. â€Å"I woke up from the nightmares with a cold fear,† she said. â€Å"I came to a point where I didn’t want to die, but just wanted to be dead.† Jan O’Daniell, 45, of Texas, hid in her church’s bathroom during mass after being diagnosed with cancer for the second time. â€Å"I didn’t want anyone to know how upset I was,† O’Daniell said. â€Å"I didn’t think I was allowed to be depressed.† Joy T.*, 28, of Illinois, dropped out of high school three years after completing cancer treatment. â€Å"I was so bitter and cynical,† Joy T. said. â€Å"I thought there was no point of going to school if I could just die tomorrow.† Steindorf, O’Daniell, and Joy T. didn’t realize their psychological distress was related to their cancer experience — they had survived, after a... ... â€Å"The first session she asked, ‘This is the first time you’re coming to therapy?’† Joy T. said. â€Å"She told me [my anxiety] was totally normal — I got to talk about a lot of things.† Several years after she dropped out of high school, Joy T. earned her GED. She recently completed her bachelor’s degree in science and healthcare leadership. Steindorf opted not to see a therapist — instead she takes an anti-depressant and leans on her family for support. â€Å"I’m very involved in church and my support circle is awesome,† Steindorf said. Steindorf is thankful that her doctor recognized that she was experiencing psychosocial late effects, but believes other cancer survivors and their doctors don’t pinpoint the problem soon enough. â€Å"Survivors have to know about this — how sad is it if a survivor leads a miserable life after surviving cancer,† Steindorf said.

Barriers To Parental Involvement

Significance of Parental Involvement to Student Achievement Education is one of the basic rights of a person and improving the state of education has become the priority for almost all nations. Innovations in teaching lessons such as the use of computers and multimedia became an established way in achieving quality education. However, improving the state of education does not solely rely on new technologies and better books or other utilities.Research done by the United States Department of Education in 1994 showed that parental involvement in a child’s learning can have greatly decrease drop-out rates in schools and have positive effects on a child’s achievement (Educational Resources Information Center, 1998, p. 1). Involvement of parents can be defined as the inclusion of dyadic relationships between the child, parent, teacher or the child’s legal guardian (Edgrowth, http://www. edgrowth. com/p2. html).Parental involvement that can enforce positive effects on a student’s performance can also be classified into different types. The three broad types that are often used to categorize parental involvement are â€Å"at home† or â€Å"at school†. At home parental involvement means that the activities the parent’s take part in are limited to school works that are brought home such as home works or school projects. The second type of parental involvement is at school which basically means that the parents are involved in school activities (Patrikaku, 2005, 8).Another type of parental involvement is through advocacy activities such as being a member of PTA/PTO organizations and other organizations which greatly boost the representation of parents and students in the school and community (Chavkin, 1993, p. 191). Since the early 1980s, the United States has stressed the importance of parental involvement in children’s development. In order to stress out the importance of this involvement, many states in America e nacted legislations that will increase the involvement of parents in school programs.Some of these legislations are in Connecticut, Michigan, Ohio and South Carolina. These states require the student’s parent or guardian to be actively involved in school activities. They also require the parents or guardians to record and report the activities they do with their child (Organization for Economic Cooperation and Development, 2006, p. 152). The greatest gains that can be made when parents are involved in their children’s learning can be achieved when the parent’s are not only mere supporters but also if they are greatly involved in the activities.Deep involvement means that the parent’s not only supervise the children but also act as tutors when the children are at home. (Hornby, 2000, p. 3). Therefore the establishment of extensive parental involvement is a very important element in maintaining and securing the effectiveness of quality education. Numerous b enefits of involving parents in a student’s learning justify why this kind of involvement is important. Research done in the United States show that when parents play a role in their child’s education, the students do not only benefit academically but also socially.The research also showed that family income and social status are not accurate indicators of whether a student will succeed. (Franklin, et. al. , 2006, p. 630). The environment that a family creates when they are involved in a student’s learning makes a student want to achieve more. Also, when they support and express high expectations from their children’s education, the children tend to achieve more. Additionally, children learn the value of their achievements no matter how big or small it is therefore encouraging them to be proud of who they are.Other researchers were able to deduce that parental involvement is directly related to student achievement. The students who had their parents invol ved in their education were observed to have better performance in school. The students had better attendance and decreased drop-out rates. The attitudes and behaviors of the students were also improved. School bullying was not observed from the students who are effectively guided by their parents (Hawes, et. al. , 2001, p. 742). When a parent guides their child in school through positive involvement, the child also learns how to be responsible and have good leadership skills.Studies show that the ability to make wise decisions start from decisions that are made within the family. Therefore if a child is taught wisely, the child will be able to make sound decisions when he is at school and especially when he grows up (Michigan Department of Education, 2010l). From the very early stages of studying, parental participation deeply enhances the academic achievement as well as a child’s adjustment in school. It also allows students to have better opportunities to cultivate scholas tic and social skills.These skills if developed well will be helpful in later school success and long-term cognitive benefits (Wong, K. , et. al. , 2002, p. 184). Importance of parental involvement is also highlighted because students whose parents are involved in school have good discipline at school and have better communications with their teachers. Unlike other students who disobey their teachers and do not behave well in class, these students do not get detentions often. They also respect their teachers like how they respect their parents (Va Educational Research Service (Arlington), 1997, p. 7).School administrators also refrain from unsatisfactory work when it comes to monitoring children. Indeed parental involvement is very significant in a student’s development and their achievement. Its importance is proven by numerous studies done not only in the United States but also in other countries. Its significance encourages more schools to pursue their students’ par ents to become more actively involved in school activities. It also makes communication between school and the parents better. Children are undoubtedly stimulated to achieve more and do well in school. Socio-Economic BarriersMaking majority of parents involved in the children’s education is not an easy task for educators. There are many impediments in parental involvement that school administrators face. Though there are legislations made for this, barriers such as socio-economic factors are not easily eradicated. Socio-economic status or SES can be defined as an individual or family’s social and economic position that is basically based on the family income and occupation, parental education level, and social status in the community (North Central Regional Educational Laboratory, http://www.ncrel. org/sdrs/areas/issues/students/earlycld/ea7lk5. htm). Students who belong in lower socio-economic class or the working class have lesser parental involvement than those who belong in the upper socio-economic class. This is partly because the parents of the latter spend more time with their children than those from the lower social class. Parents who are not very affluent spend majority of their time at work therefore reducing the time that is supposed to be spent guiding their children (King. W. , 1999, p. 64).Working class parents also refrain from developing communication relationships with their child’s teachers thus resulting in lack of information when it comes to school activities and happenings inside the classroom (Galen, J. , et. al. , 2007, p. 169). Another barrier in parental involvement that is related to the socio-economic status of a parent is when school administrators favor students whose parents are more supportive of school policies. These parents give more to school projects in terms of monetary donations therefore making them more actively participate in school.Also, there are cases where in students from disadvantaged famili es experience double jeopardy in school. The â€Å"double jeopardy† happens when students who have low socio-economic status live in disadvantaged communities and are also doubly inclined to attend disadvantaged schools. Though they can choose to attend better schools, they are sometimes segregated by these advantaged schools therefore discouraging them from doing better in class. Segregation happens when the said schools choose the most able youth in school activities thus neglecting other students (Richardson, S. , et. al. , 2005, p.213). Another study showed that parents who live in communities with poor socio-economic status are not very easy to reach in terms of communication (Van Wyk, et. al. , 2008, p. 17). They either settle in different places in a short-span of time partly because they do not have sufficient financial resources. Some are difficult to reach because they deem parental involvement in school as a waste of time and that they should be earning money for t heir family than attending school functions. Lack of access to financial resources is seen to be a growing problem in schools today (Thomas, L. , et. al., 2007, p. 68). Cost of education is slowly increasing and some parents choose to have their children out of school in order to meet the demands of their basic needs. When this happens, the number of out-of-school children increases. Thus, the needed opinion from parents to make the quality of education better is not given. When a certain family belongs in a community from a low socio-economic status, they tend to feel isolated because of poverty and unemployment. This social isolation will have a negative impact on the parents’ and children’s socialization skills especially to the school (Lyman, R., et. al. , 1989, p. 211). Some parents express fear about communicating with teachers because they are afraid that they will be treated fairly by teachers. Discrimination or unfair treatment due to their class is also feare d by parents from low socio-economic background. Additionally, depending on the socio-economic background of the parent, they may adapt well to the advocacies done by the school and the activities performed by schools (Porter, L. , 2008, p. 35). They can either choose to easily accept these school policies or not and this will greatly affect the success of parental involvement.Language Barriers The use of languages sets humans apart from other living organisms. It is a vital tool that is utilized to communicate with others and understand each other. However, because of the many different spoken languages, people from different nationalities find it difficult to reach each other. In case of parental involvement, language is also another barrier in achieving the benefits of parental involvement. School activities such as Parent-Teacher Association meetings are deemed important in involving parents in the child’s school.It is one way to let the parents know of the problems of th e school and the students and how they can help the school solve these issues (Struck, D. , 1995, p. 17). However, when meetings are held in a school that caters to widely diverse nationalities, language is a problem. Not everybody speaks and comprehends one language, therefore making understanding difficult. Parents who belong to the minority or other nationality for example Asians feel that it may be disrespectful if they will talk to teachers and not be able to fully understand what the teacher is saying (Diane Publishing, 1998, p. 21).Minority parents also feel awkward when approaching teachers and other staff from their children’s school because they feel that they will not be able to understand each other. There are also instances where in because of the language barrier, parents from the minority are no longer invited to attend school activities because instead of making understandings, more arguments are made (Rockwell, R. , et. al. , 2009, p. 95). Though there are tr anslations services offered by some schools that advocate parental involvement school, difference in language is not that easily overcome by some school administrators (Funkhouser, J., 1997, p. xlv). This is because translators are unable to translate all languages that may be used by parents. Additionally, not all parents, especially from the minority are not that welcome to the idea that someone is translating for them. School Receptivity The school’s receptivity also plays as a factor in the success of parental involvement. If the school welcomes the parents well and if they are open to the opinions of the parents, hindrances to parental involvement will be avoided. School receptivity is, based on researches found to be a great predictor of how willing school’s are (Robinson, E., 2007, p. 11). However, not all schools are very receptive to parents at school. Research showed that there were teachers who did not communicate well with parents thus resulting to too many miscommunications (Nelson, G. , 2005, p. 253). Projects that were started both by the school and the parents in order to guide students failed. Because of this, some schools refrain from involving parents too much in school activities and other advocacies. Family members and school personnel are the people responsible for a child’s education.Aside from this, these people also contribute to the betterment of the educational process (Hiatt-Michael, D. , 2010, p. 4). Their receptivity towards each other is fundamental to the construction of a child’s knowledge. The greater the receptivity, the better the relationship between the parents and the school is and better decisions will be made for the benefit of the students. As mentioned before, there are parents who are afraid of talking with teachers because of socio economic and language barriers. The same goes with school administrators and other school personnel.Some of them do not accept much of the parent’s invo lvement in teaching students for this may cause confusion in the part of the students. Indeed, school receptivity is a major factor in the implementation of parental involvement in a child’s study. Even if there are numerous laws or regulations that encourage parents to be involved in schools, if the school itself is not receptive to these policies, the parents’ effort to support their children’s education will all prove to be futile. Parent Aspirations As parents, it is only natural for them to aspire for something good for the future of their children.In order to prepare them for it, they send them to the best schools, give them the best resources that they can afford and guide them very well on what decisions should be made. Their involvement in the children’s school is also another method of preparing their children that better future. Through proper academic encouragement, parents can greatly help their children achieve in school (Valencia, R. R. , 2 002, p. 125). However in cases of disadvantaged families, their aspirations for their children might lack and result to the student’s poor performance in school.Because of their status they tend to be more negative that parents who are affluent or parents who are not that disadvantaged. Parents from disadvantaged families are by research more pessimistic than those who are not disadvantaged (Organization for Economic Cooperation and Development, 2010, p. 179). Parents who are from poor families also have the tendency to settle for less than ambition for something great. When they let their children attend school, they do not pursue a college degree because they think that graduating from secondary school is enough to get a decent job (Combat Poverty Agency, 1999, p.10). When these parents do not have high aspirations for themselves or their children, they also refrain from being involved in school activities. They think that it is just a waste of time and that it will not be necessary in finding decent jobs in the future. They also do not want to be involved in their children’s school because they might have experienced something negative which led to their low aspirations in life. On the other hand, if the parents, even if they belong in a disadvantaged family, have high aspirations for their children, then their involvement in the school will be high.This will lead to their children’s high achievements and to do well in school. Additional Barriers Aside from the barriers to parental involvement mentioned above, there are still more problems that serves as hindrances to parental involvement for disadvantaged families. These barriers are the reasons why parental involvement is not that effective in some schools. If not dealt with properly, both y the school and the parents, the construction of education of the student will be gravely affected. The structure of the family can be considered as another barrier in parental involvement especial ly for disadvantaged families.For an instance, if the family belongs to the single-parent structure, then it will be difficult for the parent to be involved in school activities. It will also be hard for her to teach the children after school because the said parent will be performing the roles of two parents at a single time (Callison, W. , 2004, p. 2). The working schedule of the parent is also another barrier in parental involvement. If the parent is working full time, then it will be difficult for them to be involved in school activities which aim to give their children better education.Meetings such as PTA meetings will clash with their work scheduled and they will have to sacrifice one or the other based on their time schedule. If they belong to a lower socio-economic class or from a disadvantaged family then they will surely choose their work because making money for their family will be their utmost priority. Other children in the family can also be another barrier in parent al involvement. There are cases where in the disadvantaged family has too many children. Because of this, they cannot focus on the welfare of one child alone.They sometimes neglect or sacrifice the education of their other children to give way to their younger children. They cannot support the school’s advocacies because they have other things to do for their other children (Openshaw, L. , 2007, p. 60). For disadvantaged families who came from other countries or are immigrants, cultural differences may be a barrier for them. What they are used to do in their home country may vary on the place they currently reside in. Miscommunications will be the result of cultural differences between the parent and the teachers.What the teacher will say might mean entirely different to the parent based on the culture he grew up in. Elderly parents or guardians can be another barrier in parental involvement especially for disadvantaged families. Elderly people are sometimes too conservatives when it comes to changes in policies or how things are ruled. When the school wants a new regulation that will be for the welfare of the students, there is a chance that they might resist this change. Instead of helping the school to provide better services, their being conservative will only hinder the positive changes enforced.Transportation can also be considered as another barrier in parental involvement. For disadvantaged families especially, spending money on transportation to go to their child’s school can be called luxury. They might be unable to afford transportation so they will just skip the meetings or other advocacies implemented by the school. Negative or other traumatic experiences that a parent had when they were at school can be another barrier for parental involvement. Due to the negative experiences they had when they were students, they might shun connection with schools when they grow up.More often than not, parents send their children to schools they we nt to when they were younger. Though the staff that administers the school may be different during their children’s time, the trauma brought about by their negative experiences may result in their refusal to be involved in the school again. Indeed there are more barriers to parental involvement especially for disadvantaged families that are being discovered by studies done by experts. Unless they are dealt with properly, implementation of parental involvement in schools will not be successful. References Callison, W. (2004). Raising test scores using parent involvement.New York: Rowman & Littlefield. Chavkin, N. (1993). Families and schools in a pluralistic society. New York: SUNY Press. Combat Poverty Agency. (1999). Poverty Today. New York: Combat Poverty Agency. Diane Publishing. (1998). What's Noteworthy on Learners, Learning & Schooling. Kansas: DIANE Publishing. Edgrowth. Effects of Parental Involvement and Divorce on Student Achievement. Retrieved August 22, 2010, from http://www. edgrowth. com/p2. html. Educational Resources Information Center (1998). Parent involvement in children's education: efforts by public elementary schools. New Jersey: DIANE Publishing.Franklin, C. , Harris, M. , et. al. (2006). The school services sourcebook: a guide for school- based professionals. New York: Oxford University Press. Funkhouser, J. (1997). Family Involvement in Children’s Education. Washington D. C: DIANE Publishing. Galen, J. , et. al. (2007). Late to class: social class and schooling in the new economy. New York: SUNY Press. Hawes, J. , Shores, E. (2001). The family in America: an encyclopedia, Volume 1. California: ABC-CLIO. Hiatt-Michael, D. (2010). Promising Practices to Support Family Involvement in Schools (PB). New York: Information Age Publishing. Hornby, G. (2000).Improving Parental Involvement. New York: Continuum International Publishing Group. King, W. (1999). Looking into the lives of children: a worldwide view. Australia: James Nic holas Publishers. Lyman, R. D. , (1989). Residential and inpatient treatment of children and adolescents. New York: Springer. Michigan Department of Education. Parent Involvement = Student Achievement. Retrieved August 22, 2010, from http://www. michigan. gov/mde/0,1607,7-140-5233-23090–,00. html Nelson, G. (2005). Partnerships for prevention: the story of the Highfield Community Enrichment Project. Canada: University of Toronto Press.

Japanese Phrases for Travelers Getting Around

Do you plan to go on a trip to Japan? Learn some useful expressions before you go. Speaking the language of the country you are visiting makes the trip more fun! Click the corresponding links to hear the pronunciation. Train Where is the Tokyo Station?Toukyou eki wa doko desu ka.æ  ±Ã¤ º ¬Ã© §â€¦Ã£  ¯Ã£  ©Ã£ â€œÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Does this train stop at Osaka?Kono densha wa oosaka ni tomarimasu ka.㠁“㠁 ®Ã©â€º »Ã¨ »Å Ã£  ¯Ã¥ ¤ §Ã©Ëœ ªÃ£  «Ã¦ ­ ¢Ã£  ¾Ã£â€šÅ Ã£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š What is the next station?Tsugi wa nani eki desu ka.æ ¬ ¡Ã£  ¯Ã¤ ½â€¢Ã© §â€¦Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š What time does it leave?Nan-ji ni demasu ka.ä ½â€¢Ã¦â„¢â€šÃ£  «Ã¥â€¡ ºÃ£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š What time does it arrive?Nan-ji ni tsukimasu ka.ä ½â€¢Ã¦â„¢â€šÃ£  «Ã§ â‚¬Ã£  Ã£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š How long does it take?Donogurai kakarimasu ka.㠁 ©Ã£  ®Ã£  Ã£â€šâ€°Ã£ â€žÃ£ â€¹Ã£ â€¹Ã£â€šÅ Ã£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š I would like to buy a return ticket.Oufuku no kippu o kudasai.Ã¥ ¾â‚¬Ã¥ ¾ ©Ã£  ®Ã¥Ë†â€¡Ã§ ¬ ¦Ã£â€šâ€™Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€š Taxi Please take me to the Hotel Osaka.Oosaka hoteru made onegaishimasu.Ã¥ ¤ §Ã©Ëœ ªÃ£Æ'݋Æ'†ãÆ' «Ã£  ¾Ã£  §Ã£ Å Ã© ¡ËœÃ£ â€žÃ£ â€"㠁 ¾Ã£ â„¢Ã£â‚¬â€š How much does it cost to go to the Osaka Station?Oosaka eki made ikura desu ka.Ã¥ ¤ §Ã©Ëœ ªÃ© §â€¦Ã£  ¾Ã£  §Ã£ â€žÃ£  Ã£â€šâ€°Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Please go straight.Massugu itte kudasai.㠁 ¾Ã£  £Ã£ â„¢Ã£  Ã¨ ¡Å'㠁 £Ã£  ¦Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€š Please turn right.Migi ni magatte kudasai.Ã¥  ³Ã£  «Ã¦â€º ²Ã£ Å'㠁 £Ã£  ¦Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€š Please turn left.Hidari ni magatte kudasai.Ã¥ · ¦Ã£  «Ã¦â€º ²Ã£ Å'㠁 £Ã£  ¦Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€š Bus Where is the bus stop?Basu-tei wa doko desu ka.ãÆ' Ã£â€š ¹Ã¥ Å"㠁 ¯Ã£  ©Ã£ â€œÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Does this bus goes to Kyoto?Kono basu wa kyouto ni ikimasu ka.㠁“㠁 ®Ã£Æ' Ã£â€š ¹Ã£  ¯Ã¤ º ¬Ã©Æ' ½Ã£  «Ã¨ ¡Å'㠁 Ã£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š What time is the next bus?Tsugi no basu wa nanji desu ka.æ ¬ ¡Ã£  ®Ã£Æ' Ã£â€š ¹Ã£  ¯Ã¤ ½â€¢Ã¦â„¢â€šÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Car Where can I rent a car?Doko de kuruma o kariru koto ga dekimasu ka.㠁 ©Ã£ â€œÃ£  §Ã¨ »Å Ã£â€šâ€™Ã¥â‚¬Å¸Ã£â€šÅ Ã£â€šâ€¹Ã£ â€œÃ£  ¨Ã£ Å'㠁 §Ã£  Ã£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š How much is it daily?Ichinichi ikura desu ka.ä ¸â‚¬Ã¦â€" ¥Ã£ â€žÃ£  Ã£â€šâ€°Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Please fill the tank.Mantan ni shite kudasai.æ ºâ‚¬Ã£â€š ¿Ã£Æ' ³Ã£  «Ã£ â€"㠁 ¦Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€š Can I park here?Koko ni kuruma o tometemo ii desu ka.㠁“㠁“㠁 «Ã¨ »Å Ã£â€šâ€™Ã¦ ­ ¢Ã£â€š Ã£  ¦Ã£â€šâ€šÃ£ â€žÃ£ â€žÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Air Is there a flight to Osaka?Oosaka iki no bin wa arimasu ka.Ã¥ ¤ §Ã©Ëœ ªÃ¨ ¡Å'㠁 Ã£  ®Ã¤ ¾ ¿Ã£  ¯Ã£ â€šÃ£â€šÅ Ã£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š What time should I check in?Nanji ni chekku-in shitara ii desu ka.ä ½â€¢Ã¦â„¢â€šÃ£  «Ã£Æ' Ã£â€š §Ã£Æ'Æ'ã‚ ¯Ã£â€š ¤Ã£Æ' ³Ã£ â€"㠁Ÿã‚‰ã â€žÃ£ â€žÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š I have nothing to declare.Shinkoku suru mono wa arimasen.ç” ³Ã¥â€˜Å Ã£ â„¢Ã£â€šâ€¹Ã£â€šâ€šÃ£  ®Ã£  ¯Ã£ â€šÃ£â€šÅ Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£â‚¬â€š I have something to declare.Shinkoku suru mono ga arimasu.ç” ³Ã¥â€˜Å Ã£ â„¢Ã£â€šâ€¹Ã£â€šâ€šÃ£  ®Ã£ Å'㠁‚り㠁 ¾Ã£ â„¢Ã£â‚¬â€š I am going to stay here for a week on business.Shigoto de isshuukan taizai shimasu.ä »â€¢Ã¤ ºâ€¹Ã£  §Ã¤ ¸â‚¬Ã©â‚¬ ±Ã©â€"“æ »Å¾Ã¥Å" ¨Ã£ â€"㠁 ¾Ã£ â„¢Ã£â‚¬â€š Others Where is the washroom?Toire wa doko desu ka.ãÆ'ˆã‚ ¤Ã£Æ' ¬Ã£  ¯Ã£  ©Ã£ â€œÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š How do I get to Asakusa?Asakusa niwa dou ikeba ii desu ka.æ µâ€¦Ã¨ â€°Ã£  «Ã£  ¯Ã£  ©Ã£ â€ Ã¨ ¡Å'㠁‘㠁 °Ã£ â€žÃ£ â€žÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Is it near here?Koko kara chikai desu ka.㠁“㠁“㠁‹ã‚‰è ¿â€˜Ã£ â€žÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š Can I walk there?Aruite ikemasu ka.æ ­ ©Ã£ â€žÃ£  ¦Ã£ â€žÃ£ â€˜Ã£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š