Gay, Gay And Lesbian - 860 Words

For the past 50 years or so, gay and lesbian organizations have tried to forge a politically active gay and lesbian minority group. The gay and lesbian community have also tried to claim the liberal rights of privacy and formal equality on their behalf. The gay community wanted to align lesbian and gay rights with those of racial, ethnic, religious minority and women in the quest for full economic, political, and cultural participation in the United States. When successfully this move helps open up avenues of political and legal recourse forged by the Civil Rights and feminist movements to lesbian and gay action. Just as the Civil Rights movement had a Martin Luther King Jr, the gay and lesbian community will need a spokesman of its own. Due to the overlapping of the distinguished positions of militant nationalism and radical constructionism challenges have appeared. The structure of this country was built based on masculinity, and these organizations were testing that structure. Gay s and lesbians wanted to end the secrecy of homosexuality, to challenge the notion that gay life is somehow shameful, and to show the world that numerous of highly respected men and women are gay. The gay and lesbian organizations wanted to have the same equality that the Civil Rights and feminist movements had gained in the years past. â€Å"Outing† is a political tactic now used by the New York City’s gay weekly newspaper, was a practice to get gays and lesbians to come out of the closet,Show MoreRelatedGay, Gay And Lesbian1816 Words   |  8 Pagesassociation with gay and lesbian culture since its establishment in the nineteenth century. Queer by definition means strange or odd from a conventional viewpoint; unusually different. But then again as a slang word in the LGBT community it means homosexual or noting or relating to a person who does not conform to a normative sexual orientation or gender identity. The concept of gay photography is enigmatic. While a pers on can be described as homosexuals by sexual preference or gay consciousness,Read MoreGay Rights, Gay, Lesbian, And Society1202 Words   |  5 PagesOver the past decades, being gay was something no one talked about. It was a subject that was very taboo and society didn’t accept. People saw it as a stage one goes through and something unnatural. Thanks to the media, more and more celebrities have come out of the closet over the years. Soon people became accepting of the gay community and their life style. Being openly gay, lesbian, transgender, or bisexual in the workforce can lead to discrimination. Gay mirages are also frowned upon by societyRead MoreLesbian, Bisexual And Gay1131 Words   |  5 PagesXiaolu Fan Sara N. Sylvester ENG 21011 10-29-2015 Lesbian, Bisexual and Gay (LGB) People in Society Introduction Most nations in the modern world are conscious about morals and values of their culture on lesbian, bisexual, and gay populations. Activities and ideas on sexual relationships that have emerged recently are deemed controversial to what most cultures value. Sexual orientation has been and remains a taboo topic even in the modern society. In the past, all people were taught to adhere toRead MoreGay and Lesbian Rights1617 Words   |  7 PagesToday’s Rights for Gays Lesbians Today’s Rights for Gays Lesbians The  state and federal laws for Gays and Lesbian are unfair and discriminatory. In today’s ever so changing world it’s hard to keep up with laws. Most of the laws are printed on a fine line, but the rights for homosexuals are blurred. With the topic being hot in the media it is hard to get the correct story. Two of the most important rights that get blurred are marriage and same sex adoption. Same sex marriageRead MoreThe Rights Of Gay And Lesbian Couples1451 Words   |  6 Pagesof an American. However, not all citizens are afforded equal rights. Gay and lesbians are consistently denied rights that are typically taken for granted by the average American. Specifically, gay and lesbians couples are denied the right to marry even if they are upstanding citizens. They are held at an unfair disadvantage solely because of their sexual orientation. This discrimination must stop because gay and lesbian couples are law-abiding citizens too, who should be afforded the s ame rightsRead MoreThe Pros And Cons Of Gay And Lesbians1447 Words   |  6 Pagesof an American. However, not all citizens are afforded equal rights. Gay and lesbians are consistently denied rights that are typically taken for granted by the average American. Specifically, gay and lesbians couples are denied the right to marry even if they are upstanding citizens. They are held at an unfair disadvantage solely because of their sexual orientation. This discrimination must stop because gay and lesbian couples are law-abiding citizens too, who should be afforded the same rightsRead MoreLesbian, Gay, Bisexual And Transgender993 Words   |  4 PagesIndividuals who identify as Lesbian, Gay, Bisexual and Transgender (LGBT) are extremely marginalized in the basic aspects of life, despite recent changes in the law legalizing same-sex marriage. The following articles, Lesbian, Gay Bisexual and Transgender families in Journal of Marriage and Family, and End-of-Life Care for gay, lesbi an, bisexual and transgender people; provides an in-depth look of on-going struggles and discrimination they face. Biblarz and Savci (2010) analyzed families thatRead MoreGay And Lesbian Household Does Not Make A Child Gay1885 Words   |  8 PagesTatyana sanchez English 102:Rhetoric and Compositions Dr.Tom Bragg April 12, 2016 Being raised in a gay/lesbian household does not make a child gay: †Ignorance is bliss† Gay, straight, lesbian bisexual, etc. These are all terms used to describe a person’s seuxual orientation. In today’s world people are harassed and assaulted because of which of these words they identify with. From 2012 up to 2012 there was a drastic change in reported hate crimes against members of the LGBT community.Read MoreLesbian, Gay, Bisexual, And Transgender1675 Words   |  7 Pagespaper will be focusing on is The Lesbian, Gay, Bisexual, and Transgender (LGBT) community because they face multiple levels of victimization, and it is hard for this group to adjust to society once they have identified themselves as being gay, lesbian, bisexual, or transgender. In 2013, law enforcement agencies had reported 5,928 hate crime incidents, 20.8 percent were motivated by sexual orientation, and 60.6 percent were identified as gay male-targeted bias. Gay males is one of the main targetsRead More The Gay/Lesbian Market Essay2605 Words   |  11 PagesThe Gay/Lesbian Market With the waving of the rainbow flag, the emergence of a vibrant gay and lesbian niche market is being heralded across the United States. A wide range of commodities and services aimed at gay and lesbian consumers are now advertised in an equally wide range of media and venues. Reproductions of Robert Mapplethorpe photographs in the New Yorker, Miller Beer ads in the Advocate, catalogues distributed nationally by gay-owned businesses, and websites display just a fraction

Analysis of Michael Moore’s Treatment of His Subject...

Analysis of Michael Moore’s Treatment of His Subject Matter within the Documentaries Bowling for Columbine and Fahrenheit 911 â€Å"A documentary may be as a film or television or radio programme that provides factual information about a subject. Typically, a documentary is a journalistic record of events presented on screen.† The main conventions of documentaries tend to be that the documentary has voice-over commentary; the main focus is on the issues rather than relationships between characters, they also build up the setting so the viewer can build up a context. Documentaries do not leave on cliff hangers, they usually end with a conclusion or final interpretation to provoke thought on the issue†¦show more content†¦Editing can cause a bias to a subject matter; therefore the objectivity of a documentary may be lost. An example of this is Michael Moore’s apparent dislike of George Bush’s â€Å"administration and his particular disgruntlement at the US for its invasion of Iraq.† Winston says ‘The line between documentary and fiction is tenuous. Both are create by edititing and selection. Both, willingly, or unwillingly, embody a viewpoint.’ MICHAEL MOORE Born: 23/04/1954 Birth Place: Flint, Michigan Michael Moore, America’s most populist commentator. Moore has a passion to throw himself into major issues, in hope to enervate public opinion. He ‘believes in the common man’s stand against the State.’ Michael was born in Flint, where his first political views arose and grew. A General Motors car plant employed his father and Grandfather, unfortunately the plant relocated to Mexico where because of cheaper labour therefore many men lost their jobs. This was the first of many issues that gave Moore the enthusiasm to get involved with presenting major issues to enervate the opinion of the public. Moore’s passion to present and â€Å"reveal corporate injustice and misdemeanour to the public began when he was an Eagle Scout and made a slide show exposing all the business that polluted Flint.† When Moore was eighteen he won a place on the Flint School

Peer-to-Peer Learning for Scotsman Andrew - myassignmenthelp

Question: Discuss about thePeer-to-Peer Learning for Scotsman Andrew. Answer: Introduction Peer teaching is not a whole new idea. This may be traced back to the Aristotles use of the archons, or perhaps the student leaders (Bichy O'Brien, 2014). Peer learning was initially regarded as the theory by the Scotsman Andrew in 1975 and this was later implemented in the English as well as the French schools in the nineteen century (Bichy O'Brien, 2014). Over the last thirty years now the peer teaching has increased on its popularity in the alignment with the mixed capability grouping in the k-12 schools along with a vested interest in a lot more financially efficient methods for teaching. The term peer learning remains abstract. The sense in which we use it here highlights a two way, reciprocal learning activity. It should be mutually beneficial and also involve the sharing of the knowledge, ideas as well as experiences between the students. It could describe a way of moving beyond the aspect of independence or mutual learning (Kirkwood Price, 2005). In this research, it will describe how the peer to peer learning could promote the independence of the student and how well they have been able to utilize the experiences of the fellow students. The peer to peer learning helps the learners to be able explain on the ideas to the others as well as participate on the activities which they could learn from the fellow students (Brill, 2016). The students are able to develop on their skills when it comes organizing as well as planning on their learning activities, working collaboratively with the other peers (Brill, 2016). Peer learning has become an increasingly aspect to many courses, and it has been used in various contexts as well as disciplines. The prospective of the peer to peer learning is starting to be realized , yet the examination of the way to which it has been utilized in the existing courses clearly highlights there are practices which are often introduced in ad hoc way , without very much consideration to the implications ( Casey Wells , 2015 ) . When these kinds of practices are employed unsystematically , the student unfamiliar with this method could become baffled in relation to the things they are entitled to be undertaking , they miss on the possibilities for learning altogether, and they can fail to build the skills that are anticipated from them (Casey Wells, 2015). Most of the peer to peer learning usually occur informally without the involvement of the staff and the students who are already are an effective learners would benefit disproportionately. When there is a formalized peer to peer learning to the student it could help them promote their independence. At the time when the learning institution resources have been stretched and the demands upon the tutors has increased, it provides the student the opportunities of learning with each other (Higgins, Reeh, Cahill Duncan, 2015). It offers them a much considerably more practices as comparison to the traditional teaching and the learning techniques which is taking responsibility for their own learning and generally, learning how to learn. How peer to peer promote student independence The peer to peer learning has been able to promote the student independence in a number of ways. One way is that it has provided the students with the opportunities to self-monitoring themselves. The aspect of the self-monitoring highly depends on two processes when it comes to the establishment of the goals as well as receiving of the feedback from the others and from oneself (Comer, Clark Canelas, 2014). It is possible to encourage the student to self-monitor through helping them in the development of their use of the self as well as the peer assessment to be able to highlight whether the strategies they were using if they are effective when it comes to achieving of their learning goals (Casey Wells, 2015). Another way it helps in achieving the student independence is that it offers models of the behavior. Through peer to peer learning other students encourage others on how they could model on their model. An example, the students can show each other how to categorize information to be able tom make it easier to remember. Peer learning has been found to help develop communication among the students which has included the language focused on the learning (Casey Wells, 2015). This has been found to help the students to become much more aware of the steps which are involved in the learning, understanding on their own learning styles as well as helping the students to share their thinking. The peer learning has provided scaffolding strategy which entails the supportive structure which is provided by skilled individuals, such as other students that has aided the students in their learning. This technique helps the students to transfer responsibility to one another by step by step (Comer, Clark Canelas, 2014). Peer learning helps to develop an effective classroom discourse, where by asking the higher order, open ended question as well as responding the flexibility to the responses of the students so as to enhance and promote thinking along with the problem solving skills and a deeper understanding. Through peer to peer learning it has helped in encourage collaborations (Dalsgaard, 2014). As the fellow student it is important to give ones students with the regular opportunities to be able to complete the quality, small group tasks as well as encourage them to learn from one another and be able to develop their own independent ideas, rather than always looking for the ans wers. How students utilize experience of fellow students. When the student help other student to learn it is a powerful tool useful in classroom. The students could utilize the others experience and be able to achieve the content focused as well as process oriented goals, both of which are significant when it comes to learning success (Purser, Towndrow Aranguiz, 2013). According to research, it has showed that cooperative learning could help to improve on the achievements of the students, persistence as well as attitudes (Casey Wells, 2015). The collaboration with the fellow students could increase on the motivation and helps the student to be able to take responsibility for their own along with the peer learning. Student could learn from the others experiences such as the challenges they had previously faced and read on how they overcame them could help them with the reassurances and the support. They are able to learn what the shortcomings which their colleague encountered were and how they were able to overcome some of them and the method they utilized. Another way the student could utilize on the experiences of the other is on how to make better decision (Kirkwood Price, 2005). The student can see how other look at things in different perspective, constructive deliberation as well as the critical analysis which could result to much better decision solutions as well as performance. The experience of the fellow students could help a student to learn content and master the materials (Roehl, Reddy Shannon, 2013). Whether one is working on a problem or even answering of the questions in regards to reading, discussing of the case studies when the student work together in content, they are able to learn the basics and this could be helpful when it comes to learning various concepts from one another (Roehl, Reddy Shannon, 2013). The reason as to why they learn is much pretty straightforward when the student work with the content especially in the group which they are figuring on things for themselves. When one learns from the experience of one another, it is possible to apply on those concept they used and apply to a given situation that could be much similar to the one which one encounters (Brill, 2016). Moreover, they are able to make better decisions when it comes to solving various shortcomings. Conclusion As highlighted in the research, it is important to recognize that the peer learning has not been a single practice. It has covered various activities that could be combined with the others when it comes to ways which suit the needs of a given course. The students could learn a lot through explaining on their ideas to the other colleagues and at the same time participating in the activities which they have been able to learn from their peers. Additionally, peer to peer learning has promoted the development of the skills especially in planning, organization along with the learning activities, collaborating with the others as well as evaluating on their own learning. In this research, it has examined in details how the peer to peer learning has been able to promote on the independence of the students. Moreover, the research has also highlighted how the students can utilize the best experience of the fellow students. References Bichy, C., O'Brien, E. (2014). Course Redesign: Developing Peer Mentors to Facilitate Student Learning. Learning Assistance Review (TLAR), 19(2). Brill, J. M. (2016). Investigating peer review as a systemic pedagogy for developing the design knowledge, skills, and dispositions of novice instructional design students. Educational Technology Research and Development, 64(4), 681-705. Casey, G., Wells, M. (2015). Remixing to design learning: Social media and peer-to-peer interaction. Journal of Learning Design, 8(1), 38-54. Comer, D. K., Clark, C. R., Canelas, D. A. (2014). Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs. The International Review of Research in Open and Distributed Learning, 15(5). Dalsgaard, C. (2014). Students' use of Facebook for peer-to-peer learning. In Proceedings of the9 th International Conference on Networked Learning, NCL (pp. 95-102). Higgins, B., Reeh, M., Cahill, P., Duncan, D. (2015). Supporting Early and Ongoing University Student Experiences Through Academic Skills AdviserServices. Journal of the Australia and New Zealand Student Services Association. Kirkwood, A., Price, L. (2005). Learners and learning in the twenty?first century: what do we know about students attitudes towards and experiences of information and communication technologies that will help us design courses?. Studies in higher education, 30(3), 257-274. Mackenzie, S., Gabites, B., Briggs, A. R., McIntosh, J., Shelley, J., Verstappen, P. (2017). Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning. Journal of Educational Leadership, Policy and Practice, 32(1/2), 62. Purser, E. R., Towndrow, A., Aranguiz, A. (2013). Realising the Potential of peer-to-peer learning: Taming a MOOC with social media. Roehl, A., Reddy, S. L., Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences, 105(2), 44.

Summary free essay sample

Matsushita was created by a 23 year old engineer in 1918 by producing double socket in his house. The company grew very fast to acquire 162 employees in 1932. Matsushita announced a plan of 250 years focusing on the seven spirits of Matsushita. Before the war, the company produced more than 5000 product and opened 25000 domestic retail stores. It was the first company to apply divisional structure. Competition between divisions was hard. After the innovating division earned high profits he took it off to a new division to decrease the tension of inter division competition. Funds were given to each division for development production and marketing. The treasury worked like a commercial bank: they reviewed the division loan request. Each division profits were calculated after deducting the central services. Each division paid 60% to headquarters and financed working capital and fixed assed in the next 40%. If the profit decreased fewer than 4% for 2 successive years in a division its manager was replaced. We will write a custom essay sample on Summary or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Matsushita was known as a copycat. Matsushita wasnt able to find an American investor. He only invested in a licensing with Philips. He started by producing black and white TVs and went verseas to open his first branch office in America. They sold TVto a retail shop under the Matsushita name. In 1960, branches opened in Asia, Central and South America. As manufacturing cost increased in Japan, Matsushita was forced to open factories in low-wages countries, however high value product were still produced in Japan. In the 1970s political reasons forced Matsushita to open plants in the US, Canada and Europe. Matsushitas VCR allowed him to be first in the consumer market, he copied the design of Ampex a US company. Several formats were developed however Matsushita was forced to adopt VHS format. In 1977, he increased the volume of the VCR reaching 6. 8 million units for the company itself and other companies such as GE and Philips. The company also licensed VHS format for other companies. VCR accounted 45% of total profit and 30% of sales. In the 1980 the overseas division reported either to the parent company in Japan or to the METC in the US a separate legal entity. Matsushita had over 700 expatriate Japanese managers all over to the world to establish proper communication between headquarter and the companies overseas and to translate the Matsushita philosophy overseas. They were required to tell the merciless truth. The expatriate kept close relationship with managers at parent companies to have all the information and updates. Managers overseas were requested to visit Osaka every year at least twice and corporate managers replied these visits to conduct face to face meetings. Yamashita as president: he first started by implementing an increase in overseas sale from less than 10% to 25%. He set up a target of 4 localizations: personnel, technology, material and capital. Matsushita over the years increased the number of local national managers supported by Japanese advisors. He established local subsidiaries to source the equipments locally and modifying design to meet local requirements. They were also free to buy supplies from local vendors only key components from parent company. Each year the parent company held a meeting where the manager could negotiate product teatures, price change and other things to meet the requirements of their local sales. Yamashita publically admits that the TV company in Cardiff was strongly dependent on the center. Tanti as president: in1986, he merged METC and the parent company, he also brought all the subsidiaries under METC. He relocated headquarters from Japan to US, Asia and North America. The growth of Matsushita continued. They were frustrated that they couldnt develop overseas companies so they bought some. After Japans economy burst, Tanti was forced to contain the cost. He was forced to resign in 1993. Morishita: He first sold one of his overseas companies to Seagram, losing $1. 2 billion in the transaction. He moved 6000 staff to operating Jobs. However, the company continued to struggle. Competitors rose from China and Korea collapsing prices. Japan consumer electronic market decreased from $42 billion in1989 to $21 billion in 1999. Thus, Matsushita shifted it production houses to China and Malaysia low-wage countries holding 140,000 employees the same number of employees in Japan. However, they were not ready to lay off employees due to their lifetime Job commitment. Morishita started to develop overseas innovations he began investing in overseas RD partnerships. Nakamura: His main objective was to build a super manufacturing plant on 3 basis: technology based components business, flexible and responsive manufacturing facility and customer oriented solution based business. His plan was to close inefficient plants and localize in Manufacturing Centers. He also separated plants from product divisions. He also divided sales and marketing division to 2 global organizations one for appliances and one for consumer electronics. In 2001 Matsushita had his first quarterly loss. The CEO immediately offered the early retirement of 18000 employees, 13000 accetepted reducing cost and allowing the emergence of new managers. Despite all that, Matsushita announced losses of $3. 7 billion in 2002. He directly iniated the release of innovative consumer focused products in markets at competitive prices. In march 2004 he reported a profit of $1. 9 illion less than the 5% promise on operating margins. Ohtsubo: in 2006 after profit of $3. 6 billion nakamura stepped down. He invested $1. 3 billion in cash for the development of flat screen TV RD. he wanted to build manufacture and release a new product twice a year. In 2008 Matsushita was changed to become Panasonic best known brand, in order to be able to grow overseas. In 2008, sales growth hopes faded. He immediately, vowed to shut down any company that had less than 3% operating profit. 27 plants were closed $4. 2 billion loss dreams about a $90 billion in revenues vanished.

Violence in Society †Sociology Essay

Violence in Society – Sociology Essay Free Online Research Papers Violence in Society Sociology Essay Violence exists in many different forms in our society. Unfortunately, many people believe that violence is the most effective way of solving the problems in our world today. It is a horrible resolution but is usually seen as the only option, and results in tragedy. Basically, man has not yet learned from his past mistakes and is not aware that violence just leads to more violence. Violence today accomplishes nothing and is a futile act that shows how many problems our society has. When used as a way to solve problems, violence is very useless. It is a senseless act because instead of resolving situations and trying to be more open minded, people just choose violence and show their intolerance felt for people unlike them. An example of this would be from the movie Mississippi Burning, when the Ku Klux Klan would chase and hunt down innocent black people and then hang them or shoot them. People would get killed just because of their skin colour or cultural beliefs. These kinds of racism and violence have been present since the 1950’s and 1960’s, when they were used constantly. Another example from these times is found in the life of Martin Luther King Jr. who was a preacher who believed in negotiation and peaceful means rather then violence, as shown in the video Martin Luther King Jr. that was viewed in class. He was just a man who was trying to solve the major issue of segregation experienced by the black people. He sought to copy the idea s expressed by Gandhi, which also dealt with peaceful means to solve problems. Tragically, Martin Luther King Jr. soon after was assassinated and murdered. This goes to show how much hatred and violence exists in mankind. Our world is basically run by our society and the people around us. Then what kind of society are we when we use violence against the helpless, and lack any sort of tolerance for those who differ from us? This goes to show us how many problems our society has these days, and has had for the past decades. An example of this would be Hitler, and how he killed off Jewish people to carry out his objective of â€Å"a perfect world† which consisted of blonde hair and blue eyed people (German culture). This kind of terrorism seems sickening and disgusting. However, there are certain types of people who exist in the world that share the same opinion of Hitler. Other examples include the disaster that occurred on September 11th last year. This was an act of terrorism and hatred. Osama Bin Laden was responsible for these terrible acts of violence towards the United States. These atrocious catastrophes have forever altered our sense of security. The usual way of solving problems that deal with violence rather then peaceful means, are not adequate anymore for the world in which we live. People are starting to realize who the â€Å"good† and the â€Å"bad† are. An example of this would be when peace marches with Martin Luther King Jr. would turn into a riot of innocent people running for their lives from the authorities, who mercilessly attack them and abuse them. These pointless acts led the people to finally realize what kind of government they were supporting, and helped them to understand and be more open minded about what was really going on. Thus, violence itself is not a solution to problems. It is more beneficial to society to question whether or not violence is really the answer. Only through thoughtful discussion and the realization that the solution lies in peaceful negotiation, will there be any hope for the future. Research Papers on Violence in Society - Sociology EssayEffects of Television Violence on ChildrenCapital PunishmentQuebec and CanadaWhere Wild and West MeetRelationship between Media Coverage and Social andTrailblazing by Eric AndersonComparison: Letter from Birmingham and CritoBook Review on The Autobiography of Malcolm X19 Century Society: A Deeply Divided EraAssess the importance of Nationalism 1815-1850 Europe

Transportation Geography

Transportation Geography Transportation geography is a branch of economic geography that studies transportation and all aspects related to it and the geography of an area. This means that it examines the transportation or movement of people, goods, and information in or across different regions. It can have a local focus in a city (New York City for example), as well as a regional (the United States Pacific Northwest), national or global focus. Transportation geography also studies the different modes of transportation such as road, rail, aviation and boat and their relationships to people, the environment and urban areas. Transportation has been important in geographic study for hundreds of years. In the early days of geography explorers used known sailing routes to explore new areas and set up trading outposts. As the worlds economy began to modernize and develop railway and maritime shipping became increasingly important and knowledge of foreign markets was essential. Today transportation capacity and efficiency is important so knowing the quickest way to move people and products is important and in turn, understanding the geography of the regions in which these people and products are moving is vital. Transportation geography is a very broad subject that looks at many different topics. For example, transportation geography could possibly look at the link between the presence of a railroad in an area and the percentage of commuters using rail to get to work in a developed area. Social and environmental impacts of the creation of transportation modes are other topics within the discipline. Transportation geography also studies the constraints of movement across space. An example of this might be looking at how the shipment of goods varies at different times of the year due to weather conditions. To gain a better understanding of transportation and its relationship to geography transportation geographers today study three important fields that relate to transportation: nodes, networks, and demand. The following is a list of the three major branches of transportation geography: 1) Nodes are the beginning and end points for transportation between geographic areas. The Port of Los Angeles is an example of a node because it is the start and end for the shipment of goods to and from the United States. The presence of a node is important economically because it can aid in the development of a city due to jobs for example. 2) Transportation networks are the second major field in transportation geography and they represent the structure and organization of transportation infrastructures like roads or train lines through an area. Transportation networks connect the nodes and are significant because they can directly affect the capacity and efficiency of the movement of people and goods. For example, a well-developed train line would be an efficient transportation network to move people and goods from two nodes, say, from San Francisco to Los Angeles. It is up to transportation geographers to study the differences between two networks to most efficiently move items between nodes. 3) The third major field of transportation geography is demand. Demand is based on public demand for different types of transportation. For example, if commuters are in constant traffic congestion on a daily basis in a city, public demand might support the development of a transit system such as light rail to move them within the city or two and from the city and their home. Overall, transportation is a significant topic within geography because the worlds economy depends on transportation. By studying how transportation relates to geography, researchers and geographers can gain a better understanding of why cities, transportation networks and the worlds economy have developed the way they have. Reference Hanson, Susan, ed. and Genevieve Giuliano, ed. The Geography of Urban Transportation. New York: The Guilford Press, 2004. Print.

Creating, Financing, and Marketing a Business Research Paper

Creating, Financing, and Marketing a Business - Research Paper Example With such a well diversified blend of people coming in to operate the business, a lot of costs can be saved in hiring other people to do these kinds of technical work for them. Moreover, in the case a loss occurs in a partnership, not all of it will be taken by a single person like in the case of sole proprietorship. Here, each partner will be liable to the maximum amount of their investments (or if agreed otherwise) they have made. Partnership also have a lot of cons. In case of partnership, often time the agreement are framed in such a way that if any one partner leaves, the entire partnership / business needs to be would up. This is one of the major problems in partnership as a mode of ownership. Yet another very important con is that there may be differences in views of partners as how they want to carry out the business or resolve a particular issue. In such case, usually voting is carried out to determine a way out. This would mean there would be several partners who would have to agree to something against their wishes. Funding Options For Small Business There are a lot of possible ways which small businesses can use to fund their operations. The options include debt financing, grants, equity financing, loans from friends and family, business angels or angel investors as they are better known, venture capitalists and strategic investors. A few of these sources re discussed in more detail below. Almost all small businesses finance their operations via loans taken from financial institutions. These loans are often easy to take come with a repayment schedule an interest rate that is decided upon at the time of cracking the deal. The plus side of debt financing is you don't have for equity financing, thereby you'll solve equity issue expenses. Secondly, getting a debt is pretty much an easy option as compared to floating a company's shares on the stock market. Government grants can also be used to fund the operations of small businesses. These grants are usu ally offered to businesses in the research and development side and those working in the technology sector (McCaffrey, 1992). Its benefits include the fact that this is literally free money that doesn't need to pay back and investors love the boost that such grants provide. On the negative side, the use of grant money is often dictated by the government and it cannot be used for anything else. How Managerial Accounting Can Help Managers With Product Costing, Incremental Analysis And Budgeting Managerial or cost accounting deals with costing techniques. It is generally concerned with providing price sensitive information to decision making managers, as they're the people who are responsible for product costing and control operations. Managerial accounting can help managers with to determine cost units and allocate them to different cost centers. Once all these cost units have been allocated to different cost centers, then the total cost per unit can be determined and hence product co sting becomes easier. Managers generally make decision by selecting between different alternatives available to them. Since a lot of information is available when deciding product costs, decision making becomes a much easier process when they only examine the amounts that differ between different decisions and make a decision accordingly. In such cases differences only occur between relevant costs, and they're the ones that need to be considered in incremental analysis since non

Online Relationships Essay Example | Topics and Well Written Essays - 750 words

Online Relationships - Essay Example In fact, virtual teams have become so important that many companies cannot do well without them because of the fact that some of the most brilliant ideas tend to come from such teams. The heavy reliance of these companies on the virtual teams has come to make them indispensable and because of this, they have come to attract dynamic groups of individuals from all over the world and this has enabled the development of ideas at a grand scale since they are a merger of ideas from diverse cultures. As a result, virtual teams have become essential in the modern economic world and it is most likely that they are here to stay. Working in virtual teams can be said to be a way through which employees of some organizations or institutions are allowed to work away from a centralized workplace, using available information technologies. In such cases, these individual do not have to go to work, and instead, they send and receive whatever assignments they have online, and this ensures that they are able to work from the comfort of their own homes and at their own time. Such working arrangements involve individuals within the virtual team working at a place, which is convenient for them. This may include at home, or at a coffee shop and this trend can be said to have been growing for more than thirty years and it is increasingly becoming popular especially because of the fact that many companies have little office space to spare. Virtual teams have been taken advantage of by many companies because they not only save on office space, but they also allow these companies to get more work done by having more employees without having to create space for them to work. In addition, because of the global availability of the internet, it has become easier to employ individuals from all over the world irrespective of their nationalities or cultural backgrounds. When working within virtual teams, the home might up becoming the workplace of those individuals involved in them and to make i t more of a comfortable working environment, such an individual will always equip with the necessary accessories. Even if the individuals in the team work at the office, on the other hand, it also gives them the ability to be able to collaborate with others on the same field not only in writing but also in the development of projects that come from the different ideas from the various members of the team. Since most of the individuals who work in virtual team can work from anywhere, either in their homes or at their offices, the differences between home and work eventually become blurred, and the privacy, which the home previously provided, is lost. This means that the home is no longer seen to be a refuge from a hard day’s work, but an extension of the workplace and it is possible that such situations may be problematic for some of these individuals because it leads to an increase in work related stress. In addition, the traditional way through which people worked and intera cted at the office is lost, since the close proximity and interpersonal interactions, which could be achieved at the workplace, is lost. Virtual teams encourage the isolation of an individual from any form of social life and this may be detrimental to their mental health. In conclusion, it can be said that virtual teaming is a growing trend

Reward System in Educational Settings Essay Example for Free

Reward System in Educational Settings Essay The reward systems used in educational settings originates from psychology of behavior that specifically gives specific emphasis on promoting good discipline in educational settings. Education institutions are able to make significant differences in children’s behavior through setting out definite rules and stipulating sanctions and rewards for violating them. The fundamental nature of such systems is the idea that students can choose how to conduct themselves. Therefore, by rewarding and recognizing good behaviors whereas bad ones are punished, it is believed that students will aspire to choose good behaviors. A number of psychologists argue that in most cases education institutions focus on rectifying bad behaviors only rather than recognizing or reinforcing good behavior among students. They therefore criticize such an approach as being too basic because it eliminates the framework within which students’ conduct occurs and leaves total liability up on individual for their behavior. Although such criticizing arguments have been put forward, reward systems have been widely adopted in most education institutions especially primary and secondary schools. There are argued to impact positively on student’s behavior and performance as well as to teachers (Kohn, 1993). In regard to this, psychologists have explained the reward systems using a number of learning theories which relates the psychology and education disciplines. Learning is the means through which cognitive, emotional, and environment influences and experiences suitable for enhancing, acquiring, or making ones skills, knowledge, and values are brought together. Thus, the learning process puts emphasis on events that occur in the learning environment and this is explained by a number of learning theories. The learning theories clarify on how animals and people learn thus aiding us to understand the inherent complex learning process. All the learning theories which have been put forward by various psychologists are grouped into three categories: cognitive, behavior, constructivism and social-cognitive. Motivation of students is the basic necessity to guarantee success of any education enterprise. The dynamics of motivation can be explained as the types of academic and social goals which students brings into the classrooms, motivating elements of such goals, and the existing reward systems that together control the quantity and quality of learning as well as the will to keep on learning (Deci Ryan, 1986). Motivation has been categorized by psychologists into four groups: instrumental motivation, achievement motivation, intrinsic motivation, and social motivation. However, more than one type of motivation may occur to a student at a given time. Instrumental motivation as a type of motivation is exclusively extrinsic because students carry out tasks as they are influenced by probable final consequences such as the probability of acquiring material rewards or keeping away from a reprimand. Therefore, in cases of such motivation, teachers are supposed to ensure that tasks being performed are put in contexts that students perceive pleasant. Social motivation argues that students execute tasks in order to please people they admire, respect or whose views are of significance to them. In regard to this social motivation, rewards have no significance although tangible as well as immaterial. Besides, rewards are correlated expressly to the perceived association between the learners and the teachers or instructors whose underpinning activities such as praise and approval are considered important. Achievement motivation involves students learning and hoping for success and it has three components: cognitive drive –whereby students attempts to satisfy identified ‘need to know’; self enhancement –learners satisfy the call for self-respect; affiliation –learners seek support from others; Intrinsic motivation is characterized by the absence of external rewards hence tasks are undertaken for the pleasure and satisfaction they bring the students. It appears to be fundamental to high quality participation in an undertaking as well as being self-terminating and self-maintaining. Curiosity and a desire to meet challenges may characterize the learning of students motivated in this style (Ardord, 2006). To clearly explain the system of reward in schools, a few theories are explained. Maslow’s theory of motivation focuses on a person’s striving for excellence and he explained this through ‘hierarchy of human needs’. Maslow pointed out that every human being is a ‘wanting animal’ hence he supposed that an individual’s behavior at any given time is dominated by his/her needs that have largest potency. As lower level psychological needs of a person are sufficiently achieved, the needs for higher level psychological needs come in handy. In the context of education, Maslow’s theory argues that students cannot and/or are not willing to learn or put more effort if their basic needs are not provided or met. Therefore, students require psychological needs to be met alongside their safety feelings and a sense of belonging. Such leads to spontaneous sense as learners who are hungry will not concentrate, nor will learners who are bullied and neither will learners who perceive to be outsiders and without friends. According to Maslow, learners are motivated if they are self-actualized and any hindrances affects learning environment considerably (Ibid, 2006). Skinner came up with a theoretical framework referred to as operant conditioning to explain that human beings cannot learn best without being provided or promised with a reward. He argued that human beings like every other organisms makes a direct and anticipated response –operant- when they are aware that there is a reward. Therefore, in cases where a response happens and emphasized, there is increased probability that it will happen again when a comparable stimulus is present. Hence, skinner argued that student’s tend to learn best when behavioral change occurs. In his experiment, Skinner had come up with learning units referred to as ‘contingencies of reinforcement’. These are sequences within which behaviors or responses are followed by reinforcing stimuli. The outstanding learning principle in this theory states that behaviors/responses are naturally produced without bring out stimuli. Besides, such behaviors are operants as their production can be instrumental in punishing or reinforcing consequences among students. Therefore, this theory is useful in understanding a person’s learning, social interaction, and human development via making open a number of normal law relationships created into human life by God. Thus, the theory concurs on the necessity to have a system of reward in schools based on students’ behavior which seems notable (Tayo, 2001). Penn in his work argues that in self-worth theory, motivation is the one of most vital factors to determine the attitude of learners as well as their behavior as a sense of self-respect. The answer to self-worth is learner’s perception of his/her own capability particularly when compared to others. If an imaginary hierarchy of self-worth is drawn, learners will tend to give ability the first priority, followed by effort and performance. The theory as claimed can be explained by equating both worth and ability. The author quoting other psychologists writes that applying personal goal-setting arrangements (gives learners a chance to define their own criteria for success), outcome-based evaluation and instruction (slower learning students experience success without competing with faster learning students), attribution learning (facilitates uninterested learners to consider failure being the lack of effort instead of ability), and cooperative learning activities (facilitates learners in understanding that individual effort contributes to personal as well as group goals) removes barriers to achieving motivation and redirects learners’ behavior far away from letdown-avoiding activities in educational settings (Penn, 2002). Extrinsic and intrinsic motivation theories differ only in terms of goals that different student have. Intrinsic motivation argues that students study just for the sake. The learners derive personal satisfaction as well as learning new ideas from learning and regard the m as a reward (Anti-Bullying Network, 2000). On the other hand, extrinsically motivated students are influenced by outside influences for instance praise from peer and teacher, attaining good grades, and/or any other form of reinforcement a peer or teacher can offer. Some people have argued that intrinsically motivated students tend to learn more as compared to those who are extrinsically motivated. Reason may be because intrinsically motivated learners as well extrinsically motivated. However, extrinsically motivated learners are seldom motivated intrinsically. Extrinsic rewards encompasses use of tangible rewards such as payments and gifts so as to keep learners interested in particular subjects as well as motivate them (Deci Ryan, 2002). Intrinsic motivation has for a long time been criticized for its unconstructive influence on intrinsic motivation as well as being claimed to have a short term effect. In regard to intrinsic motivation, learners have the feelings of self-determination, pride, and competence. However, students are highly interested in activities when they are motivated by gifts, prizes, grades, or money as long as they received anticipated reward. Therefore, with time a student who receives a reward for their performance in a particular subject, they gradually become interested in it and develop intrinsic motivation. A big difference exists between tangible rewards (candy, money, certificates) and verbal rewards (praise, positive feedback). Tangible rewards influences intrinsic motivation negatively and destroy self-regulation (Wilson Corpus, 2001). Conclusion Although the reward system has for a long time been applied in schools, a couple of issues need to be addressed if it will remain effective. Teachers and parents needs to be consistent in using rewards and sanctions, the reward system whether individual, cooperative or competitive should be monitored on regular basis, keeping-off from rewards that have monetary worth or those that indicates that school tasks are of no value, and making certain that rewards are deserved and genuine rather than being routine (Anti-Bullying Network, 2000). Whichever the reward system an education institution adopts, a positive culture in schools is established reason being efforts and good behaviors of the pupils are recognized. Thus, most students tend to put more effort so as to achieve established rewards and as a result the overall performance of school improves.

Titus :: essays research papers

Desdemona, on the other hand, is only heard talking naturally with other people. Yet, she too is developed through both the content and form of her speech. For example, Desdemona's conversations with Emilia, particularly at the end of the play (IV, iii), reveal aspects of her character as well as Emilia's character. Have students look at these and discuss what they reveal about each of the characters. ] When it was enacted upon the stage, Shakespeare's Titus Andronicus was most probably received by its 16th century audiences in much the same way as Dallas and Melrose Place are received by contemporary 20th century audiences. Therefore it is important to remember that art does not necessarily have to be haute couture in order to be an accurate representation of popular ideologies. In fact, more often than not, it is the entertainment of the bourgeois that is a better mimic of these ideologies. If we realize that Shakespeare's primary objective was not to make social commentary or criticize his own culture but rather to entertain, we can observe how his works, and indeed almost all works of art, as Frederic Jameson has stated, "as though for the first time, bring into being that very situation to which [they are] also, at one and the same time, a reaction." (Montrose essay, p.57) With this is mind I would like to reveal how Shakespeare's treatment of the female character Lavinia in Titus Andronicus is a window through which can be seen not only the objectification of woman in 16th and 17th century culture and some of the problems which arise when the woman is viewed as an assignable property, but also the subtle shift from the outward control of woman to the interiorizing of control of woman through her own self-image. Perhaps most easily recognizable is the objectification and assignability of 16th and 17th century woman. By objectification and assignability I mean the near-universal notion, and in many cases legal fact, that women, especially of the upper class, were accepted by their fathers, their husbands, and the state, to be bought, sold, and treated as property. At the very beginning of the play Lavinia is referred to as "Rome's rich ornament" by her suitor Bassianus (I.i.). When she actually enters the scene she has eight lines of praise for her father's valor and honor and then, after a cursory acknowledgment by him, she is silent. Meanwhile her father chooses the new king, the new king chooses her as his bride, her father agrees (although he seems more proud to Titus :: essays research papers Desdemona, on the other hand, is only heard talking naturally with other people. Yet, she too is developed through both the content and form of her speech. For example, Desdemona's conversations with Emilia, particularly at the end of the play (IV, iii), reveal aspects of her character as well as Emilia's character. Have students look at these and discuss what they reveal about each of the characters. ] When it was enacted upon the stage, Shakespeare's Titus Andronicus was most probably received by its 16th century audiences in much the same way as Dallas and Melrose Place are received by contemporary 20th century audiences. Therefore it is important to remember that art does not necessarily have to be haute couture in order to be an accurate representation of popular ideologies. In fact, more often than not, it is the entertainment of the bourgeois that is a better mimic of these ideologies. If we realize that Shakespeare's primary objective was not to make social commentary or criticize his own culture but rather to entertain, we can observe how his works, and indeed almost all works of art, as Frederic Jameson has stated, "as though for the first time, bring into being that very situation to which [they are] also, at one and the same time, a reaction." (Montrose essay, p.57) With this is mind I would like to reveal how Shakespeare's treatment of the female character Lavinia in Titus Andronicus is a window through which can be seen not only the objectification of woman in 16th and 17th century culture and some of the problems which arise when the woman is viewed as an assignable property, but also the subtle shift from the outward control of woman to the interiorizing of control of woman through her own self-image. Perhaps most easily recognizable is the objectification and assignability of 16th and 17th century woman. By objectification and assignability I mean the near-universal notion, and in many cases legal fact, that women, especially of the upper class, were accepted by their fathers, their husbands, and the state, to be bought, sold, and treated as property. At the very beginning of the play Lavinia is referred to as "Rome's rich ornament" by her suitor Bassianus (I.i.). When she actually enters the scene she has eight lines of praise for her father's valor and honor and then, after a cursory acknowledgment by him, she is silent. Meanwhile her father chooses the new king, the new king chooses her as his bride, her father agrees (although he seems more proud to

Puritans vs. Native Americans Essay

In 1608, a group of Christian separatists from the Church of England fled to the Netherlands and then to the â€Å"New World† in search of the freedom to practice their fundamentalist form of Christianity (dubbed Puritanism). The group of people known as the Native Americans (or American Indians) are the aboriginal inhabitants of the Northern and Southern American continents who are believed to have migrated across the Bering land bridge from Asia around 30,000 years ago. When these two societies collided, years of enforced ideology, oppression and guerrilla warfare were begun. The great barriers of religion, ethics and world-views are the three largest factors which lead to the culture clash between the Puritans and the Native Americans. Religion played a very important role in both Puritan and Native American society, though their ideologies differed greatly. According to Puritan beliefs, God had chosen a select number of people to join him in heaven as his elect. The Native Americans, on the other hand, believed that everyone was the same; no one was better than anyone else. As Sitting Bull once said, â€Å"Each man is good in [the Great Spirit’s] sight. (Quotes from our Native Past). This theory was in direct conflict with the Puritan’s view. The means through which the beliefs of these two groups were carried on also differed greatly. The Puritans had their Bible which detailed their entire religion and held the answers to all possible questions. The Native Americans on the other hand relied on oral transmission of their theology. Thus, while the Puritans had a constant place to turn to when they wanted to figure out what they believed, Native Americans were forced to fill in the blanks between stories they had heard when it came to their basic ideals. This aspect made them both unable to relate to one another. The most prominent difference between the two religions were their gods. The Puritans believed in one God and one God only. The Native Americans, though also worshipping their own almighty â€Å"Great Spirit,† took further reverence for all living (and once living) things, worshipping the trees and their ancestors as well as their omnipotent Tirawa (or Wakan Tanka). The Puritans, holding all aspects of the Bible literal and as divine mandate, saw this worship of beings other than their God as idolatry (which was in clear violation of the first commandment). Therefore, the Puritans held the Native American society as a society wallowing in sin. Sin was the basis for another big hurdle in Puritan/Indian relations; their differing sets of moral and ethical values. The Puritans valued their faith above anything else. They believed that their conviction for God held precedence over anything else. Even their actions were of less consequence than their faith. The Native Americans, on the other hand, lived their faith and used their actions as tools of their beliefs. Rituals like food preparation and dancing were all actions giving veneration to the spirits of nature. Puritans also believed in the buying and selling of land, a practice completely foreign to the Native Americans. As Crazy Horse said, â€Å"One does not sell the land people walk on† (Quotes from out Native Past). As for the augmentation of terrain, utilization of natural resources and â€Å"beautification† of the land (which the Puritans took part of and advocated), the Paiute Indian Wovoka was quoted, â€Å"You ask me to plow the ground. Shall I take a knife and tear at my mother’s bosom? Then when I die she will not take me to her bosom to rest. You ask me to dig for stones! Shall I dig under her skin for bones? Then when I die I cannot enter her body to be born again. You ask me to cut the grass and make hay and sell it and be rich like white men, but how dare I cut my mother’s hair? † (Quotes from our Native Past) The Puritans were unable to understand why the Indians viewed their cultivation of the land as barbarism, and the Native Americans were also unable to understand why the Puritans viewed their lack of clothing and lack of forced organized worship as savagery. The final, and arguably most important, of the factors leading to the Native American and Puritan culture clash was the conflict of self and world views held by the two groups. The Puritans viewed themselves as flawed and (basically) evil. According to Eagle Chief, a Pawnee Indian, â€Å"In our minds we are two, good and evil. † (Quotes from our Native Past). Also, the Puritans believed that the mortal world was temporary and of little consequence. They believed that the only place of significance was the next world; Heaven or Hell. The Native Americans, on the other hand, believed that the world they inhabited was the next world. They thought that by dying, they simply returned to the earth. With this train of thought, it seems unlikely that they would be forced into worship through fear if they knew that they were headed home no matter what practices they held in life. The Puritans believed in a specific set of religious ideals, while the Native Americans had a less conformist view of worship. The Puritans held things like faith and use of the land over the Native Americans’ daily ritual and reverence for nature. The Puritans considered themselves all evil and considered life as a momentary transition, while the Indians thought of themselves as equal halves of good and evil and mortal life (and its logical successor) as fundamentally the same thing. These three things all contributed to the cultural conflict that plagued the Native Americans and Caucasians for years.

My Masters Are You Mad? Essay

Interestingly, the concept of ‘madness’ can be interpreted and explored in many ways. The foolishness of one’s actions; the mayhem or pandemonium of a situation; or the mental instability of an individual. Shakespeare’s Twelfth Night mentions ‘madness’ more often than any of his other plays, suggestion that madness plays a central role in the development of both the plot and the characters. The intention of Malvolio’s question, although potentially ambiguous, is to suggest to his ‘masters’, Sir Toby and Sir Andrew, that they are crazy to be up in the early hours of the morning making such a noise in Olivia’s house. Through his question Twelfth Night, indirectly, presents many answers that lead us, the reader, to our own conclusion about the degree of madness within each of the characters and the situations they create or find themselves in. The theme of love as a cause of madness is one that presents itself regularly in Twelfth Night. As the play opens, Orsino talks of how too much love can make one’s appetite for it ‘sicken and so die’. He says how love can make you want things one minute, and then, in another, make you sick of them, ‘But falls into abatement and low price Even in a minute.’ Love should be, in theory, a powerful, all consuming feeling of euphoria and fulfillment. However, when Orsino describes this violent mix of desires accompanying love, he seems to be referring to everybody’s experience of love. He is generalising and assuming, however disruptive and chaotic love is, everybody experiences it in the same way he describes. As the play progresses, we are shown that his love for Olivia is unrequited, ‘How will she love, when the rich golden shaft hath killed the flock of all affections [†¦] !’ Unrequited love is impure love, as the path of the one who love is almost certainly headed for despair. The suggestion that such a beautiful emotion could result in turbulence and such pain & upset is the suggestion that love, and the journey it takes Orsino on, is mad. The readers are left contemplating that if Orsino knows the path he it taking is unstable, why does he bother continuing when he knows his fate? Love has left him mad & unhinged and, possibly, incapable of making rational and thoughtful decisions. Instead he leaves to ‘sweet beds of flowers’ to further ponder his emotions. The loss of Olivia’s both brother and father within a short space of time has left her grieving excessively and unnecessarily. Sir Toby opens a scene by questioning Olivia’s behavior, ‘What a plague means my niece to take the death of her brother thus?’ intimating his disapproval. He is the first to be bold enough to point out the ridiculousness of her overly-melodramatic grieving, having vowed to hide away for seven years. It is considered appropriate to mourn for the loss of a loved one for a period of time, but, in Olivia’s case, seven years would usually be considered inordinate. Before Olivia even makes her debut appearance in Twelfth Night, precast as a self-indulgent and overemotional character. The theme of madness again presents itself in her self-important view of the world. The fact that Olivia is giving up seven years of her own life to grieve, shows her desire to play the victim, hiding away from the world outside her house and the affections of others. When Viola, in disguise, comes to Olivia on Orsino’s behalf, Olivia plays upon his affections for her, teasing his messenger with her disguise, ‘Give me my veil; come throw it o’er my face.’ If she truly was wretched from the loss of her brother and father she would not indulge in such frivolous devices to keep others interested. The prolonged grieving she had opened herself up to has been at the expense of her better-judgment and maturity. She, a ‘master’ of Malvolio, as his question includes, has slipped into instability and silliness, and, if she keeps it up, is not far from the madness that seems to engulf the characters of Twelfth Night. The role of the ‘fool’ in Olivia’s household is to speak their mind, having no fear of the possible repercussions they may face from their masters for their honesty. Ironically, but perhaps unsurprisingly as this is a work of confusion in Shakespearean proportions, Feste, the clown is perhaps the most sane and wise of all the characters. Feste makes a comment to Sir Toby and Sir Andrew, asking them if they have ever seen ‘the picture of ‘We Three’?’ The picture he is referring to is that of two fools, with the idea that the viewed is the third fool. He is suggesting that they either are the fools in the picture, or have both seen it and, therefore, make up the third fool. He is the only character inferior to both Sir Toby and Sir Andrew to refer to their drunken and feasting lifestyle as foolish, showing not only his boldness, but also his astute observations and wit. Later on, when speaking to Viola disguised as Cesario, he comments on her lack of facial hair, ‘Now Jove, in his next commodity of hair, send thee a beard!’. Although he may only be commenting on the fact a post-pubescent boy is without a beard, it is also suggested that he is wise to the fact ‘Cesario’ is not the eunuch he appears to be but is, in fact, a girl, Viola. Shakespeare’s introduction of such a minor, and seemingly insignificant, line that holds incredible subtext is enough to suggest that Feste, the fool, is not as foolish or as mad as the other characters perceive him. The many ways in which madness can be interpreted in both the characters perceptions of each other and the reader’s, or audience’s, perception opens Twelfth Night up to the questioning of the sanity and the rationale behind the motives of the characters. It has never been more true to say of something than it is of this play that madness is in the eye of the beholder.

Football kick biomechanics Essay Example

Football kick biomechanics Essay Example Football kick biomechanics Essay Football kick biomechanics Essay The effects of a strength and kick co-ordination preparation programme on lower limb speed, ball speed and articulatio genus extensor strength: Differences between male and female football participants. Football ( besides known as association football ) is one of the most popular squad athleticss worldwide ( Katis A ; Kellis, 2007 ) with 100s of 1000000s purported to play ( Masuda et al, 2005 ) and in conformity is watched on 6 continents ( Ekstrand, 1994 ) . Due to this popularity, football is a widely researched country with the volume of literature extended. Assorted research programmes have been undertaken in the country of football boot biomechanics with a scope of parametric quantities being measured and analysed, in an effort to understand the cardinal accomplishments required by the athletics, particularly the maximum association football boot ( Lees A ; Nolan, 1998 ) . Although the field is widely researched spreads still transpire. One of these spreads is gender differences ; small research is documented on the kick biomechanics of adult females s football as said by Barfield et Al ( 2002 ) , who states the rapid rise in female engagement in association football worldwid e has non been followed by a corresponding addition in the figure of surveies biomechanically that mark female kicking forms to find if differences exist between males and females . Lee and Nolan ( 1998 ) province that success in football depends on kicking public presentation, with new facets of this being identified ( Kathis A ; Kellis, 2007 ) . Shan and Westerhoff ( 2005 ) believe that the scientific apprehension of the athletics is non yet on the same echelon as its pattern, later its sharers get their accomplishments non through research based direction but through single experience ; proposing that biomechanical feedback may ease an jock further. Kicking public presentation and kick co-ordination : Biomechanical kicking success in football has been measured predominately by maximal ball speed ( Markovic et al, 2006 ) with Dorge et Al ( 2002 ) saying it could be this velocity that is peculiarly of import when kicking towards end. When kicking a ball, participants will utilize the most appropriate signifier dependent on the purpose and nature of the result ( Numone et al, 2002 ) and harmonizing to a survey by Grant et Al ( 1998 ) , who analysed informations from the 1998 World Cup, the instep boot ( IK ) ( see figure 1 ) and sidefoot boot are the most normally used techniques to hit. The ball speed of the maximal IK is the chief index in kicking public presentation ( Orloff et al, 2008 ) and has been said to be the consequence of assorted factors including technique ( Lees and Nolan, 1998 ) , gender ( Barfield et al, 2002 ) , musculus strength and power of participants ( De Proft et Al, 1988 ; Dutta A ; Subraminium, 2002 ) . The IK is a cardinal accomplishment that is used on many occasions during football ( see figure 1 ) , with Orloff et Al ( 2008 ) saying that the mechanics in instep kicking are critical in finding kick public presentation. Transportation of impulse from the thigh to the leg is believed to play an of import function in instep kicking, nevertheless these claims have non been once and for all quantified ( Dunn A ; Putnam, 1988 ) . The IK involves a sequence of impulse from proximal ( thigh ) to distal ( shank and pes ) organic structure sections in the kicking limb as it is a swing action ( Barfield et al, 2002 ) that should be a natural fluid gesture ( Clagg et al, 2009 ) . When a boot is performed the proximal section initiates the motion taking the kicking leg backwards, with the distal section dawdling behind, forward motion of the leg occurs when the proximal section has reached its possible at backswing and is brought frontward whilst the articulatio genus continues to flex ( Wickstrom, 1975 ; Dorge et Al, 2002 ) . This is followed by a slowing of the proximal section due to gesture dependent minutes from the shank ( Putnam, 1991 ) ; upon ball impact the proximal section is about stationary, at which point the distal section is speed uping and smartly widening about the articulatio genus to about full extension at ball impact ( Wickstrom, 1975 ) ( see figure 2 ) . At the point of contact, of instep to ba ll, powerful kickers keep the foot/ankle composite locked and plantarflexed, as a effect the forces that propel the ball are maximised ( Hay, 1996 ; Tsaousidid and Zatsiorsky, 1996 ) . Lower limb speeds ( Levanon A ; Dapena, 1988 ) are said to be an of import determiner of ball speed. Manolopoulos et Al ( 2006 ) province that a greater shank speed is declarative of a more powerful shooting, the survey conducted by Manolopoulous et Al ( 2006 ) concluded that a strength and kick co-ordination preparation programme over a 10 hebdomad period can do an betterment in angular speeds of sections. A survey conducted by Barfield et Al ( 2002 ) found that a greater ball speed was found with greater angular speed of the distal section ( in male football players ) . From this literature it can be assumed that a individual with a high lower limb speed should hold a high ball speed. It has been theorised that the length, velocity and angle of attack are the most of import facets of the preparatory stage, before motion transpires, holding a important consequence on football boot success ( Isokawa A ; Lees, 1988 ; Kellis et Al, 2004 ) .When a football boot is performed the jock may kick the ball from a stationary place or attack the ball from a certain distance ( Kathis A ; Kellis, 2007 ) , Opavsky ( 1988 ) states that higher ball speeds are established when there is a running attack, of at least two to three stairss, to the ball in contrast to a dead attack. Another of import point is that a ball will in most instances be traveling towards the participant ; accordingly the participant will non be hitting a stationary ball as is frequently the instance in research lab conditions, supported by Tol et Al ( 2002 ) . Kellis and Katis ( 2007 ) province that higher ball velocity values have been during competition in contrast to a research lab scene. Isokawa A ; Lees ( 1988 ) concluded that on mean maximal swing leg speed occurred at an attack angle of between 30 A ; deg ; and 45 A ; deg ; , with a maximal speed resulting at 45 A ; deg ; . From this happening it can be alleged that 45 A ; deg ; is the optimum attack angle for a maximum speed instep association football boot ( Clagg et al, 2009 ) . Maximum ball velocity and its relationship with truth is one which has been investigated with interesting consequences. Asami et Al ( 1976 ) reported that by demanding both velocity and truth from participants, an 80 % bead of the maximum value occurs as a consequence, this is a considerable decrease ; nevertheless is farther supported in literature saying that accurate kicking is achieved through slower ball speeds and kicking gesture ( Katis A ; Kellis, 2007 ; Lees A ; Nolan, 1998 ; Teixeira et Al, 1999 ) . Katis A ; Kellis ( 2007 ) deduce that a defined mark, such as a end, will find the existent restraints on truth, with its use taking to a tradeoff between velocity and truth of boot. Another factor that could suppress a maximum speed IK is the kicking limb chosen. Many surveies have found that higher ball speeds are found when football participants kick with their dominant limb as opposed to boots with the non-dominant limb ; this has been attributed to higher pes velocities and a better inter-segmental form ( Numone et al, 2006 ; Dorge et Al, 2002 ) ; Manopoluous et Al ( 2006 ) province that ball velocity is the consequence of several segmental actions of the organic structure during a boot, figure 3 illustrates the motions of the organic structure sections during different stages of the boot. Female and Male football players Surveies sing male football public presentation in relation to kick biomechanics is a good researched country, nevertheless this does non correlate to the deficiency of cognition gained when researching for female information. This statement is supported by McLean et Al ( 2005 ) and Hewett et Al ( 2006 ) who both acknowledge that few surveies have characterised or examined female athletic public presentation in specific athleticss such as association football, along with the averment from Barfield ( 2002 ) that the rapid rise in female engagement in association football worldwide has non been followed by a corresponding addition in the figure of surveies biomechanically that mark female kicking forms to find if differences exist between males and females . It is thought that the designation of kinematic differences between the sexes could potentially play a critical function in the instruction and preparation of draw a bead oning female association football participants ( Barfield et al, 2002 ) . Consequently it can be assumed that female surveies should be regarded to be of high importance and those found could assist to eliminate immense differences between the sexes. With this said there are a few surveies that have compared male and females, and surveies that have entirely looked at females. A survey by Barfield et Al ( 2002 ) investigated differences between elect female and male association football participants. The survey concluded that males kick the ball with greater ball speed on the instep boot than adult females ( see table 1 for average ball speed achieved in this survey ) and the differences in kinematic variables investigated were significantly different between the sexes, although this was little. However in this survey there was one exclusion to the instance, as it was found that one female generated greater ball speed on two of her three boots than the males on her dominant side, proposing that non everyone follows the tendency. A survey by Tant et Al ( 1991 ) supports Barfield et Al ( 2002 ) findings, as it was found that male participants produce greater ball velocities than their female opposite numbers, they attributed this determination to greater strength that males recorded ; as tested on an isokinetic ergometer. In contrast to these findings, a survey by Orloff et Al ( 2008 ) comparing the dynamicss and kinematics of the works leg place between males and female collegiate association football participant during an instep boot, found that ball velocity did non differ significantly between the two sexes as was hypothesised. Table 1 illustrates mean ball speeds, runing from 15 to 30 m.s-1, achieved during a figure of surveies most of which occurred with the instep boot. Merely one survey shown provides inside informations of a average female ball speed one time more bespeaking the deficiency of research on female football engagement. Strength preparation It has been stated that kicking public presentation when measured by agencies of maximum ball speed, can be improved by strength preparation ( DeProft et al, 1988 ; Jelusic et Al, 1992 ; Taiana et Al, 1993 ) , associating to Wisloff et Al ( 2004 ) who states that maximum strength is an of import factor in successful association football public presentation ; this is because of the evident demands seeable from the game. Strength has been defined as the integrated consequences of several force bring forthing musculuss executing maximally, either isometrically or dynamically during a individual voluntary attempt of a defined undertaking ( Hoff A ; Helgerud, 2004 ) ; Schmidtbleicher ( 1992 ) provinces that strength influences all other constituents and therefore it is located in an upper hierarchal degree. The usage of strength preparation is a common agency of bettering musculus map and has been said to develop public presentation of kicking accomplishment through apt preparation ( Ma suda et al, 2005 ) . Gomez et Al ( 2008 ) believe that the coalescing of strength preparation with proficient preparation affecting motor undertakings is required for betterments in public presentations to happen, this relates to the traditional preparation rule of specificity ; Behm A ; Sale ( 1993 ) and Sale ( 1992 ) support this rule as they believe that preparation is intended to match to specificity in athletics itself, this is in footings of contraction type, contraction force, motions and speed. This can be related to football preparation, since the cardinal facet of football is kicking and this involves a complex series of interactive motions of the lower limbs, which in kernel would be highly complex to copy with simple strength-training motions ( Bangsbo, 1994 ) . Therefore strength preparation should be integrated into football preparation with several types and velocities of preparation affecting the existent motion form in order to increase public presentation ( Masuda et al, 2005 ) . If a relationship between musculus strength and public presentation exists so it can be assumed that positive effects should go perceptible when mensurating ball speed, if these public presentation heightening developing benefits are non apparent so jocks may non be motivated to take part in strength preparation ( Myer et al, 2005 ) . Myer et Al ( 2005 ) conducted a survey that explored the effects that a comprehensive neuromuscular preparation programme had over a period of six hebdomads. The research workers measured public presentation and lower appendage motion biomechanics in female jocks, it was concluded that female jocks who trained with this six hebdomad programme could derive public presentation sweetenings and important betterments in motion biomechanics. Myer et Al ( 2005 ) states that female jocks may particularly profit from multi-component neuromuscular preparation, as females frequently display decreased baseline degrees of strength and power when compared with their male opposite numbers. The old statement is supported by Kraemer et Al ( 2003 ) and Kraemer et Al ( 2001 ) who believe that a comprehensive preparation programme may significantly increase power, strength and neuromuscular control and hence decrease gender differences in these steps. Campo et Al ( 2009 ) conducted a survey over a period of 12 hebdomads on female association football participants ; this involved the project of a plyometric plan. It was found that this plan produced betterments in explosive strength in the female jocks and accordingly this betterment could be transferred to soccer kick public presentation in footings of ball speed ; this survey besides lends grounds to the usage of plyometrics in a strength preparation plan. Surveies by Aagaard et Al ( 1996 ) and Trolle et Al ( 1993 ) found similarities within their consequences, since no important betterments in kicking public presentation were established after knee-extension strength preparation. However De Proft et Al ( 1988 ) , Gomez et Al ( 2008 ) and Monolopoulos et Al ( 2006 ) all conducted strength developing programmes that combined strength with another signifier of preparation, football preparation, plyometric exercisings and technique exercisings ( kick co-ordination ) severally, found important betterments in kicking public presentation ( maximum instep football boot ) . The surveies by Gomez et Al ( 2008 ) and Myer et Al ( 2005 ) took topographic point over a 6wk period, with the survey by Monolopoulos et Al ( 2006 ) taking topographic point over 10 hebdomads and Campo et Al ( 2009 ) over a 12 hebdomad period, proposing that the length of a preparation programme is interchangeable to derive relevant consequences. Hoff A ; Helgerud ( 2004 ) province that research based on strength preparation is frequently non conclusive ; this may be due to the discrepancies in measuring techniques. Knee musculuss Assorted surveies have examined the musculus activation patterns that arise during a football boot ; one of the findings to come from surveies is the high activation of articulatio genus musculus groups ( De Proft et Al, 1988 ) . To analyze this farther, maximum isokinetic information has been undertaken to analyze the minute of force of the articulatio genus extensors and flexors, this has been investigated in male participants ( Brady et al, 1993 ; Oberg et Al, 1984 ; Oberg et Al, 1986 ) , female participants ( Reilly A ; Drust, 1997 ) and in relation to football kick public presentation ( Cabri et al, 1988 ; Poulmedis, 1988 ; Reilly A ; Drust, 1997 ) . Rapid articulatio genus flexure and extension is an of import portion of a football boot as the articulatio genus flexes so extends at impact, this motion is accompanied by a stretch of the knee muscular structure during backswing ensued by immediate shortening during distal section motion ( Katis A ; Kellis, 2009 ) . The action of the proximal section being brought frontward whilst the distal section slowdowns behind ( as the articulatio genus is still flexing ) serves to stretch the extensor musculuss of the proximal section before shortening of them is needed, this necessitates the coevals of big end-point velocity ( Lees A ; Nolan, 1998 ) . It can be assumed that if the articulatio genus extensor musculuss are powerful so they should ease in big terminal point velocity ( greater ball speed ) . Isokinetic musculus testing is frequently used to measure strength within athletics, with a scope of informations gettable from its usage ( Ozcakar et al, 2003 ) nevertheless controversy surrounds its application. Wisloff et Al ( 2004 ) believe that isokinetic trials do non reflect the existent motions of the lower limb sections during a football boot, and Dvir ( 1996 ) states that this is due to the nature of proving articulatio genus extensors, as it is a single-joint constellation, it is limited in functional range. A survey by Reilly A ; Drust ( 1994 ) , have reported consequences for female association football participants that show a high correlativity between ball velocity and articulatio genus extensor strength, this is supported by McLean and Tumilty ( 1993 ) who province that maximum strength of articulatio genus extensor musculuss is an of import determiner of kick public presentation. Asami et Al ( 1982 ) study that the ball speed and articulatio genus extensor strength relationship of the kicking limb may good depend on the skill degree of the participants, proposing that the strength of the musculuss in the articulatio genus has less input on ball speed in football participants whom are more skilled. This statement implies that less skilled participants rely more on their muscular strength than accomplishment. De Proft et Al ( 1988 ) conducted a strength preparation programme for football players and found a 25 % addition in homocentric musculus strength of extensors. Surveies have shown that articulatio genus extensor strength and boot public presentation nevertheless did non hold a positive relationship, as for illustration Masuda et Al ( 2005 ) found that articulatio genus extension/flexion strength was non correlated with the ball speed and Aagaard et Al ( 1996 ) conducted a 12 hebdomad preparation programme on the isokinetic strength of the articulatio genus extensors and flexors, with an addition in isokinetic and homocentric strength found, but it was concluded that this addition did non assist ease betterments in public presentation. Expectations and hypotheses From current literature it is expected that the usage of a strength preparation programme integrated with proficient game drama, will hold a positive important betterment from pre-test to post-test on both females and males as old research has shown that a strength preparation programme improves public presentation ( Manolopoulos et al. , 2004 ; De Proft et al. , 1988 ; Dutta A ; Subramanium, 2002 ) , nevertheless the female group are expected to hold a bigger betterment as they frequently have lower degree of strength to get down ( Myer et al, 2005 ) go forthing more room for betterment, and work forces will hold a better kicking public presentation determined by ball speed as they possess more power ( Barfield et al, 2002 ; Tant et Al, 1991 ) . It is besides expected that an betterment in articulatio genus musculus strength, limb speed and pes speed at ball contact will take to an betterment in ball speed as it can be said that kicking public presentation can be related to leg mus culus strength as it is the musculuss which are straight responsible for the increasing velocity of the pes and hence attendant ball speed ( Lees A ; Nolan, 1998 ) . This information leads to the hypotheses for this survey. It is hypothesised that after a strength preparation and kick co-ordination programme both work forces and adult females will happen important betterments in their kicking public presentation and articulatio genus extensor strength, females will hold a greater betterment in the pre to post trial consequences than their male opposite numbers, work forces will hold greater ball speed both pre and station trial than adult females, betterments in articulatio genus strength, limb speed and pes speed will take to an betterment in ball speed. Materials and methods Pilot proving Before any existent informations aggregation commenced two pilot trials were conducted. This was to enable any facets of the proving process to be checked, leting countries of failing and uncertainness to be enhanced and/or alterations necessitating to happen to be implemented before existent testing transpired. The first pilot trial involved kinematic analysis informations aggregation, utilizing Qualysis Oqus 3D gesture gaining control system, at a trying rate of 500 Hz, under laboratory conditions. A participant was marked up with a lower limb marker set ( see figure 7 and 8 ) , a warm up and relevant instructions were given. 5 maximal speed boots were performed with the dominant pes at a mark ( 1.82m x 1.2m ) set 6 meters off from the place of the ball, a 2metre attack distance of ego selected attack angle was allowed and a Sports radio detection and ranging preciseness gun ( SRA 3000 ) was positioned behind the mark. Uncertainties sing mark size, attack distance and quality of informations aggregation were put under examination. Collaboration with the participant allowed for uncertainnesss such as mark size and distance of attack to be modified. Quality of informations was checked and it appeared non all parts of the motion were captured or markers seeable at all times ( see figure 4 ) . Due to these findings the pilot proving resulted in alterations to the planned protocol, such as attack distance ( an excess meter allowance was given ) , patch size ( was halved to forestall covering of markers ) , standardization technique in respects to country dynamically covered was increased ( to cover all motion performed ) and appropriate marker arrangement took topographic point ( wrong palpitation had antecedently taken topographic point ) . The 2nd pilot trial was an extension of the first, relevant alterations were made as celebrated in pilot trial 1, with proving on the isokinetic ergometer ( ISOCOM- isokinetic engineering, eurokinetics ) included for strength informations. A warm up was conducted prior to utilize, with the engagement of dynamic motions to assist retroflex the motion on the isokinetic ergometer, one time completed 5 pattern tests took topographic point followed by 3 tests that were collected as the information. This allowed for any clip restraints for the two conjoined to be noted. It was found that the proving on the isocom took longer than the kinematic informations, as it was expected that this would be approximately the same clip ; so execution of a suited clip system could happen. Marker issues antecedently noted in pilot 1 were non debatable ; this could be due to the increased country of standardization and anatomical landmark markers non being covered by patchs. Figure 5 shows that most inform ations was captured and tracked, giving grounds to betterments made being effectual, when comparing figure 4 and 5 against each other. The excess meter attack distance allowance proved successful with aggregation of informations running more smoothly. Participants Sixteen amateur football participants volunteered to take part in this survey, eight females and eight males. Participants were split with respects to gender and assigned to either the female control group ( FCG ) ( n= 4 females ; age 20  ± 0.8 old ages ; height 169  ± 5.8cm ; organic structure mass 68.9  ± 11.1 kilogram ; all mean  ± venereal disease ) , the male control group ( MCG ) ( n= 4 males ; age, 21  ± 1 twelvemonth ; height 177.5  ± 7 centimeter ; organic structure mass 77  ± 10 kilogram ; all mean  ± venereal disease ) , the female strength preparation experimental group ( FTG ) ( n= 4 females ; age 20  ± 1.3 twelvemonth ; height 160  ± 1.8 centimeter ; organic structure mass 58.1  ± 4.3 kilogram ; all mean  ± venereal disease ) or the male strength preparation experimental group ( MTG ) ( n= 4 males ; age 17  ± 1. 2 twelvemonth ; height 174.9  ± 4.1 centimeter ; organic structure mass 73.1  ± 13.7 kilogram ; all mean  ± venereal disease ) . All females were right pes dominant, with 6 males being right pes dominant and 2 left pes dominant. Foot laterality was self selected based on the participants answer to which pes they preferred kicking with to derive a maximum ball speed result. Subjects were informed about the demands, benefits and hazards of the survey, and completed an informed consent signifier and Par- Q prior to any testing ( see Appendix ) . Kick public presentation trial / Biomechanical proving In conformity to the survey of Masuda et Al ( 2004 ) kick public presentation was evaluated by mensurating the maximal and average speed of the ball, by the usage of Sports radio detection and ranging preciseness gun ( SRA 3000 ) , and a set figure of tests in which the ball hit the mark ( 5 times ) . Other measurings from this maximum boot were besides taken by agencies of Qualysis Oqus 3D gesture gaining control system, this uses multiple cameras ( an eight camera system ) to retrace three dimensional motion informations ; this was captured at a trying rate of 500 Hz for 5 seconds. This enabled human motion analysis during the executing of a motor undertaking ( instep boot ) to be traced via the usage of brooding markers, garnering quantitative information ( Cappozzo et al, 2005 ) . The graduated anatomical system technique ( CAST ) marker set was used ( Cappozzo et al, 1995 ) , each participant was instrumented with 44 retroflective markers ( see figure 7 and 8 ) . All markers and bunchs used when capturing the information was with the purpose to: non significantly modify the public presentation being captured and measured as stated by Brand and Crownshield ( 1981 ) . These markers were placed on anatomical landmarks ( median and sidelong side of proximal and distal terminal of segements ) by tactual exploration utilizing counsel from Croce et Al ( 2005 ) , and on sections utilizing bunchs in conformity with Manal et Al ( 2000 ) who province that a stiff shell with a bunch of four markers is the optimum constellation for a bunch set. Specific places were provided for all participants, with the anatomical landmarks placed on these anterior to proving ( figure 6 ) . Before informations aggregation of each participant commenced, the gesture gaining control system was calibrated ( see figure 9a ) to let information assemblage of spacial location of anatomical landmarks in respects to a known frame of mention ( Cappozzo et al, 1994 ) . This occurred by the usage of a wand, which carries two markers of a given distance ( 750.5mm ) , and is made to co-occur with the mark anatomical landmarks by traveling dynamically through the volume of cameras ( Cappozzo et al, 2005 ; Richards, 2008 ) over a standardization frame placed in the informations aggregation country ( see figure 9b ) , this is removed so informations for the intended activity ( instep boot ) can be performed and recorded. A inactive of each participant with bunchs and anatomical markers was so taken ( see figure 10 ) inquiring participants to derive a position where anatomical markers can be seen by two or more cameras for at least a frame. Once this was achieved merely tracking markers w ere kept on ( thigh and shank bunchs, anterior superior iliac spinal column ( ASIS ) , posterior superior iliac spinal column ( PSIS ) , greater trochanter, iliacs, pes markers except 1st and 5th metatarsals ) , as Cappozzo ( 1984 ) states markers used for placing anatomical landmarks should be removed earlier physical motion is performed. Qualysis Track Manager ( QTM ) was the package used to capture the informations including statics, dynamic motion and standardization. The set-up design for the kick public presentation trial can be seen in figure 11. Specific instructions were given to participants sing their boots, it was stated that although the boots that missed the mark would be repeated, they should non give velocity in order to better truth. A ball of standard size and standard rising prices ( F A ; eacute ; vitamin D A ; eacute ; ration Internationale de Football Association, FIFA, criterion ) was used. A tune-up was conducted, this took topographic point on a treadmill ( 5-10 mins ) followed by stretching, one time the campaigner felt they had been sufficiently warmed up pattern tests took topographic point. 2-3 pattern tests were implemented leting participants to introduce themselves with trial equipment and kicking conditions. Participants were allowed to self choose their attack angle to the ball ( between 0 A ; deg ; to 60 A ; deg ; ) , the lone restraint utilised was the attack distance to the ball ; participants were allowed a ru n up of between 2 to 3 meters this distance was marked and made noticeable to the participants. 5 successful tests were recorded on the dominant leg, a successful test was classed as one which hit the mark and the gesture gaining control informations was seen to be equal, merely 3 of these tests were analysed ( informations deemed as hapless quality was discarded ) . This proving took topographic point both pre and station intercession. Once informations aggregation had been completed in QTM, the information was used and markers labelled ; including both inactive and dynamic informations. For dynamic informations, this took topographic point through calling the markers in a dynamic frame and processing this to the corresponding information. An purpose theoretical account was built, this was so generated and batch processed to all the dynamic tests, the checking of each anatomical frame ensued to guarantee all markers were labelled right. Once this process was completed information was so exported to Visual 3D for farther analysis and theoretical account edifice. Datas from QTM ( see figure 10 ) was built in to existent organic structure sections that could be visually seen and recognised ; this occurred through theoretical account edifice on Ocular 3D. Figure 12 shows some illustrations of how the right manus side of the organic structure was built ; the same was done for the left side. Once exemplary edifice had be en completed, all tests were checked and different grapevines were put in topographic point ( a set of bids that can alter or bring forth informations wanted ) . An insertion grapevine was conducted on the information to make full in losing information points, a 10 frame spread fill was instrumented, make fulling in spreads more than this suggest that information is of hapless quality. A low base on balls filter ( utilizing Butterworth filter ) grapevine was put in topographic point on the information, to smooth and take noise that could be due to comparative and absolute mistakes ( soft tissue artifacts ) ( Richards, 2008 ) , with a cut of frequence of 6 Hz used. Cut off frequences antecedently used in other literature are between 6-18 Hz ( Andersen et al, 1999 ; Dorge et Al, 2002 ; Nunome et Al, 2002 ; Teixeira, 1999 ) . To find heel work stoppage of the non-kicking leg at arrangement the event minimal grapevine was used on the non-dominant leg ( heel ) , to happen the lowest poin t of the heel in the omega axis ( see figure 13 ) . For information between a scope of motions to be determined, the event ball contact was defined ( see figure 14 ) . Segment speed ( in x axis ) of the thigh, shank and pes was extracted from the informations, in the studies subdivision, utilizing the scope of events antecedently defined ( non-dominant leg heel contact and ball impact ) to visually see informations between and up to those chosen points. Muscular strength trial Isokinetic concentric extremum torsion of the dominant leg was measured utilizing an isokinetic ergometer ( ISOCOM- isokinetic engineering, eurokinetics ) see figure 15. The strength trial involved motion of the articulatio genus ( extension and flexure ) to observe muscular strength in the articulatio genus extensor musculus groups. The angular speed used for the motion was 60 A ; deg ; s-1 ; this angular speed has been used by many research workers to measure articulatio genus muscular strength of football participants ( Kellis et al, 2001 ; Ergun et Al, 2004 ; Dauty et Al, 2002 ) . Prior to undergoing the trial a tune-up was conducted, dwelling of a 10 min warm up of cycling and 5mins of dynamic stretching, completion of this lead to the familiarization procedure of the trial protocols for the isokinetic motions that were tested including pattern tests. Three maximal voluntary repeats of flexure and extension at 60 A ; deg ; s-1 took topographic point in a sitting place, with fi ve familiarization tests taking topographic point beforehand, the participants were warned as to when the existent tests were about to get down. The extremum torsion value was used to stand for muscular strength ; this is considered to be the gilded criterion in isokinetic measuring ( ISOCOM proving and rehabilitation user manual ) . This proving took topographic point both pre and station intercession with the same protocol applied for both proving. Training programme The preparation programme undertaken in this survey was a synthesis of findings derived from published articles for illustration preparation books and diaries ( Manolopoulous et Al, 2006 ; Zatsiorsky A ; Kraemer, 2006 ; Chu, 1998 ) . The FTG and MTG followed a 6-week preparation programme dwelling of 1 session per hebdomad ( each session consisting of up to an hr and a half ) including a warm up and chief activities. The chief activity consisted of a circuit manner manner plyometrics, kick co-ordination and strength work ensemble, with exercisings such as ; lurchs, knee bend leaps, opposition set work, nucleus stableness ball work and hurdle work included. Technical game drama was incorporated into each session at the terminal of the circuit ; with the purpose of bettering kick coordination and accent placed on maximum speed boots. All facets of the preparation programme were designed to acquire increasingly harder over the period of six hebdomads with appropriate accommodations in strength made to adhere to this. The first two hebdomads were aimed at bettering general strength and kick co-ordination, with participants put to deathing basic exercisings such as sidelong leaps and lurchs in the circuit. In the undermentioned two hebdomads opposition was added to exercisings such as lurchs, as the usage of 5kg weights was implemented, and opposition sets were introduced, the strength was increased consequently ; farther kick co-ordination exercisings took topographic point to assist increase ball speed. In the concluding two hebdomads the strength was increased with fluctuations to exercisings already implemented such as the sideways board, sidelong hurdle leaps with a boot up and side pes fusillade, the usage of footballs within the circuit was farther instigated to ease football specific strength of the limbs. Strength work was still in topographic point via usage of altered plyometric exercisings and opposition sets and kick-coordination technique drills were still implemented. ( See Appendix for elaborate lineation of the preparation programme ) . Data decrease and analysis All kick public presentation and strength informations were recorded on a Personal computer utilizing the plan QTM at a trying rate of 500Hz, with certain informations extracted from participant information sheets. QTM information was exported into Ocular 3D and used to derive natural informations via the procedures antecedently explained ( see Appendix for natural informations and an illustration of a participant information sheet ) . All natural informations is expressed as agencies and standard divergence ( STD ) . The mean value over 3 tests for each status was calculated and statistically analysed, apart from muscular strength where extremum torsion was used, to assist history for human variableness. 2 ten 2 analyses of discrepancy ( ANOVA ) with repeated steps design was used to place potentially important differences in ball speed and articulatio genus extensor strength informations, between the groups, before and after the intercession and besides for articulatio genus extens or strength. This examined the chief effects and the interactions between these two effects, as one independent variable was within and the other between. This type of ANOVA was conducted as two independent variables, were related to a individual quantitative dependant variable. Where important interactions were found, independent and mated samples post-hoc t-tests were conducted, to analyze where the differences between the agencies lie. The most of import forecaster of ball speed was assessed utilizing a multiple arrested development analysis and Pearson s correlativity co-efficient was calculated. SPSS package ( SPSS Inc. , Chicago, Ill. ) was used for statistical analysis. An alpha degree of.05 was used to find statistical significance.