How Kurt Vonneguts Life Efected his Work :: essays papers

How Kurt Vonneguts Life Efected his Work Kurt Vonnegut Kurt Vonnegut, Jr. was born in Indianapolis in 1922. His father was an architect, his mother a noted beauty. Both spoke German, but wouldn’t teach Kurt the language because of all the anti-German sentiment following the first World War. While in high school, Vonnegut edited the school's daily newspaper. He attended Cornell for a little over two years and wrote for the Cornell Daily Sun. In 1942, he was drafted into the U.S. Army. In 1944, his mother committed suicide and he was taken prisoner following the Battle of the Bulge. After the war, Vonnegut entered a Masters program in anthropology at the University of Chicago. His thesis, titled Fluctuations Between Good and Evil in Simple Tales, was not accepted, but eventually he was awarded his MA for his writings in Cat’s Cradle. Throughout the 1950s Vonnegut published numerous short stories in national magazines. Player Piano, his first novel, appeared in 1952. This was followed by Sirens of Titan in 1959, Mother Night (1962), Cat's Cradle (1963), God Bless You, Mr. Rosewater (1965), and his most highly-praised book, Slaughterhouse Five in 1969. Vonnegut has been prolific in the subsequent years, too. His most recent novel Timequake was published in 1997. On February 13, 1945, while Vonnegut was still a POW in Dresden, the city was bombed killing 135,000 citizens. Vonnegut and other Allied POW’s took shelter in an underground meat locker. This was the basis for one of Vonnegut’s most famous works, Slaughterhouse-Five. "All of this happened, more or less. The war parts, anyway, are pretty much true."1 So begins Slaughterhouse-Five. In the book an American POW named Billy Pilgrim witnesses and survives the firebombing of Dresden. Later, after he makes it home from the war, Pilgrim is kidnapped by aliens from the planet Tralfamadore. They explain to him their concept of time and space and that we exist solely for them. Vonnegut has said that he always intended to write about his experience, but was unable to do so for more than twenty years. He wanted to simply describe what happened through a narrative, but it never worked. The novel is a response to war. "It is so short and jumbled and jangled," says Vonnegut, "because there is nothing intelligent to say about a massacre." It’s easy to see how Vonnegut’s war time experience had an influence on Slaughterhouse-Five but, his knowledge of war also had some influence on Cat’s Cradle.

Assessment and its important part of education process

Recently, research workers have progressively recognised the importance of formative appraisal in bettering kids ‘s advancement and attainment ( Bone, 1999 ; Wiliam et al. , 2004 ) . Although groundss provided in this work suggest that policies have underestimated the complexness of this sort of assessment- and that some instructors find it hard to do- the benefits of formative appraisal can far outweigh the disadvantages. Appraisal has become a really of import portion of instruction procedure and it has advanced well over the past old ages ( Johnston et al. , 2009 ; Hall and Burk, 2004 ) and, as our instruction system becomes more course of study focused, the accent moves progressively to how instructors teach and how kids are taught ( Butt, 2010 ) . In this position, acquisition is concerned with the building of apprehension, accomplishments and attitudes ( Johnston, 1996 ; Pritchard, 2005 ) . In other words, it is concerned with the type of larning pupils become involved with. In add-on, why and how we assess students has an tremendous impact on their educational experience and accordingly on how and what they learn ( Wynne, 2007 ) . In the visible radiation of these, this work aims to specify what appraisal is, puting peculiar focal point in the formative appraisal. It will besides critically analyze how formative appraisal may back up students ‘ acquisition, back uping the analysis with theories on kid development and kids ‘s acquisition, every bit good as observations and grounds from school experiences. Appraisal ‘ The appraisal of kids has to function a assortment of intent, but it is chiefly to inform determinations made by the instructor about what work a kid is capable of pull offing ‘ . Hayes ( 2006 ) Assessment means different things in different contexts and it is besides carried out for different intents ( Arthur et al. , 2006 ) . During my preliminary fond regard I noticed that instructors were measuring all the clip and some of those appraisals were traveling on besides during learning. For illustration, while learning, instructors picked up information about kids ‘s cognition through eavesdropping ( where in group treatment, the instructor would stand by a tabular array, but listening to the other table treatment alternatively ) or oppugning and they besides assessed the degree of apprehension of the category through a speedy quiz or game at the beginning or terminal of the lesson. Those appraisals have helped instructors to see what works and what does non in footings of pupil acquisition. However, they normally used this information to measure their ain lesson and/or the degree of cognition and apprehension of the category, instead than to do formal appraisals which could be fed back to students ( Preliminary Attachment, 2010 ) . From reflecting in illustrations from theory and pattern, it is possible to state that appraisal in instruction involves doing opinions about students ‘ attainments ( Alexander, 2010 ; Preliminary Attachment, 2010 ) . In other words, it involves instructors make up one's minding on how they will roll up information, what information is relevant, how they will come to a opinion and so how to describe and notice a judgement to those who want to cognize how students are accomplishing ( Arthur et al. , 2006 ; Aldgate et al. , 2006 ; Hayes, 2006 ; Hughes, 2008 ) . In add-on, appraisal is frequently divided into summational and formative classs for the intent of sing different aims for appraisal patterns ( Pollard et al. , 2005 ; Arthur, et al. , 2006 ; Butt, 2010 ) . Yet, argument continues over whether and how summational and formative appraisal should be distinguished ( Threlfall, 2005 ; Wynne, 2005 ) . In its summational function, the intent of appraisal is to judge students ‘ quality and features, summarizing these in a clear and widely acceptable format. Summational appraisal is besides known as appraisal of acquisition ( Threlfall, 2005 ; Arthur et al. , 2006 ) and grounds for this type of appraisal may come from formal testing of what has been learnt, taking to bring forth Markss or classs which may be used for different intents, such as studies of assorted types ( Pollard et al. , 2008 ) . Furthermore, surveies indicate that summational appraisal can hold a negative impact on pupils ‘ motive for larning, as instead than adv ancing ‘intrinsic ‘ motivation- in which they perform because they are interested and engaged with the work, summational appraisal is believed to advance ‘extrinsic ‘ motive, in which pupils merely react to the promise of some sort of wages ( Crooks, 1988 ; Sansome and Harackiewicz, 2000 ; Wynne, 2001 ) . On the other manus, appraisal besides has a formative map. In this function, appraisal is closely linked with pupils ‘ acquisition procedures, naming pupils ‘ strengths and failings, assisting pupils to develop self-awareness ; supplying feedback on countries of larning necessitating farther work ; assisting to steer them in their surveies and by and large actuating them and advancing the coveted acquisition result ( Pollard et al. , 2008 ; Alexander, 2010 ) . FORMATIVE ASSESSMENT AND PUPILS ‘ Learning ‘Assessment for acquisition is any appraisal for which the first precedence in its design and pattern is to function the intent of advancing students ‘ acquisition. It therefore differs from appraisal designed chiefly to function the intents of answerability, or of superior, or of attesting competency ‘ . ( Black et al. , 2002, p.7 ) Furthermore, harmonizing to researches, some of the cardinal elements of formative appraisal include the designation by instructors and pupils of larning ends, purposes or results and standards for accomplishment ; conversations, with feedback, between instructors and pupils that build on what is known and what is to be learned ; active engagement of pupils in their ain acquisition and besides instructors reacting to identified larning demands and strengths by modifying and/or accommodating instruction schemes, stuffs and attacks ( Stiggins, 1992 ; Stiggins and Conklin, 1992 ; Fontana and Fernandes, 1994 ; Fredrickson and White, 1997 ; Black and Wiliam, 1998a ; Shepard, 2000 ; Boston, 2002 ; Guskey, 2003 ; Liang and Creasy, 2004 ) . In the visible radiation of these, instructors can utilize the information of where pupils are holding problem and how they are come oning, to do necessary accommodations, such as re-teaching and seeking alternate instructional attacks. These activities c an take to improved students success. Harmonizing to Pryor and Crossouard ( 2005, p. 2 ) formative appraisal occupies a ‘curious and somewhat self-contradictory ‘ place within educational theory. Although may be argued that formative appraisal has ever been a cardinal portion of educational pattern it was merely in the late sixtiess and seventiess that the term was invented ( Black and Wiliam, 2003 ) . Furthermore, as a consequence of a turning international dissatisfaction with current signifiers of appraisal, formative appraisal was one of a figure of thoughts that attracted the attending of educational research workers ( Bloom et al. , 1971 ) . Since the beginning of the 1990s it has enjoyed considerable attending, particularly in schools, under the rubric of Assessment for Learning, following Caroline Gipps ‘s differentiation from appraisal of acquisition ( Gipps, 1994 ) . Part of this involvement has involved a acknowledgment that dominant signifiers of summational appraisal did non hold a good tan trum with constructivist larning theories, whereas formative appraisal seemed to offer distinguishable possibilities. Since so a significant figure of surveies, peculiarly in the UK, at all degrees of instruction have attempted to aline formative appraisal with modern-day psychological theories of acquisition ( Gipps et al.,1995 ; Boud 1995 ; Black et al. , 2002 ; Hall and Burke 2003 ) and others have besides taken history of sociological positions ( Torrance and Pryor 1998 ; Filer and Pollard 2000 ; Ecclestone 2002 ) . In add-on, in order to incorporate formative appraisal into schoolroom pattern, a scope of appraisal schemes and techniques are presently in topographic point taking to better students ‘ acquisition. Some of those schemes, which I have had the chance to detect and critically analyse during my preliminary fond regard, are: feedback, self- appraisal and schoolroom treatment. Feedback ‘Unless pupils are able to utilize the feedback to bring forth improved work, neither they nor those giving the feedback will cognize that it has been effectual ‘ . ( Boud, 2000, p.158 ) Black and Wiliam ( 1998a ) research on whether formative appraisal raises academic criterions in the schoolroom, shows that attempts to beef up formative appraisal can bring forth important acquisition additions ( Black and Wiliam, 1998b ) and their analysis of these surveies has shown that feedback resulted in positive benefits on acquisition and accomplishment across all content countries, cognition and accomplishment types and degrees of instruction ( Black and Wiliam, 1998a ) . Furthermore, when feedback is given as portion of formative appraisal, it helps to steer students through the actions they need to accomplish their end, doing them cognizant of any gaps existent between their current cognition, understanding or accomplishment and their coveted end ( Ramaprasad, 1983 ; Sadler, 1989 ) . Besides, it is taken for granted by constructivist theory that supplying information or feedback to pupils in an ongoing mode, such as that which formative appraisal should supply, will bring forth positive consequences ( Shepard, 2000 ) . Yet, during my preliminary fond regard, I have observed a twelvemonth 2 instructor giving pupils feedback information on their work. The scheme in topographic point was called ‘two stars and a wish ‘ , where the instructor collected students ‘ work and compared their public presentation to the acquisition ends, foregrounding two good points about their work and one point necessitating betterment. The instructor gave students their work back, bespeaking students to set their initials below the feedback to show that they have understood what needed to be improved. However, I have observed that some students, who put their initials below the feedback, found the feedback hard to understand, particularly when the acquisition ends had non been assimilated in first topographic point. For illustration, a peculiar student had the feedback: ‘Make certain you use two adjectives in your sentence to depict people and topographic points ‘ ( Preliminary Attachment, 2010 ) . This feedback given by the instructor was non sufficient to assist this peculiar student to shut the spread, as he did non to the full understand what adjectives were in first topographic point and was still unable to use this cognition in his hereafter work. Black and Wiliam ( 1998a ) farther elaborate on this communicating issue when they discuss the links between the manner a feedback message is received and what pupils do w ith that message. Besides, Hayes ( 2006 ) argues that in offering feedback, instructors must utilize remarks which guarantee that students understand their significance. He besides suggests that, ideally, kids should be given clip to believe and react to the instructor ‘s remark and be involved in the appraisal procedure, instead than inactive receivers, as these give them a sense of ownership in their acquisition. This position is shared by Piaget, who is concerned with the cognition and apprehension and the manner which new information is dealt with by immature scholars ( Sullivan, 1969 ) . Furthermore, the larning theory of Piaget and Inhelder ( McCarthy Gallagher and Reid, 2002 ) , which is the first effort to garner together constructs and research surveies of Piaget ‘s cognitive theory that direct relates to larning theories, besides suggest that the growing in cognition is frequently sparkled by a feedback procedure that consequences from oppugning, contradictions and accordingly reorganization. This manner, it is important that any theoretical account of feedback must take history of the manner pupils make sense of, and usage, feedback information, as suggested by Black and Wiliam ( 1998a ) . On the other manus, another observation on instructor ‘s feedback, evidenced during my preliminary fond regard, in a twelvemonth 6 category, had a more positive result. The instructor sat beside the student while giving him feedback and she explained to the student what needed improving, clear uping any misconceptions. Besides, when written feedback was given, kids were encouraged to react with a written remark of their ain. It was observed that this scheme has helped kids to make full the spreads and advancement in their acquisition, as the feedback to pupils was focused on accomplishment and had identified the following stairss in acquisition, in ways that students could understand and move upon ( Preliminary Attachment, 2010 ) . This is supported by Duschl and Gitomer ( 1997 ) , who argue that aggregations of pupil work may besides be used formatively if pupils every bit good as instructors annotate their remarks and continually detect their advancement. These show that the most helpful type of feedback on prep and trials are the 1s which instructors provide students with specific remarks sing to mistakes, offering specific suggestions for betterment and besides promoting students to concentrate their attending on their undertaking, instead than merely being concerned if their replies are right ( Bangert-Drowns et al.,1991 ; Elawar and Corno, 1985 ; Irons, 2007 ) . SELF- ASSESSMENT ‘It is clear that self-esteem, so cardinal to success both in school and in life more by and large, harmonizing to recent research, is all excessively frequently eroded by the experience of negative ratings. ( Weeden et al. , 2002, p. 152 ) Learners can besides play an of import function in formative appraisal through self-evaluation. This position is supported by experimental research surveies which have shown that when pupils understand the acquisition aims and assessment standards and are given chances to reflect on their work, they normally show greater betterment when comparing with those who do non ( Fontana and Fernandes, 1994 ; Frederikson and White, 1997 ) . In add-on, surveies show that public presentation additions were besides witnessed among pupils with larning disablements who are taught to utilize self-monitoring schemes related to their apprehension of reading and composing undertakings ( McCurdy and Shapiro, 1992 ; Sawyer et al. , 1992 ) . During my preliminary fond regard, twelvemonth 6 students were encouraged to measure their work by composing a remark saying if they found their work easily, mean or difficult. Students were besides encouraged to put marks for themselves and observe what aspects needed betterment. In this juncture, students demonstrated to be actively engaged with their self-assessment and were able to build their cognition and set challenges for themselves in order to accomplish their ends ( Preliminary Attachment, 2010 ) . Piaget suggests that kids should be free to work in different ways and learn through active geographic expedition and personal find ( Sullivan, 1969 ) and from a constructivist point of position, acquisition is non a inactive procedure and so, battle must be at the start of the procedure of acquisition ( Pritchard, 2005 ) . In other words, pupils learn most efficaciously when they actively construct their ain cognition, understanding and accomplishments based on their ain explora tory activities and contemplation. In add-on to this, active battle is an index that existent acquisition takes topographic point and cognizing that they can get by with troubles makes students seek challenges and get the better of farther jobs ( Clark, 2008 ) . Besides, Vygotsky ‘s Zone of Proximal Development ( Vygotsky, 1978 ; Smidt, 2006 ) shows that students learn best when they have a somewhat hard undertaking which they have to work at and which leads them to a province of ‘flow ‘ . Claxton ( 2002 ) suggests that ‘flow ‘ describes how engaged a individual is in an activity, the degree of soaking up and how engaged they are in their acquisition. However, in the same school, twelvemonth 1 students were asked to measure their work by seting their work in the several trays: smiley face if the work was easy, impersonal face if the work was all right and sad face if the work was difficult. While standing beside the trays, detecting the students while they assessed their work, I notice a kid stating: ‘I found this work hard, but I do n't wish sad faces! ‘ The kid them put her work in the tray with a smiley face ( Preliminary Attachment, 2010 ) . Over the last decennary there has been an increasing involvement in schemes that encourage pupils to take a more active function in the direction of their ain acquisition ( Falkchikov, 1995 ; Hyland, 2000 ) . Black and Wiliam ( 1998a, p.54 ) make the statement that ‘a pupil who automatically follows the diagnostic prescription of a instructor without apprehension of its intent will non larn ‘ , while Sadler ( 1989 ) argues that the intent of formative appraisal should be to fit pupils bit by bit with the appraising accomplishments that their instructors ‘ possess. On the other manus, the fact that the pupil found the work hard, yet placed it inside the smiley face tray, can be related to the kid ‘s self-esteem. Clark ( 2008 ) argues that kids love to be praised for their intelligence and endowment, but if this is the norm, the minute they encounter an obstruction, their assurance beads. If success means that they are clever, than, failure can merely intend the y are non. In the visible radiation of this, students can non work with the message that they can accomplish their marks by seting things right when they are clouded by overtones about ability, competition and comparing with others ( Black and Wiliam, 1998b ; Miller and Lavin, 2007 ) . Studies show ( Elliot and Dwenck, 1988 ; Dwenck, 1989 ) that schemes based on public presentation ends, such as smiley faces, adversely affects public presentation and they tend to take students to impute trouble to low ability and go disquieted when faced with trouble or failure ( Clark, 2008 ) . Miller and Lavin ( 2007, p.6 ) argue that there is limited research grounds which shows that formative appraisal will non needfully hold good effects on self-pride. However, they suggest that there is a demand to look into contexts where instructors are doing usage of formative appraisal as an built-in portion of their daily instruction, such as: ‘in busy primary schoolrooms, over longer periods of clip and utilizing a scope of different schemes and techniques presently endorsed as ‘good pattern ‘ , in order to happen out whether formative appraisal procedures might impact kids to different grades or in different ways. CLASSROOM DISCUSSION ‘What a kid can make in co-operation today, he will be able to make entirely tomorrow ‘ . ( Vygotsky, 1962 ) Since the end of formative appraisal is to give instructors an apprehension of what pupils know, or do n't cognize, and utilize this information to do antiphonal alterations in instruction and acquisition, schemes such as schoolroom treatment and instructor observation have an of import topographic point alongside analysis of trials and prep ( Spendlove, 2009 ) . Furthermore, the usage of oppugning and schoolroom treatment as chances to better students understanding and increase their cognition is besides encouraged by Black and Wiliam ( 1998b ) . However, they caution that instructors need to guarantee that thoughtful and brooding inquiries are asked, instead than simple and factual 1s, and pupils must be given equal clip to react. During my preliminary fond regard I had the chance to detect two categories where the instructors had in topographic point a scheme called think-pair-share, where the instructors gave the category a subject and asked kids to discourse their thought in brace or in groups of four. If in groups, students had to take one representative to portion the thought with the category. The instructors took into history kids ‘s old cognition of the topic and built on it to scaffold kids ‘s acquisition. Sing to cognitive development, the treatment was really productive and led to higher quality authorship, a higher degree of speech production and hearing and it has besides increased students assurance in their ability to lend. However, although some instructors in the school acknowledged that treatment and scaffold duologue have a great cognitive potency, they found this scheme really hard, as it demanded much on instructors ‘ accomplishments and capable cognition ( Preliminary At tachment, 2010 ) . Spendlove ( 2009 ) argues that although the think-pair-share scheme requires readying from the instructor, when used efficaciously, it engages the whole category in thought, speech production and listening through treatment and sharing co-operative acquisition with equals. In add-on, Torrance and Pryor ( 1998, p. 131 ) suggest that a focal point group appraisal can bring forth a great trade of information about kids ‘s cognition accomplishments and understanding piece at the same clip contribute to the procedure of making apprehension. Every kid is alone ( DfES, 2004 ) , develops in different gait ( DCSF, 2008 ) and has his/her ain storage of cognition ( Fisher, 1995 ) . Children can make a batch of speaking when given clip and infinite by a instructor prepared to listen and detect ( Robson, 2006 ) . Such talk provides grounds of kids ‘s advancement to day of the month but besides scaffolds the acquisition of the group as they interrogate each other about the nature of th e undertaking and collaborate to carry through it ( Hill and Hill, 1996 ; Shepard, 2005 ) . Furthermore, for Vygotsky, societal interaction has a critical function in a kid ‘s instruction ( Vygotsky 1962 ; 1978 ; Daniels, 1996 ) . Besides, Bruner states that ‘making sense is a societal procedure ‘ ( Bruner and Haste, 1987 ) .This means that we become who we are through take parting in the communities around us and our acquisition is reconstructed through battle with others ( Lave and Wenger, 1991 ; Kehily, 2005 ; Smidt, 2006 ) . This is because, with others, we can make more and achieve more than we can make on our ain. Furthermore, Shepard ( 2000 ) links this type of schoolroom appraisal with the constructivist motion, which suggests that larning is an active procedure, constructing on old cognition, experience, accomplishments and involvements. So, since acquisition is extremely individualized, constructivism recognises that learning must be adaptative to the context, affecting complex decision-making, and necessitating that a instructor draws upon a scope of techniques ( Giebelhaus and Bowman, 2002 ) . Besides, Fisher ( 1995 ) argues that kids should be provided with challenges that extend their cognitive potency. For Vygotsky ( 1978 ) , this possible ( Zone of Proximal Development ) exists non merely in the kid ‘s head, but it besides lies in the accomplishments, thoughts, experiences and from the kid ‘s societal interaction with his/her equals. Decision ‘When instructors ‘ schoolroom appraisals become an built-in portion of the instructional procedure and a cardinal ingredient in their attempts to assist pupils larn, the benefits of appraisal for both pupils and instructors will be unbounded ‘ . Guskey, ( 2003, p. 11 ) Evidence from researches clearly indicates that good, well-developed and effectual formative appraisal does hold a powerful impact on pupil acquisition and can be a critical constituent in our attempts to better instruction ( Assessment Reform Group, 1999 ; Guskey, 2003 ) . Further, formative appraisal changes the rhythm ‘s consequence where students attribute hapless public presentation a deficiency of ability, which discourages them to put in their hereafter acquisition. It besides supports the outlook that all can larn to high degrees ( Ames, 1992 ; Vispoel and Austin, 1995 ) . Yet, some instructors argue that measuring pupils for the intent of informing future planning and instruction can non be easy accommodated alongside measuring students for the intent of class/school answerability. This is because, in order to describe classs and meet answerability, instructors by and large need to take portion in or set about some summational appraisal. This manner, the intent of summ ational appraisal remains rather different from the intent of formative appraisal in monitoring and bettering advancement ( Herman et al. , 1992 ) . In add-on, groundss in this work suggest that considerable sweetenings in pupil accomplishment are possible when instructors use assessment, daily, to set their instruction to run into their pupils ‘ acquisition demands. However, it is besides clear that doing such alterations is much more than merely adding a few modus operandis to one ‘s normal pattern. It involves a alteration of focal point from what the instructor is seting into the procedure and to what the scholar is acquiring out of it. Besides, the extremist nature of the alterations means that instructors need extra support for detecting and/or developing formative appraisal tools, which non merely inform pupils and instructors about advancement, but provide aid on where the spreads are and how to continue. Furthermore, it is important that instructors acknowledge that every kid is alone ( DfES, 2004 ; Aldgate et al. , 2006 ; DCSF, 2008 ) and that development is a procedure which involves interaction between the turning kid and his/her societal environment ( Vygotsky, 1978 ) . So, if acquisition is to take topographic point, it is indispensable that instructors take kid development and larning theories earnestly and use this cognition in their appraisal and intercessions ( Department of Health et al. , 2000 ) .

transformational leaders in sports - 9224 Words

Tony Dungy Tony Dungy is the #1 New York Times bestselling author of Quiet Strength and Uncommon. He led the Indianapolis Colts to Super Bowl victory on February 4, 2007, the first such win for an African American coach. Dungy established another NFL first by leading his teams to the playoffs for ten consecutive years. Dungy joined the Colts in 2002 after serving as the most successful head coach in Tampa Bay Buccaneers history. He has also held assistant coaching positions with the University of Minnesota, Pittsburgh Steelers, Kansas City Chiefs, and Minnesota Vikings. Before becoming a coach, Dungy played three seasons in the NFL. Dungy has been involved in a wide variety of charitable organizations, including the†¦show more content†¦On the court, Johnson is unrivaled. His physical domination, unselfish no-look passes, and ability to assist and steal were apparent from his first games in Lansing, Michigan, where he first earned his nickname. The tallest point guard in NBA history, he led five teams to the championships, was a 12-time All-Star, and won a gold medal with the original Dream Team at the 1992 Olympics in Barcelona. In 2002, the player that his friend and fellow great Larry Bird called â€Å"head and shoulders above everybody else† was inducted into the Naismith Memorial Basketball Hall of Fame. Michael Jordan Michael Jeffrey Jordan (born February 17, 1963), also known by his initials, MJ,[1] is an American former professional basketball player,entrepreneur, and majority owner and chairman of the Charlotte Bobcats. His biography on the National Basketball Association (NBA) website states, By acclamation, Michael Jordan is the greatest basketball player of all time.[2] Jordan was one of the most effectively marketed athletes of his generation and was considered instrumental in popularizing the NBA around the world in the 1980s and 1990s.[3] After a three-season career at the University of North Carolina at Chapel Hill, where he was a member of the Tar Heels national championship team in 1982, Jordan joined the NBA s Chicago Bulls in 1984. He quicklyShow MoreRelatedLeadership Styles Within Sports Organization1374 Words   |  6 Pages Introduction The purpose of this research paper was to understand leadership and styles within sports organization, which organizations are the most effective and understanding which style leads to success within the organization. Leadership is important because it ultimately can effect an organization in a positive or negative manner. 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Facial Recognition Systems, Is This an Effective Tool for...

April S Professor G P Wright BA 731 Business and Information Technology 08 December 2012 Facial Recognition Systems, Is this an effective tool for security? Facial Recognition software has been used in many atmospheres to assist in security. There has been controversy as to wither or not facial recognition is an accurate tool. The software has been in existence for many years but still can be defeated by criminals, terrorists, and even by citizens in general without malice. History of Facial Recognition Software. Between the years 1964 to 1965; facial recognition started in its infancy by Woody Bledsoe, Helen Chan Wolf, and Charles Bisson. The project name man-machine utilized mug shot photos, the operator would†¦show more content†¦If the face matches a â€Å"predetermined identity,† then the person is logged into the device. The software is also capable of having multiple user profiles. Google was not the first with the software; Samsung Galaxy S3, Samsung’s Galaxy Nexus as well as Apple. Apple also filed for a patent for facial recognition simi lar to Google’s, which could cause patent lawsuits or legal battles. Effectiveness of Facial Recognition Software The effectiveness of facial recognition software comes into question if you look at the disadvantages this concept has. Originally the software was designed using 2D imaging both with the photo database and with the subject themselves. This process was called into question for its accuracy being that the human face is not 2D. 2D is unable to capture the full face, lighting variations’ effect the outcome of the image to compare with the mug shots. If the person pose changes in anyway, a tilt of the head, this affects the overall results of the image and can affect the accuracy of the comparison to the mug shot, this includes anything from the slight tilt of the head to wearing eye glasses or a hat. 3D imaging software was designed to combat the issues of 2D imaging. 3D is able to process the facial variations with better accuracy. 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It takes 64-bit random key Key = [Key1, Key2, Key3, Key4] to calculate initial condition based on its 16-bit component (Keyi) such that y(0)=(∑ââ€"’ã€â€"Keyã€â€"_i/2^16 )mod(1) [16] of 1-D cubic map and returns values of theRead MoreAn Atm with an Eye2376 Words   |  10 Pagescom AN ATM WITH AN EYE ABSTRACT There is an urgent need for improving security in banking region. With the advent of ATM though banking became a lot easier it even became a lot vulnerable. The chances of misuse of this much hyped ‘insecure’ baby product (ATM) are manifold due to the exponential growth of ‘intelligent’ criminals day by day. ATM systems today use no more than an access card and PIN for identity verification. This situation is unfortunate since tremendous progress has been made in biometricRead MoreThe Surveillance Of Cctv Cameras1613 Words   |  7 Pagesin large buildings, sharing their space with other occupants. 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Essay Ethnicity and Female Equality A personal Opinion

Abstract The subject of my essay will be a compilation of facts and opinions on the role of ethnicity and gender on female status in the United States. Equality for females and males is influenced by ones ethnicity, by the media, by stereotypes, and by the myth of equal rights. The research methods that will be used for this essay will be only the personal opinions of the author of this essay. One believes that the findings of this essay will show that ethnicity and media generated stereotypes influence gender roles and that inequality for females is a fact of life. Ethnicity and Female Equality: A Personal Opinion The role of ethnicity plays an important part in our societys view and the status level that is afforded to†¦show more content†¦The author of this paper to this day has always been treated by her father as a prima donna who needs to be indulged and who has little to contribute to this society. The main accomplishment her father feels that she has ever accomplished is producing a grandson for him. This impact of being treated differently because one was born female is a basis for almost all aspects of the author of this papers life. Socialization also, differs for males and females in that certain races expect different things of each gender. Two races that come to mind that have very different socialization of genders is that of the Hispanic and that of the Arab. The Hispanic culture socializes males and females to act very differentially. In males a sense of male domination, known as machismo, which entitles them to authority and privilege is instilled. In contrast to this Hispanic females are instilled with a sense of spirituality known as marianismo, that teaches females to endure suffering and self-sacrifice. These stereotypical roles are taught to Hispanic children and reinforced by their culture and even by the media. 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Terrorism Groups in the Philippines free essay sample

There are four major terrorist groups active in the Philippines today: The Moro National Liberation Front, the Moro Islamic Liberation Front, Abu Sayyaf and the New Peoples Army. The first three are Islamic groups that operate primarily in the south of the nation, where most of the countrys Muslim minority live. The Communist New Peoples Army operates in the northern Philippines. Moro National Liberation Front (MNLF) Emerging in the early 1970s, the MNLF sought an independent Islamic nation in the Filipino islands with sizeable Muslim populations. In 1996, the MNLF signed a peace agreement with Manila that created the Autonomous Region of Muslim Mindanao (ARMM), an area composed of two mainland provinces and three island provinces in which the predominantly Muslim population enjoys a degree of self-rule. MNLF chairman and founder Nur Misuari was installed as the regions governor but his rule ended in violence when he led a failed uprising against the Philippines government in November 2001. We will write a custom essay sample on Terrorism Groups in the Philippines or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He is currently in jail and MNLF leader Parouk Hussin took over as ARMM governor in 2002. Nur Misuari reportedly still has a small band of followers who remain actively opposed to the current arrangement. Moro Islamic Liberation Front (MILF) The largest Islamic extremist group in the Philippines, the MILF split from the MNLF in 1977 and continues to wage war against Manila. Headed by Islamic cleric Salamat Hashim, the MILF seeks a separate Islamic state in the southern Philippines. Although it signed a peace agreement with Manila in 2001, MILF-sponsored violence has continued. Andang is suspected of involvement in the April 2000 kidnapping of Western tourists in Malaysia. Today, Abu Sayyaf is composed of several semi-autonomous factions with an estimated cadre of several hundred active fighters and about 1,000 supporters. New Peoples Army (NPA) The NPA is the military wing of the Communist Peoples Party of the Philippines (CPP). Founded in 1969 with the aim of overthrowing the Philippines government through guerrilla warfare, the NPA strongly opposes the U. S. military presence in the Philippines and publicly expressed its intent to target U. S. personnel in the Philippines in January 2002, warning that any American troops who enter their stronghold areas will be considered legitimate targets. The NPA primarily targets Philippine security forces, politicians, judges, government informers and former NPA rebels. The NPAs founder, Jose Maria Sison, lives in self-imposed exile in the Netherlands and reportedly directs operations from there. Manila is committed to a negotiated peace settlement with the NPA but peace talks between the CPP and the Philippine government stalled in June 2001, after the NPA admitted killing a Filipino congressman. In September 2002, the NPA claimed responsibility for assassinating a mayor, attacking a police station and killing the police chief, and blowing up a mobile telecommunications transmission station. The NPA derives most of its funding from supporters in the Philippines and Europe and from so-called revolutionary taxes extorted from local businesses. Together, the CPP/NPA has an estimated strength of over 10,000 members. have links with international terrorism, particularly with Jemaah Islamiyah and Al Qaeda. The MILF is suspected of training JI members at MILF training camps in the southern Philippines. It is suspected that early funding and organizational support of Abu Sayyaf was provided by Osama Bin Laden associate and brother-in- law Muhammad Jamal Khalifa. In 1997, the U. S. State Department designated Abu Sayyaf a foreign terrorist organization. In January 2002, Filipino police arrested Indonesian Islamic extremist Fathur Rohman Al-Ghozi, 31, a self-confessed member of Jemaah Islamiyah and an Al Qaeda explosives expert. Following his arrest, Ghozi led Filipino authorities to a large cache of arms and explosives in Mindanao and told a Filipino court that he planned to use the explosives for jihad attacks in Asia. He was sentenced to 17 years in prison. In July 2003, Al-Ghozi escaped from prison and in October 2003, Philippine forces tracked him down and killed him.

John Donne Critical Quotes Essay Example

John Donne Critical Quotes Paper Achsah Guibbory on inevitability of contradiction For Donne, For Donne, the process of examining emotional expereince inevitably produces poetry of contradicitons Achsah Guibbory on influences on love poetry he turns he turns to the Roman Ovid, rather than imitating the Petrarchan love poetry Achsah Guibbory on Narrative Voice Unlike his Unlike his contemporary Ben JonsonDonne adopts different roles and postures Barbara Lewalski on Holy Sonnets Finding the Finding the whole of salvation traced in ones own soul (Non-Ignatian) C.S Lewis on puzzles There are There are puzzles in his work, but we can solve them all if we are clever enough C.S Lewis on love poetry His love His love poetry is Hamlet without the prince C.S Lewis on love and hate The love The love of hatred and the hatred of love C.S Lewis on Metaphysical The very The very qualities which make him unsatisfying poetic food make it a valuable ingredient C.S Lewis on Love Love is Love is a god and lovers his clergy Izaak Walton on Narrative Voice There are There are two Donnes: Jack Donne; and Dr John Donne John Wall on Holy Sonnets His despair His despair is never without a move towards hope; his hope, never without a move towards despair Louis Martz on Holy Sonnets A continually A continually shifting series of dramatic momentstemporary conclusionsbut all only for a moment final' Michel Montaigne on Contradiction I find I find nothing more difficult to believe than mans consistency, and nothing more easy than his inconsistency Ovid on Love Love is Love is a kind of warfare Peterson on Holy Sonnets The First The First Sonnet poses the problem that the sequence attemtps to resolve Samuel Jonson on Conceits dicordia concorsi dicordia concorsi the discovery of occult resemblances in things apparently unlike Samuel Jonson on Wit Those writers Those writers who on the watch for novelty could have little hope of greatness Samuel Jonson on buried wit Genuine wit Genuine wit and useful knowledge may be sometimes found, buried in the grossness of expression Samuel Jonson on Metaphysicals as not being poets Instead of Instead of writing poetry they only write verse Samuel Jonson on Wit Wit which Wit which is at once natural and newthe metaphysicals have seldom risen Samuel Jonson on Hyperbole Confused magnificence Confused magnificence thatcould not be imagined T.S Eliot on Complexity A development A development by rapid succession of thought which requires considerable agility on the part of the reader T.S Eliot on Metaphysical Poets more Poets more often named than read T.S Eliot on goal of the Metaphysicals Trying to Trying to find the verbal equivalent for states of mind and feeling T.S Eliot on Wit Donne elaborates Donne elaborates a figure of speech to the furthest stage to which ingenuity can carry it T.S Eliot response to Johnson All poetry All poetry is heterogeneous Thomas Carew on Metaphysical Donne purgd Donne purgd The Muses garden, threw awaythe lazie seeds / Of Servile imitationAnd fresh invention planted William Kerrigan on power and love Donnes love Donnes love poetry stems from a frustrated sense of power Helen Gardner on Openings The brilliant The brilliant abrupt openingsare like the lump of gold flung down on the table John Carey on Biography The first The first thingto remember about Donne is that he was a Catholic; the second, that he betrayed his faith. John Carey on Complexity The complexities The complexities are not riddles to be solved, but natural and unresolvable, like living. John Carey on argument He treats He treats argument not as an instrument for discovering truth but as a flexible poetic accessory John Carey on Conceits Angels, mummy, Angels, mummy, mandrakes, maps, coins, and shadows, they are meeting places for opposites. Dennis Flynn on Religion and apostasy I propose I propose that we describe Donne not as an apostate or as a blasphemer but simply as a survivor of the Elizabethan persecution. Roger B. Rollin on Biography Carey is Carey is a psychobiological critic for his reading of, the Holy Sonnets as if each poem were a versified treatment of an actual event in Donnes psychological life Ben Johnson on Narrative Voice Don[n]e for Don[n]e for not keeping accent deserved hanging. Samuel Coleridge on Wit With Donne, With Donne, whose muse on dromedary trots, / Wreathe iron pokers into true-love knots; / Rhymes sturdy cripple, fancys maze and clue. / Wits forge and fire-blast, meanings press and screw. T.S Eliot on Biography Donne found Donne found no substitute for sense, / To seize and clutch and penetrate; / Expert beyond experience, // He knew the anguish of the marrow / The ague of the skeleton; / No contact possible to flesh / Allayed the fever of the bone. Pope on Wit that which that which has been often thought, but was never before so well expressed Douglas Bush on Liminality wandering between wandering between two worlds Wilbur Sanders on Dependence Donne felt Donne felt his dependence on God to resemble his dependence on secular patronage Samuel Johnson on Unrealism imitating imitating neither nature nor life William Hazlitt on Complexity Some quaint Some quaint riddles in verse, which the Sphinx could not unravel Thomas De Quincey on Rhetoric A rhetorician, A rhetorician, not a poet Leigh Hunt on Intellectualism To look To look at nothing as it really is but only as to what may be thought of it Thomas Arnold on Donne being too intellectual A poet A poet of feeling could never stop to elaborate T.S Eliot on Intellectualism Devour any Devour any kind of experience into the cerebral cortex, the nervous system, and the digestive tract Virginia Woolf on Opposites His poetry His poetry admits contrasts and psychological intricacy Peter Conrad on Separation Donnes dramatic Donnes dramatic situations are analytic divorces Achsah Guibbory on Politics Love itself Love itself is political involving power transactions between men and women Al Alvarez on Confidence Spenser seeks Spenser seeks erudition, and Donne sprezzatura T.S Eliot on Dramatic devices telescoping of telescoping of images Grierson on Donne as a Catholic Donne would Donne would not have become a Protestant in a Catholic country J.B. Leishman on argument An argumentative poet John Carey on Opposites Imagined Corners, Imagined Corners, they are meeting places as opposites Stevie Davies on Sexism He attacks He attacks convention as castrated and saplesshe presents naked priapism and brags thereby his dangerous integrity