Rachels Bus Company Social Impact Model

Rachels Bus Company Social Impact Model The core values of every socially responsible business include accountability, innovation, and opportunity. The social impact model (SIM) explains whether a business addresses every social problem. Such a company utilizes the best hypothesis in order to address some of the major social problems.Advertising We will write a custom report sample on Rachel’s Bus Company Social Impact Model specifically for you for only $16.05 $11/page Learn More The business also works hard in order to achieve an enduring resolution. The best practice is pursuing innovative goals in order to address every social problem. Every social entrepreneur should have the best mission and vision. The vision should always redefine and maintain social value. This explains why Rachel’s Bus Company uses the best social impact model (SIM). The owner of Rachel’s Bus Company began by hiring new drivers without any meaningful experience. The company offered different training programs to these drivers. Every driver was also oriented to the company’s culture of professionalism, commitment, and pride. The company also encouraged its drivers to have a unique dress code. This would become a critical part of the company’s ethics. The company was also ready to develop and mentor its drivers. The company encouraged the employees to undertake new driving courses and training programs. This practice would increase their skills. These competencies would make them successful in their future endeavors. This sustainable and innovative approach made the institution prosperous. The working environment remains conducive for every employee. Every person enjoys working for this organization. The company does not discriminate its workers. Every employee is free to make his or her decisions. Rachel allows her earlier employees to work for Rachel’s Bus Company. The company provides the best environment for personal and professional growth.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many employees such as Johnson have joined the corporation without any experience. The company promotes such employees within a short duration. The company commits itself to the changing needs and expectations of its employees. This philosophy has made the company a leading competitor. The company’s owner always wants her employees to become independent and successful. A sense of independence helps a person achieve more goals within a short time. The company encourages its employees to learn new skills and competencies from the business. Hubka always encourages every employee to remain focused and be ready to achieve his or her goals. Rachel Hubka always helps her employees to achieve their goals. She equips them with new opportunities and skills in order to realize their personal goals. The company’s owner also supports every empl oyee’s decision. This strategy has ensured the company remains innovative. The amazing thing is that the company continues to become successful. Rachel Hubka’s business model has enabled the company to improve its performance. She has continually tested and improved the company’s social impact model. The company has succeeded because it addresses most of the social problems affecting its environment. The company’s decision to remain innovative and accountable has created new opportunities for many employees. Although the company might not have addressed every social problem, the truth is that it has managed to deal with unemployment in the society.Advertising We will write a custom report sample on Rachel’s Bus Company Social Impact Model specifically for you for only $16.05 $11/page Learn More Hubka has also managed to provide better and sustainable transport to different students. Many people have benefited from this com pany’s business model. The company has given Hubka a new opportunity to help more people in the community.

List 10 Types of Solids, Liquids, and Gases

List 10 Types of Solids, Liquids, and Gases Naming examples of solids, liquids, and gases is a common homework assignment because it makes you think about phase changes and the states of matter. Examples of Solids Solids are a form of matter that has a definite shape and volume. GoldWoodSandSteelBrickRockCopperBrassAppleAluminum foilIceButter Examples of Liquids Liquids are a form of matter that has a definite volume but no defined shape. Liquids can flow and assume the shape of their container. WaterMilkBloodUrineGasolineMercury (an element)Bromine (an element)WineRubbing alcoholHoneyCoffee Examples of Gases A gas is a form of matter that does not have a defined shape or volume. Gases expand to fill the space they are given. AirHeliumNitrogenFreonCarbon dioxideWater vaporHydrogenNatural gasPropaneOxygenOzoneHydrogen sulfide Phase Changes Depending on the temperature and pressure, the matter may transition from one state into another:Â   Solids may melt into liquidsSolids may sublimate into gases (sublimation)Liquids may vaporize into gasesLiquids may freeze into solidsGases may condense into liquidsGases may deposit into solids (deposition) Increasing pressure and decreasing temperature forces atoms and molecules closer to each other so their arrangement becomes more ordered. Gases become liquids; liquids become solids. On the other hand, increasing temperature and decreasing pressure allows particles to move further apart. Solids become liquids; liquids become gases. Depending on the conditions, a substance may skip a phase, so a solid may become a gas or a gas may become a solid without experiencing the liquid phase.

Knowldge Sharing case Essay Example | Topics and Well Written Essays - 500 words

Knowldge Sharing case - Essay Example â€Å"A sufficient reason for KM is that right now a major and increasing part of the world’s wealth is being generated from represented objects, rather than objects themselves† (Gamboa, 1998). When a company implements the strategy of KM into the business the company is attempting to improve the culture of the business. Implementing a new strategy into a company can be a challenging experience as many companies that have implemented KM into the businesses they operate have discovered. Knowledge Management is not yet a style of management that is taught in schools. The Knowledge Management style of management is a fairly new style of management. â€Å"A knowledge-based system is an application that falls under the umbrella of a branch of computer science properly known as artificial intelligence† (Thomas, & Howells, 2000). When someone implements the strategies of KM they would implement them in different styles. Each form of Knowledge Management has a different strategy. This is why it is difficult to implement the strategies of Knowledge Management within a company. The company needs to choose what type of Knowledge Management practice to implement within the company and to implement the strategies accordingly.

Crimes in the Movie Fletch Review Example | Topics and Well Written Essays - 1500 words

Crimes in the Fletch - Movie Review Example As much as his intentions are praiseworthy, he still runs into trouble. Scene #1 There is a criminal solicitation in this opening scene. According to Section 5.02 of the Model Penal Code, â€Å"an individual is only guilty of solicitation to commit a crime if with the interest of promoting what he supports, encourages or request someone else to participate in that involves committing such a criminal act (Schmalleger, 2010).† It is evident that Stanwyck tries to involve Fletch in a criminal solicitation crime, when he asks Fletch to kill him and end his suffering from cancer and save his insurance for his wife. In this same scene, criminal conspiracy as a crime is evident. When Stanwyck mentions his murder as a way of providing his wife with insurance money, it clearly portrays the conspiracy to commit insurance fraud. According to the Model Penal Code section 5.03, â€Å"an individual is guilty of conspiracy with someone else to commit a crime if with the intention of endorsi ng its plan he agrees to work or help such an individual in planning such a crime (Schmalleger, 2010). Scene #4 In this scene, Fletch doubts the condition of Stanwyck and feels that he is tricking him. To seek the truth behind this, he decides to visit the family doctor of Stanwyck for information who turns him down. Failing to get the information, Fletch disguises as a doctor and sneaks in the hospital to acquire the information. At this juncture, he violates the doctor to patient privileges. According to the Mode Penal Code section 241, impersonating a public servant, â€Å"an individual commits a crime if deceptively pretends to work in the public service with the intention of inducing someone else to give in the pretended official power†(Schmalleger, 2010). The second crime is the violation of doctor to patient information. A patient should not be full of fear of revelation and access of his information to someone else by the doctor. When Fletch disguised as a doctor and accessed the information, he committed a crime. Based on Find a Law, â€Å"Doctor-patient confidentiality is not supposed to be shared unless with the permission of the patient (Breaches of Doctor to Patient Confidentiality, 2012). If this case was to go to court, Fletch would have no defense, since it is clear that he is going against regulations. Scene #7 Fletch is making a phone call at the beach seeking to know the whereabouts of Stanwyck. He then notices a police approaching them fat. The police chase him and another black guy, gummy. After catching them, the policemen start beating Gummy and force him into the car. On seeing this, Fletch tries to stop the police, but his efforts seem futile. As the police drive away, he throws a stone shuttering the rear mirror of the car. He then goes to the newspaper's office asking for money to return to Uttah. When in Uttah, he contacts Stanwyck’s realtor and gets the truth behind the bought property. He sees that Stanwyck paid $30 00 instead of $3000000 as Stanwyck had told his wife. He then decides he needs intelligence and breaks into the realtor’s office to get concrete evidence. Fletch jumps over the fence and gets into the office to get the data. He then takes some photos of the data and gets chased by a guard dog. At the point where the police chase down Gummy, there is clear evidence of excessive use of force, which violates section 3.07 of the Model Penal Code, â€Å"

First law of motion Essay Example for Free

First law of motion Essay I have come to a point in life that many people have not. I have made a firm decision to recommit myself to pursuing my dreams. While there are those who believe that with an ounce of luck and a ton of persistence anything can be accomplished, I believe that there is no reason to expend so much energy and rely on luck. I believe in taking hold of my destiny and carving out a future for myself based on the decisions that I make in life. Life is simply too short and too precious to be left to luck alone. This is why I have chosen to apply at (Selected University Here). An object at rest tends to stay at rest and an object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force. This is how the first law of Newton is often stated. An object remains at rest unless an external influence interacts with it and either gets it moving again or alters its direction. I prefer to think of myself as one of those objects that are at rest. There has never really been any motivation or desire on my part to try and do something drastic in my life. The problems of other people do not concern me unless there is some sort of benefit that I can gain through my actions or disadvantage that will happen through my inaction. This has always been my way of dealing with things when I was much younger and admittedly more selfish and naive. As every story concerning a spoiled child goes, I always felt that I was the center of everyone’s attention. I was the most important thing in this world. There was no need for me to raise a finger to do anything as everyone around me was at my beck and call, servants who catered to my every whim and desire. These thoughts of greatness and power however were also the same thoughts that made it very difficult for me to adapt to my school environment as I constantly found myself alone in school with no friends and nobody to talk to. Things took a turn for the worse before they got any better however as I was also performing terribly in school. I would get into scuffles with my classmates and get on the bad side of everyone in my school. These were very difficult times for me because I could not understand why these people had such an intense dislike for me. The worst part was yet to come however. One day when I was one my way to my classroom I saw a couple of my classmates breaking into the lockers of a few of the students. Unsure of what I was supposed to do I decided to watch them. A few moments later a young kid, much smaller and younger than me, told these bigger kids to stop what they were doing because it was bad. These bullies merely laughed at the kid and decided to have some fun with him and push him around. Forgetting how much bigger they were than the young child, they became too rough and pushed the child so hard that he rolled down the stairwell. Instead of helping the young kid out I decided to make a run for it and not say anything to anyone. It wasn’t my problem, I recall telling myself. Indeed it wasn’t but soon enough it became a problem of mine when I learned a week later that the young boy who I refused to defend would never be able to walk again. My inaction, my selfishness was the reason that a young boy would never be able to walk again. I could not live with myself. It was then that I decided to approach my mother and ask her why things were that way. Like every mother, my mom adored me and always had my best interests in her heart. But I was surprised when she told me the truth; I was selfish, arrogant and self centered. A person destined for greatness must learn to be humble and must also learn to stand up in the face of adversity. She then told me a story a great person, a person she admired, former President Ronald Reagan. While not exactly the most intelligent of all people, Ronald Reagan endured many trials in his life and was able to weather them all thus earning himself the nickname â€Å"The Teflon President†. Not only was Ronald Reagan able to endure all of his challenges, he was also well loved by many, which is largely attributed to his persuasive quotable speaking style. The Great Communicator was able to charm the hearts of many and in doing so became one of the most effective Presidents in the history of the United States. After that talk, I decided to learn more about this person who my mother thought so highly of and found that he had done so many things during his administration. I could not understand how a person who wielded such power never chose to abuse it but instead chose to use the power to help other people and improve the welfare of every American; Powerful and influential but at the same time well-loved by the American public. From that forth I resolved to discard my selfish and self-centered ways and decided to focus more on helping other people and becoming more altruistic in my deeds. While I certainly will not become the next Ronald Reagan, I have him to thank for motivating me to become a better person not only for myself but for others as well. He has inspired me to lead a life of service for the public and fueled my passion for politics. I may not be able to accomplish the things that this great person has done in his lifetime but I will be happy knowing that I have made a difference in this world. To have even inspired a single person to do good things and to devote his life to a life of service for others as Ronald Reagan has done for me will be a great accomplishment. While I personally believe that â€Å"there is no such thing as a free lunch† and that everything a person has in life must come from hard work and perseverance, I also believe in charity. I believe in helping others who do not have much in life. I believe in helping people regardless of their nation, race or creed. I believe in being a better person so I can best help myself and others around me. I believe that (Selected University) is the best place for me to turn these beliefs into realities.

The Birth of P-Funk: George Clinton Essay -- essays research papers

In ancient African civilizations music took precedence in all activities that the tribes participated in. There was a song for every celebration, every birth, and every death. As Africans were enslaved and moved to North America by Europeans, many customs and traditions followed with them. As their culture was stripped from them and European ideals were placed upon them, they kept song as their universal language and their link to the motherland. From early on, slave songs also known as â€Å"Negro Spirituals† were the first inclination of what could be considered African American music. These songs were largely influenced by the conversion of many Africans to Christianity, and generally held a religious overtone. As slavery came and went and those enslaved Africans settled and made this country their home. The music they made and celebrated evolved along with the culture. Gospel was one of the first of many musical styles to emerge from black communities. Developed as a religious style of music, gospel was one of the first indicators that the â€Å"black church† had formed. Out of Gospel music emerged a more secular form of music called Blues. Blues spoke of some of the same hardships that negro spirituals and gospel music, but the object was not to ask for guidance from a spiritual entity. Many other musical genres were created and shaped from the experiences of Africans living in America. Everything from: Jazz to Soul to R&B all are direct contributions from the experiences o...

Ib Theatre Ri Noh Costume Essay

Noh is known as the classical lyrics drama of Japan. Noh is a combination of serveral dance and drama forms that came before it. (Noh and Kyogen) It embraces the people’s love for the religious and cultral traditions that involve the mix of Japanese Dengaku and Sarugaku (which is a mix between a style of dance and mime). (Noh and Kyogen) Noh is fundamentally a symbolic theatre that focuses on the representation and appreciation of ritual traditions and the appreciation of culture. A tradtitional romantic play in Noh theater is Hanjo (Lady Han). The story of Hanjo is about a yujo named Hanago that works in an inn. A man named Yoshida no Shosho came into the inn for the night on his journey east. Hanago and Yoshida no Shosho fell in love and exchanged fans before he leaves for his journey. After Shosho is gone Hanago becomes nicknamed Hanjo becuase of her deranged and obsessive love for Shosho with the only memories of him being his fan. In this love story, the fans are a representation of the giving of their hearts to one another (connecting to the plot of which this story was derived from); in which the only memory that the women has of her lost lover is the fan. Throughout the play Hanjo constantly has Shosho’s fan in her posession and the more she waves the fan in the play, the more deranged she becomes thoughout the play. (Keene) One of the main aspects of Noh theater is the use of masks and to a Noh actor, the mask gives the actor behind the mask the responsibilty â€Å"to be the living embodiment of the qualities he is called upon to represent†. Toki) The masks in No theater that are commonly usedare the masks that were created between the fourteenth century and the seventeenth century and are prefered to be used in a performance rather than modern mask for the modern mask lacking in origionality compared to the classic. (Toki) In Noh theater, generally the Shite (main actor/ protagonist) actor is the only actor masked in the play, but in certain instances the Shitez-zure (assistant of the Shite) will also wear a mask but only when representing a female character. Toki) Even though the Shite is the only actor to be wearing a mask, the Shite will not wear a mask when representing a character in a earthly or a realistic piece of work and theatrical make-up is rerely and often not used during Noh performances. (Toki) The most common masks that are used are masks that represent female characters. The female mask are used to represent women of all ages and symbolize at times the beauty of the women or the ghost/ spirits of dead women. Toki) Different masks are used to represent the three main type of women, which are catagorized by age. (Toki) Young women are represented by ko-omote, magojiro, and waka-onna; the middle-Aged women are represented by Shakumi, Fukai, and Zoh; and finally the Old women are represented by uba and rojo. (Toki) Yet on occasion the Hannya mask is used in order to represent the vengeful women and conveys negative expressions and attitude. (Toki) When it comes to the costume design for Noh performances there are four different catagorities that the costumes can be organized into: costumes that are worn as undergarments, those worn over the under garments, costumes resembling skirts, and costumes that divide the actors upper section and the lower section of the body. (Toki) A Shite costume with five layers and outer garment of brocade creates an imposing figure on stage that can be even more imposing when a red or white wig is added. (Toki) A very typical gown style worn by women is the Karaori, which is woven with threads of gold, silver and other colors. Toki) Like most costumes in Noh theater, the use of color is major in determining the characters in the play. (Toki) Using red in the color scheme of any of the costume is best fit for a young character. (Toki) The most common costume for woman characters is the kinagashi (worn flowing), as well as the most common way of wearing kimono. (Toki) The outer robe over the under robe hanging from the shoulds to the ground and tied at the waist. (Toki) Another costume in Noh theater is the nuihaku (embroidery, foil) that can be used for both male and female characters. Komparu) A short-sleeved robed with a gold-â€Å"foil† or a silver- â€Å"foil† woven into the costume and â€Å"embroidery†, taking on the style of the satin-weave base. (Komparu) This costume is worn in the style of the koshimaki and includes the aslpects of being draped down from the waist, also resembling the nugi-sage. (Komparu) The nugi-sage (removed and draped) is a costume that will often symbolize a women that is mad. The right sleeve of the outer robe is removed and draped down the back, representing the decaying mind state of the women that is becoming mentally unfit. Komparu) Karaori (Chinese Weave), even though being influenced by the woven style of Chinese clothing is a good representation of Japanese Noh costumes. (Komparu) The robes can be manipulated in order to classify the different characters. It could either include the traditional color red in order to represent the young women characters or can be used without red in order to symbolise the middle-aged and older characters. In order to create the representation of a women’s skin, resort to the surihaku (foil applique). Komparu) Using the same style of the short-sleeved nuihaku with the gold-foil or silver-foil being woven into the costume with red indicates that the character is a woman. (Komparu) Another critical representation of women characters are the styles of katsura (wigs) supported by the katsura obi (wig bands). (Komparu) The narrow bands are long strands that are tied around the outside of the wig and are left hanging down the actors back. (Komparu) The bands still include the aspects of the gold-foil or silver-foil with the choice of red or not. The koshi obi (hip bands) can be used for both male and female characters. (Komparu) This resembles the mizu-goromo or is used with nuihaku in the style of koshimaki (draped from the waist). (Komparu) This costume is wrapped around the hips over a three quarter length. The tradtional styles of wigs that are used to indicate women character are the katsura, which is generally tied back or can be lengenthed to be the naga-katsura- (long wig) by attaching the long hair to a small square cloth and tied onto the actors head then rearranged for the performances. Other styles include the kasshiki-katsura (the religious wig), the midare-bin (untidy or disordered wig), and the uba-katsura (old woman’s wig). (Komparu) For the costume design for Hanjo there are certain aspects from each of the traditional costumes that could come together to create a beautiful costume along with conveying ,the character, Hanjo going mad without her lover, Shosho. The most fitting costume style would be the mugi-sage (removed and draped), which is generally known for symbolizing the concept of a mad woman with the disordanized and rugged look of the right sleeve of the outer robe slipped of and left to hang down the back of the character. The colors of the robe would include the same aspects of the nuihaku and the surihaku with the silver-foil woven into the fabric and the traditional red to indicate that the character is a young woman. The headress of Hanjo would include the idare-bin (disheveled tresses) style of wig in order to help convey the slow affect of Hanjo becoming mad without her lover; and the traditional katsura obi (wig band) with a red trim will support the headress itself and the concept of a female character. For props, Hanjo will hold bamboo grass in her hand which symbolizes a mad women. Along with the bamboo grass, Hanjo will hold a fan that will be a representation of Shosho’s fan that she recieved and will be used to be waved more rapidly to symbolize Hanjo’s madness.

Cheerleading

Approximately half of the states in the United States have already recognized high school cheerleaders ender Title IX legislation (Variants, 2009, p. 41). Since the popularity of competitive cheer is increasing, many colleges and universities are looking to improve Title IX compliance with the addition of competitive cheer as a participation opportunity for its female students. These colleges and universities are faced with the dilemma that competitive cheer is not recognized by the National Collegiate Athletic Association (NCAA) as a sport; therefore, the researcher feels that competitive cheer should be an intercollegiate varsity sport.The purpose of this position paper is to provide respective to the problems that colleges and universities face in complying with Title IX and to provide reasons why competitive cheerleaders should be an intercollegiate varsity sport. Since the passage of Title IX in 1972, female participation in sports has increased dramatically. Girls and women are no longer relegated to the sidelines, but are suiting up and Joining men on the playing fields. The legislation of Title IX prohibits sex discrimination in educational institutions that receive Federal financial assistance.The law states: â€Å"No person in the United States, hall on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal financial assistance† (Carpenter and Costa, 2005, p. 3). Title IX was enacted to deal with all aspects of education, including admissions, recruitment, course offerings, financial assistance, housing, counseling, physical education, employment, insurance benefits, student health, and martial and parental status of students.During the original conception of the amendment there was no obvious accumulation that sports programs and athletic activities at the interscholastic and intercollegiate levels were covered under the regul ations of Title ‘X. Therefore, a great deal of perplexity generated on how to handle athletic sports under the Title IX Amendment. As a result, in 1974, the Cavity Amendment became a component of Title IX which acknowledges that all athletic activities and sports would be included in the legislation.In the 1996 Clarification, the Department of Education provided educational institutions and programs with an extensive range f specific factors and descriptive examples to assist institutions and programs understand the flexibility of the â€Å"three-prong test. † The â€Å"three-prong test† determines whether an educational institution's intercollegiate athletics program offers fair and equitable participation opportunities for both genders; the educational institution must show compliance with one of the following three prongs: 1.Prong One shows that male and female athletes are substantially proportionate to the institution's respective undergraduate enrollment. 2 . Prong Two shows a ex among the intercollegiate athletes. 3. Prong Three demonstrates fully and effectively accommodate the interest and abilities of the underrepresented sex of the intercollegiate athletes. The 1996 Clarification letter describes the â€Å"substantial proportionality' portion of the three-prong test as a â€Å"safe harbor† for Title IX compliance (US Department of Education Website).Moreover, this Clarification letter influenced many educational institutions to believe that ensuring strict measures of proportionality will fulfill Title IX requirements. Each one or the three prongs is evenly essential as a means for fulfillment of Title IX regulations; therefore, no one prong is more beneficial than the other. In 2005, the Additional Clarification was released in regard to the application of the indicators in the 1996 Clarification that guided Scar's (Office of Civil Rights) analysis of the â€Å"substantial proportionality' prong of the three-prong test.A lso incorporated in the Additional Clarification was a User's Guide which contained a model survey that educational institutions could utilize to measure student interest and participation in intercollegiate athletics. This clarification modified Scar's approach from dependence on the multiple prong tests to mainly utilizing the single survey instrument to demonstrate the institution's Title IX compliance.After many deliberations, in 2010, the OCCUR rescinded the 2005 Additional Clarification and User's Guide because it was inconsistent with the nondiscriminatory methods of assessment set forth in the 1979 Policy Interpretation and the 1996 Clarification (US Department of Education Website). Presently, due to the vague nature of the three-prong compliance test, most colleges and universities Ely only on the â€Å"substantial proportionality' prong to satisfy Title IX legislation requirements.Therefore, the reliance on this prong has resulted in a great number of men's non-revenue s ports to be cut from intercollegiate athletic programs in order to meet the proportionality requirement (Variants, 2009, p. 43). A major way to decrease the elimination of men's non-revenue sports is for intercollegiate athletic programs to put more emphasis on â€Å"prong three† which concentrates to fully and intercollegiate athletes. The underrepresented sex in intercollegiate athletics is the male and with the addition of competitive cheerleaders as a varsity intercollegiate sport will assist educational institutions' Title IX issues.The OCCUR sets guidelines to assist educational institutions and programs in determining whether an activity should be considered a varsity intercollegiate sport under the Title IX legislation. Unfortunately, OCCUR does not offer educational institutions with a precise definition of what is considered an athletic opportunity or a â€Å"sport† for the purposes of Title IX requirements. Instead the OCCUR provides educational institutions with a five features hat can to be counted as a varsity sport for Title IX purposes that a sport must: 1.Be administered by the athletics department in a manner consistent with established varsity sports. 2. Offer athletics scholarships and recruit participants. 3. Have practice opportunities and regular-season competitive opportunities similar to established varsity sports 4. Conduct state, conference, or national championships. 5. Exist for the purpose of athletics competition, not to support or promote other athletics activities (NCAA. Org). The Women's Sports Foundation (WAS) and the NCAA Foundation (2000), a â€Å"sport† is defined as: 1. Physical activity that involves propelling a mass through space or overcoming the resistance off mass, 2. A contest or competition against or with an opponent, 3. Is governed by rules which explicitly defined the time, space, and purpose of contest and the conditions under which a winner is declared, and 4. The acknowledged primary pur pose of the competition is a comparison of the relative skills of the participants (Para. 3 and Boyce, 2008, p. 3). Under the WAS, as long as â€Å"competitive cheer squads compete against other similar squads and function underNCAA regulations then cheerleaders can be considered a sport; consequently, the foundation found that cheerleaders is not a sport because their purpose is not to compete and most competitions are not structured like school sport competitions† (Variants, 2009, p. 43). Second, the NCAA defines a sport as â€Å"an institutional activity involving physical exertion with the purpose of competition versus or teams or individuals within a collegiate competition structure† (NCAA. Org).Additionally, NCAA explains the concept of â€Å"emerging sports† that is a sport intended o provide additional athletic opportunities to female student-athletes, to have standardized rules with a scoring system ratified by a governing body, and have regularly sched uled competitions. The USA Federation for Sport Cheering is a not-for profit organization and is the national governing body for all disciplines of cheerleaders. Moreover, USA Cheer exists to serve the entire cheer community, including club cheering, traditional school based cheer programs and the new sport of â€Å"stunt. USA Cheer has three primary objectives: 1 . Help grow and develop interest and participation in Cheer throughout the United States; 2. Remote safety and safety education for cheer in the United States; and 3. Represent the United States of America in international cheer competitions (USA Cheer. Org). Therefore, does competitive cheer meet these requirements to be considered an intercollegiate varsity sport in eyes of the OCCUR and the NCAA?The USA Cheer and the cheerleaders community are making strides to create and launch Stunt, a new competitive team sport which provides increased athletic and educational opportunities for young women. Stunt is a by-product fro m the skills and techniques of traditional side line heralding. Moreover, USA Cheer is desperately trying to get â€Å"stunt† recognized as an NCAA emerging sport. The competitions will consist of four quarters: partner stunts, Jumps and group tumbling, tosses and pyramids, and team routine (Vesuvius, 2011, p. 457).There are 15 collegiate club teams with twenty to thirty participants. The USA Cheer suggests 12 to 16 numbers of competitions per season and requiring six to eight varsity members (p. 459). Currently, stunt provides additional opportunities for the more than 800,000 cheerleaders in the United States, including gig school age looking for an athletic opportunity at the intercollegiate athletic levels (USA Cheer. Org). Bidder v. Chinquapin University is a recent Title IX case concerning competitive cheer as a sport, roster manipulation, and female athletic participation.In March 2009, the Chinquapin University women's volleyball team and their coach Robin Sparks file d a lawsuit against Chinquapin University because officials announced that it would cut women's volleyball, men's golf, and men's outdoor track to help balance its budget, and would replace those sports with a limitation, the volleyball players and their coach partnered with the American Civil Liberties Union (UCLA) of Connecticut and filed this lawsuit charging Chinquapin University had failed to provide female students with equal opportunity to participate in varsity intercollegiate athletics.Their claim was the university violated the first part of the Title IX proportionality test since 62 percent of Chinquapin University's undergraduate students were women and only 50 percent participated in athletics. Pending the lawsuit, the federal Judge issued a preliminary injunction preventing Chinquapin University from dissolving the team. The ruling also prohibited the university from eliminating any other women's teams or athletic participation opportunities (The Associated Press, 2009 ).The officials at Chinquapin University were under the impression that competitive cheer was deemed as an intercollegiate sport recognized by the NCAA and Title ‘X. In July 2010, U. S. District Judge Stefan Undersell ruled that counting the competitive cheer team as varsity athletes violated Title IX standards because it did not meet the requirements for a varsity sport according to the OCCUR. Undersell highlighted not only the importance of having competition to be recognized as a sport but also that a sport must â€Å"resemble all other varsity sports at the institution in structure and operation† (Inside Higher Deed, 2010).In comparison with other varsity sports at Chinquapin, the competitive cheer team's 2009-10 season faced inconsistencies in terms of opponents competed against and an unified scoring system used. In conclusion, Judge Undersell wrote in his decision that â€Å"competitive cheer may, some- time in the future, qualify as a sport ender Title ‘X ; however, today the activity is still too underdeveloped and disorganized to be treated as offering genuine varsity athletic participation opportunities for students† ( Inside Higher Deed, 2010 and Thomas, 2010).Judge Undersell also noted that competitive cheer is not a National Collegiate Athletic Association (NCAA) sport; even though, six schools in the country compete for competitive cheer and have a governing body called National Competitive Stunt and Tumbling Association. Also, Judge Undersell extended the injunction requiring Chinquapin to keep volleyball as a varsity sport for another season, which was wrought the 2010-11 season. Judge Undersell mandated that â€Å"any decision to eliminate women's volleyball† must be â€Å"accompanied by other changes that will bring the university into compliance with Title ‘X† (Inside Higher Deed, 2010).In conclusion, Title IX is a very critical piece of legislation that has laid the fundamental framework for the advancement of gender equity. Therefore, Title IX still plays a vital role in the achievement of pure gender equity because girls and women in sports have a great deal more to accomplish. A goal of Title is to not deny any gender of participating in sport or athletic activity of their interest; therefore, it is important to give equal athletic opportunities to female athletes who are interested in competing in an up and coming sport like competitive cheerleaders.Recognizing competitive cheerleaders as a sport would give educational institutions the ability to put the focus on strengthening safety regulations of competitive cheer because the NCAA would require strict regulations for a intercollegiate varsity sport. Meanwhile, competitive cheer will not completely solve the gender equity issues for girls and omen and the crisis of the elimination of men's non-revenue programs but it would the many female athletes the opportunity to participate in a sport that has been around for many , many decades.

Wilfred Owens The Send-off and Erno Mullers Assault Essay Example

Wilfred Owens The Send Wilfred Owens The Send-off and Erno Mullers Assault Paper Wilfred Owens The Send-off and Erno Mullers Assault Paper Essay Topic: Literature The assault Both Owens and Mullers poems were written about World War 1 and so the two poems are especially similar in some respects, even though different poets wrote them. There are still a large number of differences between the two poems. Some similarities and differences are naturally easier to spot than others; some only become apparent after extensive study. These differences and similarities occur in style, the way the poems deal with war and it effects as well as many other things. In The Send-off by Wilfred Owen the story is told of the soldiers departing on a train for the war. It depicts the men at the siding shed and on the train, leaving their loved ones and all the things that they have worked for to go and fight on the frontline and probably die. The storyline is the start of what is likely to be the last train journey for the majority of the men on board. As the train departs with the men on board so do we leave them. In Assault by Erno Muller the story about a group of World War 1 soldiers is being relayed to us, of how they got caught in a gas attack and how it causes someone to die. The soldiers then have to get out of the trench and attack the enemy, the story shows the real world of war. The tone of The Send-off is one that condemns the deaths of those that participated and how far too many men died, a few, a few, too few [may return] the fact that Wilfred Owen is saying too few return, means too many die, this then means that is condemning the war and waste of human life. When talking about the departure Owen wrote So secretly, like wrongs hushed-up, which talks about how the men being sent off to fight and probably die is wrong, so he is condemning it. Assault by Erno Muller also has a condemning tone, there are no outstanding quotes representing this -however the underlying view of the author can be picked up as more of the poem is read. There is also a sarcastic tone although this does not feature in The Send-off Assault uses it at the end to good effect, God, this is fun! One can get the impression that some see war as fun or good, this poem has sarcasm to show how wrong they are. The voice in The Send-off is in a 3rd person perspective. It is narrated by someone who is there looking at the men and women being affected but is not involved with those there directly, words like their and they give us this impression. It also sounds like someone who knows a large amount about the occurrences of the war and resents it. It is almost as if it is the soul of a soldier who died fighting in the war and he resents this. Assault has a 1st person perspective. It sounds like someone who had experienced it and survived. Words like ripped and were show that it was written in the past tense whilst quotes like God, this is fun makes it seem as if the narrator experienced the war 1st hand. The Send-off has both an angry underlying mood too few as if the author is shouting and hollering as if very angry, along with a sad mood. It is sad because the author knows that a lot of the men will soon be dieing. A few, a few may creep back. We get the idea that they have been through terrible suffering (which they had) and that only a few survived (which is also true), this is supposed to and succeeds in saddening the reader. Assault has a few moods in it, there is an eerie mood at the start of the poem. The white cloud swirled round him like a fog. This gives an eerie atmosphere as death just swirled up around one of the soldiers without him realising. Another mood is sadness A man choked caught him unawares. Then his body flopped over. We are saddened from this as a man suffers a horrible death from gas and he didnt have a chance to avoid it. Assault also has an angry mood in it, the author is angry at the waste of human life, the quote over the top and kill shows how all war is, is people to kill. The two poems have very different forms, The Send-off is broken into four stanzas which change in size going small, large, small and large. This breaking up could represent how war is fought in sections. These sections are the different battles that occurred in World War 1. The order of the stanzas and the size of each stanza being regular could be seen to represent how the deaths and occurrences of war were seen as regular. However, looking closer the sentences begin and end at different points, war appears regular but look closer into it and it is not. Assault only has 2 stanzas, these are of very different lengths, however the lines are organised into groupings. The different groups of lines represent the different parts of the battle that the soldiers went through, the form of Assault is totally un-predictable, much like an enemys next move in a battle or war. There are several differences between the rhythms that the two poems use. Erno Mullers Assault has a rhythm that keeps changing. It begins quickly Gas! Faces turned straight into the action there is a fast rhythm here as the soldiers try to survive the gas attack. It slows down in the middle of the poem as the shells are described and then tired they sank earthwards. There is a final boost of speed at the end of the poem Over the wall! Over the top and kill. The Send-off however has a very steady rhythm and it is fairly slow. The very regular rhythm Dull Porters watched them, and a casual tramp Stood staring hard makes the send-off of men to the front lines seem a regular occurrence (which it was) and therefore that the mens deaths were also a regular un-important event. Both poems have a great deal of examples of imagery throughout them. The Send-off starts of with lines and words making it feel that the war is being censored, so only some truths come out. This is being done because war is wrong and the government, army etc are trying to keep it quiet. Darkening lanes produces imagery of it occurring in the dead of night so that it is not seen by many people and therefore kept quiet. Everyone knew that it was wrong but no-one was trying hard enough to do anything about it, everyone was just keeping quiet like wrings hushed up. The impression of things being censored and kept quiet is given as men may creep back silent so only a handful of people knew the truth about the war. Assault also has a few examples of things being kept quiet. The masks that hid the men from the gas can represent how the government hid (or censored) the truth about the war from the public. Some of these things carried through to the soldiers, the white cloud which was actually death, as gas could seem innocent to the inexperienced soldier as a white cloud would seem above suspicion to the uninformed. There are copious numbers of references to the huge number of men that died throughout as well as all the suffering that a lot of them went through. Erno Muller has included a lot imagery for this, feverish hands the men are harmed mentally (scared stiff) just by the thought of the gas attack. The horrible image of a man choked as the gas caught him unawares over whelmed his defences and took over his body. Groaning makes us think of all the men lying on the battlefield groaning in pain. The men also felt like they were on their own at times, the word unawares is the only word on the line, it also is on its own. They may also have felt that everything was against them including nature The wind cut me. The feeling that everything was against them would have reduced their morale even more. Owen also included no end of imagery within his poem, lined the train produces the image of the huge numbers of men that took part in the war as a train can hold a huge number of people. The men tried to put a brave face on their situation, as they were not that happy about being in a war faces grimly gay. There are also a great deal of references to how the deaths became usual as so many men lost their lives, They got a train trains run regularly just as the men died regularly, Dull porters watched them as it wasnt unusual for train loads of men to go off, however this also meant that it was usual, mundane and uninteresting that the men died. Repetition near the end of the poem A few, a few, too few gives the impression of things going on and on, either the suffering of the soldiers, the numbers of dead or just how the war went on for a lot longer than everyone was expecting. The women gave them flowers before they left, this could be instead of putting flowers on their graves as the men were very likely to die and some of their bodies would never be found. Words and lines like our and I in Assault make you realise that it was personal, people lost lots of friends and family in the war, a lot of men would have watched their friends die. The two poems have different rhyming patterns, one doesnt have one. The Send-off has a regular rhyming pattern, in the short stanzas it is ABA and in the longer stanzas it is a more complex but still a regular rhyming pattern. The regular rhyming pattern in the poem can represent the regularity of the send off during World War 1 and therefore the regularity of the men dying. Assault has no particular rhyming pattern. This could represent how things dont always happen as they are supposed to. It is, however, still a poem. Things dont always happen in war as they are supposed to, but it is still a war and waste of human life. Both poems deal with war and its effects in similar ways. They condemn the immense loss of human life. Both authors seem to try to deal with their losses by discussing what occurred. In conclusion, the two poems deal with war and its effects in the way that most war poems endeavour to.

Memorial Day Lesson Plan, Ideas, and Quick Crafts

Memorial Day Lesson Plan, Ideas, and Quick Crafts Traditionally, the end of May is a time for laying wreaths at military graves and paying tribute to the lives sacrificed by our troops in order to preserve our freedoms. These Memorial Day lesson plans will get you and your students back to basics, ready to observe the holiday as much more than simply a day away from school. By teaching your students about the terms veteran and sacrifice you will be instilling pride for our nations military in the next generation. No matter how we feel individually about this war or other conflicts, the men and women who have given their lives for our nation certainly deserve respect. And even if youve forgotten about Memorial Day until now or left your planning to the last minute, the following lesson ideas are so easy to implement, you can use them tomorrow with hardly any prep time. Last Minute Memorial Day Activities Here are five quick lesson ideas to teach your students about Memorial Day. Use these ideas when you are in a pinch, or as an extension activity. 1. Be a Proud American Citizen Do your students know the symbolic meaning of our American flag? Can they recite the Pledge of Allegiance or sing the National Anthem by heart? If not, theres no time like Memorial Day to make sure your students have the basic skills of being a proud American citizen. You can turn this information into a craft activity by following up the instruction with time to color the American flag or illustrating the words of The Star-Spangled Banner. 2. A Million Thanks Use the website for AMillionThanks.org to support the U.S. troops currently serving our country. Through letter writing, you can teach about the meaning of the Memorial Day holiday and, at the same time, offer your students real-life Language Arts practice in the art of letter writing and thank-you notes. 3. Childrens Literature Share informative and entertaining books with your students, such as Christin Ditchfields Memorial Day or Theresa Goldings Memorial Day Surprise. Afterward, have your students draw to express their feelings about the sacrifices of people who fight for our nations freedom. 4. Recite a Poem Ask your students to choose one of these Memorial Day poems and give them time to memorize the poem in order to recite it in front of the class. Memorization and public speaking are two important skills that are often overlooked by teachers, so why not use the Memorial Day holiday as an excuse to focus on them? 5. Create a Crossword Use Puzzlemaker to create a crossword puzzle or word search with Memorial Day vocabulary words customized for your students grade level. Some suggested words might include: veteran, soldiers, military, freedom, sacrifice, country, general, remember, heroes, American, patriotic, generations, and nation. You can start off the lesson with vocabulary instruction and a discussion with your students on the meanings behind these loaded words. You can also peruse this collection of Memorial Day resources for kids and choose from the quizzes, logic puzzles, and online activities that are available for teachers to use for free. Looking for more Memorial Day ideas? Try this collection of activities and patriotic ideas to help you celebrate the men and women who serve our country. Edited By: Janelle Cox

Development Theory and Impasse Essay Example | Topics and Well Written Essays - 2500 words

Development Theory and Impasse - Essay Example The development theories at that time were based on metanarratives mainly because of the popularity which was contained by Marxists and neo Marxists. The beginning of impasse in development theory occurred when the capitalist system caused the Western development which was considered to be exploitative by nature (Schuurman, 1993). The development impasse is a significant feature of the world economy and global development. This paper is focused on describing the development theories and the impasse in development theories in a detailed manner. It also aims to evaluate the causes of this impasse in development theories. Development Theory Development theory is an aggregate of multiple theories, which aims to propose methods by which a society can be congealed into a developed and progressed form. The development study deals with the ways by which the desirable changes in the society can deliberately be delivered on a social level. There are many theories, which come under the umbrella term of development theory. Some of these theories are: 1. Dependency Theory 2. Modernization Theory Dependency Theory Dependency theory is a set of multiple theories relating to the scope of social sciences. It aims to describe the reasons for the failure of developing countries to develop on the economic field.... ntrols the global economy which creates inequality in power and resources by which the non industrialized countries becomes unable to progress and match to the global economy in spite of the investments by industrialized countries. This is the main argument of dependency theory for the global development (Munck & O'hearn, 1999). Modernization Theory Modernization theory is a development theory which explicates the process by which the industrialized countries become developed. It aims to describe the process of modernization by which societies became developed and industrialized. It emphasizes on advancements in technology and industrialization in order to actualize the development in society. It also incorporates many political and social changes in a society to become a developed society. One of the social changes is the emphasis on the advancement in the institution of education. It actually describes the process by which the industrialized North American societies and the industr ialized societies of Western Europe were developed. It proposes that if a developing country adopts this process of modernization, by which the developed countries were modernized, only then that developing country can be converted into a developed and industrialized society (Munck & O'hearn, 1999). Impasse in Development Theory The impasse in the development theory is largely contributed to the Marxist influence on development sociology. To understand the impasse of development theory, it is important to neutrally attain the core understanding of each theory including dependency theory and Marxist influence on development theory (Booth, 1985). Marxism and Neo Marxism The time period of 1970s and 80s were significantly influenced by Marxist theory and Neo Marxism regarding the development

Prostate Essay Example | Topics and Well Written Essays - 500 words

Prostate - Essay Example Similarly, diabetes cases are at an amazing. Though there is no apparent relation between prostate cancer and diabetes. However, recent research has shown that type 2 diabetes cases in men often lead to prostate cancer . "These distressing numbers show how important it is to prevent type 2 diabetes since there is a slight chance of diabetics developing prostate cancer," said Ann Albright, director of the diabetes translation division at CDC, in a statement. "We know that a structured lifestyle program that includes losing weight and increasing physical activity can prevent or delay type-2 diabetes." Available data suggests that the prostate cancer rates have shot up greatly since 2008 to about 20 percent. If this trend continues, nearly a fifth of the entire male U.S. population will eventually be ailing. At the moment, 8.3 percent of all Americans, and 11.3 percent of people over the age of 40, now have the disease. What is even more alarming is that 27% of patients are not even aware of their condition. If we closely assess the trend, we find that the rates of prostate cancer in America are expected to rise further in the years to come . There are many risk factors for prostate cancer. These include alcohol intake, high blood pressure, obesity, lifestyle changes, eating unhealthy foods especially high-fat diets and high fat levels in the blood. Ethnicity is also a major contributing factor for prostate cancer. Certain groups have a greater risk of developing prostate cancer than non-Hispanic whites. They include which include as Native Americans, Hispanic Americans, African Americans, and Japanese Americans. Another risk factor is aging. At a later age of 45, the risk for prostate cancer begins to rise substantially. However, the risk is higher at the age of 65. Apart from physical lifestyle changes, natural medicines like almonds and green leafy vegetables exist. These help to prevent and treat prostate cancer when added into the diet. Together with