Role of different Agency in my Socialization

Socialization is a term used to refer to the lifelong process of inheriting and disseminating norms, customs and ideologies, providing an individual with the skills and habits necessary for participating within his or her own society. Socialization is thus ‘the means by which social and cultural continuity are attained.’Socialization helps me learn to function successfully in my social worlds. How does the process of socialization occur? How do we learn to use the objects of our society’s material culture? How do we come to adopt the beliefs, values, and norms that represent its nonmaterial culture? This learning takes place through interaction with various agents of socialization, like peer groups and families, plus both formal and informal social institutions.In each stage of my life there are influences or agents of socialization who have an impact on my socialization and the messages of socialization being received. As I develop and advance in psychosocial dev elopment, the agents become stronger or weaker in their capacity for influence. Early in my development, the family is, of course, the strongest agent, but I advances to preschool age, programs or schools begin to exert influence. At school age, peers are active socialization agents. For the first eight years, family, school, community, and peers play a role in the following aspects of a child's socialization: The development of trustThe development of independence The tendency to take initiative The sense of competence and ambition Decisions about who one is Relationships with others Decisions about future generations Reflections on one's life Social groups often provide the first experiences of socialization. Families, and later peer groups, communicate expectations and reinforce norms. People first learn to use the tangible objects of material culture in these settings, as well as being introduced to the beliefs and values of society.Family: The family is the most important prima ry group in the society. It is  the simplest but most elementary form of the society. The meaning of the family can be explained better by the following definitions. M.F. Nimkoff says that â€Å"Family is a more or less durable association of husband and wife with or without child, or of a man or women alone with children.† Burgess and Locke says that â€Å"Family is a group of persons united by ties of marriage, blood or adoption constituting a single household interacting and intercommunicating with each other in their respective social roles of husband and wife, father and mother, son and daughter†Family is the first agent of socialization. Mothers and fathers, siblings and grandparents, plus members of an extended family, all teach me what I need to know. For example, they show me how to use objects (such as clothes, computers, eating utensils, books, bikes); how to relate to others (some as â€Å"family,† others as â€Å"friends,† still others as à ¢â‚¬Å"strangers† or â€Å"teachers† or â€Å"neighbors†); and how the world works (what is â€Å"real† and what is â€Å"imagined†). As you are aware, either from your own experience as a child or your role in helping to raise one, socialization involves teaching and learning about an unending array of objects and ideas. It is important to keep in mind, however, that families do not socialize us in a vacuum.Many social factors impact how a family raises its children. For example, we can use sociological imagination to recognize that individual behaviors are affected by the historical period in which they take place. Sixty years ago, it would not have been considered especially strict for a father to hit his son with a wooden spoon or a belt if he misbehaved, but today that same action might be considered child abuse. Sociologists recognize that race, social class, religion, and other societal factors play an important role in socialization. For exam ple, poor families usually emphasize obedience and conformity when raising their children, while wealthy families emphasize judgment and creativity (National Opinion Research Center 2008).This may be because working-class parents have less education and more repetitive-task jobs for which the ability to follow rules and to conform helps. Wealthy parents tend to have better educations and often work in managerial positions or in careers that require creative problem solving, so they teach their children behaviors that would be beneficial in these positions. This means that children are effectively socialized and raised to take the types  of jobs that their parents already have, thus reproducing the class system (Kohn 1977). Likewise, children are socialized to abide by gender norms, perceptions of race, and class-related behaviors. In Sweden, for instance, stay-at-home fathers are an accepted part of the social landscape. A government policy provides subsidized time off work 480 days for families with newborns—with the option of the paid leave being shared between both mothers and fathers.As one stay-at-home dad says, being home to take care of his baby son â€Å"is a real fatherly thing to do. I think that’s very masculine† (Associated Press 2011). School: Most Bangladeshi children spend about seven hours a day, 180 days a year, in school, which makes it hard to deny the importance school has on our socialization. We are not only in school to study math, reading, science, and other subjects—the manifest function of this system. Schools also serve a latent function in society by socializing children into behaviors like teamwork, following a schedule, and using textbooks.School and classroom rituals, led by teachers serving as role models and leaders, regularly reinforce what society expects from children.Sociologists describe this aspect of schools as the hidden curriculum, the informal teaching done by schools. For example, in the Bangladesh, schools have built a sense of competition into the way grades are awarded and the way teachers evaluate students. When children participate in a relay race or a math contest, they learn that there are winners and losers in society. When children are required to work together on a project, they practice teamwork with other people in cooperative situations. The hidden curriculum prepares children for the adult world. Children learn how to deal with bureaucracy, rules, expectations, waiting their turn, and sitting still for hours during the day.Schools in different cultures socialize children differently in order to prepare them to function well in those cultures. The latent functions of teamwork and dealing with bureaucracy are features of American culture.Schools also socialize children by teaching them about citizenship and national pride. In the United States, children are taught to say the Pledge of Allegiance. Most districts require classes about U.S. history and geography. As academic understanding of history evolves, textbooks in the United States have been scrutinized and revised to update attitudes toward other cultures as well as perspectives on historical events; thus, children are socialized to a  different national or world history than earlier textbooks may have done. For example, information about the mistreatment of African Americans and Native American Indians more accurately reflects those events than in textbooks of the past.Peer group: A peer group is made up of people who are similar in age and social status and who share interests. Peer group socialization begins in the earliest years, such as when I was kids on a playground teach younger children the norms about taking turns or the rules of a game or how to shoot a basket. As I grow into teenagers, this process continues. Peer groups are important to adolescents in a new way, as they begin to develop an identity separate from their parents and exert independence. Addi tionally, peer groups provide their own opportunities for socialization since kids usually engage in different types of activities with their peers than they do with their families. Peer groups provide adolescents’ first major socialization experience outside the realm of their families. Interestingly, studies have shown that although friendships rank high in adolescents’ priorities, this is balanced by parental influence.Religion: While some religions may tend toward being an informal institution, this section focuses on practices related to formal institutions. Religion is an important avenue of socialization for many people. The United States is full of synagogues, temples, churches, mosques, and similar religious communities where people gather to worship and learn. Like other institutions, these places teach participants how to interact with the religion’s material culture (like a mezuzah, a prayer rug, or a communion wafer). For some people, important cere monies related to family structure—like marriage and birth—are connected to religious celebrations. Many of these institutions uphold gender norms and contribute to their enforcement through socialization. From ceremonial rites of passage that reinforce the family unit, to power dynamics which reinforce gender roles, religion fosters a shared set of socialized values that are passed on through society.Mass media: Mass media refers to the distribution of impersonal information  to a wide audience, such as what happens via television, newspapers, radio, and the Internet. With the average person spending over four hours a day in front of the TV (and children averaging even more screen time), media greatly influences social norms (Roberts, Foehr, and Rideout 2005). I learn about objects of material culture (like new technology and transportation options), as well as nonmaterial culture—what is true (beliefs), what is important (values), and what is expected (norms ).Community: Large social network that families can use as a support system is called community. It can consist of people who live in the same town, area, or even neighborhood Include a group of people who share the same values or interests such as religion, sports, etc. The community’s purpose in the socialization process Children’s first interactions with the local community is where community can help develop my identity (self-concept) and how I fit into the group setting (group identity). I can learn self- control, social skills and values of society when they are in these community based programs.Community Institutions School After school child care programs Churches Libraries Parks Support services offered by local agencies Example: hospitals, police, fire departments, etc. BG the Tiger, Boys and Girls Club Mascot Religion and churches are vital institutions the communities. They serve various functions in the community.It can range from helping the homeless, to charity events, and going on field trips. This is a good way for children to meet other children in their faith, and become active leaders in their community. Development and Socialization Children in community are exposed to many other children and learn the skills to play and be friends with them. They are also exposed to children from other cultures, ethnicities and socioeconomic backgrounds. It’s important for children to have interaction with each other by playing, doing art projects and other various activities; which they will learn to socialize better instead of staying home where their social interaction with other people is limited.All in all, community as socialization agent is a great way for children to interact with the community, find friends who also love the same activities as them, and most of all, learning about themselves and the social roles.If there weren’t any community programs or after school programs in the year 2008 then the lives of children and their family would  be very difficult. During this fast moving, flourishing time in the U.S. history we depend on the community programs and schools to help take care of our children. As for the saying, â€Å"It takes a village (community) to raise a child,† it means that we all need to take a part in help raising not only our children, but our neighbor’s children because they are our future and we need to help the children become positive adults. Law: Law is one of the important agencies in my socialization. MYexperiences in interactions with police and other legal actors subtly shape their perceptions of the relation between individuals and society.These experiences influence the development of adolescents' notions about law, rules, and agreements among members of society, and about the legitimacy of authority to deal fairly with citizens who violate society's rules. It is likely that these beliefs influence compliance with the law, both among adolescents in g eneral and among juvenile offenders in particular, after they have been sanctioned for their offenses. Because one focus of the Network's activity is on understanding influences on patterns of desistance or re-offending, we are concerned about youths' understanding of and participation in legal processes that express societal norms, their assessments of the fairness of the process, and their views of the legitimacy of the law and the institutions that enforce it.Legal socialization, the process through which individuals acquire attitudes and beliefs about the law, has received only scant attention from those interested in adolescent development. It includes both affective components (e.g., the extent to which one feels fairly treated by representatives of the legal system, sometimes referred to as â€Å"procedural justice†) and substantive components (e.g., one's actual beliefs about the legitimacy and fairness of the law). Legal socialization is critical in shaping adolescen ts' perceptions of the law, rules, and agreements among members of society, as well as the legitimacy of authority to deal fairly with citizens who violate society's rules.Because the enforcement of law differs by neighborhood, children and adolescents growing up in neighborhoods of different social composition experience the law in very different ways. This Network project is a pilot study that assesses variation in legal socialization as a function of  adolescents' neighborhood contexts. The study will measure differences by neighborhood in: (1) the development of adolescents' notions about the law; (2) their understanding of and participation in legal processes that express societal norms; (3) their assessments of the fairness of the process; and (4) their views of the legitimacy of the law and the institutions that enforce it.The specific aims of this pilot study are:†¢ to identify and measure interactions of children and adolescents with law and legal actors, estimate di fferences in these interactions by neighborhood, gender, race and age; †¢ to describe developmental trajectories of legal socialization by neighborhood, gender, race and age; †¢ to assess influence of interactions with legal actors on legal socialization, assess mediating effects of neighborhood, family, and individual factors; and †¢ to develop methods and measures for a longitudinal study of legal socialization of adolescents.Arts and literature:Perceptions and attitudes directly influence our interpretation of literature and are formed as a product of our socialization. We all carry a unique package of knowledge, memories, hopes and dreams. This knapsack acts as more than a depository of experiences; it also serves as a foundation for our perspectives. Motivational speaker and author Stephen Covey said: â€Å"We are not human beings on a spiritual journey. We are spiritual beings on a human journey.† Literature has the power to direct this journey, to open r oads that might not be traveled, and perhaps to change one’s path. In the process of socialization the literature has the power to ignite the imagination, express beliefs in a way that may not be heard otherwise, and form impressions. Like as, the poem, â€Å"Banalota Sen† of Jibonanondo Das, makes us to see how a lady could posses the natural beauty in its actual mean. Literature can unlock a door to new cultures and ideas, expose peoples of all different backgrounds to imaginary or actual situations, and make the impossible become real thus helps people on socialization.Role Model:A role model is a person whose behavior, example, or success is or can be  emulated by others, especially by younger people. The term â€Å"role model† is credited to sociologist Robert K. Merton, who coined the phrase during his career. Merton hypothesized that individuals compare themselves with reference groups of people who occupy the social role to which the individual aspires . A person’s chosen role models may have a considerable impact on their socialization. People try to act, behave and even try to lead their life according to their role model. In fact, the role model has a big impact on choosing their career.

Parameters for a Computational Fluid Dynamics Analysis

ANSYS Fluent is technology package for computational fluid kineticss which enables mathematical modeling of the physical theoretical account. It can be used to analyze fluid flow, heat transportation and a broad scope of other industrial application jobs by executing â€Å"numerical experiments† ( computing machine simulations ) in a â€Å"virtual flow laboratory† . The package is extensively used throughout the universe. It can be used for new construct mold, every bit good as the betterment of bing 1s. One advantage of the package is that it is able to work out complex 3-D jobs where the physical forces and flow features are sometimes impossible to mensurate ; accordingly provide speedy, efficient, more accurate and dependable consequences. As mentioned before, this methodological analysis is based on using the physical theoretical account to a scaly geometry that represents the existent theoretical account system. Subsequently, all surfaces and volumes of the sphere are meshed. The full mesh is exported to ANSYS Fluent for the numerical solution of Navier-Stokes equation. Followed by the model been delegating to the boundary conditions necessary for the stuff and thermic belongingss. The theoretical account re-produces the existent atmospheric conditions that the system is subjected to during the clip that is simulated. Project’s efficiency is improved for undertakings by analyzing little alterations in parametric quantities and CFD expends less clip than building a existent paradigm and proving. One of the chief purposes of CFD simulation is to analyse the existent thermic behaviours of the proposed system with fewer resources in less clip. In this undertaking, the CFD package bundle of ANSYS FLUENT version 15.0 is selected as the computational package for imitating the physical theoretical account. This is because it is the package widely used by research workers internationally in the country of thermic wall research and besides suggested by the supervisor ( ANSYS UK Ltd, 2012 ) . The computational theoretical account is developed based on a proposed physical life infinite theoretical account in Sydney with a H2O wall system.3.2.1 Heat Balance and Governing EquationsHeat balance:The H2O wall theoretical account set up is based on the heat balance method where the temperature fluctuation for H2O is tantamount for both paradigm and theoretical account. There are a few premises made for this method:The H2O is well-mixed ab initio at a unvarying surface temperatureHeat flux moving on the surface is changelessDiffuse radiating surfaceThe thermic energy radiated on wall surface is transferred to H2O, with no heat loss to en vironing walls.Regulating equations:The heat transportation and air flow in this theoretical account is chiefly governed by partial non-linear differential equations, which stand foring the preservation of mass ( continuity ) , impulse and energy ( heat ) . These equations are so solved numerically based on the project’s geometry, boundary scenes and runing conditions. In this undertaking, the preservation equations for laminar flow are described below with concise account on each.Conservation of mass ( besides known as continuity equation ) : this equation ensures that the mass is conserved when fluid is in gesture. Equation ( 1 ) below is a general signifier of the continuity equation.( 1 )Conservation of impulse: the equation is shown below as Equation ( 2 ) .This equation rises from using Newton’s 2nd jurisprudence to the fluid gesture, where the rate of alteration of impulse peers the amount of the forces. The entire impulse of a system remains changeless.( 2 )Con servation of energy: this equation refers to the first jurisprudence of thermodynamics, where the rate of alteration of energy of a fluid partial is equal to the rate of heat add-on plus the rate of work done. In other words, for this undertaking the energy equation histories for the heat act on the undertaking. There are many ways of showing the energy equation, one signifier is as shown in Equation ( 3 )( 3 )3.2.2 Geometry and Boundary ConditionsGeometry:The conventional diagram of the analysis theoretical account considered in this paper is illustrated in Figure3-2, modeled with ANSYS Fluent. The theoretical account is developed from an false physical paradigm by ignoring the structural characteristics. In order to simplify the job, the geometry of this system is specified as planar and constructed on the X, Y plane. The theoretical account geometry is scaled down to 200mm*200mm in general infinite with a thermic storage wall and two gaps as air recess and mercantile establishmen t ( shown in ruddy ) . All wall thicknesses are neglected in this state of affairs, which indicates the walls have zero heat conductivity opposition. There are three chief parts in this theoretical account: the air channel ( A ) , inactive solar wall ( B ) and indoor life infinite ( C ) , besides illustrated in Figure 3-2. The thermic wall is set as 30mm*100mm. The intermediate infinite between the thermic wall and the glazing or the canal breadth is set for 20mm and the stuff to construction the thermic storage wall is H2O.Boundary Conditionss:The lone un-insulated surface is the interface between the thermic wall and the air channel. The other beds are insulated to either increase the thermic opposition or prevent to heat from reassigning into the internal infinite. Note that the heat flux is originally designed to move on the exterior H2O wall surface ( the surface between A and B on Figure 3-2 ) , where this surface is besides an interface between H2O and air. But mistakes occur if this interface is subjected to external heat beginning when operating in ANSYS FLUENT 15.0 bundle. Thus that in this survey, all interior wall surfaces including the roof and floor are set to be adiabatic ( under nothing heat flux ) while the thermic wall interior surface ( No. 19 on Figure 3-2 ) is capable to heat flux calculated based on the Sydney part historical informations shown in Appendix A ( Bom.gov.au, 2014 ) . However, the value of solar heat flux is non changeless during a twenty-four hours, and at this phase our cognition is non sufficient to execute a simulating based on the world parabolic behaviour of heat flux. The heat flux moving on the H2O wall for this undertaking is assumed as changeless. It is about impossible to make an accurate grading based on all fluid flow factors, to fulfill this, the H2O temperature will lift above 100EsC. To simplify the undertaking, the values are so scaled down to fulfill the theoretical account scenes by keep the same addition temperature addition rate in H2O wall. The grading computation is described below. Initially the standard temperature for the H2O wall and theoretical account room was set the same as 300K ( 26.85EsC ) . The air temperature at recess and mercantile establishment were besides assumed changeless and tantamount to the room air temperature to simplify the undertaking. By making this, heat flux is ensured as the lone force that initiates the full system. Other than the computational recess and mercantile establishment, the remainder of the surface boundaries are stationary walls under no-slip conditions. Resistance to flux due to friction along the surfaces is assumed negligible.3.2.3 Imitating Parameters ( Dimensional Analysis )From the published literature, many different parametric quantities can impact the public presentation of the H2O wall public presentation for air airing intent. As shown on Figure 3-3, there are many variables that can be investigated to optimise the H2O wall system public presentation such as wall tallness ( H ) , width ( B ) , intermediate infinite interval ( D ) and the heat flux strength moving on H2O wall surface. A dimensional analysis is performed to show the structural and mechanical parametric quantities that may impact the system public presentation. Buckingham theorem is the method used for dimensional analysis. First of wholly, a certain figure, â€Å"n† , of relevant dimensional physical variables are determined for this undertaking. These variables are inter-related and can be expressed via a functional relationship as shown in Equation 4, where Q stands for the mean volume flow rate at the mercantile establishment. ( 4 ) Followed by examine these parametric quantities and happen out the figure of cardinal dimensions, named â€Å"k† . Finally, by choosing â€Å"k† figure of reiterating variables, the staying ( n-k ) variables can organize ( n-k ) sets ofgroups. The elaborate working out is described in Appendix B. The solution indicates that for this undertaking analysis, there are n=16 variables, k=4 cardinal dimensions which form 12groups. Thesegroups are dimensionless groups that will impact the system public presentation. Consequently, The Buckingham Theorem consequence indicates that Q is a map of a set of dimensionless groups, which are shown below. ( 5 ) Due to constraint in clip and CFD cognition restriction at the current phase, in this survey, two factorsheat fluxstrengthandH2O wall thicknesshave been chosen as the simulating parametric quantities, therefore that the undertaking aims to analyze their effects on the system. Solar heat flux strength is one of the most widely research parametric quantity and besides the most conclusive. Research workers find that air velocity and temperature within the solar channel of the thermal wall system increases with increasing solar heat flux strength ( Budea, 2014 ) The 2nd parametric quantity is the H2O wall thickness ( breadth ) . Presently, research workers return assorted reappraisals on the influence of H2O wall’s tallness, but besides to observe that the tallness parametric quantity is non easy to command due to realistic structural limitations. Meanwhile, there has been really limited reappraisal on the effects H2O wall thickness parametric quantity by past research workers. Comparing to the H2O wall tallness, the thickness is considered as a comparatively easy parametric quantity to command. The above grounds explain why H2O wall thickness is selected as the 2nd simulating parametric quantity to analyze for this undertaking.3.2.4: Operating ConditionSolution Methods:As the air flow is driven by convection in the air chamber, the system is running under force per unit area based attack. When simulating, the force per unit area field is extracted by work outing a force per unit area rectification equation which is obtained by pull s tringsing the preservation of mass and impulse equations of the speed field ( Arc.vt.edu, 2014 ) . Since the government equations are non-linear, the solution procedure involves work outing the regulating equations repeatedly till the solution converges. In this theoretical account, the perkiness consequence of air is modeled under the Boussinesq estimate. This is because the phenomenon in the solar channel is natural convection under alterations in air temperature. This estimate is used to account for the denseness fluctuation. Thus the computational theoretical account considers denseness to be changeless except for the perkiness term in the impulse equation.Operating Parameters:As discussed before, the two parametric quantities interested are heat flux strength and H2O wall thickness. For the heat flux strength, the scaly upper limit summer heat flux is 112; where the minimal winter 55.7. Two other heat flux strengths are chosen for comparing. The values are taken mediate the upper limit and lower limit based on tantamount increase. Therefore, the concluding four values selected for this undertaking are 55.7, 74.593.2and 112. When analyzing the H2O wall thickness affects, the heat flux is set independent with a value of 89.2, which is the mean annual value calculated. Then the breadths selected for the H2O wall are 25mm, 30mm and 35 millimeter to compare public presentation of natural air airing of the undertaking theoretical account.3.2.5 Convergence Criteria and MeshingConvergence StandardsThis theoretical account uses 2neodymiumorder truth ( high declaration ) for the sing variables such as temperature and speed. All remainders are scaled and the convergence standard is said as reached when the default absolute value of the remainders are belowHowever it is of import to observe that a good initial conjecture by and large lead to a high scaled residuary and therefore the convergence standards can non be achieved. Hence after corroborating the solution conditions, a mesh independence trial is required to be performed to guarantee the solution is besides independent of the mesh. This is besides an extra c ritical standard to guarantee the consequences are dependable.Finite volume methodThe solution method employed in ANSYS FLUENT is known as the finite volume method under full-coupled convergent thinker. Full-coupled means that the system usually converges in less loop, but with each loop takes longer. This method operates as follows: First of wholly, the theoretical account sphere is discretized, through the usage of mesh, into a finite set of control volumes. Next, the three regulating equations discussed before ( preservation of mass, impulse and energy ) are integrated over each single control volume to make algebraic equations for the terra incognitas. Followed by all the equations developed all being solved to give updated consequences of the dependent variables. Consequently, an approximative value of each dependant variable at any points on the sphere can be obtained.Mesh Independency TestA all right mesh reduces the elaboration of mistakes during the extension of the solution. However, by bettering the truth of the simulation consequences through refinement mesh, the clip devouring for computational analysis is increased correspondingly. As a consequence, a mesh independence trial was performed to guarantee the appropriate mesh is used for this system. More specifically, this means that the mesh chosen is capable of bring forthing a comparatively accurate consequence but less clip devouring. Without executing the mesh independency trial, the solutions will hold a high opportunity of changing with the polish of mesh and this clearly is non acceptable for the undertaking. The polish procedure is repeated with incrementally reduced alternations in consequence until a solution that is independent of mesh is generated. The overall theoretical account sphere is foremost divided into 100*100 computational cells, and so traveling to 200*200, 400*400 cells for the mesh independence trial. The spheres near to interfaces were set with smaller grid spacing ( or finer mesh ) , the interior infinite set with larger grid spacing ( or courser mesh ) to better the truth. Two parametric quantities set as proctors are area-weighted mean temperature of the H2O wall and the mean volume flow rate at the mercantile establishment. There is no specific standard for the per centum difference between two back-to-back sets, but it is required to be moderately bantam to guarantee that no important effects take topographic point on the system when mesh alterations. The differences between the sets of consequences are analyzed in per centum by sing 400*400 engagement as mention. The consequences are besides expressed in x-y chart for better ocular comparing. The elaborate informations for mesh trial including the ocular comparing figures is shown in Appendix C. A comparing of consequences is shown in Table 3-2 below. By analyzing the consequences, it is observed that the differences between the 200*200 and 400*400 mesh are zero and less than 0.01 % for temperature and volume flow rate proctors severally. Therefore, it is believed that the 200*200 grid system has sensible imitating clip ingestion and can obtain good truth consequences for the undertaking. The mesh form is presented in Figure3-4. The observation gives the assurance that the fake solution is considered as independent of its grid.

Thesis (Parking Area in the State University)

CHAPTER 1 THE PROBLEM AND ITS SCOPE Rationale Every individual has only one life; so, it must be protected from any forms of accidents that may cause death. Accidents can happen anywhere at anytime and could happen unexpectedly. There are accidents that happen due to negligence of both the victim and the offender. The NORSU-BSC Campus is a school where motor vehicles are allowed to get in and out of the campus. There are owners of motor vehicles who are roaming around the campus even during classes and with tampered mufflers which destruct classes. Moreover, some motor vehicles are parked anywhere or even along the pathways where they cause problems to many. This indiscriminate parking activity is not desired for a university that promotes good image and sets as an example of peace and orderliness to the public. It is along this line that the researchers who are future implementers of school rules and regulations would like to find out the volume of these motor vehicles entering the campus, and to identify the problems caused by indiscriminate parking. The findings of this study would help NORSU-BSC in designing a parking area to avoid problems and untoward accidents brought about by indiscriminate parking. Statement of the Problem This study would like to identify the indiscriminate parking of motor vehicles in Negros Oriental State University, Bayawan City. It sought to answer the following ques-tions: 1. )What is the profile of the respondents in terms of 1. 1. Sex; 1. 2. Age; and 1. 3. Course? 2. )What is the volume of registered motor vehicles entering the campus? 3. What are the observed usual parking areas of motor vehicles? 4. )What are the reasons in choosing parking areas for motor vehicles? 5. )What are the problems caused by the existing parking preferences of motor vehicle owners (indiscriminate parking)? Significance of the Study Negros Oriental State University, Bayawan Sta. Catalina Campus comprises four colleges with growing enrolment each year. With an increase in enrolment also comes an increase in the volume of vehicles that come and go, entering and leaving the campus everyday. This daily routine of students and teachers has created a problem as to the most appropriate area for parking motor vehicle. This being the case, the researchers who are students in Criminology have embarked in conducting a study on the indiscriminate park-ing of motor vehicles in the campus, the result of which shall prove beneficial to the Uni-versity and the clientele, students, visitors, and the faculty and staff who own motor ve-hicles that enter and leave the campus on a temporary or permanent basis daily. To have a proper parking area of motor vehicles in the school campus brings ad-vantages. First, it can eliminate the disturbance of classes because of the noisy sound mufflers of the motor vehicles. Second, it can avoid accidents inside the school premises. Third, it can make the criminology students vigilant of their duties as implementers in preparation for their professional jobs. Lastly, it can give peace of mind to owners if their motor vehicles are parked properly. This study would also benefit the following: NORSU. The result of this study would help the administration plan a parking area for motor vehicles of both the students and the faculty and staff. Motorists. This would help the motorists secure their motor vehicles by parking them in a designated area. Students. The students would be safe from any accidents resulting in indiscriminate park-ing and pathways are safe for them. NORSU BSC Campus. The NORSU campus would have a peaceful and orderly environ-ment since the motor vehicles are parked in their designated parking area. Scope and Limitation of the Study This study is limited only to the responses of the students, faculty and staff of Ne-gros Oriental State University, Bayawan City Campus who are wners of motor vehicles and are getting in and out of the school campus. This study started last August 2010 and ends on November 2010. Definition of Terms The following terms are defined to facilitate understanding of concepts and terms used in the study: Criminology Student. A student of NORSU–BSC who can be the implementers of the school rules and regulations especially in the proper parking of motor vehicles. Faculty and Staff. The school personnel who are teaching and are non-teaching who own motor vehicles that are coming in and out of the school campus of NORSU-BSC. Indiscriminate Parking. Refers to a vehicle parked anywhere in the campus preferred by the motor vehicle owner. Motor Vehicles. Any vehicles propelled by any power other than muscular power using the public highway, but excepting road rollers, trolley cars, street- sweepers, sprinklers, lawn mower, bulldozers, graders, fork-lifts, amphibian trucks, and cranes if not used only in public highways, vehicles which run only on rails or tracks, tractors, and trailers and traction engines of all kinds used exclusively for agricultural purposes. Parking. The area where most of the motor vehicles have been brought to stop on shoulder or proper edge of a highway or pathway, and remain in active in that place or close thereto for an appreciable period of time. Parking Area. An area where the motor vehicles are parked in a designated area. Stopping. The motor vehicles have been brought to a stop on shoulder or proper edge of a highway or pathway, and remain in active in that place or close thereto for an appreciable period of time. Undesignated Parking Area. An area where the owners park their motor vehicles in their preferred areas. THEORETICAL FRAMEWORK OF THE STUDY This study is anchored on the Classical Theory by Dr. Cesare Lombroso. He argued the study and treatment of the offenders as an individual, rather than of focusing attention on the abstract crime in the classical manner. He generally supported reformatory treat-ment of all prisoners except born criminals. It established the fact that 18th century law was generally administered within the basis of corruption, arbitrariness and cruelty. Under the way for reformation, it was pointed out that criminal law remained and demonstrated what the faults were and the remedies might be. It advocated the restriction of the power of the judges through legislation which would provide penalties based on the calculated harm of the given crime o society. The classical theory regarded the criminal law as originating in torts or wrongs to individuals. According to this theory, all wrongs produced efforts at self-redress in the injured parties and were therefore treated as injuries to particular individuals. Later, by a series of transi-tions, the group took charge of the transaction and the wrong to the state. This theory however, is inadequate for it assumes the priority of the individual to the group. . Human evolves in various ways to make its members conform and behave according the norms and standards set by them. These process takes forms institutionalized means of making laws by the implementers. The manifestations of punishes in a particular conduct because it is believed harmful to permit such conduct to exist or continue. Some instances even though the dependant did not know nor to untold to commit any wrong shall be penalized. Man is essentially a moral creature with an absolutely free will to choose between good and evil and therefore more stress upon the criminal himself and also basic criminal liability is human free will and the purpose of penalty is retribution. Endeavor to establish a Mechanical and Proportion between crime and penalty Since man and lunatics cannot calculate pleasure and pain they should be regarded as criminal or to be punished. Man composes the nation, and this nation in order to continue its existence, has to police itself, set up rules and regulations for itself in order to guide and educate its inhabitants. Because of the systematic movements and activities done by the people, who at the same time governmenting themselves, the so called came into existence could not exist in a group of people who are living in a territory unless they govern-themselves with rules and regulations. If they are not able to establish peace and order among themselves, the law of the jungle would prevail, these means that only the fit will survive. But man is higher than animals and plants. He is wise and uses his power to think unlike the animals and plants that are only governed by their instinct. So, in order to preserve and mankind, he has to iscipline himself and live in accordance with the rules and regulations he himself had established in the society. Human behavior swayed by the ideals which emerged in their daily life. Conse-quently, they give greater emphasis to the prevention of crime and to measures designed to protect society. Ideas of moral guilt and the categorization of crimes gave way to reco gnition of environmental influences and individual differences among offenders. Classification of criminals were based on their behavior or characteristics in terms of physique, heredity, psychology, and environment. CLASSICAL THEORY (Dr. Cesare Lombroso) Figure 1. The Theoretical Framework of the Study CONCEPTUAL FRAMEWORK OF THE STUDY The conceptual framework describes the flow and direction of this study. In the independent variables, the researchers identified the profile of the respondents and the problems encountered by indiscriminate parking of motor vehicles in NORSU-BSC. The dependent variables are the result of the study conducted. 1. ) Profile of the respondents 1. 1 Age; 1. 2 Sex; and 1. 3 Course 2. ) Volume of registered motor vehicles entering the campus. . ) Common areas where indiscriminate parking is observed. 4. ) Reason for indiscriminate parking. 5. ) Problems encountered by indiscriminate parking. INDEPENDENT VARIABLES DEPENDENT VARIABLES Designated common parking area of motor vehicles in NORSU-BSC Assessment of indiscriminate parking of motor vehicles in NORSU-BSC. Figure 2: The Conceptual Framework of the Study RELATED LITERATURE The University of Bradley is a school where parking of motor vehicles is strictly implemented. Any motor vehicle parked on university property in regulated spaces must display a valid Bradley University parking permit or pass. The type of permit indicates the areas where the vehicle may be parked. Any vehicle which has accumulated six (6) or more unpaid parking citations or which inhibits traffic flow, hampers fire protection, is parked illegally in a reserved or handicapped space, blocks handicapped access, displays a lost/stolen or forged/altered parking permit is subject to immediate towing and impoundment. Parking permits are required from 7:00 a. . to 7:00 p. m. , Monday through Friday. The Visitors lot is a reserved area. All faculty, staff and students are prohibited from parking within this area unless otherwise notified. These regulations are subject to change without notice when necessary to facilitate the parking or safety program of the University. When changes are necessary and have been approved by the University, an announcement will be made, if possible, in app ropriate university publications, prior to the effective date of the change. ([email  protected] du) Likewise, The University of the Pacific is a school wherein the rules and regula-tions about parking of motor vehicles is strictly imposed and well implemented. There are provisions that regulate the university and must be imposed by the Department of Public Safety without fear or favor. The provisions of the California Vehicle Code and University regulations issued by the Board of Regents of the University will be enforced by the Department of Public Safety on all property owned and/or operated by the University Parking and traffic regulations are established under the authority of Section 21113 of the California Vehicle Code. These regulations apply to all faculties, staff, students and visitors of the university and are intended to promote pedestrian and vehicular safety, make parking facilities available to all members of the campus community, ensure access at all times for ambulance, firefighting equipment and other emergency/service vehicles and provide proper collection of parking fees. All motor vehicles parked on university property must either have a properly authorized temporary parking permit which is displayed according to instructions on the permit or a valid annual decal. Vehicles displaying arking permits or decals which are improperly located are subject to citation. Permission to drive or park on university property may be denied by proper authority at anytime. Possession of a current parking permit or pass does not guarantee a parking space. The responsibility of locating a legal parking space in any given lot or street rests solely with the holder of the permit or pass. Vehicle Maintenan ce is not permitted on campus. Violators are subject to citations and charges for cleanup. Heavy fines are imposed for oil/petroleum products left on the roadways. The maximum speed limit on campus streets is 15 miles per hour for all vehicles. The parking lot speed limit is 10 miles per hour for all vehicles. No person shall drive, stop, park, or leave standing any vehicle whether attended or not, upon any drive-way, sidewalk, landscaped area or any area not marked for parking or in any other location that will obstruct the view of any sign posted by the Department of Public Safety. Vehicles can not be used as living quarters while parked on campus. Vehicles must be fully contained in the stalls/areas marked for parking. Diagonally and perpendicular parked vehicles must have one wheel within 18† of the curb. Both inside wheels of a parallel parked vehicle must have the wheels within 18† of the curb. All parking along roadways and areas not otherwise marked must be parallel and facing the direction of traffic. Visitors to the campus between 7:00 a. m to 5:00 p. m must display a temporary parking permit on their vehicle. If parking in the reserved visitor’s parking near the tower you must obtain a temporary parking permit from the tower lobby. Park Ur Self permit dispensers are located in front of the Faye Spanos Concert Hall and in the swimming pool parking lot. These permits are valid in â€Å"B† lots. ([email  protected] of the Pacific. com) Providing adequate parking facilities and the proper supervision of campus traffic is a major activity on university campuses throughout the United States. This is especially true at institutions like Southern Connecticut State University, where a large part of the student body commutes daily. To protect students and visitors to the university from automobile accidents, as well as to provide security for motor vehicles parked on the campus, the following rules and regulations must be observed. Failure to comply may lead to the issuance of a university parking ticket and/or a state motor vehicle infraction, the towing of the vehicle at the owner's expense, and when warranted, a disciplinary action by the university. The university reserves the right to tow or impound any vehicle that is illegally parked or parked in a way that constitutes a serious hazard, impedes vehicle or pedestrian movements, or impairs the operation of emergency equipment and/or the making of repairs. Owners will be required to pay all the costs involved in removing and impounding vehicles. In a spirit of cooperation with the New Haven and Hamden communities, students are asked not to park their vehicles on city streets in residential areas adjacent to the campus. ([email  protected] Connecticut State University. om) RESEARCH METHODOLOGY The researchers focused on how the respondents park their motor vehicles in the absence of designated parking area. The researchers conducted a survey on the campus and listed down the chassis numbers or plate numbers, color and model of motor vehicles entering the school campus. The researchers used the listed motor vehicles as the basis to the number of respondents to be included of the study. Research Design In this study, the descriptive survey method was employed utilizing the ques-tionnaire as the main tool in gathering the data. The data were then treated statistically to give a scientific analysis. Research Environment This study was conducted at Negros Oriental State University Bayawan Sta. -Catalina campus. Research Respondents The respondents of this study were the motor vehicle owners getting inside the school campus and who parked motor vehicles indiscriminately. Research Sampling Table 1. 0 Number of Respondents RespondentsPopulation of the Respon-dentsPurposive Sampling (n) Faculty and Staff2525 Students132132 The researchers listed down the plate numbers or chassis numbers, color and model of the motor vehicles entering the school campus to have a basis of the number of respondents. There were 132 respondents from the student and 25 respondents from the faculty and staff. The over all total is 157 respondents who have motor vehicles in NOR-SU-BSC. The researchers used the purposive sampling method. Only owners of the listed chosen motor vehicle owners were considered the sample as respondents. Statistical Tool The researchers used the questionnaire as the statistical tool of the study. ORGANIZATIONAL OF THE STUDY Chapter 1 of this study presents the problem and its scope, the rationale of the study, statement of the problem, significance of the study, scope and limitation of the study, definition of terms, theoretical framework of the study, conceptual framework of the study, related literature and related studies, research methodology which includes the research design, research instrument used and data gathering procedure of the study. Chapter 2 presents the analysis of the data. It also presents the different data. Chapter 3 encompasses the summary, findings, conclusions and recommendations, which consist of the highlights of the findings, the conclusions and the recommendations drawn from the study. CHAPTER 2 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter deals with the presentation, analysis and interpretation of data and its finding in relation to the problem of this study. Table 2. 0 Profile of Students n=132 n= 25 ProfileStudentsFaculty f%f% SEX : Male12292. 421768 Female107. 58832 Total13225 AGE : 15-209571. 9700 21-253425. 76520 26-3032. 27832 31 above001248 Total13225 Course : BSIT4332. 8 BSCRIM4836. 36 INFOTECH1511. 36 COMSCI21. 15 BSED64. 57 BSA10. 76 BSHM96. 82 AMDNA10. 76 BSBA75. 30 Total132 Table 2. 0 on the preceding page shows the personal profile of the student respon-dents. In terms of Sex; there were 122 or 92. 42% male and 10 or 7. 58% female, and the faculty respondents. For sex; there were 17 or 68% male and 8 or 32% female. According to the responses, respo ndents were mostly males. The age bracket of the respondents was from 15-20, their average age frequency was 95 or 71. 97%, in the age average bracket of 21-25 years old had an average age fre-quency of 34 or 25. 6%, and the age bracket of 26-30 years old had an average frequency of 3 or 2. 27%. For the faculty, in the age bracket of 21-25 the average age frequency was 5 or 20%, in the age bracket 26-30 years old has an average age frequency was 8 or 32%, and that of the age bracket of 31 years old and above had the highest average age frequen-cy of 12 or 48%. In the courses of the respondents, there were 43 or 32. 58% in the BSIT, 48 or 36. 36% in the BSCrim, 15 or 11. 36% in the InfoTech, 2 or 1. 15% in the ComSci, 6 or 4. 55% in the BSED, 1 or 0. 76% in the BSA, 9 or 6. 82% in the BSHM, 1 or 0. 76% in the AMDNA, 7 or 5. 0% in the BSBA. Most of the respondents came from the Bachelor of Science in Criminology. Table 3. 0 Volume of registered motor vehicles entering the campus n= 15 7 Registered Motor VehiclesTotal Number Faculty25 Students132 Total157 Table 3 shows the volume of registered motor vehicles entering the campus which totaled to 157 motor vehicles, 25 motor vehicles coming from the faculty and 132 motor vehicles coming from the students. This totaled number volume of registered motor vehicles entering the campus is bases of the researchers in spreading the questionnaires as the researchers sampling method in conducting the study. Table 4. 0 Common Observed Parking Areas of Motor Vehicles Faculty: n= 25 Students: n= 132 Parking areasf%f% Shady Areas1144%2216. 67 Near the room312%118. 33 Pathway Shoulders 14%10. 76 Accessible Parking Areas1040%9874. 2 Total25132 Table 4 shows that the faculty chose the area of parking in a shady area with a fre-quency of 11 and a percentage of 44% while students preferred accessible parking areas with a frequency of 98 and a percentage of 74. 24%. This shows that motorist failed to fol-low the temporary designated area for parking. They preferred for their personal conveni-ence. There were fewer responses on near the room and pathway shoulders as their parking areas. Table 5. 0 Reasons for Choosing Parking Areas Faculty: n= 25 Students: n= 132 Reasons for Parkingf%f% Near the Classroom3122418. 18 Safety17689874. 24 Accessibility520107. 58 Total25132 Table 5 shows the responses of the different respondents on the reasons for choos-ing parking areas. Most of the students responded that they chose the area for the safety with the average of 98 or 74. 24% the same reason for the faculty with a frequency of 17 or 68%. A few responses on the reasons of near the classroom and accessibility. This means that the owners of the motor vehicles chose the area for their convenience. They are looking forward for the safety of their motor vehicles in the sense of no matter what happen in the area where they parked. This means that they don’t care the other motor vehicles as long as their motor vehicle is safety. Table 6. 0 Problems Caused by Indiscriminate Parking Faculty: n= 25 Students: n= 132 Problemsf%f% Disturbance of classes10404231. 82 Narrowing the pathways10404836. 6 Eyesore3121511. 36 Accident prone due to freedom to cross the cam-pus streets in preferred speed 2 8 27 20. 45 Total25132 Table 6 shows the responses on the problems caused by indiscriminate parking. Most of the respondents both the faculty and the students responded that it caused distur-bance of classes and thus resulted to narrowing the pathways with a frequency of 10 and a percentage of 40%, 42 and 31. 82%, 48 and 36. 36% res pectively, followed by eyesore and caused accident prone due to freedom to cross the campus street in preferred speed. Based on the results, most of the problems were disturbance of classes and narrowing pathways in the campus. This means that these motorists have less care on what is going on in terms of disturbing classes and narrowing pathways with their motor vehicle. CHAPTER 3 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This study is focused on the motor vehicles coming in and out the school premises of NORSU-BSC this school year 2010-2011. Summary: This study would like to identify the volume of registered motor vehicles entering the campus of Negros Oriental State University, Bayawan City. It sought to answer the following questions. 1. ) What is the profile of the respondents in terms of 1. 1. Age; 1. 2. Sex; and 1. 3. Course? 2. ) What is the volume of registered motor vehicles entering the campus? 3. ) What are the common areas where indiscriminate parking is observed? 4. ) What are the reasons for the indiscriminate parking? 5. ) What are the problems caused by indiscriminate parking? Findings: 1. The personal profile of the student respondents. In terms of Sex; there were 122 or 92. 42% male and 10 or 7. 58% female, and the faculty respondents. For sex; there were 17 or 68% male and 8 or 32% female. According to the responses, respon-dents were mostly males. The age bracket of the respondents was from 15-20, their average age frequency was 95 or 71. 97%, in the age average bracket of 21-25 years old had an average age frequency of 34 or 25. 76%, and the age bracket of 26-30 years old had an average frequency of 3 or 2. 27%. For the faculty, in the age bracket of 21-25 the average age frequency was 5 or 20%, in the age bracket 26-30 years old has an average age frequency was 8 or 32%, and that of the age bracket of 31 years old and above had the highest average age frequency of 12 or 48%. In the courses of the respondents, there were 43 or 32. 58% in the BSIT, 48 or 36. 36% in the BSCrim, 15 or 11. 36% in the InfoTech, 2 or 1. 15% in the ComSci, 6 or 4. 55% in the BSED, 1 or 0. 76% in the BSA, 9 or 6. 82% in the BSHM, 1 or 0. 76% in the AMDNA, 7 or 5. 30% in the BSBA. Most of the respondents came from the Bachelor of Science in Criminology. 2. The volume of registered motor vehicles entering the campus which totaled to 157 motor vehicles, 25 motor vehicles coming from the faculty and 132 motor vehicles coming from the students. 3. The faculty chose the area of parking in a shady area with a frequency of 11 and a percentage of 44% while students preferred accessible parking areas with a frequency of 98 and a percentage of 74. 24%. 4. The responses of the different respondents on the reasons for choosing parking areas. Most of the students responded that they chose the area for the safety with the average of 98 or 74. 24% the same reason for the faculty with a frequency of 17 or 68%. A few responses on the reasons of near the classroom and accessibility. 5. The responses on the problems caused by indiscriminate parking. Most of the res-pondents both the faculty and the students responded that it caused disturbance of classes and thus resulted to narrowing the pathways with a frequency of 10 and a percentage of 40%, 42 and 31. 82%, 48 and 36. 36% respectively, followed by eye-sore and caused accident prone due to freedom to cross the campus street in pre-ferred speed. Conclusions: 1. Most of the students and faculty respondents are male and in the age bracket of 15-20 and 31 and above respectively. Most of the student respondents are taking up BS Criminology, followed closely by those taking up BS Industrial Technology 2. The volume of registered motor vehicles entering the campus is 157. 3. Most of the faculty parked their motor vehicles in shady areas, while most of the students chose to park their motor vehicles in areas accessible to them. 4. Safety of the motor vehicle is the mostly responded reason for choosing the parking area. 5. The mostly identified caused by indiscriminate parking is narrowing of pathways. Recommendation: 1. The campus must strict in providing one parking area for the motor vehicles of stu-dents and faculty to avoid problems and accidents brought about by indiscriminate parking.

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Economics of FOREX. See question below - Essay Example It is the European Parliament that is expected to react on certain economic events that arises over time despite the fact that they do not have the authority to implement policies to counter act the effects. Also, the authorities empowered to act on the ECB for monetary policy and the European Commission for the fiscal policy does not have the right to implement some needed policy to make the overall economy better.3 It means that power and responsibility over the economic activities does not come from a political process. The European policy makers who are eager to come up with solutions to economic shocks do not have the power to react and those who have the authority to do so do not have a democratic right to intervene in any economic situation. Each member of the Eurozone has a mutual assurance regarding the stability of the currency. The purpose of having a ‘single currency’ is to enhance a free trade between the members of the Eurozone by promoting the coordination of credit and exchange rate policies.4 In the case of Eurozone, only the European System of Central Banks (ESCB) has the sole authority to create and implement a monetary policy for all the members of Eurozone.5 ESCB is composed of the European Central Bank (ECB), and the Eurozone Central Banks that operates in Euro countries. Since a single currency imposed on the Eurozone countries, they can use only one monetary policy for all. Hence, only one interest rate among all Eurozone countries is allowed. In case of an economic problem, the national government is therefore deprived of using the monetary policy (monetarism) to solve any economic issues. This leaves them the option to control over the fiscal policy instead. Aside from the political issue attached with having a single currency, this strategy can be beneficial for the participating countries in terms of inter-trading opportunities, currency stability and having a transparency in the costs of goods and

Ethical Dilemma Essay Example for Free

Ethical Dilemma Essay What Dr. Schneider is doing by putting crowns on teeth that could be treated with two surface amalgams is unethical. It is obvious that she is doing this to increase revenues during a downturn in her financial condition related to her divorce. Two surface amalgams have a long history for use for fillings for decayed areas of teeth and for general repairs of chipped or cracked teeth. Although its use is declining in the U. S. it remains the first choice for posterior direct restorations. (1) Other bonding techniques are now being employed by dentists in lieu of two surface amalgams that are gaining in popularity for esthetic reasons and because they use no toxic metals such as mercury. To crown a tooth requires a dentist to grind away all of the enamel of the tooth so a crown can be put on the remaining dentine layer of the tooth. This procedure is six to seven times more expensive than two surface amalgams or other bonding techniques to repair teeth. A general rule in dentistry is that you preserve as much enamel on a tooth as possible. So Dr. Schneider is not only performing a procedure that is unnecessary and expensive but is detrimental to the patient because a tooth’s enamel is being destroyed needlessly. Sharon should discuss this with Dr. Schneider and tell her that this improper, unethical and not in the best interests of the patient. If Dr. Schneider persists in this unethical practice then Sharon should threaten to resign and report Dr. Schneider to the American Dental Association and appropriate state licensing agents. (1) http://www. bethesda. med. navy. mil/careers/postgraduate_dental_school/comprehensive_dentistry/Pearls/Pearlsc6. htm

Successful Coaching Of Jose Mourinho

Successful Coaching Of Jose Mourinho Jose Mourinho is known as a no-nonsense football coach that carry out his role based his vast experience, supreme knowledge, principal values, valuable opinions and strong beliefs. His coaching philosophy is not only based during field play but also during training. His coaching philosophy during field play is as such: Football possession is not important, (Knowing himself) Winning a football match is more important than playing a nice and good football, (Knowing his strengths) Defending is a team exercise instead of individuals. (Knowing his weakness) He does not expect any egos from his players but only himself. (Knowing himself) As for football training, his coaching philosophy is as following: He emphasize that his players to put in a lot efforts during training, (Knowing his goals) He has detailed a plan, in the beginning of the season, (Knowing his obstacles) He concentrated his football training on tactical idea, this is the backbone of his whole training process. Those tactical ideas includes how to do pressing, when to do pressing, transition, ball possession, positional play, (Knowing athletes ability) Only after tactical training is done, then he will do physical, psychological aspects for the players. (Knowing his athletes weakness) In the nutshell, Jose Mourinhos philosophy of football, he likes to put up a wining team, but not a playing nice football team. Opinions about the use of coaching philosophy to the students A coach is a role model and teacher for his students. He uses his set of principles as a reference to conduct his lesson for his students. With a good philosophy, the coach is able to know himself, know his opponents and know his players, and this helps him to create a realistic, satisfying coaching roadmap for his students. The students will be rewarded in the form of improved performance and even achieve their dreams. Now, Jose Mourinho is in Real Madrid, he using his philosophy to guide Real Madrid to win the next Champion League. Is the coachs philosophy that directs the coachs everyday life thinking and actions? No. As mentioned, many coaches will agree that they will put in more efforts like time and attention to those less skilled players, but in reality only the best players will be get the most playing time, most rewards and attention. However, if there are extra resources, like more than 1 coaches in the team and more than 1 training courts. The team can be splits into small groups like what Jose Mourinho does. The head coach himself will coach the better ones, and the other coaches can train the not so good ones. Coaching Styles Jose Mourinho is more an autocratic, regimented style of coach. He likes the direct involvement with the players, deploying his football methodology, practicing the exercises, and the development of football ideas. He deploys has his own respect agenda, if any of the players dont follow them, they will be asked to leave. Example, Adrian Mutu a Chelsea player, was sacked by him in 2004 when he was found taking cocaine. He likes his players to feel pressured, he made his players to be aware that there is competition in every position in the first eleven. Jose Mourinho has recently became the head coach of Real Madrid, and immediately he has built sleeping quarters to put in at the clubs Valdabebas training facilities, he wants his players to stay at the facility instead of going home after morning and afternoon training sessions. He expects a 100% turn up for both morning and afternoon training including the star players. He had removed the areas designated for player-fan interaction. Players will be expected to train only while at the training facility. He also has insisted that Pedro Leon and Sergio Canales, players purchased from Getafe and Racing Santander respectively, not to be loaned back to their old clubs. Does the coach possess more than a coaching style No, Jose Mourinho is detrimentally rigid. My opinions on his coaching styles. Jose Mourinho is my idol. He is a ruthless, fear-inducing, respect-commanding coach. Even though, he did not become a top player, but he studies football, sports science and methodology, and on reaching a 34 age, he decided to be coach, and to be involved in football. He picked up his football techniques from a very good football instructor in Scotland, Andy Rocburgh, but more importantly he followed and understudied from the 2 legend football coaches, Bobby Robson and Louis van Gaal back in Sporting Libson. Both as manager of FC Porto and Chelsea, Jose Mourinho love to uses 4-5-1 in his football tactics. His tactics is relying on strong defensive line-ups and an good holding midfielder, while the attack, he relied on a hard-working front man and a goal-scorer in midfield. As observed, he is definitely an autocratic coach. He does not like non senses from his players. He is very focus on his job, especially on wining, he works 12 hour a day and he expects his players also. He is self confidence that close to arrogance. He lack of respect to opponent also. The Roles of a Coach The primary role of Jose Mourinho just like any other football coach is to assist his football players in developing to their full potential. He is responsible for training players by analyzing their performance, provide correction in the relevant skills and by providing encouragement, if possible to guide players in their life also. Hence, the coach needs to wear many type of hats, he need to act as instructor, assessor, friend, mentor, facilitator, chauffeur, demonstrator, adviser, supporter, fact finder, motivator, counselor, organizer, planner and the Fountain of all Knowledge. Does the coach behaviour influence the students character? How can the coach help in students character development? Communication Skills techniques in coaching The reasons the coach needs to communicate to his player because he wants to give instruction, disseminate vital information, to tell his players not to make the same mistakes, to motivate the team spirit and to give feedback to his players. Generally, there are only 2 ways that a football coach can communicate to his players on the field, either using verbal or non verbal. In the case of Jose Mourinho, he is able to speak 17 languages and knows when to which language to tell his foreign players in his team what to do. Positive feedback is also needed during coaching sessions, everyone wants to be praised and be recognized, Joes Mourinho always do it by hugging, touching his players heads if they wins the match. During training, Jose Mourinho always split his players into groups based on condition, amount of playing time, so that he can give all players in their training groups same attention. Motivation Skills Jose Mourinho is a good motivator in team-motivated environment. He always emphasize that there is only 1 common goal in the team, it is to win many tropes (extrinsic: material reforcers). All players in the team must support each other until success is achieved (intrinsic), everyone care (intrinsic) for each other until success is achieved. For example, when the team wins a match, he will walk towards the pitch to congratulate all his players, by the act of hugging, touching their heads (extrinsic: social reinforcers). Jose Mourinho said that he likes players who love to win and he wants them to win not in 90 minutes but every day, training session and moment in their lives. Motivation strategies Jose Mourinho, the Special One brought in the togetherness and team spirit for the team under his charge. Below are some the strategies used by him: To develop a healthy environment by promoting humor and entertainment football sessions, e.g he used small-sided games to develop technical, tactical and fitness elements. To share the cup of tea with all team members. Jose Mourinho always seems moving from club to club, and undertakes new teams. When he tells the new team about his past wining trophies experiences of how to beat all obstacles and tough times to reach the final. This will motivate the new team like Real Madrid, and help build an even stronger team. To avoid any kind of disagreement and miscommunication as these can lead hamper the feeling of oneness. As reported, Jose Mourinho hates to speak about players individually, he only reports about team performance.

Evidence and Theories of Supermassive Black Holes

Evidence and Theories of Supermassive Black Holes Supermassive Black Holes are at the centres of galaxies: The evidence for their existence and the theories for their formation and effect on the evolution of galaxies. Supermassive Black Holes are an area of astronomy that have been significantly studied and with thanks to the advance in technology, scientists have managed to better understand how they are formed and the impact they have on the evolution of galaxies. It is first wise to look at the definition of what a black hole is compared to a Supermassive Black Holes. NASAs World Book (2004) defines a black hole as a region of space whose gravitational force is so strong that nothing can escape from it. Scientists believe that a Supermassive Black Hole have the same characteristics as a black hole, with the main difference being, as the name Supermassive suggests, the size of the black hole. Many astronomers and scientists believe that a Supermassive Black Hole is the largest variety of black hole within a galaxy. What most have also believed is that as well as being the largest type of black hole, these Supermassive Black Holes can be found at the centre of galaxies. This essay will therefore look at the evidence for the existence of these Supermassive Black Holes, as well as theories for their formation and the effect they have on the evolution of galaxies. Firstly we should look at the evidence that suggests these Supermassive Black Holes exist at the centre of galaxies. Astronomers and scientists at first found it difficult to prove that black holes do exist in our galaxies. In 1916, Albert Einstein, one of the most well known physicists created his General Relativity theory. Although his theory was first published in 1916, it could be seen to indicate there could be objects in space in which his theory applies to. The theory of Einstein would suggest that there could be an object that alters both space and time, so much so that not even light can escape from it. This is what many modern scientists believe that a black hole is. Many scientists believe that the gravitational force that comes from these black holes is far too strong for anything to escape its pull, including light, which would then explain how these black holes appear invisible. To help prove the existence of this invisible force therefore, Theodore P. Snow (1991, p.514 ) suggests that the best chance of detecting a black holeis to look for an invisible object whose mass is too great to be anything else. Scientists have therefore looked at the movement of stars around this invisible object in several different galaxies, and thanks to these measurements in 1914 the Hubble Space Telescope (2003,p.198) managed to determine the mass of the object to be several million times the size of the sun was present in the stars orbit. Scientists and astronomers believe that the only object that could have this effect on the stars orbit and have as high a mass would have to be a Supermassive Black Hole. The Telegraph in December 2008, reported that a group of scientists had spent the last 16 years studying whether there was a Supermassive Black Hole at the centre of our galaxy, in the Milky Way. As before they studied the stars orbit circling the invisible object and found that the mass seems to be about four millions times the size of the sun. This would therefo re suggest that Supermassive Black Holes are at the centre of galaxies, including our own. Astronomers and Scientists therefore believe that if you measure the mass of a dark object and that it has a high mass in a small area of space it is most probably a Supermassive Black Hole. Once scientists and astronomers had seemed to provide substantial evidence to the existence of these Supermassive Black Holes, they did not stop their research in this area. Many sceptics believed that if these objects existed in our galaxy how did they appear? Thus scientists and astronomers continued to research Supermassive Black Holes and how they have been formed. Kuhn and Koupelis (2001, p.496) state that astronomers predicted the existence of black holes in the 1930s when they realized that a stars mass may cause it to collapse beyond neutron degeneracy. This is an explanation for how black holes are formed, however the majority of astronomers and scientists believe there could be more than one explanation for how Supermassive Black Holes are formed. One model that scientists believe could explain the formation of these objects in our galaxy is looking at the early years of the stars. This model looks at how the first stars were formed without a suitable make-up which could ha ve resulted in them leaving behind what is known as black hole seeds. The idea that black holes have been formed by these seeds has been studied in recent years with Volonteri, Haardt Madau (2003) believed that these black holes may have stemmed from seeds of the early stars, meaning Supermassive Black Holes could be millions of years old, which could explain how they are at the centre of our galaxies. Another model that looks to describe the formation of these Supermassive Black Holes is the idea that they are in fact formed due to the collapse of a large gas clouds. These large gas clouds would collapse into a rotating neutron star of an extremely high mass, this star would be unstable due it not containing the correct electron make-up and instead of a supernova explosion it would result in a Supermassive Black Hole as being its only remaining by-product. Haehnelt Rees (1993) studied this idea that the Supermassive Black Holes were formed due to the collapse of large gas clouds and have suggested that this model helps give a more modern understanding of how black holes are formed. Another model which has been suggested by a minority of researchers is the idea that Supermassive Black Holes are a by-product of the beginning of the galaxy, the Big Bang. These scientists believe that after the Big Bang, the pressure of the newly formed galaxy would be extremely high, so much so, that it could have resulted in areas of high density that would have formed black holes. They suggest that many of these black holes would not have lasted a long period of time as the galaxy was expanding, however some may still exist to this present day. According to J.PLuminet (1992, p.177) if this is the case, the galaxy would expand around the black hole leaving it and the centre of the galaxy. With researchers now able to provide evidence that Supermassive Black Holes do exist at the centre of our galaxies and being able to give various substantial evidence on the formation of these black holes, astronomers and scientists have also looked to explain how they have an effect on the evolution of galaxies. As we have seen, many researchers believe that there are Supermassive Black Holes at the centre of the galaxies. Researchers believe that roughly ten percent of the black holes contain high levels of ionised gas, which is released in opposite directions of the black hole. This is most likely to be released as kinetic energy. Astronomers believe that this would have an effect on how stars behave and play a vital role in the evolution of galaxies within the universe. For many years astronomers and scientists have been able to find a correlation between the mass of the Supermassive Black Holes and the galaxy it inhabits. In other words, many researchers believe that the size of the black hole does have an effect on the mass of that galaxy. More recently however researchers have managed to acquire some knowledge on how else a Supermassive Black Hole has an impact on its galaxy. Scientists have studied the spin of the black holes, as they believe this could result in the ionised gas being released from the black hole, which would then in turn control the growth of the galaxy it is at the centre of. Another way that these Supermassive Black Holes could have an impact on the evolution of galaxies could be as a result of two black holes colliding. Researchers have recently discovered what will happen when two Supermassive Black Holes collide with one another. The gravitational attraction between the two is believed to upset the stars positions surrounding the galaxies centre, but many researchers did not know whether the two would attract together to form one large supermassive black hole or whether they would repel from one another? Scientists have recently b een able to answer this thanks to a collision that occurred between a large and small black hole. The results of the collision were as expected with the stars surrounding the centre being upset and altered. The question to whether they would form a larger black hole or repel was also answered, as the two became closer they repel and eject the black hole from its galaxy, sending it at high speeds across space surviving on its accretion disk alone. According to Govert Schilling (2002, p.233) many researchers believe that thanks to this phenomenon that took place, they may be able to further explain formation of galaxies and their black holes, with further research and more advances in technology scientists and astronomers will continue to study Supermassive Black Holes. As we have seen from the proposed research put forward by various astronomers and scientists, it seems more than likely that Supermassive Black Holes do exist at the centre of our galaxies. Thanks to the research, they have helped in the understanding on how they exist, as being large invisible objects with an extremely large mass and large gravitational pull that is at the centre of every galaxy. As well as this, astronomers and scientists have also been able to explain how these objects could have formed in our galaxy, by looking at different models which include dying stars being turned into black holes millions of years ago, to models which suggest they are formed due to collapsing dense gas clouds. We have also seen researchers look at the impact such objects have had in our galaxies, and seen suggestions that these Supermassive Black Holes helped to create the way a galaxy looks, such as its stars positions and the galaxies mass. With further research and more advances in techn ology, the future could see more results into this area of astronomy, with researchers looking at a clearer definition to how these Supermassive Black Holes are formed and what effect they have on the evolution of the galaxies they inhabit. References Alleyne ,R. Proof that Albert Einsteins black holes do exist, claim scientists 2008, Telegraph, http://www.telegraph.co.uk/science/science-news/3690822/Proof-that-Albert-Einsteins-black-holes-do-exist-claim-scientists.html Haehnelt M. G., Rees M. J., 1993, MNRAS, 263, 168 Kuhn, K.F, Koupelis, T. (2001) In Quest of the Universe., 3rd Ed. Jones and Bartlett Publishers Inc, London. Livio. M, Noll. K, Stiavelli, M. (2003) A Decade of Hubble Space Telescope Science, Cambridge University Press, Cambridge U.K Luminet, J.P. (1992) Black Holes Cambridge University Press, New York McClintock, Jeffrey E. Black hole. World Book Online Reference Center. 2004. World Book, Inc. http://www.worldbookonline.com/wb/Article?id=ar062594. Schilling, G. (2002) Flash! The Hunt for the Biggest Explosions in the Universe. Cambridge University Press, United Kingdom Snow, T.P (1991) The Dynamic Universe: An Introduction to Astronomy, 4th Ed. West Publishing Company, St. Paul Volonteri M., Haardt F., Madau P., 2003, ApJ, 582, 559 Zeilik, M. (2002) Astronomy, The Evolving Universe 9th Edition, PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE, Cambridge, United Kingdom. Craig Jonathan Muir Matriculation: 200804070 1

Mid-Term Break - Seamus Heaney On my first Sonne - Ben Jonson Which Ess

Mid-Term Break - Seamus Heaney On my first Sonne - Ben Jonson Which poem expresses the experience of grief best? On my first Sonne is a very direct way of expressing the grief that occurs when a child in the family dies. It is about the feelings that Ben Jonson goes through, and the poem describes his emotions and thoughts in detail. On the other hand, Mid-Term Break uses indirect ways to portray grief, by describing events that happen after the death. "Farewell, thou child". On my first Sonne openly addresses the deceased boy in the poem. The poem is to him, and about him. Ben Jonson uses faith to help him through the bereavement. Biblical phrases ("child of my right hand", "my sinne was" and "all his vowes") are scattered through the text. Jonson's thoughts are deeply Christian ("tho'wert lent to me" and "the state he should envie"). "O, could I loose all father, now." Here he candidly expresses his feelings by crying out to God. He speaks bluntly about the grief he is experiencing, and tries to reason with it as well by using Christianity concepts, "For why / Will man lament the state he should envie?". He curses himself for putting too much love and faith into the boy, almost believing in him too much ("my sinne was too much hope of thee, lov'd boy"). I think that On my first Sonne is a poem towards God and the deceased, but it is written for the comfort of Ben Jonson himself, to reassure him about his son's death. The poem is very emotional, and very involved. On my first Sonne uses a regular rhythm, with occasionally rhymes. This creates a profound effect, and this in emphasised in certain places, for example "and I thee pay / Exacted by fate, on the just day." The regularity of the rhy... ... time to think about his brother's death, and then approaches his brother alone. The phrase "wearing a poppy bruise" has overtones of death (poppies are associated with Remembrance day), but also the fact that he is "wearing" a bruise rather than having a bruise indicates that he is not normally in that state, and the poet does not see him as such. The rhythm works best in this poem in the final line, "a four foot box, a foot for every year". The slow pace stresses the tragedy of the event, and gives an insight into the mind of the poet, after he has had a chance to think about it. In conclusion, I believe that the poem Mid-Term Break the experience of grief better than On my first Sonne, because I prefer an indirect approach to the emotions surrounding bereavement. The style of writing and context make it more modern, and makes it seem more relevant.