Shift Happens, one way or another Essays

Shift Happens, one way or another Essays Shift Happens, one way or another Essay Shift Happens, one way or another Essay Shift happens, one way or another. The automobile comes in many shapes and sizes. But the color of a car or how many cup holders it has usually isnt the determining factor when purchasing a new car. One of the most important choices to be made would be whether or not to get a car with an automatic transmission or a manual transmission. The advantages and disadvantages of owning a vehicle with either type of transmission varies from one driver to the next. Loyal automatic transmission drivers are convinced that manuals re difficult to learn to drive because of an extra pedal called the clutch. While on the other hand an experienced manual transmission driver would view automatics as simple machines that require very little skill to operate. Many drivers out there prefer the automatic transmission because learning to use and operate one is very easy. They have a steering wheel, a shifter, a parking brake, and two foot pedals for the gas and brakes. With the shifter in the park position starting an automatic vehicle is as simple as turning the key. Once that is done the operator puts the shifter into the drive position and gives a push on the gas pedal with the right foot. The operator only has to use the shifter once to get the car going, and to stop the operator simply eases their right foot down on the brake pedal. Many parents would agree that this kind of vehicle is ideal for teaching teenagers how to drive for the first time. They spend less time worrying about the car itself and more time focused on the road. For someone learning to drive for the first time the automatic transmission makes this task a breeze. Manual transmissions on the other hand are very different. Manuals also have a steering wheel, park brake, and shifter but instead having of two foot pedals manuals have three. Manual transmissions require more physical and mental work from the operator to get the vehicle moving. Just turning the car on has more steps then an automatic car. To start a manual car the driver first makes sure that the shifter is in the neutral position. Once this is determined the driver will then push the clutch down with their left foot and turn the key. A manual transmission has to be physically put into gear by the driver using the clutch and the shifter; where as an automatic transmission goes this on its own. Pressing down on the clutch with the left foot then moving the shifter into the first gear position with the right hand, the driver gradually lets off of the clutch while at the same time slowly pressing down on the gas pedal with the right foot. This will make the car move forward and as the revolutions per minute (RPM) reach their peak for first gear, the driver repeats the last step ending with the smelter In ten next consecutive gear. I en earlier teen repeats tons step until a asleep traveling speed has been achieved. To come to a stop the driver first has to signage the transmission by pushing the clutch down and returning the shifter to the neutral position, only then can the driver press down on the brake with their right foot to bring the car to a complete stop. Compared to an automatic transmission the manual transmission is far more complex, yet most dont know that cars with manual transmissions get slightly better gas mileage than automatic vehicles. A manual vehicle unlike an automatic vehicle takes a lot of physical activity to operate but it also demands significant mental activity as well. Operating a car with a manual transmission requires the undivided attention of he driver. Using both hands and feet to operate the steering wheel, the shifter, and three foot pedals keeps the driver focused on the car, the road, and the other drivers. Manual car drivers would even argue they gain sharper reflexes from exercising their hand eye coordination on a daily basis. Almost making manual vehicle drivers more in tune with what is going on around them. This is one reason why automatic vehicle owners see the manual transmission as intimidating. With a manual vehicle the driver has little room for any distractions where as automatic vehicles need less hysterical movement and concentration. Eating, testing, talking on the phone, putting on makeup, even changing the radio station is problematic when driving a manual car safely and effectively. Operating an automatic vehicle requires little shifting and has no clutch but it inadvertently subjects the driver to possible distractions like the ones Just mentioned. Yet they make driving possible for people with certain physical disabilities by having that simple operating system. A manual transmission is not as accommodating. If you drive an automatic car think about learning to drive a car with a manual if Seibel Just see what it is like. It may seem difficult or annoying but you will never take the car you do have for granted. If you happened to be a seasoned manual car driver Just think about being stuck in rush hour traffic and all that shifting you have to do and never going faster than twenty miles an hour. Each transmission type demands a certain amount of respect because they both have qualities that millions of people all over the world enjoy. Whatever you prefer manual or automatic Just remember to love your car have fun and above all be safe for yourself and all your fellow drivers.

$25 Gift Certificate Expires Today - Resumes, Cover Letters, LinkedIn Profiles, Professional Writing Help

$25 Gift Certificate Expires Today - Resumes, Cover Letters, LinkedIn Profiles, Professional Writing Help Thank you to all who took advantage of The Essay Experts $25 holiday gift certificate. Just yesterday one of my past clients, who obtained his dream job, gave his sister a resume as a belated Christmas present. Theres still time to give yourself or a loved one the gift of a resume, LinkedIn profile update, or other writing help with a $25 gift certificate from The Essay Expert.   This offer officially expires today, January 8, 2011.   For my blog subscribers ONLY, I am extending the offer to January 11, 2011 (1/11/11 an auspicious date!) Now is the time to contact The Essay Expert! May your New Year be fulfilling and prosperous.   I look forward to hearing from you.

Education, Perception, and Gender Bias in Accounting Essay

Education, Perception, and Gender Bias in Accounting - Essay Example Therefore, its use should be recognised around the world. Without accounting, money would not have a definite manner of being properly utilised. This paper will review the education and bias that women often go through in relation to accounting as a field of study, also, as a career choice that they can make. As many fields in the market today, accounting and finance is considered a man’s field of expertise. This means that whenever there are opportunities to be filled in relation to accounting and finance, men always get the upper hand. Gender related discrimination and bias have found their way into the working field of accounting. The perception that is created here is that women cannot be accomplished accountants when the chance arises. This perception, as many women are out to prove, is flawed. They are out to prove that whatever men can do, they can do better. The education sector in many countries does not pay keen attention to the number of female accounting students. The number of female students in the accounting class cannot be compared to the number of male students in higher learning institutions, for example, universities and colleges. As seen above, accounting and finance is considered a field dominated by men. However, there are a growing number of female accountants and students in many countries. The encouragement they receive from different quarters like family and the government could be the cause of this rise.

Personal Philosophy of Nursing and its Choices Essay

Personal Philosophy of Nursing and its Choices - Essay Example My decision of selecting nursing as a profession holds a resemblance to my goal to serve the community members. I became quite aware of the wide range of opportunities that are embedded within this particular profession. However, my choice of nursing as a profession was mainly because of the prominent roles that it serves towards ensuring the well being of the people. The nursing profession is viewed to be the most prominent one considering the importance of roles along with responsibilities associated with it. It will be vital to mention in this regard that the roles of the nurses are not limited to only a particular dimension, rather these are dispersed in various domains of the healthcare sector. The RNs are responsible for treating the patients regularly, ensuring their safety, keeping records of patients’ medical histories and assuring fast recovery among others. Though these roles are challenging collectively, the level of personal and professional development associated with the nursing profession also seems to be quite crucial at the same time (Vance, n.d.). The future growth prospect involved with this particular profession mainly influenced me to adopt nursing as a profession. Historically, it is believed that nursing is synonymous with caring. Nursing was seen as a profession, which adopted by the people having the desire to provide effective care to others. Caring is defined as a science, which is associated with humanitarian principles. However, in course of time, the nursing profession transformed rapidly owing to the overall advancement of the healthcare sector. In the present day context, caring is not the only criterion to sustain in this profession, rather adherence to other professionalism principles is also crucial (Vance, n.d.). Ethics is viewed to be one of the most prominent parts of the nursing profession. Nurses need to ensure delivering proper  and effective care to the patients through making proper use of their knowledge and skills.

Supplemental Materials Essay Example for Free

Supplemental Materials Essay Additional Readings: Four Pillars Read â€Å"Four Pillars† on the GCU website. Link: http://www.gcu.edu/About-Us/Four-Pillars.php Student Preparation for Distance Education Read Student Preparation for Distance Education, by Taormino, from Distance Learning (2010). (7pgs.) Link: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=truedb=ofsAN=55725308site=eds-livescope=site New Skills for a New Work Reality Read New Skills for a New Work Reality, by Galagan, from T + D (2011). (4pgs.) Link: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=truedb=ofsAN=525614319site=eds-livescope=site The Cornell Method Read The Cornell Method portion of the Note Taking Systems page of the California Polytechnic State University website. (6pgs.) Link: http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html#cornell Parallel Note-Taking: A Strategy for Effective Use of Webnotes Read Parallel Note-Taking: A Strategy for Effective Use of Webnotes, by Pardini et al., from Journal of College Reading and Learning (2005). (18pgs.) Link: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=truedb=ericAN=EJ689655site=ehost-livescope=site The Digital Dog Ate My Notes Read, The Digital Dog Ate My Notes: Tools and Strategies for 21st Century Research Projects, by Lamb Johnson, from Teacher Librarian (2009). Link: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=truedb=a9hAN=47500220site=ehost-livescope=site TEDTalks Resources: Utilize the following resources to assist you in responding to the Journals and Discussion Questions throughout this course. Topic 3: Drew Dudley: Everyday Leadership (6min) http://library.gcu.edu:2048/login?url=http://digital.films.com.library.gcu.edu:2048/PortalPlaylists.aspx?aid=12129xtid=52942 Stanley McChrystal: Listen, Learn†¦Then Lead (16min) http://library.gcu.edu:2048/login?url=http://digital.films.com.library.gcu.edu:2048/PortalPlaylists.aspx?aid=12129xtid=48626 John Wooden: Coaching for People, Not Points (18min) http://library.gcu.edu:2048/login?url=http://digital.films.com.library.gcu.edu:2048/PortalPlaylists.aspx?aid=12129xtid=48140 Support Materials: An In-Depth List of Online Study Help Resources Review An In-Depth List of Online Study Help Resources, located on the Wayback Machine website. (5 pgs. of tips with each a separate resource to other tips) Link: http://web.archive.org/web/20110704183249/http://www.guidetoonlineschools.com/tips-and-tools/study-help Note Taking; the Cornell Method http://www.nrcs.k12.oh.us/Downloads/Cornell-Note.pdf Cornell Method: Notes Generator This is a generator to for creating your own Cornell Notes http://www.cornell-notes.com/index.php

Assassination of Abraham Lincoln Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Yes! We’re coming Abraham Lincoln. With curses loud and deep. That will haunt you in your walking, and disturb you in your sleep.† This is a battle hymn sung by the Sons of Liberty which is the first Confederate run terrorist group Higham talks about. This hymn is a good example of the tone author Charles Higham sets for the book. Murdering Mr. Lincoln by Charles Higham, presents the reader with a factual, in-depth look at the story behind the assassination of President Abraham Lincoln. Higham leaves no stone unturned as he thoroughly explains the events that lead up to the death of Lincoln. Overall, the book is written in the eyes of the Confederacy and examples like this hymn give the reader reason to believe so.   Ã‚  Ã‚  Ã‚  Ã‚  The first section that Higham explains is titled â€Å"The Mission.† This section gives a general overview of the mission of Confederate groups to try to remove President Lincoln from office. As the author explains, the Sons of Liberty were dedicated people, not just of the South, but also from Canada, who were willing to create a plan to take out the North. They did this is several ways, such as provoking war between England and the United States. Higham backs up his belief by providing vital information. â€Å"In the fall of 1861...Union adventurer Captain Charles F. Wilkes was sent to stage a boarding and seizure of the British ship Trent. This was, in legal terms, and act of war since no ship could be boarded in that manner according to the peculiar maritime rules† (Pg 9). Higham also lays down a background of future players that will be involved in the Lincoln assassination. Officials such as Confederate President Jefferson Davis, his Secretary of State Judah P. Benjamin, and the Secretary of the Treasury Chris Memminger were planning to send a Confederate mission to British North America. The objective of the mission was to disrupt the loyal American states and enlist support for possible invasion, arson and murder to endanger the North. Higham’s viewpoints of the beginning stages of the coup d’etat against Lincoln are backed up with precision accuracy. It is very easy to understand his style of writing, especially when he writes about some of the people involved in the situation.   Ã‚  Ã‚  Ã‚  Ã‚  Higham calls this next player to be the â€Å"most furious and dangerous anti-Lincol... ...d in the average history book. Here is where Higham instills a lasting impression on the reader of the entire situation. John Wilkes Booth, and most of his accomplices, were seized and sent to trial where they were all found guilty of murder. One of the interesting things about the story is that John Surratt, whose mother was hanged for the crime, managed to be at two places at once. John Surratt was another Confederate supporter who conspired with Booth about the assassination plot on Lincoln. While a fugitive from the American justice system, Surratt escaped first to Canada, proceeded to Great Britain, then Rome, and after a brief detention there, to Alexandria, Egypt. This is just one of the conspiracies Higham talks about in his book.   Ã‚  Ã‚  Ã‚  Ã‚  From start to finish, Higham thoroughly explains each stage that lead to the eventual assassination of President Abraham Lincoln. One of the reasons why Higham is so successful in his attempt tell the story is that he back his information and arguments up with detailed accounts of what actually happened. Higham style is informative and understandable. Higham knowledge of the subject matter comes through in the book.

Puritanism and Transcendentalism Essay

American literature is characterized by several genres of literature which represent many different phases in American history and culture.   Among these are Puritanism and Transcendentalism.   These two movements share certain characteristics while they oppose each other for other reasons. The Puritans were a group of individuals that were very strict, radical Protestants that gathered as a type of religion after the Reformation in England.   They came to American for the freedom to practice this type of religion.   Writers of the Puritan era served to glorify God and teach people how to live a godly life.  Ã‚   These ideals are reflected in Anne Bradstreet’s, â€Å"Upon the Burning of our House† in which the narrator still praises God even after a devastating tragedy.   In addition, Jonathan Edwards, a Puritan minister, notes the angry nature of God to his congregation who he feels is straying in â€Å"Sinners in the Hands of an Angry God.† Even Nathaniel Hawthorne, a writer from the 1800s, and Arthur Miller, a writer from the 1900s, focus on this period of time in their works, The Scarlet Letter, and The Crucible, respectively.   These works point out need to strictly adhere to the groups principles and to live under its scrutiny, or bear the bitter consequences.   Hester Prynne must wear a large, red letter ‘A’ on her chest to show her sin of adultery in the first novel while innocent townspeople are accused of witchcraft on the testimony of a jealous teenage girl in The Crucible.   Obedience and humility were definitely characteristics of this type of literature. The Transcendentalist writers of the next century also believed in the importance of a higher power.   However, unlike the Puritans, the higher power was not a rote belief in the doctrines of God.   The rise of Transcendentalism came from the church, the Unitarian church, but not from an angry god but a quieter, kinder â€Å"indwelling God and the significance of intuitive thought† (Campbell). This higher power was a more ambiguous higher reality than one could find in simple experience.   It was a heightened level of knowledge and philosophical understanding than could be achieved by reason alone.   The Transcendentalists sought to go beyond simple, everyday experience to find a higher level of truth.   Whereas the Puritans would dictate what that truth were to be, according to the Bible, the Transcendentalists were willing to accept several interpretations of this truth. Some noted writers of the American Transcendentalist period of literature were Ralph Waldo Emerson and Henry David Thoreau.   Emerson’s essay on â€Å"Nature† showed the reverence for the natural world and its importance.   Thoreau’s â€Å"Civil Disobedience† stressed the importance of being true to oneself and beliefs and not being bullied by the established institutions or church. Puritanism and Transcendentalism are both belief systems which arise from a spiritual background.   The writers of these groups mirror their beliefs.   While Puritanism focuses on dogmatic adherence to the orthodox religion of the times, Transcendentalism is a kindler, gentler philosophy that focuses on the elevating of the individual to the soul and spirit of a greater truth. Campbell, Donna M. â€Å"American Transcendentalism.† Literary Movements. May 21, 2007   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   December 13, 2007 .

Ancient Egypt: Palaces and Pyramids

Palaces and Pyramids: A Deeper Look Pyramids have long been an image of ancient Egyptian lands and culture, being one of the most recognizable aspects of their life and culture. Huge man made buildings give tourists and many alike a view into the past the dedication these ancient people put-forth to their craft and cause. Not long before these great pyramids were raised, another people like the ancient Egyptians built huge complexes themselves.Great palace structures like that of Sargon II, discovered in Dur Sharrukin where present-day Khorsabad, Iraq is located, allow us to understand how these people of the Ancient Near East were vastly similar and respectfully different from the people of Ancient Egypt. The pyramids of Ancient Egypt help us journey into the past and help us gain an idea of what these huge structures meant to the people constructing them, and those who they were constructed for. These structures were built for the burial of kings, rulers, and people of the like.The y were raised high to the sky, thought to help these fallen leaders become closer to the gods and to allow an easy transition into the afterlife. They had slanted triangular walls which are thought to represent the slanting rays of the sun. The first of these burial chambers was a mastaba, which was low, solid, and rectangular in shape. These mastabas consisted of a chapel where the deceased person’s family and friends could pay tribute through the offering of gifts. A serdab was also inside the mastabas where the statue of ka (believed to be the soul of a person) was placed.An underground burial chamber completed the construction of the mastaba. These mastabas were originally built with mud brick, but as the culture progressed they were built with limestone. Eventually, the mastaba evolved into a much larger structure. This structure was a stacking of mastaba forms with a large mastaba at the base and decreasing in size as it extended vertically, like steps. The stepped pyra mid, as they were called, contained an original mastaba towards the center of this raised structure. It also contained an underground burial chamber just like the original mastabas.These huge pyramids were built with massive quantities of limestone making them very sturdy structures being able to withstand strong weather conditions. The pyramid structures that followed were slightly different in their structure and composition. They no longer contained the original mastaba like that of the stepped pyramids. Instead, they enclosed ascending and descending corridors leading to and from the underground burial chamber. There are also different in that they have small corridors that are believed to be air shafts. The most famous of these pyramid structures are the Great Pyramids of Giza in Giza.These pyramids were built by three successive kings Khufu, Khafre, and Menkaure. Placed on the west side of the Nile, these pyramids were constructed as funerary temples for the three kings, each having his own built where he was to be place upon his death. These pyramids are of the regular pyramid variety, not displaying the steps like those of the stepped pyramids. The building of these pyramids was no ordinary task. Teams of workers transported stones averaging 2. 5 tons by muscle power, placing logs underneath as rollers, and sliding them across mud on sleds.When the kings died, they were embalmed and placed inside a coffin which was placed deep and underground within the pyramid inside the burial chamber. A large 50-ton stone block sealed off the burial chamber. These pyramids were used as a protection device as the kings’ souls each climbed to the sky to be amongst the gods. These pyramids of Giza also contained three false passage ways to further protect the kings from intruders entering the pyramid. Inscriptions of the deceased kings depict them climbing up rays of sun to join the sun god Ra.These inscriptions help tell us that the Egyptian people were highly invested in the afterlife and spent much time preparing for it. It also reinforces the structure and function of the pyramids as their slanting walls were thought to be built in accordance with the rays of the sun. The palace complexes of Assyria during the time period of the Ancient Near East were no slouch to the pyramids of ancient Egypt. These huge complexes were elaborate in design and structure as they were built for similar reasons to the pyramids of Egypt.These palace complexes were constructed in honor and tribute of kings just like the pyramids of Ancient Egypt. However, these palaces were built in honor of military victories and ruling success, unlike the reasons of the pyramids. Constructed with adobe brick, limestone, and marble the complexes were used with different kinds of material unlike the pyramids of Ancient Egypt. These complexes were lined with relief sculptures, paintings, and wall reliefs describing military victories of kings. These works helped show the pow er of the king to the people visiting and entering the complex.A famous palace complex was built by Sargon II and was located in Dur Sharrukin. Surrounding the castle complex was a protecting fortress. The palace complex was guarded by two towers and was only accessible by a wide ramp leading up to an open square around which government and religious officials were scattered about. The main courtyard was beyond this complex which housed service buildings on the right and temples to the left. The heart of the palace was just past the main courtyard where the king’s residence was located. A gate with large a pair of lamassu guarded the entrance to the king’s palace.Inside the palace was a large ziggurat made up of seven levels each painted a different color. This ziggurat was a symbol of the king’s claim to his empire. Both the pyramids of Ancient Egypt and the palace complexes of Assyria were massive architectural achievements of their respective time periods. Th ese huge structures help show the kind of religious and military commitment that the people of these two periods possessed. The palaces and pyramids were both built upon the idea of honoring the kings of the time, each through a different avenue.The pyramids of Ancient Egypt were used as a funerary complex to honor and ultimately assist their kings into the afterlife where they would live for eternity with the gods. The palace complexes were also built in tribute of their king but were used to honor military achievement and ruling success. Although we are uncertain of the exact meaning of everything to do with the two structures, they allow us to take a journey into the ancient world and better understand the culture and life of these interesting people.

Participation in Physical Education

Participation in Physical Education Free Online Research Papers This study will explore factors that may contribute to the level of participation in physical education classes. Previous research has shown that attractiveness to classmates plays a role in the exertion level of students. With exercise becoming an increasingly important component of our daily lives, it is essential individuals get as much as possible out of a class. That is why we must find what circumstances can best benefit the physical education classroom setting. (Remers, Widmeyer, Williams Myers 1995) found that large classes are heavily favored over medium size classes. The study was of college physical education classes. This study showed that there were several reasons that larger classes were preferred over medium classes; attractiveness to classmates and better group cohesion was among the top. Two other reasons that they did not expect to find were noise level and lower expectations. The noise level results were not expected because logic would tell you that the medium size class would have a lower noise level. Lower expectations in a larger class makes sense, but hardly seems like a good reason to prefer a large class to a medium one. In contrast to (Remers, Widmeyer, Williams Myers 1995), which found larger classes to be a benefit, (McKenzie, Marshal, Sallis Conway, 2000) found that among junior high school student’s larger class sizes actually had a negative affect. The larger classes had lower involvement. This study also compared activity levels to national guidelines. In (McKenzie, Marshal, Sallis Conway, 2000) boys were found to be more active than girls in all areas, which include skill drills, game play, and free play. The weekly totals of 25 minutes of vigorous activity and 83 minutes of moderate-to-vigorous activity were well below national objectives. Similarly to (McKenzie, Marshal, Sallis Conway, 2000), (Sit Linder, 2006) found that males have a higher activity level than females. However, this study looked at both recreational and competitive sports. This study examined situational state balances and motives for sport activity participation. The group was competitive or recreational sports participants 14-20 years of age. The study found seven motivational factors: status, team/friend, excitement/challenge, skill, energy release, fitness, and situational factors. They assessed that male and competitive sport participants were more influenced by these seven motivational factors than females and recreational participants. In another study (Cardon, Verstraete, Clercq, Bourdeaudhuij, 2004) swimming and non-swimming classes were compared for activity level. Children 8-12 years of age were put in two classes, swimming and non-swimming. The student participation level in the swimming class was higher. Their moderate-to-vigorous activity level during swimming was 52% while non-swimming only produced 40%. The author made the point that for this reason swimming should be included in physical education classes. However, both classes were still below the national standards for activity level. Group cohesion and individual adherence to physical activity has also been studied. Two areas were examined separately (Carron, 1988). The first area tried to link cohesiveness to adherence behavior in both organized sports and classrooms (Carron, 1988). The second examined individual perception of group cohesion to tardiness in recreation participants (Carron, 1988). Both studies concluded that group cohesion plays a role in individual adherence behavior. The results were the same for styles including fitness classes, recreational sports teams, and even elite sports teams. In one secondary article by, (*Lottes, 1996), the focus was on how to reduce class size to increase student involvement. It was reported students do not feel comfortable in a normal health class because enrollment is too high. This is an area in which students express anxiety talking in front of the class. Gettysburg College decided to lower class size to around 15 as opposed to the 30-35 averages. They did not have enough faculty members to cover the class, so they had to sign on extra help in the form of volunteers, coaches, and even a foreign language professor. Faculty took sections of the health class that they had the most experience with. This system worked and students became much more relaxed and involved. This supports the idea that smaller classes are a benefit to physical education. (National Institute of Child Health and Human Development Early Child Care Research 2005) studied third grade classrooms in academic courses, which used whole group activity. Teacher behavior and classroom climate were only slightly correlated with class size or teacher experience. Student engagement was found to be higher when more instructional and emotional support was given. Positive class environment and teacher sensitivity had a significant impact on the children. Participation was minimally affected by class size, but teacher involvement had a large influence. Sticking with the elementary level and influences of participation, (Finn Pannozzo, 2004) looked at kindergarten classes for engagement and learning behaviors for the class and for individual students. The areas of full or half day, class size, and whether teacher aid was present were variables. Class behavior was largely influenced by length of day (half day was better behaved) and class size (small classes were better behaved). Student aids were not a factor in behavior. Individual student behavior was not significantly correlated to class size or length of day. The purpose of this research is to examine internal and external factors that affect participation and attendance in fitness style physical education classes. Exploring this plays a vital role in understanding what is most beneficial for the students. Finding these factors can lead to a better understanding in those areas. I intend to explore the areas of class size and type of class. Since I am manipulating the size and type of class this would be considered the independent variable. The participation level and attendance are the dependent variables. The study will involve three class sizes and three different types of classes. These three classes will be fitness walking, jogging, and mini marathon training. These classes all have a different level of expected participation and exertion because they all require different paces and distances. I expect this to influence the results in our previously mentioned categories. Recent studies have shown that there are several reasons participation level is affected. Those that have already been addressed are age, sex, race, and types of classes. Studies have already shown that large classes are preferred over medium classes. The rationale behind this is better class cohesion, more attractiveness to classmates and lower expectations of both the class and instructor. This has contributed to higher overall satisfaction and higher exertion rates. However, I want to explore the affects of small, medium, and large classes and the differences they present. I suspect that small classes may have a positive affect on participation and exertion. I also want to further explore the theory of larger classes being more desirable than medium classes. Participants and Design My hypothesis is that smaller classes will have a higher participation level and better attendance than medium and large classes. Also, higher intensity classes will have higher participation level and better attendance than medium and low intensity classes. Three class sizes were used: a small class (10-15 people), a medium class (26-40), and large class (60 plus). There also will be three different types of physical education classes. These classes are fitness walking, jogging, and mini marathon training. These classes are open to all students; thus, there is no way to equally distribute the classes based on gender, age, or demographic data. Measures This research will take place during the spring 2007 semester. Participants will not know they are being examined until the last week of the semester. However, they will be given a questionnaire in their first and last week of class. The first questionnaire will ask questions about their expectations in the class. This will include level of exertion, attendance, energy level of instructor, one on one time, and various other questions relating to expectations. The questionnaire handed out on the last week of class will ask a lot of the same questions, but whether their expectations in the class were met. Questions concerning the professor’s preparation, amount of time given in class to be active, activities, and classmates will all be addressed. This form will also involve questions where the students can recommend areas of improvement. These questionnaires will be on a seven point Likert scale ranging from never (1) to always (7). There will be three instructors taking part. Each will teach all three class sizes in their area of expertise. Expertise is based on types of classes the instructor has taught in the past. Participants will be analyzed by the student’s attendance and quantity of participation. Quantity of participation will be based on how long the class is given to exercise that day and how long each participant is involved in the daily activity. For instance if the participant walks for 20 minutes and the instructor has assigned them 30 minutes to be active they have a quantity of participation of 67%. This information will be evaluated and graphed. The different classes and sizes will then be compared to see which size and activity level is best suited for secondary education classes. This information should give us knowledge of what we need to provide students so they are able to get more from the physical education classroom setting. The number of students in each class has already defined class size. Attendance taken by the instructor was averaged out for the entire class. Each class has a mean and a standard deviation. Quantity of participation was a formula figured by dividing the number of minutes active by the number of minutes the instructor gave students to be active. This number would be in decimal form and then would be converted to a percentage. Two researchers were to watch each class. After the class was over the researchers would compare their results. They would have to come to an agreement on 90% of one class before continuing to the next class. Procedures Participants were signed up for fitness walking, jogging, or mini marathon training through a university physical education class. Depending on which class participants enrolled in they could be in a class of 10-15 students, 26-40 students or 60 plus students. During each class students would be given a daily exercise routine. The students would exercise for the remaining time after the instructor explained the routine. On the first day of class instructors told the students that participation is a significant part of the grade. They went over the course syllabus and made them aware of their expectations. The instructors also told the students that they would be observed closely to see how much effort they are putting forth. However, the instructors did not tell the students that they are being observed as part of a research project. The students were not made aware of the experiment until the last day of class when they were asked to fill out their second questionnaire. It was then that I asked each student to sign a consent form for his or her results to be shared. If a student chose not to sign the form his or her information was discarded (30 participants were eliminated from the study). Participants (N=318) that met all guidelines were 55% female. Also, 48.5% were Caucasian, 25.4% African-American, 17.6% Latin American, 6.4% Asian, and 3.1% Muslim. Ages ranged from 18-36 years of a ge (M=25.7 and SD 3.48). Figure 2 on page 17 shows participants that were included or excluded from results. Figure 3 on page 17 shows a more detailed look at the age range of participants. Each class was observed by two of the six researchers. Two researchers were assigned to all sizes of a specific class (fitness walking, jogging, or mini marathon training). Since the areas where the classes took place are not closed during use, the researchers were easily able to sit in. The researchers sat in on random days and had two tasks when sitting in on a class. The first task was to observe whether any outside factors were manipulating their data. Factors could include bad weather, instructors’ participation, or a disruptive student. If it was found a certain class had outside influences that class would be disregarded. The second task was to measure the quantity of participation of each student. Since this category is determined by amount of time spent doing the activity divided by the number of time given to do the activity, it was an easy equation to figure. Each researcher was assigned to watch the whole class. They calculated their results separate ly during the class. The researchers then compared one class at a time and had to agree on 95% of that class before continuing. Grades and attendance were kept by the instructor and were not needed until the end of the semester. Each researcher was a graduate assistant who has taught at the university level. These instructors have all taught these three types of classes before. Since they have taught these classes they know what is expected of the instructor and the students. In addition each of these researchers has taken part in prior research and is familiar with collecting and analyzing data. Data Analysis I have visually inspected my data for outliers and non-linear relationships. There was no data that was outside the normal scores. All students involved in the research were well within the expected area. Probability levels were set at .05. A series of one-way ANOVA was the process used to analyze data. Figures 4-7 located on pages 17 18 are each one-way ANOVA ran. These ANOVA’s include comparing 1. Attendance in small classes to medium and large classes, 2. Participation in small classes to medium and large classes, 3. Attendance in high intensity classes to low and medium intensity classes, and 4. Participation in high intensity classes to low and medium intensity classes. The group means were found in both attendance and quantity of participation. Both categories were based on three class sizes and three class types. The questionnaires will also be scored to see what other factors students felt influenced their participation and attendance. Results I wanted to find possible factors influencing participation in physical education classes. The areas I wanted to study were class size and class type. With the study we have conducted we can break these categories down individually. Participation and attendance were not influenced by either category. Figure 1 on page 16 shows the quantity of participation. Participation was evaluated in the three different class types as well as the three different sizes. The nine totals are grouped by type of class and a color is give to each class size. Results found that class type does have an influence on participation. The mini marathon class had the highest participation followed by jogging and finally walking. The data also showed that class size influenced participation. In all three types of activities small class size (10-15) had the highest level of participation followed by large classes (60+). Medium classes (26-40) finished last. The data that was conducted reached a .83 level Table 1 on page 16 shows the absences for each of the nine classes. The absences are presented by the mean and a standard deviation is provided to show the curve. The results are similar to the finding of the quantity of participation graph. The mini marathon classes on average had fewer absences, followed by jogging, and finally walking. Absences were also the lowest in smaller classes. Larger classes were second and medium classes were third. The data collected for this reached a .91 level. A relationship between class type and class size could impact participation. Results supported higher activity type classes. In the table results attendance was lowest in smaller classes and highest in medium classes. For instance, not only is quantity of participation higher in mini marathon than walking, but in small classes versus medium classes as well. Combining these two factors shows that quantity of participation is even more significant between small mini marathon classes and medium walking classes. The same results are found for attendance. Class size and class type were both factors that contribute to attendance. Class size found students of small classes to be more likely to attend class followed by large and medium classes respectively. Class type found that students in the more active classes were more likely to attend class. Class size and class type were also factors in quantity of participation. Results showed smaller classes had a higher quantity of participation followed by large classes and medium classes respectively. Class type showed that more active classes had a higher quantity of participation. Figure 8 on page 18 (class intensity) and figure 9 on page 19 (class size) show the mean and standard deviation of attendance and participation. The questionnaires revealed some other potential factors that should be included in future research. In the questionnaire given prior to the start of the semester students identified the instructors preparation, instructors expectations, and group cohesion as the three main factors that could influence their participation and attendance in class. However, at the end of the semester a final questionnaire was given and the students revealed attractiveness to classmates, group cohesion, and student’s expectations to be the three factors that contributed to their own participation and attendance. Discussion The purpose of this study is to find potential factors that contribute to participation in physical education classes. Results found that participation and attendance could be affected by class size and class intensity. This study had two purposes. The first was to compare attendance and participation in smaller classes to medium and large classes. In our study smaller classes did have better attendance and higher participation than both medium and large classes. The second was to compare attendance and participation in high intensity classes to medium and low intensity classes. In our study high intensity classes did have better attendance and higher participation. My findings had a different result than (Remers, Widmeyer, Williams Myers 1995) because they concluded that larger classes are the best setting for physical education classes. My results show smaller classes to be the most favorable. However, just like (Remers, Widmeyer, Williams Myers 1995) my research did show that large classes are preferred over medium sized classes. My research found intensity level to be a factor. (Cardon, Verstraete, Clercq, Bourdeaudhuij, 2004) concluded that swimming classes are beneficial to physical education because the high intensity level raises participation. My study also found that high intensity classes have higher participation. A study in physical education classes, (Carron, 1988), found group cohesion to be a factor in participation. In my questionnaires, both before and after the study, students identified group cohesion as one of the top three motivational factor of participation. (Carron, 1988) found adherence to exercise to the other main factor, but this was not listed by any student on either of the two questionnaires. This studied showed that participants in physical education prefer smaller class sizes. In small classes both attendance and participation level were higher than in medium and larger classes. This is important for university physical education departments and instructors because they can go into a class having a better idea of what to expect. If staffed properly universities can focus on smaller classes in order for the experience to be more effective for students. This study also showed participants performed better in high intensity classes. In high intensity classes attendance and participation was higher than low and medium intensity classes. Universities can also use this information to have a better understanding going into a class. They can plan a more vigorous routine in the high intensity classes because the student’s expectations of these classes are higher. The combination of small classes and high intensity classes show even greater attendance and participation. This is key for instructors to plan the semester and to have legitimate expectations for the class. Group cohesion, instructor’s preparation, instructor’s expectations, student’s expectations and attractiveness to classmates have all been identified by participants to be other key factors in attendance and participation. The more factors that an instructor can facilitate can help keep the students involved. The goal of this study was to find factors that could influence participation. Using what we have learned could contribute to a higher student satisfaction. Higher satisfaction can lead to better health. Limitations to my study could include design and selection of participants. The design could be limited because I did not account for participant exertion. I measured the participation level by taking the time spent working out by the time given to work out. However, I did not test to see how hard each participant was working out. It could be possible that most participants were working at a low level of exertion. The selection process could also influence the results. Since this was a physical education class I could not decide for myself who would be involved. It was just a matter of who signed up for what class. If I would have controlled the environment results could be different. Joining a class with a friend, year in school, and major course of study could all be possible influences in participation. Since I did not account for this there is no way of knowing if it was a factor. In my research classes were limited to a walking/running type format. Different types of classes such as weight training or a particular sport might yield different results. If the researcher can find a proper way to calculate the participant’s exertion rate this should be done. Future research should take demographics and schooling into consideration. Age, sex, race, anthropometrics, year in school and major course of study are all factors that could influence participation in physical education classes. Exploring these areas could lead to a better understanding of student engagement. Exploring attendance and participation based on class size and intensity level yielded useful results. Both class size and intensity levels are factors that contribute to attendance and participation. Students could benefit from smaller and higher intensity classes. Using this information is key to benefiting the student. With a more positive environment to work in students are more likely to return. They are also more likely to sign up for future classes. This could improve the health of many people. References Cardon, G., Verstraete, S., De Clercq, D., De Bourdeaudhuij.I. (2004). Physical activity levels in elementary-school physical education: A comparison of swimming and non-swimming classes. Journal of Teaching in Physical Education, 23, 252-263. Carron, A. (1988). Group cohesion and individual adherence to physical activity. Journal of Sport and Exercise Psychology, 10, 127-138. Finn, J., Pannozzo, G.M. (2004). Class organization and student behavior in kindergarten. Journal of Educational Research, 98, 79-92. *Lottes, C.R. (1996). Reducing class size to reduce student involvement. The Pennsylvania Journal of Health, Physical Education, Recreation, Dance, 66, 18-19. McKenzie, T.J., Marshall S.J., Sallis, J.F., Conway, T.C. (2000). Student activity levels, lessons context, and teacher behavior during middle school physical education. Research Quarterly for Exercise and Sport, 71, 249-260. National Institute of Child Health and Human Development Early Child Care Research Network (2005). A day in third grade: A large scale study of classroom quality and teacher and student behavior. The Elementary School Journal, 105, 305-323. Remers, L., Widmeyer, W.N., Williams, J.M., Myers, L. (1995). Possible mediators and moderators of the class size-member adherence relationship in exercise. Journal of Applied Sport Psychology, 7, 38-49. Sit, C.H.P., Linder K.J. (2006). Situational state balances and participation motivation in youth sport: A Reversal Theory Perspective. The British Journal of Educational Psychology, 76, 369-384. Research Papers on Participation in Physical EducationStandardized TestingThe Relationship Between Delinquency and Drug UseInfluences of Socio-Economic Status of Married MalesResearch Process Part OneEffects of Television Violence on ChildrenBionic Assembly System: A New Concept of SelfMarketing of Lifeboy Soap A Unilever ProductHip-Hop is ArtPersonal Experience with Teen PregnancyPETSTEL analysis of India

Condole vs. Console

Condole vs. Console Condole vs. Console Condole vs. Console By Maeve Maddox A reader has asked for clarification regarding the use of the verbs condole and console. In searching for illustrations of current usage, I find that confusion between the words is more common in the writing of non-native English speakers, although native speakers do err with this pair. Both verbs refer to expressions of sympathy and comfort. The corresponding nouns are condolence (most often in the plural) and consolation. â€Å"To condole† is â€Å"to grieve with; to express sympathy with another in his affliction.† Condole is usually followed by with: We condoled with our friends over the loss of their parents. The airline official condoled with the relatives of the crash victims. Condole is used transitively when the object is death, as in formal expressions of sympathy: Politicians unite to  condole the death of  APJ Abdul Kalam. The US State Department yesterday released a press statement to condole the death of Tulku Tenzin Delek Rinpoche. Condole may also be used in an absolute sense: The hall was filled with hundreds of mourners who had come to condole. It seemed the entire village was there to condole. â€Å"To console† is â€Å"to comfort in mental distress or depression; to alleviate the sorrow of (someone).† Console is always transitive: How do I  console  a friend who just lost his brother in a tragic  accident?   Prince Harry Reunites with His Former Teacher Who Consoled Him After His Mother Died Here are some examples of the misuse of condole and console, with corrections: INCORRECT: At a funeral you are greeted by many people that wish to console with you and it can be difficult to thank all those who were there for you throughout your difficult time. CORRECT : At a funeral you are greeted by many people who wish to console you and it can be difficult to thank all those who were there for you throughout your difficult time. Console is transitive. It is not followed by a prepositional phrase like â€Å"with you.† INCORRECT: I just really wanted to come here, talk to the family and  condole the family, let them know there are other people out here worrying about them. CORRECT : I just really wanted to come here, talk to the family and  console the family, let them know there are other people out here worrying about them. One â€Å"condoles a death,† but â€Å"consoles the family.† INCORRECT: He said that no amount material assistance could undo the loss of life, however, it was a gesture to console with the families of the victims. CORRECT : He said that no amount material assistance could undo the loss of life, however, it was a gesture to condole with the families of the victims. â€Å"Console the families† would also be correct. INCORRECT: At this sad moment, we pray that his bereaved family gets the strength to console with the irreparable loss they are facing. Neither condole nor console works in this sentence. The solution is to change console to another word altogether: CORRECT: At this sad moment, we pray that his bereaved family gets the strength to cope with the irreparable loss they are facing. cope: deal competently with a situation. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:7 Classes and Types of PhrasesHomogeneous vs. HeterogeneousWhen to Spell Out Numbers

The Body Shop Saga by Anita Roddick Essay Example | Topics and Well Written Essays - 500 words

The Body Shop Saga by Anita Roddick - Essay Example The first Body Shop, painted an appropriate green, opened in 1976. Roddick's timing was excellent. The first Earth Day had been celebrated in 1970, with the participation even of corporations such as the chemical and petroleum industry giants Monsanto and Texaco. There was growing international consciousness on issues related to the environment and sustainable development. People's desire and determination to "do something" about these problems produced the social movements of the 80s and beyond. Green business proved to be good business It made people feel good that they had not only bought good products but supported causes such as the famous saving the whales movement. The "business with principles" marketing strategy obviously worked. By 1992, the business was valued at 700 million pounds. By 1992 Body Shop shares were being sold at 3.72 pounds at the London stock exchange. At that time they were known as "the shares that defy gravity." (Entine 2002) Who could know that by 2006 t he shop built on corporate social responsibility (CSR) would be sold to L'Oreal, a player in the high-end beauty industry, that is 26% owned by Nestle. Roddick and The Body Shop from the very beginning expressed its stand against animal testing. The most salient points of the 1999 and 2002 report â€Å"revealed a huge ethical gap between BSI's marketing image and its actual practices†¦This deception†¦is pervasive: Roddick stole the Body Shop name and marketing concept, fabricated key demands of the company myth, misrepresented its charitable contributions and fair trade programs and has been beset by employee morale and franchise problems. Moreover, its "natural" products are filled with petrochemical colorings, fragrances, preservatives and base ingredients such as mineral oil and petrolatum.†Ã‚  

Hot house song Essay Example | Topics and Well Written Essays - 250 words

Hot house song - Essay Example There is trading depicted where the four; Dizzy Gillespie, Parker, George and Stan Levy change turns from trumpet to piano then to trumpet as the drums are being played at the background. The role of the guitar is to give a fast tempo to the melody as the drums gives the transition sound change from trumpet to piano. The piano and trumpet are the main instruments giving the harmonic structure of the melody. The sequence of events in the melody begins with Dizzy Gillespie and Charlie Parker introducing the melody at the same time as Stan Levy plays drums in the background. Charlie Parker and Dizzy Gillespie play alto sax and trumpet in turns respectively. Later George Shearing play the piano alone after the trumpet and finally the melody is concluded by Dizzy and Parker. Dizzy appear to be the main soloist. His participation is impressive since he shows facial expressions implying he is filling the melody within himself. The solo is successful in the melody since his facial expression attracts the audience attention and interest.