The Meaning and Origin of Famous German Names

The Meaning and Origin of Famous German Names Have you ever wondered about some of the famous German last names youve heard or read about? Whats in a German name? The meaning and origins of names are not always what they seem to be at first glance. German surnames and place names often trace their roots back to old Germanic words that have changed their meaning or gone out of use entirely. For example, the last name of author Gà ¼nter Grass seems to be obvious. Although the German word for grass is das Gras, the German authors name really has nothing to do with grass. His last name comes from a Middle High German word with a very different meaning. People who know just enough German to be dangerous may tell you that the surname Gottschalk means Gods rogue or Gods scoundrel. Well, this name – borne by the famous German TV host Thomas Gottschalk (virtually unknown outside of the German-speaking world) and an American department store chain – actually has a much better meaning. Similar mistakes or mistranslations can arise because words (and names) change their meanings and spellings over time. The name Gottschalk goes back at least 300 years to a time when the German word Schalk had a different meaning than it has today. (More below.) Arnold Schwarzenegger is another famous person whose name is sometimes explained in a misleading and even racist way. But his name is only confusing to people who dont know German very well, and it certainly has nothing to do with black people. The correct pronunciation of his name makes that very clear: Schwarzen-egger. Learn more about these and other names in the alphabetical list below. Also, see the list of related Germanic name resources at the end. German Surnames of the Rich and/or Famous Konrad Adenauer (1876-1967) - First chancellor of West GermanyMany surnames come from a geographic location or town. In the case of Adenauer, who served in Bonn as the very first Bundeskanzler, his name comes from a small town very close to Bonn: Adenau, first listed in the records as Adenowe (1215). A person from Adenau is known as an Adenauer. The German-American Henry Kissinger is another example of German name derived from a town (see below). Johann Sebastian Bach (1770-1872) - German composerSometimes a name is exactly what it seems to be. In the case of the composer, the German word der Bach means that his ancestors lived near a small stream or brook. But the name Bache, with an added e, is related to another old word meaning smoked meat or bacon and hence a butcher. (The modern German word Bache means wild sow.) Boris Becker (1967- ) - former German tennis star. He has an occupational name far removed from how Becker gained fame: baker (der Bcker). Karl Benz (1844-1929) - German co-inventor of the automobileMany last names were once (or still are also) first or given names. Karl (also Carl) Benz has a surname that was once a nickname for either Bernhard (strong bear) or Berthold (splendid ruler).   Gottfried Wilhelm Daimler (1834-1900) - German co-inventor of the automobileOlder variations of Daimler include Deumler, Teimbler, and Teumler. Not exactly a name meaning desired by someone dealing with cars, Daimler is derived from an old southern German word (Tumler) meaning swindler, from the verb tumeln, to overcharge or cheat. In 1890, he and his partner Wilhelm Maybach founded the Daimler Motoren Gesellschaft (DMG). In 1926 DMG merged with the Karl Benz company to form Daimler-Benz AG. (Also see Karl Benz above).   Thomas Gottschalk (1950- ) - German TV host (Wetten, dass...?)The name Gottschalk literally means Gods servant. Although today the word der Schalk is understood as rogue or scoundrel, its original meaning was more like der Knecht, servant, knave, or farmhand. In the early 1990s, Gottschalk and his family bought a home in Los Angeles (Malibu), where he could live without being mobbed by German fans. He still spends summers in California. Like Gottlieb (Gods love), Gottschalk was also a first name. Stefanie Steffi Graf (1969- ) - former German tennis starThe German word der Graf is the same as the English title of nobility count. Gà ¼nter Grass (1927- ) - German Nobel-prize winning authorA good example of a surname that seems obvious, but isnt the famous authors name comes from the Middle High German (1050-1350) word graz, meaning angry or intense. Once they know this, many people think the name suits the often controversial writer.   Henry Kissinger  (1923- ) - German-born former U.S. Secretary of State (1973-1977) and Nobel Peace Prize laureateHeinz Alfred Kissingers name is a place name meaning a person from Bad Kissingen, a famous spa resort town in Franconian Bavaria. Kissingers great great grandfather (Urgroßvater) derived his name from the town in 1817. Even today, a person from Bad Kissingen (pop. 21,000) is known as a Kissinger. Heidi Klum  (1973- ) - German supermodel, actressIronically, Klum is related to the old German word  klumm  (knapp, short, limited;  geldklumm, short on money) and  klamm  (klamm  sein, slang for strapped for cash). As a star model, Klums financial situation certainly does not fit her name. Helmut Kohl  (1930- ) - former German chancellor (1982-1998)The name Kohl (or Cole) is derived from an occupation: a grower or seller of cabbage (der Kohl. Wolfgang Amadeus Mozart  (1756-1791) - Austrian composerBaptized as Joannes Chrysostomus Wolfgangus Theophilus Mozart, the genius composer had a last name that comes from a term of ridicule or mockery. First recorded in the 14th century as Mozahrt in southern Germany, the name is based on the old Alemannic word  motzen, to roll in  mud. Originally a first name (with the common ending -hart), the term was used for someone who was sloppy, untidy, or dirty. Ferdinand Porsche  (1875-1951) - Austrian auto engineer and designerThe name Porsche has Slavic roots and is probably derived from a shortened form of the first name Borislav (Boris), meaning famous fighter (bor, fighting   slava, fame). Porsche designed the original Volkswagen. Maria Schell  (1926-2005) - Austrian-Swiss film actressMaximilian Schell  (1930 - ) - Austrian-Swiss film actorAnother name with Middle High German origins. The MHG  schell  meant exciting or wild. Brother and sister also both appeared in Hollywood films. Claudia Schiffer  (1970- ) - German supermodel, actressOne of Claudias ancestors was probably a sailor or ships captain (der Schiffer, skipper). Oskar Schindler  (1908-1974) - German factory owner of Schindlers list fameFrom the profession of  Schindelhauer  (shingle maker). Arnold Schwarzenegger  (1947- ) - Austrian-born actor, director, politicianNot only is the former bodybuilders name a bit long and unusual, but it is also often misunderstood. Arnolds last name is made up of two words:  schwarzen, black   egger, corner, or loosely translated, black corner (das  schwarze  Eck). His ancestors probably came from a location that was forested and seemed dark (like the Black Forest,  der Schwarzwald).   Til Schweiger  (1963- ) - German screen star, director, producerAlthough it seems related to  schweigen  (to be silent), the actors name is actually derived from Middle High German  sweige, meaning farm or dairy farm. Schweiger has also appeared in several Hollywood movies, including as a villain in  Laura Croft Tomb Raider: The Cradle of Life  (2003). Johnny Weissmuller  (1904-1984) - U.S. Olympic swimming champ best known as TarzanAnother occupational name: wheat miller (der Weizen / Weisz  Ã‚  der Mà ¼ller / Mueller). Although he always claimed he was born in Pennsylvania, Weissmuller was  actually  born to Austrian parents in what is now Rumania.   Ruth Westheimer (Dr. Ruth)  (1928- ) - German-born sex therapistBorn in Frankfurt am Main as Karola Ruth Siegel (das Siegel, stamp, seal), Dr. Ruths last name (from her late husband Manfred Westheimer) means at home / living in the west (der West  Ã‚  heim). Books on German Family Names  (in German) Professor Udolphs Buch der Namen - Woher sie kommen, was sie bedeutenJà ¼rgen Udolph, Goldmann, paper - ISBN: 978-3442154289 Duden - Familiennamen: Herkunft und Bedeutung von 20 000 NachnamenRosa and Volker KohlheimBibliographisches Institut, Mannheim, paper - ISBN: 978-3411708529 Das große Buch der FamiliennamenHorst NaumannBassermann, 2007, paper - ISBN: 978-3809421856

How to Email a Professor About Not Attending Class in 5 Steps

How to Email a Professor About Not Attending Class in 5 Steps Writing an email is not a big deal, right? But writing to your professor is not the same as to your friend. Its important to notify your professor you are going to miss the class for two reasons. First of all, because of the etiquette. Secondly, to let your teacher know that you will catch up the information you missed while you were absent. Below, youll find some useful tips on how to email a professor about not attending class. Dont hesitate to check them out! 1 Follow the Rules Make sure you follow professors guidelines on emailing procedures which are usually listed in the syllabus. Personal preferences or contact/address rules should be followed as closely as possible in order to communicate with proper respect. Check your professors email address in the syllabus or on the website of your institution. If you cant find contact information anywhere, ask a friend to pass along a written note from you. 2 Plan Beforehand If its possible, contact your professor a few days before you are going to miss a class or as soon as you know you wont come. If you missed a class due to the unexpected circumstances, write about the cause of it and apologize. You dont need to write 10 sentences about you being depressed and sorry for skipping a class but its always best to show that you appreciate their work, time and effort. 3 Use Clear and Concise Language Be polite and keep your email laconic. Include only important and necessary information, there is no need to write long and detailed texts. Professors usually receive hundreds of emails so don’t make them waste their time looking for an actual purpose of the message through your long text. Read your email one more time before sending and make sure your text is grammatically correct. And if you’re not sure about your grammar, you can get help from professional writers. 4 Make Up an Excuse Finding a reasonable excuse is paramount. Dont fall into details and let your professor know you dont want to fall behind the rest of your class. If the date of your absence is a due date for an assignment, let your professor know you will provide it before or after the due date. You can also attach your assignment to the email. If you need to make up an excuse, use some common reasons: sickness vehicle breaking down family emergency doctors appointment. The simpler your excuse is, the better. However, some unhackneyed excuses can also work. You should keep in mind that your professor may request a proof. Especially if its the date of your final, or if you are absent several days in a row If you can provide a proof, mention this in your email. 5 Starting Your Email Fill the subject line of your email with: your class and section number information; words like â€Å"absence,† â€Å"class attendance† or â€Å"missed class.† Salutation Start your email by addressing your professor formally. Use their last name and salutation â€Å"Dear† or simply the academic title and last name. For example, â€Å"Dear Professor Green,† â€Å"Dear Dr. Green.† Dont use phrases like  Ã¢â‚¬Å"Hey, Mr. Green.† Body Inform your professor that you won’t be in class and explain the reason in one or two sentences. Let your professor know you will turn your assignments in or attach them to the email. Ask if you can meet your professor to receive the assignments or material you miss. Thank your professor for his time and attention. For example, â€Å"Im sorry in advance†¦Ã¢â‚¬  or â€Å"I apologize for not making into a class†¦Ã¢â‚¬  if you are writing after the day of absence. Complimentary Close End your email with words â€Å"Sincerely† or â€Å"Best regards,† add your full name, your class and section number information one more time. Sample email to your professor about not attending class: Subject: class attendance, [class and section information] Dear Professor X [your professors name], I apologize in advance for not attending your class on Monday, November 6th, because of the doctors appointment at 1.30 P.M. I will turn my assignment in on Tuesday, November 7th, instead. As far as I know from your schedule, your office hours on Tuesday are from 2 to 4 P.M. Will you be available to meet me on November 7th? Best regards, [your full name, class and section information] Remember, that well-constructed and grammatically correct emails always make a good impression of you and show how much effort you put in to be respectful of your professor’s time.

Therapeutic encounter exercise with reflective piece Essay

Therapeutic encounter exercise with reflective piece - Essay Example Despite of that, the patient shows strong long-term memory and upper body. He is sociable and is partially-independent. With his current state, the barriers, goals and facilitators were discussed as his findings had shown. The goal of the nurse is to assist the patient to become independent as much as possible with support and care that he needs especially for the tasks that he cannot perform. Therapeutic encounter involves the life-changing perceptions of the client towards himself with the assistance of health practitioner who regularly reflects and makes great influence to the client (Pickhardt, 2011, paragraph 7). The practice is related to helping the client cope up with his situation and changing his perspective in life for the better. With that in mind, empathy becomes an important factor in therapeutic encounter which is known as a â€Å"cognitive attribute that involves an understanding of experiences, concerns and perspectives of the patient, combined with a capacity to communicate this understanding,† (Convingtonn, 2003 as seen in Rakel et.al. 2011). The existence of empathy then creates a bond that allows the health practitioner to assist to connect and to help the patient in the process of healing. For the case of the study, the therapeutic encounter was linked to Orem approach which is a model that allows the nurse to assist the patient with self-care. The patient slowly learned how to take care of himself through the guidance of the nurse instead of the nurse doing everything for the patient (Pearson, Vaughan, and Fitzgerald, 1996, p. 5). Enhancing the capabilities of the patient to take care of himself would render him to be self-sufficient in some ways. The following information is divided into four sections: findings, facilitators and barriers as well as one main nursing goal with thorough discussion for each. The findings are based on the

Economic Forecasting Research Paper Example | Topics and Well Written Essays - 1000 words

Economic Forecasting - Research Paper Example Therefore, financial managers should be capabletoidentify and respond promptly to the impact of competitive forces and changes affecting their businesses. Most organizations fail to forecast on the fiscal impact of these changes fast enough; thus, affecting their businesses. Periodical forecasts take two to five weeks to finalize, and budgets are normally not finalized until the actual year of budgeting. The time taken to produce each repetition of the budget or forecast is too long taking days and sometimes weeks, and in the current environment, the impact of any change to the financials need to be understood within a short period(Elliott, Granger, and Timmermann, 2006).It is startling that the need for faster delivery of advanced forecasts and budgets has not received more consideration more so in light of the time and drive toward a faster close Most budgeting and forecasting processes and systemsrequireacceptablechanges to accommodate thereorganizations, mergers, acquisition, and divestitures that have become the characteristic of modern businesses. This creates historical comparisons and trend analyses that old questionable value. In addition, most systems are not flexible enough to accommodate the demand for multiple views of forecast and budget information. Nonetheless, some of the elements that need to be considered in the economic forecasting are discussed herein below. 1) Time Series Plot of sales This pattern exists when a series is influenced by seasonal factors includingdays of the week, months and the quarters of the year. There are usuallycumulative trend and seasonal peak between the index andindex 15. Several methods of analysis are possible, for example: 1. Exponentially smoothing and Forecasting Convenient that allows frequent information 2. Season /Trend decomposition is Simple and easy to communicate 3. Time series estimate and modelingis the most advanced and is not easily communicated 4. Regression with seasonal models, flexible and Inter mediate Simple season or trend decomposition does not pick up possible monthly auto-correlation as the other methods do. Regression with seasonal and trend modelshasadded opportunity of groupingtogether months of comparable sales level to give a model with few factors and with potentially better forecasts. 2)Descriptive Statistics: Sales Variable N N* Mean SEMean StDev MinimumQ1 MedianQ3 Maximum Sales 16 0 5370 257 1030 3896 44605288 6010 7707 Autocorrelation Function: Sales Lag ACF T LBQ 1 0.058206 0.23 0.07 2 0.181312 0.72 0.74 3 -0.001481 -0.01 0.74 4 0.552103 2.13 8.06 Quantity connection function is obtained when the quantity in high-level item is alteredwith the quantity of sub-item. When thisis done, the change in the proportion is realized automatically, and the Sales orderSales ACF linkage and delivery group can be updated manually that is defined in the above graph that in turn defines the following conditions: 1. Sales ACF linkage existed without delivery group then the e xtent correlation function is active. 2. Delivery group existed without sales ACF linkage then the extent correlation function is inactive. 3. Sales ACF linkage existed with delivery group then the extent correlation function is active. If the delivery Sales ACF linkage is updated manually then delivery group cannot be updated then, 1. Sales ACF link

Comparative Education Essay Example for Free

Comparative Education Essay France has a highly organized educational system, which is divided into primary, secondary and tertiary (college) education. Primary and secondary education is usually imparted at public schools although a strong network of private schools also exists. All educational programs in France are regulated by the Ministry of National Education. Schooling in France is mandatory as of age 6, the first year of primary school while secondary education consists of college for the first four years after primary school and the lycee for the next three years. The baccalaureat is the end-of-lycee diploma that students must attain and is comparable to British A-Levels and American SATs. Students have a choice of sitting for the baccalaureat general which is divided into 3 streams of study, the baccalaureat technologique or baccalaureat professionnel. Higher education is funded by the state and fees are very low. Students from low-income families can also apply for scholarships. Academic councils called academies are responsible for supervising all aspects of University education in a given region. ANALYSING TECHNOLOGY EDUCATION THROUGH THE CURRICULAR EVOLUTION AND THE INVESTIGATION THEMES France Twenty years ago, many of them started with this new concept: introducing technology education (TE) in our curriculum. From this point, we developed many project implementing this new subject area and we built progressively meaningful to this area. The aim of this paper is to present this evolution from the French viewpoint with some interest to compare with foreign experiences. We present this evolution through two perspectives: the curricular evolution and the place ofinvestigation. Briefly, we can observe through the French national curriculum a phase of Epistemological delimitation, followed by a phase of activities definitions, arriving, recently, to a phase of activities defined as applied sciences without poor link to the initial epistemological definition. Over these factual dimensions, we can analyze this evolution as the weakness of the knowledge meaningful expressed in the national curriculum, weakness that reinforce the weakness of the TE in front of other subjects as math, literature, foreign language†¦ Many works tried to analyse this particular approach but their audience never really get out the little sphere of TE investigators. A birthday is more the occasion to open perspective and project some ideas and the experience taught us that the position of TE is more a question of social positioning through the knowledge than a question of purposed activities’ interest. 1. CURRICULUM EVOLUTION IN FRANCE The aim of this paper is to present you some aspects about Technology Education in the French school. French schooling has two levels. Primary school starts at the age of three and lasts until the age of eleven, in three cycles: the initial learning cycle (children three to five years old), the basic learning cycle (five to eight years), and the fundamental learning cycle (eight to eleven). Secondary school is divided into two main cycles: middle school (ages eleven to fifteen) and high school (fifteen to eighteen for general education or fifteen to nineteen for vocational training). Technology education was implemented at each of these two levels in the early eighties. 1. 1 THE FIRST CURRICULUM 1. 1. 1 Some elements about the general background The main idea of French schooling is the progressive elaboration of the different school subjects. Understanding the world of children goes hand in hand with organizing that world in different knowledge areas, from the general view to the particular description given by the different subjects. Technology education, like that of science, history, or geography, appears as a school subject specific to the middle school level (Ginestie, 2001a). The second idea of French schooling is the concept of project pedagogy. The introduction of this pedagogy in the Eighties was a departure from a traditional idea that the academic and dogmatic transmission of knowledge is the sole approach to teaching. Under the pressure of a massive rise in number pupils in middle and high schools, project pedagogy was presented as a possible solution to meeting the needs of the diversity of pupils, addressing their individual needs, and developing pupil autonomy (Ginestie, 2002). It was in this context, in 1985, that technology education was introduced in France as a part of science and technology education in elementary schools, as a new subject for all pupils in middle schools and as an optional subject in high schools. We can note four stages of organization of technology education between 1985 and today. 1. 1. 2 1985-1991: the implementation of the first curriculum Technology education was conceived of as a new subject and took the place of MTE (manual and technical education) in terms of hours, classrooms, and teachers. The curriculum emphasized the industrial environment, leaving little room for home economics and craftsmanship (COPRET, 1984). It had two different elements that made these references plain. On the one hand, the general part of the course described the overall goals, context, and aims of technology education in France. The aims were in terms of pupils attitudes towards technology (as related in many papers, e. g. de Vries, 1994; Jones, 1997; Compton Jones, 1998; Gardner Hill, 1999; Dugger, 2000) and in terms of the social and professional world of industrial production (this idea can also be found in many papers all over the world, e. g. Kantola et al. , 1999). It offered a broad perspective to prepare pupils for professional training. At that time, the middle school became the intermediate cycle where pupils had to make their own personal plan for school, and technology education was responsible for indicating possible career choices. On the other hand, general goals were broken down into concepts and skills. This second element of the curriculum described the organization of concepts based on four domains of reference: mechanical construction, electrical construction, and economics management and computer science. Clearly, the chosen references oriented technology education in Jacques Ginestie Analyzing Technology Education the world of industry towards electro-mechanical production, to the exclusion of other possibilities (Ginestie, 2001b). The main problem in introducing the TE curriculum has been to link the general aims to the specific fields (Sanders, 1999; Ginestie, 2004). These difficulties appeared with in-service teacher training programs. Earlier, the French Ministry of Education strongly affirmed the principle that TE was not a compendium of a little mechanics, a little electronics, and a business management with different aspects of computer science as a binder. To link these subjects together, teachers have had to connect general aims and specific concepts into an overall pedagogical project (Ginestie, 2005). Many in-service teacher training programs develop this orientation rather than aiming simply for the acquisition of specific knowledge. The implementation of technology education has not been reduced to the simple substitution of cooking or handicraft lessons by lessons in mechanics, but the true construction of a new world (Ginestie, 2003). Many original curriculum experiments were conducted at the same time to develop new teaching approaches (differential pedagogy, autonomous work, cooperative work, personal projects, etc. ) and to integrate the new references to industry, the market economy, and new labor organizations by taking into account the needs, design, production, marketing, use, and rationale of industrial methods. The major plan was to combine the pedagogical project with a theoretical industrial project method (IPM). We can note comparable initiatives in the UK at the same time (e. g. Hennessy Murphy 1999). 1. 2 THE CURRICULUM EVOLUTIONS 1. 2. 1 1992-1999: Introduction of the Industrial Project Method (IPM) At the beginning of the Nineties, IPM appeared to be a good solution for implementing TE in the middle schools. Certainly, IPM has taken an overwhelming place in TE leaving no other alternatives for organizing technology education courses. This position was made official with different additions and modifications to the initial curriculum. The main decision to use IPM was published in 1992 by the French Ministry of Education. This method allows for the simultaneous definition of content and method for organizing the teaching learning process in TE. Everything was done so that each TE teacher plans and organizes a new project each year for each group of pupils. 1. 2. 2 1999-2004: The second curriculum Three problems arose that reduced the role of the project in TE. First, projects were mainly single production projects without any real progression from one year to the next. Secondly, the teachers profile evolved considerably during this period, with a large increase in new graduates from the advanced technological universities. Thirdly, the union of industrial science and technique, with teachers exerting pressure to open the curriculum to new technologies and new patterns of labor organization. The implementation of the new curriculum took four years, from 1996 until 1999. These changes tried to organize the relationship between the respective roles of the project and the concepts. For the first three years of middle school, pupils have to make different modules of the whole project, but they do not have to make all of it. The teachers task is to focus the attention of the pupils on specific points. During the last year, the pupils have to do a complete project (Ginestie, 2001c). The IPM is always a very strong frame of reference for TE in middle school (Ginestie, 2002). 1. 2. 3 2005: And so long, another change. There is actually a new phase of curriculum change. The Ministry of Education wants to promote the pupils individual choices about their future and by consequences the study they have to do. We can observe a real reduction of the TE as general and Jacques Ginestie Analyzing Technology Education Page 3 cultural subject. The general aspects are more and more developed as applications of sciences; the general method is not the process of design and technology but more and more the process of observation and experimentation (as we can find it in sciences education). The main knowledge properly identified as technological knowledge is banished and the first draft of this new curriculum promote the links with the scientific knowledge. The IPM is still a reference but it is more an object to study more than a method to use with pupils. 2. CONDITIONS OF STUDY IN TECHNOLOGY EDUCATION As we can see briefly, the TE curriculum is unstable as we can note through these major changes since the first writing. These changes are not linked with the technological evolution but mainly due to the lack of understanding about the place of TE in the general systems and to the misunderstanding about the aims of this subject and the knowledge taught. This lack of knowledge’s definition is patent when we observe the structure of the curriculum. This question of knowledge is not so easy to solve. Entry through analysing the conditions of study about TE’s knowledge supposes, in terms of questions for research, a strong agreement with two points: o There is some thing to study in technology education; o There would be multiple study conditions, perhaps different. These two points don’t make evidence. A majority of opinion is that TE is simply a kind of mix between handicraft activities and elements to highlight vocational training choices (Ginestie, 2000; Chatoney, 2003; Brandt-Pomares, 2003). In this posture, all the knowledge comes from sciences and TE is only a question of activities or applications. Evidently, this kind of entry weakens the position of TE as school subject and the recent French evolutions must be understood like this. It is the radical opposite we choose to work in our laboratory. First orientation we choose is to understand the significance of the anthropological approach. 2. 1 THE ANTHROPOLOGICAL APPROACH The anthropological approach allows registering knowledge in a theory of the activity and in a social field identified. The articulation between task and activity is incomplete if we do not speak about the manner to make. The manner to make relieves of the technique employed by the person to realise the task, that it is appointed by the situation or by him. The articulation between the task and the technique defines a know-how that expresses the manner to realise a determined task type (Ginestie, 1995). To get off this private organization either to account for the activity, or to clarify the manner to make, supposes the utilisation of language mediation. To tell the manner to make necessitate proceeding to an extraction of the individual praxis to elaborate a praxeological organisation, significant of the manner to realise the type of tasks and the context in which these tasks are registered. In fact, it concerns to give the senses in the typical articulation between tasks and techniques by elaborating a field of meaning in connection with a technology, perhaps with a theory. It is this elaboration of meanings on the practice that defines, in the anthropological perspective, knowledge. This approach allows rendering account organisations of knowledge as relationships between praxis, taken in the senses of the activity oriented to finality, and a field of significations that allows referring practice to a technology and/or to a theory (Ginestie, 2001c). The epistemological entry is interested in the nature of knowledge (well obviously in the evoked anthropological perspective above) and to the demarcation of a field of reference (Ginestie, 1997). Some articulations allow thinking these fields, objects to know that are fastened there and the manner of which they are or been able being, taken into account in the framework of a technology education: i. The world of technical objects, their mode of existence and social organizations by and in order that these objects exist so as to register the technological education in the human and social activity field; ii. The articulations between functioning, function, structure, form in the senses of a lighting of interdependences and the different manners to describe an object; iii. The articulation design, production, utilisation notably for marks given on process put at stake in each of terms, but equally, of a more global manner, either in a specific approach on an object, or from an evolutionist viewpoint, in a perspective of an history of technical activities; iv. The articulation object, activity, language in an ergonomic inscription (from the thing to the object, the object to the tool, the tool to the instrument) as revealers of the bonds between gestures and techniques, techniques and technologies. The report to techniques is thought in this framework as a demarcation; the report to languages notices the elaboration of symbols (in a relationship meaning, meant) but equally tools to think the world of technical objects and to act in this world. Well obviously, this qualification of fields is a bit coarse, it needs to be specified, notably if we want to be able to read existent curricular organisations, perhaps to propose evolution of these organizations. The curricular approach is one way to understand the knowledge’s organizations for teaching purposes. The problem is not the transposition of praxis but the transposition of praxeological organizations. It is not difficult to ask to pupils making something, but it is difficult allowing them to construct the meaningful on what they make. Certainly, the important instability of our curriculum is based on this difficulty to elaborate this meaningful. Furthermore, the curricular entry is envisaged here as one of the stages of the didactic transposition process: that the placement in text of teaching objects in an prescriptive aimed that has to organize the teaching activity, to the breadth of the production of these teaching objects in the framework of the class to elaborate some objects of study for pupils, objects of study that are going to determine activities of pupils. This placement in text defines the matter to teach and induces the manner to teach it. 2. 2 SCHOOL INSTITUTIONALIZATION We can thus notice the specification and identification work that operates in this process of scholastic institutionalisation. School institution is characterized as the placement of interactions, surely tensions, between three poles: the pupil, the professor and the knowledge. As soon as we wish to describe these interactions, we are confronted with a problem of methodology, methodology that derives of course the framework in which place our study. Thus, analysing the conditions of the study is going to concern us in what the school institution puts to the study and the manner that’s this study functions. This crossing of analysis rests on the articulation between task and activity: o The task is significant to the knowledge put at stake in the elaborated situation by the teacher in the framework that is fixed (curricular organizations, conditions of exercises, particular constraints, etc. ); o The activity is significant to the work undertaken by the pupil to progress in the task that is appointed it by the teacher and representative of the knowledge’s learning process. Jacques Ginestie Analyzing Technology Education Page 5 It concerns to define a framework of analysis that allows looking the functioning of a teaching situation (Ginestie, 1992). The initial framework, elaborated by these analyses method, does not prejudge of: o Knowledge put at stake, their presence or not and their school form; o Organizations elaborated by the teacher so as to organize conditions of the study of these knowledge; o Activities developed by the pupil that are induced by the organization put in game for this study. These two cross analyses, task and activity, characterize the interactions between three complementary existing logics but that can also appear as rival: the logic of subject, the logic of teaching and the logic of learning. The first one follows from knowledge organisation and requires an epistemological study; the second one takes in account the professional activity of the teacher considering his organisation, his style, his manner to do, the professional gestures he develops; the last one can be highlight by the learning theories, specifically the viewpoint of socio-constructivism theories. Many works have shown the incidence of these logics on the school situations and how they are inscribed in different references and different temporality. In fact, stressing these three logics in a school institution can be looked of different manners. But, for ourselves, we are really interested by what it happens in a class; specifically, we try to analyze the effects produced by this placement in tension (Ginestie, 1996). On the one hand, this approach allows the identification of the organisational and structural elements that act and interact in the process of teaching-learning. In this perspective, the task appears as the preferential expression of the teaching’s logic. It express simultaneously what is at stake, the context in which it is situated, what it is waited and what it is necessary that the pupil makes to achieve the task. In this senses, the task is a concentrated expression of a totality of values, models, elements of theories, knowledge that base the subject’s references and that identify the teacher in a teaching population. The analysis of the task is therefore significant how curriculum is implemented, in the particular intimacy of a specific class. It is equally significant activities that it induced at pupils. It is also characteristic of the epistemological, curricular, didactical or pedagogical presupposition (Ginestie, Brandt-Pomares, 1998). On the other hand, the passage to the real supposes to put in stake an analysis of the activity of the pupil. His perusal of the task, the manner he has to organize its activity and to orient its actions, what it takes in consideration and what it does not see even, allow characterising his learning process. In this perspective, we can notice difficulties that he meets, the manner whose he processes them, adopted strategies and the planning of his different actions (Ginestie, Andreucci, 1999). Reading activity through the description of the task allows proceeding pupil’s activity with some precise characteristic elements of the task. We can value difficulties met by the pupil and identify which are relevant to the context (the formulation of the task, the organization of conditions of the study, the use of models, materials, etc.) and which notices obstacles to the learning (Amigues, Ginestie, 1991). 3. SCHOOL ORGANISATION AND PUPIL’S WORK Organizations implemented at school, in the classroom and by the teacher have a direct influence on the work of the pupil and on the result of this work. Concerning the technology education (but it is not specific for these subject), it is important to specify and to define what is waited from the pupil, recourses he disposes to get there, the manner whose he gets there. Therefore, we have to understand the evaluation the Jacques Ginestie Analyzing Technology Education Page 6 nature of the goal, the manner to get there but also the breach of the goal; everything that allows to bring in front understanding about the process of knowledge’s transmission-appropriation. From this point, we are not in a curricular approach that has for object to define contents of teaching and to determine goals to reach; we discuss goals fixed by the institution, their institutional pertinence, their coherence in a scholastic organization datum. Of course, the temptation is great to believe that we could have act on prescription as to reduce these gaps. The evolution of curriculum shows that this kind of actions is limited because it enters in social negotiations that the research can illuminate to defect to inspire them, even to affect them. 3. 1 TASK ANALYSE Our entry by the situations is an analytic viewpoint to render real situations of classify or in a prospective perspective to think possible evolution. For that, the crossed analysis task-activity presents a good framework. The task’s analyze gives some understanding about the placement in text (or the placement in word) of the object of study. This placement in text constitutes one of the last stages of the didactical transposition, stage in the course of which the teacher anticipates and executes the production of the object of study that it makes return in its class. Many indicators allow characterising some ingredients of the organisation that it counts to put in place: o The nature of knowledge that he exhibits,  o The display of the result expected at the end of the sequence, o The spatial and temporal organization type that he puts in act, o The strategies that he gives to orchestrate the activity of pupils, o The different levels of evaluation on which he counts to lean (evaluation his activity, the progress of his sequence, the activity of pupils, the breach of results), o The devices of mediation and remediation that he envisages, o etc. Others indicators allow to notice explicit or implicit models that he uses for the organization of this production: o model of the logic of pupil learning organized around acquisition of competence noticed to the breadth of significant observable behaviours versus a constructivist approach based on the elaboration of knowledge; o Model of the activity of pupils according to a logic of smooth away difficulties versus a logic of confrontation to obstacles; o Model of the teaching organisation according to a logic of guidance of the action of the pupil versus a logic of problem-solving; o Model of the organization of knowledge references that one can caricature in a binary alternative: in technology education, there is nothing to know versus there is only knowledge. The construction of these models supposes the elaboration of a strong theoretical reference by which we can predict the appearance of the objects of study and how they become into school organisations. Of course, we front three different viability risks: one is an instant risk about what’s happen with the course that is going to unfold here, at this hour, in this  classroom, with this teacher and these pupils; second is a progression risk about what happen in the duration of the class, the articulation of the different sessions and their succession; third is durability risk about the permanency of a teaching at such level, in such class, in such context, according to evolution, development, interaction with the other subjects as a kind of general educational ecology. Jacques Ginestie Analyzing Technology Education Page 7 . 3. 2 ACTIVITY ANALYSE The analyse of the activity, as for it, tries to understand the logic of pupils in their evolution to achieve the task that is confided them and the manner of which they adapt conditions organised by the teacher. Retained indicators refer directly to theories of the apprenticeship, notably through: o The strategy they adopt, o The manner to organize their actions, o The manner to notice and to anticipate difficulties and to overcome them or to avoid them,  o The manner to notice or not constraints imposed by the situation and to take into account them or no, o etc. Analysing the activity of pupils is a powerful tool that allows to notice, to qualify and to valorise gaps between what the teacher waits them, what they obtain really and the manner that they use to reach this result. It concerns, on the one hand, to give indicators of efficiency of a device concerning learning and, on the other hand, indicators on the manner to conceive plan. To adopt a criterion of efficiency of plan put in place by teachers is not easy. That supposes to place the question of the acquisition of knowledge by pupils to the heart of the educational act, what is not without consequences in TE. This challenge is important if we want to reinforce the position and the role of the TE as a general education subject. Through our French experience, but also through some related experiences in different countries, we have change of period. The first time of innovation and implementation is definitively done. Many countries know a decrease period with disaffection for TE: decrease of budget, reduction of school time devoted to the subject. At the same time, more and more teams develop investigation in TE. May be, we have to diffuse the results of these investigations and to develop the support that we can provide to the teacher but also to the curriculum designers, this is our challenge to bring our contribution to TE. ICT and Education in Indonesia Harina Yuhetty I. Introduction  In the beginning globalization is fully believed to be able to lead to greater economic development in the sense of greater market scale, which in turn will increase the gross national product. So people believed that poor countries or third world countries will develop faster, thus the economic gap between the rich developed countries and the third world countries will diminished. However, facts show the contrary. It is true that the gross national product of countries will increase, but the gap between the income of the rich and poor countries is also getting wider. The main reason for this gap is the extra-ordinary growth of information as a result of the development of communications and information technologies in northern developed countries which have full control of these technologies. This information boom enables multinational companies to compete with changes in market demands, new products and new technologies, which in turn can boost the economy of a country, increase its efficiency and win global dominance. On the other hand, in third world countries which are also known as southern hemisphere countries, they have difficulties to seek, to receive, to process and to produce information. The lack of appropriate information at the right time will result in low productivity, low quality research works, and waste of time to pursue information and even to do research which actually had been done by others or in other countries. Indonesia as a third world country has a great concern over this deficiency and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian government is determined to utilize the information technology effectively to support efforts to increase the national competitiveness. This aspiration is reflected in the Indonesian Presidential Decree Number 50 year 2000 about the establishment of the Coordination Team of Telemathics of Indonesia. This team consists of all the ministers in the cabinet including the Minister of Education. Its tasks are among others to define the government policy in the area of telemathics; to decide the phases and priorities of development in the area of telemathics and its uses in Indonesia; to monitor and control the implementation of telemathics in Indonesia; and to report the development of telemathics in Indonesia to the President. The government realizes that the success of the development and utilization of telemathics depends mostly on the infrastructure which can provide easy access, and also ensure availability of information and subjects. To meet these three provisions, a competent human resources is a necessity. That is why the preparation of qualified human resources is given priority, because it requires hard work and takes time. Meanwhile, we also know that scarcity of and low quality human resources in the area of Information and Communications Technologies can delay mastery of communication and information technology. As such, the government through the Minister of Efficiency of State Apparatus as Head of the Coordination Team of Telemathics of Indonesia in his letter number 133/M. PAN/5/2001 had drawn up a Five-Year Action Plan for the Development and Implementation of Information and Communication Technologies (ICT) in Indonesia. This plan among others includes a plan for the implementation of the use of telemathics in the area of education starting from 2001 until 2005, which includes: * Develop collaboration between ICT industry and ICT educational institutions through training and R D collaboration, and found a network for skill and capacity development * Develop and implement Curricula of ICT. * Use ICTs as an essential part of the curricula and learning tools in schools/universities and training centers * Establish distance education programs including participation in Global Development Learning and other networks * Facilitate the use of internet for more efficient teaching and learning From this action plan we can see that the emphasis of human resources quality improvement is especially geared on the provision and expansion of education of human resources in ICT area. Besides that, utilization of ICT for education and learning purposes, as an effort to fill digital divide, which in turn is hoped to be able to improve the national competitiveness to revive the economy is another emphase. II. ICT in Indonesia As mentioned above, the success of utilization of ICT is among others depends on the infrastructure which includes the telecommunication network, the availability of internet facilities and the use of internet. In general the development of ICT in Indonesia nowadays is less encouraging compared to the developed countries, or even compared to neighboring countries such as Singapore, Malaysia, Thailand and others. To give a general picture of the ICT condition in Indonesia let us consider the data quoted from the Center for Research and Application of Information and Electronic Technologies of the Office for the Research and Application of Technologies, 2001 as follows. A. Public Telephone Lines for 203,456,005 populace 1. The number of Telephone kiosks 228,862 2. The number of Telephone booths 345,307 3. Telephone patrons 6,304,798 B. Internet 1. Internet Service Providers 40 2. General Access Speed rate of ISPs 15 KBPS 3. Patrons of ISPs 511,000 with 1,980,000 users ( 1% of Indonesian population).

Gender :: essays research papers

Sex Roles: A Journal of Research, May 1997 v36 n9-10 p551(22) Advertising's effects on men's gender role attitudes. Jennifer Garst; Galen V. Bodenhausen. Author's Abstract: COPYRIGHT 1997 Plenum Publishing Corporation We posited that media images of men influence the gender role attitudes that men express soon after exposure to the images. A total of 212 men (87% European American, 7% Asian or Asian American, 3% African American, and 3% other) viewed magazine advertisements containing images of men that varied in terms of how traditionally masculine vs. androgynous they were and whether the models were the same age or much older than the viewers. Men who had initially been less traditional espoused more traditional attitudes than any other group after exposure to traditionally masculine models, although they continued to endorse relatively nontraditional views after exposure to androgynous models. These findings suggest that nontraditional men's gender role attitudes may be rather unstable and susceptible to momentary influences such as those found in advertising. Full Text: COPYRIGHT 1997 Plenum Publishing Corporation In the average American household, the television is turned "on" for almost seven hours each day, and the typical adult or child watches two to three hours of television per day. It is estimated that the average child sees 360,000 advertisements by the age of eighteen (Harris, 1989). Due to this extensive exposure to mass media depictions, the media's influence on gender role attitudes has become an area of considerable interest and concern in the past quarter century. Analyses of gender portrayals have found predominantly stereotypic portrayals of dominant males and nurturant females within the contexts of advertisements (print and television), magazine fiction, newspapers, child-oriented print media, textbooks, literature, film, and popular music (Busby, 1975; Durkin, 1985a; Leppard, Ogletree, & Wallen, 1993; Lovdal, 1989; Pearson, Turner, & Todd-Mancillas, 1991; Rudman & Verdi, 1993; Signorielli & Le ars, 1992). Most of the research to date on the effects of gender-role images in the media has focused primarily on the female gender role. A review of research on men in the media suggests that, except for film literature, the topic of masculinity has not been addressed adequately (Fejes, 1989). Indeed, as J. Katz (1995) recently noted, "there is a glaring absence of a thorough body of research into the power of cultural images of masculinity" (p. 133). Katz suggests that studying the impact of advertising represents a useful place to begin addressing this lacuna.

Case Study Questions Essay

1. What are the inputs, process, and outputs of UPS’s package tracking system? 2. What technologies are used by UPS? How are these technologies related to UPS’s business strategy? 3. What strategic business objectives do UPS’s information systems address? 4. What would happen if UPS’s information systems were not available? Answer: 1. A. Inputs * Package Information * Customer Information * Destination * Current Location of the parcels B. Process * The data are transmitted to a central computer and stored for retrieval. Data are also organized so that they can be tracked by customer. C. Output * Smart Labels * Signatures of Receiver * Proof of delivery * Receipts 2. Technologies used by UPS * DIAD (Delivery Information Acquisition Device) * Barcode scanning systems * Smart Labels * Wired and Wireless Communication Network (GPRS, CDMA) * Desktop and Central Storage â€Å"Best Services and Lowest Rates† Because of the advance integration of UPS’s technology. It can provide services cheaper and more efficiently. That technology solves problems like logistics and supply chain management, freight forwarding, customs brokerage, mail services. 3. Strategic Business Objectives of UPS’s information systems address * Operational Excellence UPS manage to cut down costs and save M 28 Miles by their truck using advanced technology. * New Products, Services and Business Models The information systems of UPS created new way on how to offer delivery service. It has transformed the way the company gathers information, creating routes etc. * Competitive Advantage UPS had already its operational excellence and New Products, Services and Business Models which means the UPS already gain a competitive advantage. Having this kind of technologies that they use like DIAD made them do things better than their competitors. 4. If UPS’s Information Systems were not available: * Operational costs could be higher. * Millions of gallons of fuel could be burnt. * Millions of miles could be driven. * UPS’s would not be able to track their parcels and deliver them efficiently if these systems were not available. MIS in Action

Barry Bonds and Steroid Abuse by Athletes Essay

On a warm, sunny morning on July 24 in the year of 1964, Barry Lamar Bonds was born in Riverside, California. He was born the son of Patricia and Barry Bonds, a former major league All-Star. As he grew up, he attended Junà ¯Ã‚ ¿Ã‚ ½pero Serra High School, in which he excelled in baseball, basketball, and football. During his high school years, Barry was part of the varsity baseball team and was drafted by the San Francisco Giants when he was a senior. Barry Bonds had declined the Giants’ offer and attended Arizona State University instead, where he continued to excel when playing baseball. After graduating and receiving a degree in criminology in 1986, Bonds was drafted by the Pittsburgh Pirates and began his major league career in the MLB. Barry Bonds made his major league debut on May 30, 1986 with the Pittsburgh Pirates. In his first season he had 16 home runs, 48 RBI, 36 stolen bases and 65 walks, while playing centre and left field and he batted as the leadoff hitter. In his second season, Bonds obtained 25 home runs, 32 stolen bases, and 59 RBIs. Barry Bonds continued to expand and get better each season. In 1987 and 1989, Bonds recorded 19 home runs, 58 RBIs, and 14 outfield assists, and was second in the MLB. Barry Bonds received his first ever MVP award in 1990 and continued to be awarded numerous Gold Glove and Silver Slugger awards with the Pirates until 1992. In that year, Barry Bonds opted for a salary too high for Pittsburgh to meet; therefore he was forced to resign. Barry met Susann Branco in August 1987, in Montreal, Quebec, the soon-to-be mother of his two children. They both eloped to Las Vegas, Nevada on February 5, 1988 and married not too long afterwards. Their first son arrived in 1990, named Nikolai, and their daughter, Shikari, arrived a year later. They then separated in June of 1994 and finally divorced in December of the same year, which was said to be caused by mutual abuse and also said to have been a media affair. Barry Bonds then married again on January 10, 1998 in San Francisco, with Elizabeth Watson. He had one daughter with her named Aisha, born in February of 1999. Despite all of the negative publicity and comments the couple has surpassed, the Bonds’ marriage is nearing its end. Barry Bonds then followed in the footsteps of his father and godfather by joining the San Francisco Giants in 1993. Barry remained a Giant for another fourteen seasons, earning countless awards and creating new records; Bonds was at an all-time career high. In 2003, controversy began to revolve around Bonds, and was referred to as the â€Å"BALCO Scandal.† Barry was alleged to have lied while under oath about taking steroids. His trainer, Greg Anderson was accused of supplying steroids to several other athletes as well. Bonds was charged with four accounts of perjury and one account of obstruction of justice, with its trial set to be held on March 21, 2011. On September 21, 2007, the San Francisco Giants confirmed that they would not be re-signing Barry Bonds, leaving him as a free agent, and he still is one currently. Rumours blamed the BALCO Scadal as the reason why the Giants did not re-sign Bonds. Major Accomplishments: > Graduated from Michigan State University in 1986 with a criminology degree > Drafted by the Pittsburgh Pirates in 1986 > Awarded 7 MVP awards throughout his career in the National League > Earned 8 Golden Glove Awards throughout his career > Obtained 12 Silver Sluggers as an outfielder > Part of numerous clubs such as the 50/50 club, the 500 club, and the 600 club > 3-time MLB Player of the Year > 14-time All-Star > He recorded 762 home runs, 2,558 walks, 688 intentional walks, 1,996 RBI, .444 on-base percentage, 2,227 runs, 2,986 games, 1,440 extra-base hits, 12.92 at-bats per home run, 5,976 bases, 601 doubles, .607 slugging percentage, 514 stolen bases, 9,847 at-bats, 2,935 hits, 77 triples, 91 sacrifice flies, and 1,539 strikeouts > And much more†¦ Effect of Steroids on Barry Bonds’ Career: Barry Bonds was always an amazing athlete, even before he allegedly began taking steroids. He was going to be drafted into the National League at the mere age of 18 (an offer which he politely declined). He had already won 3 MVP awards and passed the 300 home runs mark, before being said to take performance-enhancing drugs around 1998. After the year Barry Bonds was said to have taken steroids, his career was beginning to reach an all-time high, which was rumoured to be the effect of steroids on Bonds’ body. There were tests done that conclude that Barry may have used a steroid-like substance, leading to his rebuttal, in which he attempted to place the blame on his trainer for â€Å"tricking† him into using steroids. This may have been Barry Bonds’ way of trying to remove the responsibility of taking performance-enhancing supplements from himself and onto his personal trainer, Greg Anderson. Even if the rumours weren’t true, the allegations thus led to the downfall of his career. Supposedly, his career lasted for another 9 years, after his substance abuse, but ended in 2007 when his contract with the San Francisco Giants expired and they did not sign Bonds again. Barry hasn’t retired yet, and as a free agent he is still looking for a contract, although he may not receive one due to his alleged steroid use. Why Athletes Use Steroids: There are several psychological and sociological reasons for why athletes would like to and have used steroids and other performance-enhancing drugs. One of the big causes of steroid use is low self-esteem; an athlete may be insecure and is scared of performing poorly, letting fans down, or of embarrassing themselves, so they look towards drugs to enhance their performance. Sometimes athletes believe that if they don’t look bigger or stronger than others, they aren’t as good as others, which isn’t always true. Other athletes may be aiming to be number one and nothing less, but they want to take a short-cut by using steroids, so they can get instant results. They believe that once they perform better, they can also make more money, get more endorsement deal, and more. Constant pressure from teammates, coaches, and society leads to the use of this drug, therefore the athlete cannot always be blamed. These all may be liable reasons, but they aren’t good enough to make steroid use acceptable. How the Body is Affected by Steroids: Both Sexes: * Increased risk of mood disturbances including mania and depression * Increased risk of psychosis * Increased risk of aggressive acts which may injure self or others * Increased risk of cardiovascular disease * Increased risk of liver disease and cancer * Increased risk of kidney disease and cancer * Risk of HIV and Hepatitis B & C from contaminated needles * Acne * Bad breath * Decreased sex drive * Baldness * Water retention * Muscle cramps * Aching joints * Increased risk of muscle tears * Increased risk of tendon injuries * Increased risk of nose bleeds * Insomnia * Decrease in immune system effectiveness * Infertility Men: * Increased risk of prostate enlargement and cancer * Decreased testicular size * Gynecomastia (growth of breasts) Women: * Increased risk of cervical and endometrial cancer * Increased risk of osteoporosis * Irreversible enlargement of the clitoris * Irreversible hoarsening and deepening of the voice * Irreversible increase in facial and body hair * Decreased breast size * Amenorrhea * Uterine atrophy Children: * Short Stature * Premature ephiphyseal closure Taken from: http://www.musclenet.com/steroid.htm A Natural and Legal Way for Athletes to Improve Their Performance: Improving an athlete’s performance isn’t as complex as it’s believed to be. Athletes just have to follow simple lifestyle rules every day to help boost their athletic performance naturally and legally. An athlete just needs to follow the workout routine specific for what sport they are participating and while they exercise they must rehydrate, replenish their body with carbohydrates and protein, refuel electrolytes, and practice a lot. Athletes can also do specific exercises to work on things like their swing, speed, kick, etc. For example, if a baseball player wanted to work on the power of their swing, they would use a heavy, lead bat and practice batting with that, gradually increasing their strength. This may be the â€Å"long road† to improving athletic performance, but it’s also the natural and legal way. Bibliography: 1. 15 Simple Ways to Improve Athletic Performance. http://www.hammernutrition.com/ hnt/2227&OMI=10126,10071&AMI=10126&RETURN_URL=%252Fza%252FHNT%253FPAGE%253DTRAININGTIPS%2526OMI%253D10126%252C10071%2526AMI%253D10126&RETURN_TEXT=Performance%2520Tips/ Copyright 2011, Hammer Nutrition LTD. 2. Barry Bonds Bio. http://www.jockbio.com/Bios/Bonds/Bonds_bio.html Copyright 2007 Black Book Partners, LLC. All rights reserved. 3. Steroids – Pros and Cons. http://www.musclenet.com/steroid.htm Copyright 2005 MuscleNet.com

Healthcare Data Example

Healthcare Data Example Healthcare Data – Coursework Example Healthcare Data al Affiliation: Healthcare Data The use of technology in the health care sector is playing a significant role in enhancing service delivery. However, majority of the healthcare providers have not been trained on how to handle personal data of the patients (Koontz, 2013). This is putting a threat to the ethical guidelines that govern the sector. Therefore, in order to safeguard the privacy of the patients. The current workforce needs to be taken through a vigorous training on how to handle data and protect it from a third party. In addition, they need some training on how to use the modern technology being installed in the sector without compromising the ethical guidelines. This would be significant in ensuring that they are not left behind during this immense transformation in their working environment. Currently, cyber threats have increased tremendously. Cases of identity theft and use of personal information from social media and other platforms to manipulate the o wners have increased over the years. Although healthcare sector has not handled a lot of cases in relation to the same, the trend is shifting to institutions that handle critical data about different personalities in the society (Ball,  Weaver, & Kiel, 2004). Therefore, this should cease from being a debate but a call for action. Immediate intervention is needed in order to protect the privacy of the people and avoid any theft of information from the sector. Unlike previously when the sector was working alone, cyber security has changed this aspect. At the moment, the sector should work together with various security apparatus in order to gather the necessary updates on different measures that need to be taken in order to protect the private data. ReferencesBall,  M.  J., Weaver,  C.  A., & Kiel,  J.  M. (2004). Healthcare information management systems: Cases, strategies, and solutions. New York: Springer. Koontz,  L.  D. (2013). Information privacy in the evolvin g healthcare environment. Chicago, IL: Healthcare Information and Management Systems Society.

Socialism in Africa and African Socialism

Socialism in Africa and African Socialism At independence,  African countries had to decide what type of state to put in place, and between 1950 and the mid-1980s, thirty-five of Africas countries adopted socialism at some point.  The leaders of these countries believed socialism offered their best chance to overcome the many obstacles these new states faced at independence. Initially, African leaders created new, hybrid versions of socialism, known as African socialism, but by the 1970s, several states turned to the more orthodox notion of socialism, known as scientific socialism. What was the appeal of socialism in Africa, and what made African socialism different from scientific socialism? The Appeal of Socialism Socialism was anti-imperial. The ideology of socialism is explicitly anti-imperial. While the U.S.S.R. (which was the face of socialism in the 1950s) was arguably an empire itself, its leading founder, Vladimir Lenin wrote one of the most famous anti-imperial texts of the 20th century: Imperialism: The Highest Stage of Capitalism. In this work, Lenin not only critiqued colonialism but also argued that the profits from imperialism would ‘buy out’ the industrial workers of Europe. The workers’ revolution, he concluded, would have to come from the un-industrialized, underdeveloped countries of the world. This opposition of socialism to imperialism and the promise of revolution coming underdeveloped countries made it appealing to anti-colonial nationalists around the world in the 20th century.Socialism offered a way to break with Western markets.  To be truly independent, African states needed to be not only politically but also economically independent. But most we re trapped in the trading relations established under colonialism. European empires had used African colonies for natural resources, so, when those states achieved the independence they lacked industries. The major companies in Africa, such as the mining corporation  Union Minià ¨re du Haut-Katanga, were European-based and European-owned. By embracing socialist principles and working with socialist trading partners, African leaders hoped to escape the neo-colonial markets that colonialism had left them in. In the 1950s, socialism apparently had a proven track record.  When the USSR was formed in 1917 during the Russian revolution, it was an agrarian state with little industry. It was known as a backward country, but less than 30 years later, the U.S.S.R. had become one of two superpowers in the world. To escape their cycle of dependency, African states needed to industrialize and modernize their infrastructures very quickly, and African leaders hoped that by planning and controlling their national economies using socialism they could create economically competitive, modern states within a few decades.Socialism seemed to many like a more natural fit with African cultural and social norms than the individualist capitalism of the West.  Many African societies place great emphasis on reciprocity and community. The philosophy of  Ubuntu, which stresses the connected nature of people and encourages hospitality or giving, is often contrasted with the individualism of the West, and many African leaders argued that these values made socialism a better fit for African societies than capitalism.     One-party socialist states promised unity.  At independence, many African states were struggling to establish a sense of nationalism among the different groups that made up their population. Socialism offered a rationale for limiting political opposition, which leaders - even previously liberal ones - came to see as a threat to national unity and progress. Socialism in Colonial Africa In the decades before decolonization,  a few African intellectuals, such as  Leopold Senghor  were drawn to socialism in the decades before independence. Senghor read many of the iconic socialist works but was already proposing an African version of socialism, which would become known as African socialism in the early 1950s.   Several other nationalists, like the future President of Guinee,  Ahmad  Sà ©kou Tourà ©, were heavily involved in trade unions and demands for workers rights. These nationalists were often far less educated than men like Senghor, though, and few had the leisure to read, write, and debate socialist theory. Their struggle for living wages and basic protections from employers made socialism attractive to them, particularly the type of modified socialism that men like Senghor proposed. African Socialism Though African socialism was different from European, or Marxist, socialism in many respects, it was still essentially about trying to resolve social and economic inequalities by controlling the means of production. Socialism provided both a justification and a strategy for managing the economy through state control of markets and distribution. Nationalists, who had struggled for years and sometimes decades to escape the domination of the West had no interest, though, in becoming subservient to the U.S.S.R. They also didn’t want to bring in foreign political or cultural ideas;  they wanted to encourage and promote African social and political ideologies. So, the leaders who instituted socialist regimes shortly after independence - like in Senegal and Tanzania - did not reproduce Marxist-Leninist ideas.  Instead,  they developed new, African versions of socialism that supported some traditional structures while proclaiming that their societies were - and always had been - classless. African variants of socialism also permitted far more freedom of religion. Karl Marx called religion the opium of the people,  and more orthodox versions of socialism oppose religion far more than African socialist countries did. Religion or spirituality was and is highly important to the majority of African people, though, and African socialists did not restrict the practice of religion. Ujamaa The most well-known example of African socialism was Julius Nyereres radical policy of ujamaa, or villagization, in which he encouraged, and later forced  people to move to model villages so that they could participate in collective agriculture.  This policy, he felt, would solve many problems at once. It would help congregate Tanzanias rural population so that they could benefit from state services like education and healthcare. He also believed it would help overcome the tribalism that bedeviled many post-colonial states, and Tanzania did, in fact, largely avoid that particular problem. The implementation of  ujamaa  was flawed, though. Few who were forced to move by the state appreciated it, and some were forced to move at times that meant they had to leave fields already sown with that years harvest. Food production fell, and the countrys economy suffered. There were advances in terms of public education, but Tanzania was fast becoming one of Africas poorer countries, kept afloat by foreign aid. It was only in 1985, though Nyerere stepped down from power and Tanzania abandoned its experiment with African socialism. The Rise of Scientific Socialism in Africa By that point, African socialism had long been out of vogue. In fact, former proponents of African socialism were already starting to turn against the idea in the mid-1960s. In  a speech in 1967, Kwame Nkrumah argued that the term African socialism had become too vague to be useful. Each country had its own version and there was no agreed-upon statement of what African socialism was. Nkrumah also argued that the notion of African socialism was being used to promote myths about the pre-colonial era. He, rightly, argued that African societies had not been classless utopias, but rather had been marked by various kinds of social hierarchy, and he reminded his audience that African traders had willingly participated in the slave trade.  A wholesale return to pre-colonial values, he said, was not what Africans needed.   Nkrumah argued that what African states needed to do was return to more orthodox Marxist-Leninist socialist ideals or scientific socialism, and that is what several African states did in the 1970s, like Ethiopia and Mozambique. In practice, though, there were not many differences between African and scientific socialism. Scientific Versus African Socialism Scientific socialism dispensed with the rhetoric of African traditions and customary notions of community, and spoke of history in Marxist rather than romantic terms.  Like African socialism, though, scientific socialism in Africa was more tolerant of religion, and the agricultural basis of African economies meant that the policies of scientific socialists could not be that different than those of African socialist. It was more of a shift in ideas and message than practice.   Conclusion: Socialism in Africa In general, socialism in Africa did not outlive the collapse of the U.S.S.R. in 1989. The loss of a financial supporter and ally in the form of the U.S.S.R. was certainly a part of this, but so too was the need many African states had for loans from the International Monetary Fund and the World Bank. By the 1980s, these institutions required states to release state monopolies over production and distribution and privatize industry before they would agree to loans. The rhetoric of socialism was also falling out of favor, and populations pushed for multi-party states.  With the changing tied, most African states who had embraced socialism in one form or another embraced the wave of multi-party democracy that swept across Africa in the 1990s. Development is associated now with foreign trade and investment rather than state-controlled economies, but many are still waiting for the social infrastructures, like public education, funded health care, and developed transportation systems, that both socialism and development promised. Citations Pitcher, M. Anne, and Kelly M. Askew. African socialisms and postsocialisms. Africa 76.1 (2006)  Academic One File.Karl Marx, Introduction to  A Contribution to the Critique of Hegel’s Philosophy of Right, (1843), available on the  Marxist Internet Archive.Nkrumah, Kwame. African Socialism Revisited, speech given at the  Africa Seminar, Cairo, transcribed by Dominic Tweedie, (1967), available on the  Marxist Internet Archive.Thomson, Alex. Introduction to African Politics.  London, GBR: Routledge, 2000.

Merit Award Application Scholarship Essay Example | Topics and Well Written Essays - 500 words

Merit Award Application - Scholarship Essay Example The National Society of Collegiate Scholars is the only honor’s society in the U.S. that recognizes outstanding academic achievement among first and second year students (Illinoisstate). The NSCS can serve as a launching point for a student’s future academic career by providing a wide array of opportunities for campus student involvement, community service and encouraging student members to become involved in their communities and become leaders in their communities. By becoming a member of the NSCS it demonstrates an individual’s drive for outstanding achievement and personal excellence. Being an active member provides the opportunity learn and grow professionally and personally by being able to share concepts, ideas and visions on how to improve our communities future through community involvement and developing our community and local economy. The scholarship opportunities are an additional benefit of joining the NSCS.