Types Of Data Standards For A Business - 996 Words

1. What are the five data standards which an enterprise should establish? Who should participate in the development of these standards and why? Where are the standards kept? Answer: There are five types of data standards that must be established for a business. List of data standards: (i). Identifier (ii). Naming (iii). Definition (iv). Integrity rules (v). Usage rights Business supervisors, not IS supervisors, have the learning important to set these standards and therefore should actively participate in the standards-setting process. Frequently this participation happens through the part of information steward, who is a business chief in charge of the quality of data in a specific subject or†¦show more content†¦Entities for book store: Address, Member, Books, Order, basket and Payment etc.. Relationship: An association between entities. Relationship for book store: Buy, goes to, dependence on and reduce total price. †¢ We need Entity, relationship, attribute, entity type and record to develop the diagram. Entity Relationship diagram: 3. The textbook, in the section titled Data Should Be Captured Once on page 104, notes the example of the university that had student contact information stored in 12 different systems. Aside from the additional costs of maintaining such a system, what are some potential problems of such a system in between the university and students? Answer: If we not capture data from one database it’s too costly for management to maintain their student data. Here are the some potential problems between universities and students. ïÆ'Ëœ It is simply too costly for an organization to capture the same data multiple times and reconcile differences across applications. ïÆ'Ëœ Maintaining a student accounts and financial matters should be complicated. ïÆ'Ëœ Maintaining the student absence and attendance should be tough. ïÆ'Ëœ Handling a admission process is hard ïÆ'Ëœ Enrolling a new students and enabling online schedule. 4. What is the problem of dirty data and what are two general approaches to dealing with this problem? Answer: Problem of Dirty data: The cost of dirty data and poorly managed data are staggering. Poor data management costs global organizations

American Public Education Essay - 1785 Words

The American public educational system is filled with an assortment of problems. Most students are graduating with less knowledge and capability than similar students in other industrialized countries. Classroom disruptions are surprisingly common, and in some classrooms, nearly continuous. The public education system is having difficulty adjusting to the no child left behind act. The No Child Left Behind(NCLB) is a landmark in education reform designed to improve student achievement and change the culture of American’s schools. The primary sponsors of NCLB were President George W. Bush and Sen. Ted Kennedy of Massachusetts, a decades-long advocate for raising the quality of public education. This law was signed in 2001.†¦show more content†¦NCLB is a federal law that mandates a number of programs aimed at improving U.S. education in elementary, middle and high schools by increasing accountability standards. In 2002 there was a revision that, states must test more often to close the gap between minority students and those with disabilities. Opponents of NCLB, which includes all major teachers unions, allege that the act hasnt been effective in improving education in public education, especially high schools, as evidenced by mixed results in standardized tests. Opponents also claim that standardized testing, which is the heart of NCLB accountability, is deeply flawed and biased for many reasons. That stricter teacher qualifications have exacerbated the nationwide teacher shortage, not provided a stronger teaching force. The NCLB law has set a 2014 deadline for states to make public school students proficient in math and reading, but each state decides how to meet that goal. are from achieving proficiency. In January 2007, Education Secretary Margaret Spellings. Claims that 90% of teachers have met NCLBs highly qualified teacher requirements. At-risk students are getting help earlier children with disabilities are receiving more classroom tim e and attention. â€Å" Spelling† report admitted problems that NCLB has identified and not cured, including: Between 1999 and 2004, reading scores for 17-year-olds fell 3 points, and math scores fell 1 point. U.S. 15-year-olds ranked 24th out of 29Show MoreRelatedThe History of American Public Education Essay examples2412 Words   |  10 PagesAfter the American Revolutionary war, the people of the United States were responsible for determining the best course of action within the new republic. The Articles of Confederation were replaced by the new Constitution, which provided a general set of principles the government was to be guided by. This new system was a new and improved integration of historical warnings, hoping to prevent tyranny by individual or the masses and injustice. However, it quickly became apparent that a certain educationRead MoreThe American Public Education System913 Words   |  4 PagesIn American two out of three eighth-graders can’t read pr oficiently and for African American and Hispanic students across the country dropout rates are close to 40 percent and those were just two of the many ways the American Education System has failed its members. Education in the United States is provided by public schools and private schools. Public education is universally required at the kindergarten through twelfth grade level. Budgets and policies are set through locally elected school boardsRead MoreAmerican Public Education Essay676 Words   |  3 Pages Public schools in America were regarded as the best public schools in the world up to the 1970s. Today, compared to the development of Asian and European schools, American schools are ranked as some of the lowest schools. 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In hot debate today is standardized testing, and the negat ive effect that it has on high school education, with the limitsRead MoreUnderstanding the purpose of american public education Essay1062 Words   |  5 PagesUnderstanding the Purpose of American Public Education American public education has undergone a dramatic transformation over the past several hundred years. This transformation not only includes technology and appearance, but diversity and policies as well. However, an age-old question is still being pondered today. What is the purpose of American public education? Although you may have your own answer for this question; not everyone may agree with you. This is where the problem resides. How canRead MoreCareer Education in American Public Schools Essay1389 Words   |  6 PagesProblem Statement How should the United States government revitalize career and technical education (CTE) to meet 21st century needs, including collaboration and partnership between K-12 public education and the workforce? Background The need for a national career education program is driven by a few principles. Firstly, CTE can help to keep students in school. In 2011, seven percent of American students dropped out of high school (â€Å"Dropout rates†, n.d.). CTE programs help to keep students inRead More American Public Education - Obsessed with Being Average Essay625 Words   |  3 PagesAmerican Public Education - Obsessed with Being Average A countrys educational system is typically influenced by a variety of factors. Racial and ethnic attitudes, for example, can play an important role in policy formation and school administration. Language is a significant factor as well. Political and religious ideologies also are potent influences on the educational system. An average student’s registration into the educational system may be affected by such factors. What is the definition

PG Grooming Performance Free Essays

PENETRATION RATE OF MAIN PLAYERS IN BR MARKET In 2011, the whole BR market penetration sunk into a sap situation, the penetration of the whole market by itself dropped from 43. 5to 41. 6(%). We will write a custom essay sample on PG Grooming Performance or any similar topic only for you Order Now The penetration rate of PG in year 2011 decreased by 8. 3% compared with that in 2010, and continued a downside trend by the first quarter of 2012 by 7. 5%. Compared with BIC, who increased 5. 8 % penetration in 2011 followed by a 10. 9% drop by 1st quarter of 2012, ENEGIZER first 1. 8% drop followed by a continuous 9. 8% drop, and other retailed brand which decreased by 9. % followed by another downturn of 9%, PG in its BR area did not do well in gaining potential customers during 2011. And looked more precisely in specific products of PG, as the chart shows below, despite some badly performance products , there are still some products doing well in 2011, for example, the best performance products are PROGLIDE MANUAL and PROGLIDE POWER, which were newly trade-up in 2011 and caught the most new consumers during one year and still promise an increasing trend. G2 also did well in 2011, making an increase of 35 penetration points both in male system and male system blades. Moreover, despite the penetration decrease in male system and male system blades, MACH 3 made an increase of 5 and 33 in penetration points in male razors and disposables respectively. In contrast, FUSION series were all losing power to attract new customers, substantially, FUSION MANUAL dropped 32 penetration points in male system , 27 in male sys blades , and 14 in male razors, what’s worse than that, FUSION POWER lost nearly 40 points in male system, 34 in male sys blades and almost 69 in male razors. CONTOUR also faced a 15-point- decrease, and SENSOR 3 dropped 5 points each in male system and male system blades. Some of the products are losing attractiveness to new customers partly because the trade-up products are replacing their positions in the market, for instance, ever since BLUE 3 marched into the market, it enjoyed a 8 points’ increase in penetration while BLUE 2 faced a responding decrease of as many as 17 penetration points in the market, therefore for these products staying still may make them sifted out, either upgrade the functions or accelerate the renewal may save those products from continuing losing customers. PENETRATION POINT IN 2011 VS YAG | MALE SYSTEM| MALE SYS BLADES| MALE RAZORS| DISPOSABLES| CONTOUR| -15| | | | G2| 35| 35| | | MACH3| -5| -5| 4| 33| SENSOR3| -16| -16| 1| -7| | | | | | FUSION| -8| -4| -9| | FUSION MANUAL| -32| -27| -14| | FUSION POWER| -40| -34| -69| | PROGLIDE MANUAL| 148| 131| 90| | PROGLIDE POWER| 93| 242| 34| | BLUE2| | | | -17| BLUE3| | | | 8| TOTAL| -7| -5| -9| -8| In 2011, PG increased 1 point and 4 points respectively in number of purchase act and the average spending per purchase act in BR disposables compared with that in 2010, while ENERGIZER did not generate any changes in both measurements and BIC increased 12 points in average spending per purchase act and stayed still in purchase act volume. As we can see from the bar chart above, compared with the year before, PG male system and male system blades both increased 2 points in number of purchase acts and 3 in average spending per purchase act(among which PROGLIDE did the best: 32 points and 34 points increase of purchase act number in male system and male sys blades, 27 point’ increase and 50 points’ increase of spending per purchase act in male system and male blades system respectively) while male disposables decreased 2 points in purchase act volume(among which G2 decrease the most: 12 points decrease) but increased 3 points spending /act(among which MACH 3 decreased 18 points while SENSOR 3 increased 12 points), and male razors did the worst performance as it dropped 2 points in purchase volume and 5 points in spending/ act, among which FUSION MANUAL did the worst(23 points decrease in spending per purchase act ). How to cite PG Grooming Performance, Essay examples

Adventures Of Huck Finn Significance Essay Example For Students

Adventures Of Huck Finn Significance Essay In the society that Huckleberry Finn lived in everybody was to believe that whites were superior to blacks. So as Huck and Jim go further down the Mississippi River, Huck is trying to determine what is wrong and what is right. Incidents where he was questioning what was right and wrong were, when they got split up on the raft, helping Jim escape and the letter to Miss Watson. Huck is playing a joke on Jim pretending that the raft never got away from the canoe and they got separated in the fog. Huck convincing Jim that he was just dreaming. So Jim starts telling Huck about this dream. When hes finished, Huck shows him that it really did happen, and that hes just been the butt of a joke. Jim reacts very emotionally. He says he was ready to die when he thought hed lost Huck, and that anyone who would play such a prank on a friend is trash. Such talk like this from a black person to a white person could have that black hung. Instead of hanging him, Huck apologizes to Jim. The significance is that most white folks dont apologize to black folks. It didnt matter what the white folks did to the blacks but some how the blacks deserved it. Huck didnt have to apologize to Jim but something deep inside told him to. As they are getting closer to Cairo, Huck is realizing what he has got himself into by helping a slave escape. When Jim is talking about getting an Abolitionist to help him steal his children- children that belong to someone Huck doesnt even know- Huck freezes with fear. Now his conscience tells him to do the right thing according to society, turn Jim in. Huck leaves the boat giving Jim an excuse about seeing how far Cairo is but is really going toturn him into authorities. As Huck is leaving Jim calls out and saying something along the lines as Huck being the only white gentleman who ever kept his promise to old Jim. This comment really got to Huck and actually unnerved him a little. On the way to the shore Huck is stopped by two men looking for runaway slaves. He decides to tell these to men that he is traveling with a white man. The significance of this is that Huck is willing to lie to save Jim. This is very unusual considering that it is a white lying for a black. And that a teenage boy who is still growing up and learning what is right and wrong is lying. Jim has been identified as a runaway slave and was sold. Because of this, Huck sits down and thinks where he is, how he got there, and what he should do next. He believes that once again he has fallen short of societys standards. So to make up for this bad behavior he decides to write Miss Watson a letter telling her where Jim is, believing In the society that Huckleberry Finn lived in everybody was to believe that whites were superior to blacks. So as Huck and Jim go further down the Mississippi River, Huck is trying to determine what is wrong and what is right. Incidents where he was questioning what was right and wrong were, when they got split up on the raft, helping Jim escape and the letter to Miss Watson. Huck is playing a joke on Jim pretending that the raft never got away from the canoe and they got separated in the fog. Huck convincing Jim that he was just dreaming. So Jim starts telling Huck about this dream. When hes finished, Huck shows him that it really did happen, and that hes just been the butt of a joke. Jim reacts very emotionally. He says he was ready to die when he thought hed lost Huck, and that anyone who would play such a prank on a friend is trash. Such talk like this from a black person to a white person could have that black hung. .u1560711693ce406b87c42e50aee2dabf , .u1560711693ce406b87c42e50aee2dabf .postImageUrl , .u1560711693ce406b87c42e50aee2dabf .centered-text-area { min-height: 80px; position: relative; } .u1560711693ce406b87c42e50aee2dabf , .u1560711693ce406b87c42e50aee2dabf:hover , .u1560711693ce406b87c42e50aee2dabf:visited , .u1560711693ce406b87c42e50aee2dabf:active { border:0!important; } .u1560711693ce406b87c42e50aee2dabf .clearfix:after { content: ""; display: table; clear: both; } .u1560711693ce406b87c42e50aee2dabf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1560711693ce406b87c42e50aee2dabf:active , .u1560711693ce406b87c42e50aee2dabf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1560711693ce406b87c42e50aee2dabf .centered-text-area { width: 100%; position: relative ; } .u1560711693ce406b87c42e50aee2dabf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1560711693ce406b87c42e50aee2dabf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1560711693ce406b87c42e50aee2dabf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1560711693ce406b87c42e50aee2dabf:hover .ctaButton { background-color: #34495E!important; } .u1560711693ce406b87c42e50aee2dabf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1560711693ce406b87c42e50aee2dabf .u1560711693ce406b87c42e50aee2dabf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1560711693ce406b87c42e50aee2dabf:after { content: ""; display: block; clear: both; } READ: A Thermodynamic Reading of The Crying of Lot 49 Exploring thermodynamic entropy and information theory EssayInstead of hanging him, Huck apologizes to Jim. The significance is that most white folks dont apologize to black folks. It didnt matter what the white folks did to the blacks but some how the blacks deserved it. Huck didnt have to apologize to Jim but something deep inside told him to. As they are getting closer to Cairo, Huck is realizing what he has got himself into by helping a slave escape. When Jim is talking about getting an Abolitionist to help him steal his children- children that belong to someone Huck doesnt even know- Huck freezes with fear. Now his consc ience tells him to do the right thing according to society, turn Jim in. Huck leaves the boat giving Jim an excuse about seeing how far Cairo is but is really going toturn him into authorities. As Huck is leaving Jim calls out and saying something along the lines as Huck being the only white gentleman who ever kept his promise to old Jim. This comment really got to Huck and actually unnerved him a little. On the way to the shore Huck is stopped by two men looking for runaway slaves. He decides to tell these to men that he is traveling with a white man. The significance of this is that Huck is willing to lie to save Jim. This is very unusual considering that it is a white lying for a black. And that a teenage boy who is still growing up and learning what is right and wrong is lying. Jim has been identified as a runaway slave and was sold. Because of this, Huck sits down and thinks where he is, how he got there, and what he should do next. He believes that once again he has fallen short of societys standards. So to make up for this bad behavior he decides to write Miss Watson a letter telling her where Jim is, believing

Importance of Rhetorical Theory in Communication Essay Example

Importance of Rhetorical Theory in Communication Essay Importance of Rhetorical Theory in Communication â€Å"What do you think about Rhetorical theory? Do you think, it’s something essential for our speaking, something we can’t do without? † – that was the start of my writing this essay, the first question that aroused in my mind, when I started it. Why should I write about the thing I even can’t feel, touch or taste. Is it really so important? Before reading some works and watching some videos in the light of Rhetorical theory, I couldn’t find in my head the answer to this question. So I started to ask parents, friends and nobody could give me a definite answer. As a result the start of my work was much more than pessimistic. Unfortunately, I couldn’t attend your lectures on that subject, and in fact, I’ve never paid so much attention to that subject. I didn’t know what to write about. But watching the links you had sent us, I found out that there was something that is really good to know, to learn and to use in our everyday life. Aristotle defines the rhetorician as someone who is always able to see what is persuasive. We can say that if we learn the â€Å"science† of Rhetoric we’ll be able to persuade people. We will write a custom essay sample on Importance of Rhetorical Theory in Communication specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Importance of Rhetorical Theory in Communication specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Importance of Rhetorical Theory in Communication specifically for you FOR ONLY $16.38 $13.9/page Hire Writer But do we really need this? In my opinion, when a person hears that he/she will have the capacity of persuading anybody of anything, what thoughts appear in his/her mind? I think not only good one. So this capacity can be used both for good and bad purposes, it can have great benefits as well as great harms. Aristotle himself considers it useful, but is it really so? Being 21 years old, and having studied at our faculty for almost 5 years, I know for sure language is a weapon. As any other weapon it should be kept in good hands. Trying to learn the most important points of Aristotle’s Theory I can say that it’s great, interesting, though written hundred of years ago, modern, exciting and I can continue the list of epithets. I really want to learn the art of speaking; I think I lack this capacity. While reading, many times I asked myself why, so to say, â€Å"bad hands† learn the ability of this â€Å"weapon† so quickly? In the last several weeks I studied the works of two scientists – Aristotle and Kenneth Burk – on the question of Rhetorical Theory. A â€Å"pioneer† in this sphere we can call Aristotle, of course. I always admire theories, methods that can work out for centuries. That’s really a factor, that a person discovered something revolutionary. His great contribution to the study was done by his trilogy Rhetoric. In these books scientists usually point out two main divisions. The first division consists in the distinction of Three Means of Persuasion. As we know, speech consists basically of three things: the speaker, the subject that is touched in the speech, and the listener to whom the speech is addressed. According to Aristotle that’s why only three means of persuasion are possible: 1) In the character of the speaker, ) In the emotional state of the hearer, 3) In the argument itself. The second division concerns the three species of public speech. The first species is defined as deliberative species. Here belong speeches that take place at some meetings, assemblies and so on. In this species the speaker either advises the audience to do something or warns against doin g something. Accordingly, the audience has to judge things that are going to happen in the future, and they have to decide whether these future events are good or bad for the community, whether they will cause advantage or harm. As an example of this kind of speech I can call a well-known address of the 32nd President of the US, Franklin Delano Roosevelt, to the members of the 77th Congress. I think that’s an excellent example, because this speech is full of the elements – metaphors, retrospectives into the history of the USA, possible outcomes in different situations – all this press exactly on necessary points. The second species is judicial species. By the name we can understand that it concerns speeches that one can hear in a court. The speaker either accuses or defends somebody. Naturally, this kind of speech treats things that happened in the past. The audience or rather jury has to judge whether a past event was just or unjust, according or contrary to the law. In this species the right use of means of persuasion play a great role, I think. What I mean is that a lawyer should arrange and explain these past events in such a way, so that jury believes they’re just. So the level of knowing these means can sometimes turn a guilty person into an innocent one. And Hollywood provides us with a number of such examples. To my mind the best movies, where we can observe a brilliant usage of the Language are The Devil’s Advocate and Law Abiding Citizen. And lawyers sometimes use the third species of public speech that is epideictic. It praises or blames somebody; it tries to describe things or deeds of the respective person as honorable or shameful. While the deliberative and judicial species have their context in a controversial situation in which the listener has to decide in favor of one of two opposing parties, the third species does not aim at such a decision. Aristotle wrote his books centuries ago, but it’s still very up-to-date. The second theory was written in the 20th century. So it’s really very modern. Its author is language expert Kenneth Burke. Unlike Aristotle, whose means of persuasion were based only on verbal elements, Burke included nonverbal elements into his theory. Its main points are that any message in the language can be analyzed with the help of â€Å"Dramatistic Pentad† – that is the name which Burke gave to his method. To this method one very famous quote is appropriate: â€Å"All the world’s a stage, and all the men and women merely players! † Burke said that we choose words because of their dramatic potential, and that we each have preference for particular parts of the pentad. These elements of the pentad are: scene, act, agent, agency and purpose. Scene is a situation, the place where the action of the act occurs, something like a container that include occasion, event, time. Some people believe that changing the scene changes everything else. Act explores what happened, what took place or what someone consciously did. Agent is the person or group of people who perform the act. Agency is the technique or method by which the agent achieves their goals. Purpose is the reason that the agent acts, the outcome they are seeking from what they do. Sometimes it’s obvious and in the open, at other times the agent’s purpose may be covert and hidden. Burke also noted how you can understand the message by observing how pairs of these elements interrelate in ratios (scene-act, agent-agency, purpose-act and every other combination available). I would like to show how this method works on one message that has made a great impression on me. So this message is The Montana Meth Project. I can say for sure that The Montana Meth Project is one of the greatest campaigns that have ever taken place in the history. This campaign was developed by Tom Siebel, a retired billionaire who applies marketing techniques to social problems. Right these techniques are of great interest to me. The reason for this project was the destructive influence of methamphetamine epidemic in Montana. People will say that every region has the problem of drugs, why should we call it epidemic. But it really was this. Almost 50% of young population of Montana was meth users. The most shocking for me was the fact that only few in the state knew about this problem. But still, why should we call it epidemic? Before answering we should know what â€Å"epidemic† is. Collins Dictionary says the following: a rapid development, spread, or growth of something, especially something unpleasant. That’s it. Taking drugs means not only use of them. We should always keep in mind that drugs cause other â€Å"unpleasant† things: robbery, murders, prostitution, health problems and it’s not the full list. The community is ill. It needs help. For Montana this help came. Tom Siebel chose the best way to help the state – to show the truth. Besides direct active social work with the target population (12- to 17-year-olds in Montana who have never taken drugs) marketing methods of the campaign included shock-ads, short videos that show the horrible, destructive influence of meths on the appearance, health, private and social life of the addicted person. The campaign’s slogan is ‘‘Not Even Once’’ and its goal is to discourage young people from trying the drug. The campaign has received both praise and criticism for its techniques. I would like to show how Burke’s Theory works on the example of these shock-ads. The most shocking for me were three of them Bath Tub, Parents and Boyfriend. Bath Tub shows a teenager preparing to go out in the evening. While showering she sees blood and a naked meth user crouching beside her. We understand that this meth user is this girl in her future as a meth addict. Parents shows a teenager violently trying to enter his locked home with his frightened parents huddle inside. As he screams and bangs on the door, the voice of his pre-meth self tells how he gets along with his parents and how they trust him. The episode â€Å"Boyfriend† depicts us young lady, a meth-user who has to prostitute for money. While her client gives money to the boy, she says: â€Å"I love my boyfriend so much, he does everything for me†. This cruel, on the one hand, and true-to-life videos, on the other, persuade us very good that we shouldn’t try drugs Not Even Once. If to look at them in the light of the Dramatistic Pentad, we can name the following elements: the agent is a teenager; the scene includes places and situations in which a teenager may find him/herself; the act is using meth –either doing it or not. The purpose is choice, being an independent person by deciding between two acts. The agency is being able to see both options. If to see at the project in the light of the theory of persuasion, we can point out several elements that strengthen the effect of persuasion: 1. The project has a well-defined target population. 2. Creators use such sources of persuasion that will definitely work. 3. There are dramatic before-and-after shots of meth users to show the drug’s devastating physical effects. Though the project was sometimes badly criticized, it has its positive outcome: the meth use considerably dropped and as result the number of crimes dropped, too. Teenagers started to realize that using drugs is â€Å"uncool†. There were attempts to replicate this project in other states, but there is a problem. Such campaigns need great funding. Government doesn’t have enough money to do it. In the history of the US there were other remarkable anti-drug campaigns. For example, Nancy Reagan’s â€Å"Just Say No† campaign. It took place in the time of Reagan’s presidentship. There were used similar ways of persuasion. The most interesting thing for me was, that this project was used in the whole country. And once the first lady even tried to make it international. The second interesting thing is that in their videos besides teenagers, who were saying NO to drugs, sometimes included famous people. They also said NO on TV, they so to say gave good example. There also were written several songs for the support of this campaign. In the end, I want to say that now I know the answer to the question I started with. Rhetoric is an important part of our life. We should now what and whom and when to speak. Ancient and modern scientists did tremendous work. There a number of different theories, that can help us to achieve our goals. We just should learn them and then nothing is impossible.

Best Fall Foliage and Autumn Color Web Cams

Best Fall Foliage and Autumn Color Web Cams Here are some of the very best web video cameras showing fall leaf color in forests throughout North America for this viewing season. These selected sites record the color of fall tree foliage using live web cameras mounted at strategic locations. By viewing these forest web cams, you will see how fall color is spreading and the autumn leaf wave is moving throughout North America. Starting in mid-September, Canada, the Rockies and Maines leaves will turn colors and steadily creep southward in waves of yellow, orange and red - read Catching the Fall Color Wave. The tree leaf display will end with leaf fall in the southern United States in late November. The Weather Channel has an excellent current map of expected fall color conditions.   The Best Views Algonquin Park. Ontario, Canada - The park covers 1.9 million forest acres. Here is a live view and a pan view that gives you a first show of leaf color turn in aspens for North America. Acadia National Park. Maine, USA - View turning leaves on 40,000 acres of Atlantic coast shoreline. Mixed hardwood colors light up the green spruce/fir forest. Glacier National Park. Montana, USA - There are now six outside digital cameras located in Glacier National Park. You can curser over each link to see an updated quick shot. The Nations Capitol. Washington D.C., USA - This web cam view is from the Netherlands Carillon looking east toward the Lincoln Memorial, the Washington Monument and the Capitol Building. Brasstown Bald. Georgia, USA - Web cam view from Georgias highest point near Blairsville. You need the latest free Java install for this live video. Mammoth Cave National Park. Kentucky, USA - View of Green River Valley looking north-northwest. The visual range is approximately 15 miles and overlooks a massive upland hardwood forest. Fall Foliage Cams. The Entire USA - Another destination site for fall leaf viewing in North America.

The gender pay gap in the uk and why it still exists Essay

The gender pay gap in the uk and why it still exists - Essay Example Workplace segregation remains prevalent as high concentrations of female employees are associated with relatively low rates of pay. And higher levels of part-time working are associated with lower rates of pay, even after other factors have been taken into account. Women’s employment is highly concentrated in female-dominated occupations which are often the lowest paid. Women are still under-represented in the higher paid jobs within occupations. Qualified women are characteristically denied top level jobs in corporate offices but instead of terming it what it is, sexism and discrimination, this form of unequal treatment is referred to as the ‘glass ceiling’ effect. Women do indeed have to perform twice as well as a man to retain the same pay and position at similar occupational arenas. This discussion will examine barriers to equality in the workplace, the reasons for this cultural phenomenon, evidence to support this claim and some possible solutions. Women must struggle to cope with discrimination in the workplace as is evidenced by occupational segregation. This terminology refers to the reality that women tend to work in different sectors of the economy and occupy different employment standings than men within the same occupational group. Government statistics reveal that women are highly concentrated in certain jobs as 60 per cent of working women are employed in just 10 per cent of available occupations (â€Å"What is the pay gap?†, 2006). While about one-half of workers are in sex-dominated employment, women are engaged in a narrower scope of occupations than men. There are seven times more male-dominated non-agricultural jobs than female. ‘Sex-dominated’ occupations are defined as when workers of one sex constitute more than 80 per cent of the labour force (Anker, 1998). In the UK, women constitute just 30 per cent of managers, 25 per cent of executives and 10 per

Reflection questions Essay Example | Topics and Well Written Essays - 1000 words

Reflection questions - Essay Example Socrates does not seem to be afraid of death. Socrates persuades both the young and old not to care for their body or wealth. Socrates says that excellence is not brought about by wealth. However, excellence will make wealth and all that is good for the people. Socrates says that the fear of death is the pretence of wisdom. Socrates says that one cannot believe to be wise when he fears death. No one can know whether death could be the greatest blessing among the blessings for human beings. However, Socrates is surprised that people fear death as if they had known that it is the greatest of all evils. Socrates therefore says that believing one knows what one does not know is ignorance. Socrates says that when a man takes a position that he believes is the best option, he must face the danger without fearing death or having thoughts of anything else. Socrates does not fear death and he tells the jury that he will obey the gods rather than the jury. Socrates believes that every mind is offered a choice between truth and repose and he can never have both. He therefore chooses the truth rather than submitting to his enemies. Socrates says that those who believe that death is an evil are mistaken. Socrates believes that it would be better for him to die now because this will enable him to escape from trouble. Socrates believes that the life that is unexamined is not worth living for a man. Crito wanted to help Socrates to escape from the prison but due to the attitude that Socrates had he refused to escape from the prison. Socrates says that one should consider opinions of people of who are sensible and are able to see things as they turn out. Socrates suggests that what the public achieve is only determined by chance and it cannot make a man either foolish or wise. Socrates is unwilling to escape from the prison not because he is afraid of endangering or inconveniencing

Bureaucracy Policy Essay Example | Topics and Well Written Essays - 4000 words

Bureaucracy Policy - Essay Example ilization of anti-bureaucratic sentiments and the claim that it is time to say good-bye to bureaucracies and bureaucrats just another round in a perennial debate and ideological struggle over what desirable forms of administration and government are--that is, a contest for control of the size, agenda, organization, competences, moral foundations, staffing, resources, and outcomes of the public sector? If so, how helpful is the literature on "bureaucracy" in analyzing current administrative challenges, compared to the diagnoses and prescriptions presented by reformers over the last twenty-five years? The paper acknowledges that there have been important changes in public administration and, even more so, in the way administration is portrayed. Yet it questions the fashionable ideas that bureaucratic organization is obsolescent and that there has been a paradigmatic shift from (Weberian) bureaucracy to market organization or network organization. (1) In contrast to decades of bureaucracy bashing, the paper argues that contemporary democracies are involved in a struggle over institutional identities and institutional balances. It also argues that for those interested in how contemporary public administration is organized, functions, and changes, it is worthwhile to reconsider and rediscover bureaucracy as an administrative form, an analytical concept, and a set of ideas and observations about public administration and formally organized institutions. The argument is developed in the following way: First, some characteristics of bureaucratic organization are outlined. Second, claims about the undesirability of bureaucracy are discussed in relation to competing criteria of success/failure and assumptions about the performance of bureaucratic organization. Third, aspects of administrative dynamics and the viability of bureaucratic organization are inquired, and fourth, some reasons for rediscovering bureaucracy are recapitulated. "Bureaucracy" is often used as a

What is coaching? learning specific skills

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

Othello :: essays research papers fc

Elliot, T.S. Ã’The Hero Cheering Himself Up.Ó Shakespeare and the Stoicism of Seneca. ED. Leonard F. Dean, Thomas Y. Crowell Company, 1961. 153-155   Ã‚  Ã‚  Ã‚  Ã‚  In T.S. ElliotÕs essay, Ã’The Hero Cheering Himself Up,Ó he takes the viewpoint that Othello is both influenced by and influences Seneca, the Roman philosopher and author of tragedies. Ã’It is not the Attitude of Seneca; but i is derived from SenecaÓ(153). He also compares Shakespeare to other authors such as Chapman and Marston, who he says were quite influenced by Seneca. The main thing that he says they have in common is the way that the heroes of their plays are dramaticized at the height of the tragedy. He does, however, state that it is his opinion that Shakespeare does this much better. He works it in to fit naturally with the human nature of his characters. Elliot states that the final speech of Othello is the most Ã’terrible exposure of human weakness- of universal weaknessÓ(153. He says that this speech is usually read quite superficially, but when one looks deeper, he can see that Othello is trying to cheer himself up. He wants to escape reality and think only of himself. He does this because thinking good of yourself, in ElliotÕs opinion, is one of the easiest things to do. Elliot also compares the death of Othello to the deaths of some ShakespeareÕs other heroes- mainly Antony and Coriolanus. H believes that these deaths were also strongly influenced by Seneca. Gray, Garry Ã’IagoÕs MetamorphosisÓ Iago. Ed. Harold Bloom, Chelsea House, 1992. 212-218   Ã‚  Ã‚  Ã‚  Ã‚  Garry GrayÕs essay, Ã’IagoÕs Metamorphosis,Ó is based on the belief that society does not allow for or encourage personal individualization. He states that ShakespeareÕs Othello is concerned with this issue. This is mainly expressed through the character of Iago. he goes through a metamorphosis in the play. He starts out being socially dominated, and ends up being in a state of total psychological freedom. GrayÕs opinion is that this allows him the opportunity to victimize and exploit others. Gray also believes that Shakespeare is attempting to express his own opinion that one has to conform to a socially accepted behavior in order to attain a goal, such as when Iago wanted a promotion. Gray points out, however, that conforming to these socially accepted rules for behavior does not always result in achievement of a goal. He therefore believes that the reason for IagoÕs metamorphosis was bitterness and frustration.

Risks and Responsibilities of Coaching

The purpose of this paper is to look at the area of risk management with reference to the sport of swimming. There is no doubt that the ability to prevent any types of injury to athletes is of the utmost importance. The safety of the athletes should therefore be the primary concern of both facility managers and coaches. By working together, one would hope, that all unnecessary injuries could be prevented. One of the most severe injuries that can occur is that of a spinal injury. The area of prevention that addresses this issue is that of spinal injury management and it will be looked at more closely later in this paper. Even with all the extra emphasis in this day and age on safety issues, these kinds of injuries are still far too prevalent. In 1996, Michael Berger and Judith Middleton state that in the United Kingdom, there are around 40,000 children each year that suffer from head injuries. Some of these individuals will have received severe injuries, in that they will have been unconscious for at least 20 minutes and so will most likely have suffered brain damage. The sport of swimming has the obvious danger of drowning. There are also potential risks of spinal injuries caused by collisions with the floor of the pool, the walls in the pool and other swimmers. Many other injuries can be the result of a slippery deck or training equipment not correctly stored away. There is also a risk of injury from the chemicals which are present at a pool such as chlorine. Aquatic injury prevention should be part of any facilities risk management program. Risk management involves identifying and reducing dangerous conditions that can cause injuries and financial loss. Thus, the aim of a risk management is in a way a kind of preventative medicine, to tackle the issue of a problem thus ensuring that those kinds of accidents will not occur. There are some that would contend that those individuals that suffer an injury are unfortunate victims of circumstance. Many injuries can be avoided through an understanding of the factors that can cause injuries to occur and then a knowledge of how to go about preventing such situations to occur. Charles Bucher and March Krotee (1998) explain that there is an added risk in any physical education exercise as opposed to a regular class because the children are moving around and not sitting in a chair. The hiring of competent, qualified and certified employees in crucial not only for the planning but also for the conducting and supervising of activities. By making these simple efforts, the risk of injury can be minimized. Not only should the staff be up to par but also any equipment used as well as the facility being as safe as it could be. All coaches need to have fully up to date certificates and licenses. All necessary measures need to be taken to prevent any injuries from occurring and the correct level of supervision is crucial. Bucher and Krotee explain that the coach is required to act promptly in performing first aid and CPR and nothing more. Coaches should always show all necessary levels of care in their professional activities. The American Red Cross (1995) suggest that by understanding how injuries are caused, this will help prevent them from occurring by increasing the staff†s awareness of risks and hazards, helping patrons to avoid risky behavior and developing an attitude of safety at your facility. The Institute of Swimming Teachers and Coaches (April 1997) explain that by identifying not only what is a potential hazard but also assessing their risk level, and then evaluating whether or not all necessary precautions have been taken, this should help to prevent anyone getting injured. The ISTC, were not only referring to swimmers as potential victims but also to coaches, teachers, lifeguards, cleaning staff and receptionists. According to Bucher and Krotee, there is no doubt in today†s society that there are ever more increasing cases of teachers, coaches, schools and teams being sued in court. It seems as though lawyers are readily available, also the public are becoming much more aware of their rights, as far as what they should be protected from a safety standpoint. It is suggested that the risk of legal action can be minimized by following some simple steps. Collecting all pertinent facts about the health of your athletes. Purchasing only the best equipment form the most reputable dealers and acquiring used equipment from companies renowned for high quality reconditioned merchandise. Not laying the blame of an injury on anyone verbally but by carefully wording the exact nature of the injury and the preceding events on an accident report. Good supervision and instruction in very important. An emergency action plan should be drawn up, rehearsed and be ready to be activated at a moment†s notice. All necessary insurance precaution should be taken. Perhaps this is the most comforting defense for a coach. According to the United States Swimming, Inc. 1998 Insurance Summary, all swimmers registered with United States Swimming are covered by the USS Insurance policy as long as the injury suffered by the member was received during an approved activity under the policy. All USS swimmers are covered when they are participating in competitions, meets or events sponsored or sanctioned by USS, participating in organized, scheduled practice sessions and in organized, supervised travel to and from sponsored and sanctioned events or organized, supervised practice sessions. Anthony McCaskey and Kenneth Biedzynski (1996) explain that coaches are those principally the defendants in law suits as it is generally agreed that coaches have the most control of those individuals in their respective sports. A coach may be found negligent if he does not follow his duty to conform to a standard conduct that protects others from unreasonable risk of harm. Participants are termed as either those directly or indirectly under the control of the coach. Case law demonstrates that coaches responsibilities include: supervision, training and instruction, safe usage of all equipment, provided high quality assistants, warning of potential dangers, providing prompt and correct medical care, preventing injuries to competing athletes. The American Red Cross (1993) explain that lawsuits are becoming a concern for those giving care. Hence in the case of an emergency, the lifeguards and coaches are becoming increasingly apprehensive about giving care to victims of injuries. The American Red Cross suggests that by being aware of some basic legal principles, individuals may lessen the chances that they may later be found to be negligent in some area or another. All lifeguards have a duty to care. That is, they are legally bound to provide care to a injured party if the giving of such care is laid out in their job description. The rescuer should follow a reasonable standard of care and failure to do so may result in a chance of being found negligent. The Good Samaritan Laws protect anyone giving care as long as they are not negligent and they act in good faith. Consent should always be obtained from the individual. If the victim is an adult and they refuse care, one must not force care upon them. In the case of a child, the consent must be obtained form a parent or guardian. Any victim that is either unconscious or confused is assumed to give implied consent as it is assumed that if that person were fully aware of their predicament, they would accept the care that was offered. To obtain consent, the rescuer must identify themselves to the victim, give their level of training, explain what could be wrong and explain what care is planned. Once care is begun, a rescuer cannot stop giving care until advanced medical professional arrive at the scene. Confidentiality must also be observed. Only the facility or team spokesperson may speak to attorneys or the media . A rescuer should only speak with law enforcement officers and the rescue squad when it arrives. Finally, record keeping is essential. The documentation is considered to be almost as important as the care itself. Bucher and Krotte (1998) state that coaches and instructors are expected to carry out their activities with all necessary levels of care. If this is not the case, then they are leaving themselves open to a potential lawsuit filed against them for negligence. There is a requirement for the coach or instructor to take protective measures. Failure to do so will result in a lawsuit. In Roth versus New York (1942), all necessary measures were taken and a bather drowned after walking into deep water. There was nothing to stop this happening. The state was found to be liable. Bucher and Krotee explain that the failure to supervise correctly is the most commonly litigated situation. By having alert lifeguards and coaches, a facility can seriously reduce to chances of injuries occurring. According to the American Red Cross (1995), effective surveillance has four elements. The ability to recognize the ways in which a drowning or distressed swimmer behave in the pool. An example of this would be that a swimmers would have rhythmic breathing, relatively coordinated movements, have a horizontal body position and be making recognizable forward progress in the water. In contrast a distressed swimmer would be breathing but also be calling for help, waving and be making very little forward progress in the water, if any at all. A passive drowning victim would be considerably different to a swimmer. A Passive drowning victim would not be breathing, have no arm or leg movement, could be face down near the surface or in a submerged position and so obviously would be making no forward motion in the pool. Appropriate scanning techniques should also be employed to locate swimmers having problems in the pool. Lifeguards should be carefully and strategically placed throughout the facility. Each lifeguard should be fully aware of their responsibilities. Coaches are responsible for teaching swimmers all necessary skills to compete, the correct procedures to reduce the risks of injury and making sure that their swimmers are physically fit enough to compete. The failure to provide adequate training or instruction to reduce the risk of injury has been a commonly cited reason in recent litigation. Supervision is absolutely critical when the consequences of depriving the body of oxygen are considered. Soon after breathing stops, then too will the heart. After six minutes or so, brain damage is possible. Between six and ten minutes without breathing, brain damage is likely. If breathing is stopped for more than ten minutes, usually the brain damage is irreversible. Thus it is very important to be aware of the varying depths of water within the pool. In this way it is much easier to make sure that the children do not wander into water which is too deep for them. Also, this could help prevent spinal injuries from occurring by making patrons aware of when and where in the pool it is considered safe to dive. Without doubt, patron surveillance is one of the most important parts of a risk management strategy. The Certified Pool Operator (Fall 1997) states that it is very important to regulate the use of pools, by watching children and though constant supervision of the pool. The Institute of Swimming Teachers and Coaches (April 1997) mentioned that in some pools there may be blind spots resulting from the positioning of features, glares and reflections. All of these factors can hinder surveillance and so through careful planning, these problems should be attempted to be eliminated by strategic placing of lifeguards. This comes directly under the realms of a good risk management program. According to the Certified Pool Operator (Fall 1997), it is critical to identify areas of the pool that become slippery when wet. These range from the deck itself to corridors leading to and from the pool, locker rooms and snack areas. Communication can be used as a tool for helping to prevent injury and so is considered another ‘gear in the engine† of risk management. Patrons need to be made aware of potentials for injury. They also need to be educated as to the risks from inappropriate behavior. All rules and regulations necessary for the prevention of injuries need to be forcibly enforced. Signs are needed to warn pool users of danger areas. Since spinal injuries are more common in individuals visiting facilities for the first time and so are unaware of shallow areas. The side of the pool itself needs to be mark both on the deck it self and on the side of the wall facing the water to warn swimmers in the pool as to the changing depth of the water that they are in. In addition to signs depicting â€Å"No Diving† and the depth of the water, facility rules and regulations should also be clearly displayed. Running should never take place around the pool. As the side of the pool gets wet, it become treacherous. Signs should be posted prohibiting to consumption of food and drinks in and around the pool. There is the obvious potential for injury from broken glass on the pool deck or in the pool from bottles that are accidental dropped on the pool side. Pool rules are not designed to prevent the patrons from having fun but more so to allow them to have fun in a hopefully relatively risk free environment. The pool rules should be displayed clearly on the wall of the pool. There are many great examples of pool rules, on would be that diving is only permitted in diving designated areas. The deck needs to be checked daily for loose floor materials. There is also a risk for standing water on the deck itself. All such findings should be immediately reported to the facility manager. The deck should be kept clear of equipment and anything else that could be a potential hazard. The American Red Cross (1992) recommends that in areas where the water is less than five feet deep, there should be signs clearly stating ‘Danger-Shallow Water- No Diving†. It is suggested that these signs are close to the edge of the pool in contrasting colors to the pool deck. If starting blocks are removable, they should be during recreational periods and should be stored in a safe location. If they are not easily removable, then they should be coned off or clearly marking as out of use to recreational swimmers. All kick boards and pull buoys should be stored away in their correct location and not left strewn about the pool deck. Any item left on the pool deck is a hazard. Any risk management program would include keeping the deck clear of obstructions. The American Red Cross (1988) states that all rescue and first aid equipment should inspected on a regular basis. This equipment should also be easily accessible. Any piece of equipment that is found to be damaged in any way should be removed, repaired or replaced immediately. Following an emergency, all equipment that is used should be replaced promptly. Other areas should also be checked on a regular basis, such as the showers, locker rooms and restrooms which should be kept clean and hazard free. Coaches are also responsible for taking all necessary measures to ensure that all equipment used by their swimmers is of an adequate standard. This issue is far more critical in a contact sport such as football where inadequate padding may lead to serious injury. Anyone working with chlorine should wear protective clothing such as gloves, goggles and clothing covering the rest of the body to minimize the risks of chlorine coming in contact with the naked flesh. Chlorine can enter the blood via absorption through the skin. Direct contact with the eyes can cause severe injuries. The American Red Cross (1995) terms chemical hazards as harmful or potentially harmful substances in and around the pool. Storage areas of chemicals should be clearly marked hence warning both staff and patrons of possible dangers. The doors to such storage areas should be kept locked. Any suspicious odors in these regions should be reported immediately. The American Red Cross (1992) recommend storing all chemicals and chemical testing kits in child proof containers and out of children†s reach. Every year many individuals are injured from diving related injuries. These injuries are usually caused by collisions with the bottom and sides of the pool. Thus it is of paramount importance that coaches and instructors take all precautions to prevent such injuries form occurring. Diving should not be taught unless all necessary safety equipment in readily available such as a back board and staff trained in spinal injury management are present. Coaches should make sure that all swimmers are educated in the obvious safety precautions. Never dive when someone else is in the water in front of you. All dives should be of a flat nature. All swimmers should enter the water fingers first and not head first, thus helping to cushioning the blow should the swimmer crash into the floor if the pool. Never hold or position objects in the pool. A great example as to why it important to keep the diving area clear of obstructions is given by the American Red Cross (1992), which referred to the case Bill Brooks. One day, he dived into a pool and hit his head on an inner tube. He could remember laying face down in the water and being unable to move. Brooks, who once played college baseball, is now a C5 quadriplegic and will never walk again. The best protection against possible injuries is an informed, safety-conscious swimmer. The Certified Pool Operator (Fall 1997) stated that in a typical year there are about 400 events that result in a quadriplegic injury in aquatic environments. According to the CPO, a quarter of these occurred in pools. The article went onto explain that 95% of the pool related injuries occurred in the shallow ends of pools. Through careful supervision and prudent coaching, swimmers can be educated as to safe methods of entry into shallow water. The Swimming Times (1997) suggests that the depth of the water should be taken into account in relation to the ability and height of the pupils. Hence, none swimmers should not be taught in water that is ten feet deep and likewise, competitive swimmers should not be coached in shallow water. McCaskey and Biedzynski (1996) swimming incident rates come be totally eliminated if swimmers did not use racing dives into shallow water during practice or meets. According to McCaskey and Biedzynski, there has not been a direct injury in college swimming since a non-fatal one in 1982. The American Red Cross (1995) reveals that sports related injuries account for 13% of all spinal injuries. These figures were derived from the National Spinal Cord Injuries Data Base. According to the American Red Cross, about 1000 people each year suffer spinal injuries from diving mishaps. The American Red Cross suggests the following ways to help prevent the occurrence of such injuries. The water depth should always be ascertained before entering. Only trained swimmers should be using the starting blocks. Coaches should be aware of these aspects and make sure they correctly supervise their swimmers during warm ups at competitions and at practice. All these measures mentioned so far in the paper appear to be obvious, but unless they are adhered to tightly then mishaps can occur. It is not worth gambling with your swimmers† health. If a suspected spinal injury occurs, then the area must be stabilized and immobilized. There are certain situations when a spinal injury must always be assumed to have occurred. It is always better to be safe than sorry. If proper precautions are not taken when caring for injured victims, then that lack of risk management leaves the coach and facility open to legal action. A spinal injury should be assumed for any injury involving a diving board, diving into shallow water, a fall from a height greater than that of the victim†s height. Also any visible bumps or depressions to the head, altered consciousness or complaints of back or neck pain from the victim. In some cases, the victim may be face down in the water. Although, the victim should be moved as little as possible following a suspected spinal injury, in this situation, the victim needs to be removed form the water. If the victim is not removed, drowning will take place, the heart will stop and soon there after, brain damage will occur. The American Red Cross First Aid Manual (1993) explains that head injuries can rupture blood vessels in the brain causing pressure to build up leading to brain damage. The American Red Cross (1992) describes the typical recipient of a diving injury as a first time visitor to a location, not warned by a sign about the potential dangers, when lifeguards were not present and the water depth was less than four feet deep. Any good risk management program could dramatically reduce the risk of this kind of injury. By having vigilant lifeguards, water depths clearly marked and no diving signs clearly posted on the deck, most of the risk can be reduced. These are all components of a well rounded risk management program. Since most spinal injuries occur when a person dives into water less than five feet deep, on arriving at a pool, a coach should check the poolside for all relevant safety warnings and make his swimmers aware of this risks. The facility staff should also be highly alert at all times. All pools should have an emergency action plan. The EAP should explain exactly what procedure should be followed in the event of an aquatic emergency. The initiation of the EAP is the responsibility of the lifeguard. A typical signal to all pool patrons and staff is three long blows of a whistle. This would draw the attentions of the other pool patrons and then they would be more easily removed from the water for the protection of the victim. Also, other staff members throughout the building would be alerted of the EAP being activated. The next stage is to begin whatever rescue or emergency action that needs to be taken. After determining the nature and extent of the emergency, another lifeguard or staff member will call the police, fire or rescue squad as necessary. The emergency number is usually 911 but may vary from area to area. If the pool a which you coach is in a new area, it is your responsibility to make sure that you are fully aware of the number to call in the event of an emergency. The required first aid should be continued be given to the victim until advanced medical care arrives. Once care is commenced, it cannot be withdrawn, if it is, this constitutes abandonment which is a liable situation. Once advanced medical care arrives, all necessary accident reports are filled and the aid in crowd control. More often than not, only one person is designated as the spokesperson for a facility. This person and this person only is allowed to talk to anyone except for the police and the rescue squad. The Institute of Swimming Teachers and Coaches (April 1997) explains that whether or not a pool operator believes that his pool is a high or low risk facility, it is essential to have an emergency action plan. According to the ISTC, an emergency is anything considered to of danger to a bather or employee. The following all come under that general description. Overcrowding is a situation where too many people are in a confined area. This could be fatal in a swimming pool. A good risk management program would outline maximum numbers for a pool. These levels would be set well below that of over crowding, hopefully eliminating this risk. Disorderly behavior is also a common cause of emergencies. With vigilant surveillance and firm enforcing of pool rules and regulations, this too could be eliminated as a risk. Lack of water clarity will occur when the chemical levels in pool be out of balance. This too is a liability. If a child dives into water which he assumes to be deep but is in fact shallow, this could lead to a lawsuit. Especially because of the fact that the water clarity may have directly affected that child†s judgement. The ISTC explains that as a coach, it is your responsibility to know how to raise the alarm, how to get help form other staff members, how to initiate the appropriate rescue, who should summon the emergency services and so on. Qualified lifeguards are trained to act as a team in the case of an emergency, thus it is crucial for a coach or instructor to be able to contribute positively to an emergency situation. The Institute of Swimming Teachers and Coaches (May 1997) states that teachers and coaches must be trained in what to do in the case of an emergency and in turn should make the pupils understand and be aware of the procedures involved in the EAP. The pupils needs to know where to congregate in case of an emergency and possibly if they will be required to stand near a particular doorway to attract the attention of the advanced medical care when it arrives. The Institute of Swimming Teachers and Coaches (1996) stated that 93% of the schools in a survey had a formal emergency action plan. Two schools stated that they did not have one. Most of the schools in this survey had had swimming as part of their curriculum for more than six years. Coaches and other facility staff should go through regular in service days to rehearse emergency procedures. The emergency action plan should be rehearsed most importantly. For this procedure is what could make the difference between life and death for a victim. In service training should cover the following points: review the potential hazards at the facility, review and update rules and regulations, practice the emergency action plan , practice rescue skills, carry out physical conditioning. Following an emergency, an accident report needs be filled out by the members of staff involved. The facility information such as address and phone number. Personal data of the injured party should also be included: name, age, sex, address. The location of the incident should be included as well as the a description of the incident. It is very important to include what care was provided; was medical attention welcomed by the victim or refused? All of these issues are very important as law suits are far too prevalent in this day and age. Remember, consent must be obtained from the victim. To obtain this, the care provider must identify himself to the victim, give his level of training, explain what he thinks is wrong and then explain what he plans to do. If the victim refuses care, the care provider must try to convince the victim to receive care. According to the American Red Cross (1993), record keeping is nearly as important as the actual care given. The record is a legal document and is vital if legal action is taken. Risk management is an important function of a sport program. A coach should be fully aware of all legal and ethical responsibilities that come with his position. Any form of negligence on his or her behalf resulting in increased risks of injury can lead to the increased chances of legal action. Risk management is not only concerned with limiting the chance of injuries being suffered but also reducing the chances of financial losses following such an incident. Coaches† Quarterly (1998) states that effective in 1998, all United States Swimming coaches must have the following qualifications: Safety Training for Swim Coaches, First Aid and CPR. The Certified Pool Operator (1997) blames the individuals for their careless behavior. According to the article, pools are becoming safer. The main reasons for injuries today are victim†s carelessness. In a perfect world no one would need to know rescue techniques. Everyone would be careful, and safety would not be a problem. But ours is not a perfect world. Because of dangerous situations, careless or carefree people, and changing water conditions, many dangers are in and around water. Risk management in a pool environment is basically concerned with aquatic injury prevention. A highly developed risk management program will substantially reduce the risks of injury. By understanding how injuries are caused, one can better prevent them. Effective communication with patrons is critical for helping to prevent injuries. Through this communication, the patrons can have fun in a safer environment.

The Passive Killer Essays

The Passive Killer Essays The Passive Killer Essay The Passive Killer Essay This newspaper article is aimed at everybody. The headlines are large, emboldened and eye-catching. The language is statistical and emotive. It is written in pyramid writing and there is a picture of a woman, whose age is vague, smoking a cigarette with fumes surrounding her. The paragraphs are short, simple and easily digestible. The headline is very dramatic because passive can usually mean that it is not harmful but the very next word is killer. It is a paradox. This immediately peaks our interest. Just below the headline there is a short but bold and underlined sentence, which is emphatic because the word order has changed. The last word is confirm which means that the sentence is a solid, concrete fact. There are a lot of references to expert opinions. In the second paragraph, it says that the report is from the Government-backed Scientific Committee on Tobacco and Health, and later on, a professor is quoted. Throughout the article every single disease related to smoking is mentioned and some repeated such as lung, mouth and throat cancer. We learn how many people die from smoke, how terrible it is and that there is a National No Smoking Day, but there is a little glimmer of hope when it says that half of the smokers are killed unless they quit. Initially, it appears that babies are most at risk, which is only a small percent of the population, and then we find out that anyone who is or is living with a smoker is also at a high risk. As the few that these apply to begin to relax, we are informed that smoking should be banned in public places because it is so dangerous. So by this point everyone is said to be affected and no one can relax. The word victims is used to describe babies and this not only emphasizes the need to protect a child but also makes the smoker feel guilty at the same time. At the foot of the page there are two boxed texts with their own headlines that stand out. The title, the price they pay is capitalised and very snappy. It is an expression commonly used to describe criminals. There is also alliteration for effect. There is also that picture which is black-out-of-white. In the box are two separate columns one for the passive smoker and one for the smoker himself. There are at least six bullet points following with straight facts. Each sentence begins with raises, doubles or causes which sounds scary. Technical and medical terminology is used especially when listing diseases. On the page opposite, there is another box with its own heading which stands out because it is black-out-of-white. The dramatic verb cut off is used and is journalese. There is a short story about a normal family whose life has been turned upside-down due to their two sons having asthma. The report suggests that the unfortunate family cannot go to many public places due to their sons breathing problems caused by smoke. It is an exaggeration but the point is that it can happen to anyone. There is a large emboldened quotation Public have to be protected and this is very effective because it is a feature of a tabloid. Since this was in the Daily Mail, it is unusual. What follows are four paragraphs informing us how terrible smoking in public places is and makes it sound somewhat like a crime. The reporter says that smoking should not be allowed in public service buildings and on public transport but as this comment reported it is a bit biased. In the penultimate paragraph, it says that the tobacco industry should hang its corporate head in shame. The word corporate suggests that they only care about making money instead of saving peoples lives. And at the very end, the word but is used to tell how someone professional did not agree because he argued that the report was weak and inconclusive. Even though this is a very important piece of information, it is only included in the report as a little but. In conclusion, I think that this report would scare a lot of people because of the statistical language even though it is a bit exaggerated.

Synagogue Essays

Synagogue Essays Synagogue Essay Synagogue Essay A synagogue will look like any other building from the outside the only sign you might get from the outside is the star of David which is called magen David in the Hebrew tongue. There may also be a sign outside stating the name of the synagogue. There are many names for a synagogue such as; shul which means school in Hebrew, bet haknesset, which means house of assembly this is only used by Sephardim, which is oriental Jews. A synagogue is primarily a place of worship but also functions as a community centre for the Jews. The building is so important that the whole Jewish community that worship there will revolve around the building. It is used as a teaching school for Jewish children where they will be taught the Hebrew alphabet, numbers of Hebrew and about their faith. This school is a Jewish equivalent to a Christian Sunday school. If you now go inside you would see that the synagogue is rectangular and although you will not realise it, but the whole synagogue is built facing Israel, if possible, Jerusalem. There will be a sink where the congregation will wash their hands and feet before praying or worshipping. You will also notice that there are separate seats. This is because in orthodox synagogues, the men sit on the ground floor and worship and the women sit in the gallery. There is a good reason for this and not because the Jews are sexist but because in Judaism, the men take on the role of worshipping and the women are expected to look after the house and the children so if people were late (the women). This may be because they had to change the baby or something like that so instead of disturbing the congregation and asking a row to stand up so she can get to her seat the mother can just slip into the gallery. The male children will stay with their mothers until they are thirteen and have had their bar mitzvah and then they will join their fathers. So you would go and sit in the appropriate section and you would notice a raised platform in the centre. This is a bimah in Hebrew and it is where the rabbi stands to deliver his sermons. Another name for a bimah is an almemar. The bimah is raised to symbolise that when the scrolls are being read from it, that the scrolls are above the congregation, this shows that the word of god contained in them and god himself is more important and higher than anybody in that congregation. It is also at the centre of the synagogue symbolising that god is at the centre of peoples lives. There will also be a cupboard or alcove called the ark, which is the most important feature of the synagogue as it is where the torah is kept, these will be in the ark and are the Jewish bible. The ark will be covered with a parachet (a curtain) you will know that this place is holy and important, as it will be beautifully decorated and it is the focal point of the whole synagogue. There will be two tables of stone bearing the Ten Commandments, usually above the ark; there will be a menorah, the seven-branched candlestick and the ner tamid, the ever-burning oil lamp. All of these are a reminder of the temple in Jerusalem, which was the first static synagogue; all that remains of this is the west wall. People will now start to arrive. If it is the Sabbath they will arrive on foot, as you are not allowed to drive on the Sabbath. People will be wearing their best clothes probably suits for men and nice clothes for women. Although you will not notice it, but they will not be carrying anything in their pockets or have any hand luggage. The service will now start. As I have already mentioned the rabbi is the spiritual leader of the synagogue but there will also be a cantor or chazan present the man who will lead the Jews in song and prayer these will both be men in an orthodox synagogue as will the rabbi be. You will also notice that there are no pictures of humans on the walls as they are forbidden and the walls will most likely be a plain colour like white for example. The men will also be wearing kippahs a kind of hat, which stands them out as one of gods people and also worn to show respect for god. The males of he congregation will wear the tallit. The tallit is a prayer shawl with six hundred and thirteen tassels to remind the wearer of the six hundred and thirteen laws found in the torah. As I have already mentioned, the ark is the sacred cupboard or alcove in the synagogue. It is the most important place because it contains the torah scrolls which is the Jewish bible. The Hebrew name for the torah scrolls is sefer torah which basically translated to a scroll. The ark will be exquisitely decorated and the curtain will most probably be velvet (the curtain is called the parochet. ) the scrolls itself are also highly decorated. They are made from a parchment an animal skin that has been stitched together to form one long scroll, on this parchment, the five books of Moses are then written going down in columns. One scroll contains two hundred and fifty columns and one scroll is an average of sixty metres long. And at each end the scroll is stitched onto the etz chaim (this is Hebrew for tree of life as the Jews regard the scroll as the most important thing in their lives. One scroll can take up to one thousand working hours to produce and must be done by a trained scribe. A mantle will also cover the scroll. The mantle is a piece of velvet, which will also have silver decorations, also, hanging around one of the etz chaim will be the yad which is Hebrew for hand. The yad is used for pointing whilst reading the torah as the scrolls are not allowed to be touched by the hand of man. This is because the scrolls are so holy that no man, even a rabbi, considers himself important enough to touch them. In the synagogue, there are a few symbolic and holy objects such as the ner tamid an ever-burning lamp which is kept going in the synagogue constantly as a reminder of the presence of god in the synagogue. There is also the menorah which is a reminder of the first temple built where it stood in that temple as a reminder of the seven days it took god to create the world. You may have drawn this conclusion yourself, but if not, then all synagogues in he world follow the same blueprint as the first temple in Jerusalem and anywhere in the synagogue you look there are reminders of this. Examples of this are objects such as the menorah the seven-branched candlestick, the tablets of stone bearing the ten commandments, the ark and the ner tamid the ever-burning lamp showing that god is always present in the synagogue. In conclusion, I know that this synagogue is an orthodox synagogue and not a reformed or liberal synagogue because, the bimah is at the centre of the synagogue symbolising that god and his words found in the torah should be held at the centre of peoples lives. Also, the men and women sit separately and the women arent taking a leading role in the actual worship itself. There would also never be a female rabbi conducting a service at an orthodox synagogue. The services coincidentally, are in about 70% Hebrew in an orthodox synagogue, which is much higher than the percentage of Hebrew, used in reform or liberal services. There is also no music played and the hymns and songs are sung without the aid or backup of music. In a liberal or reformed synagogue however things would be very different, for instance, there is quite a large chance that a female rabbi would be conducting the service, the man and women are more equal they sit together and worship together as one big mass. The bimah may be at the front which, in my opinion, gives a sense of preaching and I think Jews know their religion, they dont need to be educated about it they just want to worship god. There also may be an organ to accompany songs and hymns because music is permitted in reformed synagogues. There would also be slightly less Hebrew spoken. So this synagogue I have described to you is an orthodox synagogue. Orthodox translates to right belief and is considered to be traditional Judaism.