What is the true study of modern human emotion, th Essays

What is the true study of modern human emotion, th Essays What is the true study of modern human emotion, thought, and behavior, psychology or philosophy? This question's answer does not come easily to its solicitor; in fact, the two seemingly different subjects have a distinct and discernible relationship to one another. "Some things are up to us and some are not up to us. Our opinions are up to us, our impulses, desires, aversions, in-short whatever is our doing. Our bodies are not up to us, nor our possessions, our reputations, or our public offices, or that is, whatever is not of our own doing (Epictetus 1)." This citation, from a philosopher who lived around 100 B.C., illustrates the relationship between psychology and philosophy. When one examines the language housed within the passage he will understand, in order to lead a blissful life, one must have power over his reaction to an event and not let the event have power over his reaction. This effortless Stoic belief has lead to the development of a modern psychological therapy known as Rational-Emotive-Behavior-Therapy. This therapy uses a logical approach in order to solve problems with the human psyche.If one were to scrutinize the word "Psychological," he will notice the word "Psycho" which is related to the word "Psyche," which, in turn, means the human mind and its perception of consciousness. Upon further study of the word "Psychological," the person in question will notice the latter part of the word is "Logical" which deals with the processing and the capability of rational human thought; therefore, one can inf er that a psychological therapy must deal with the subjects awareness of his situation and his ability to rationalize his thoughts of such events. Rational-Emotive-Behavior-Therapy executes this conjecture to the letter. REBT is a reflexive approach to psychology that is gaining popularity. Today, REBT uses can be seen in everything from: combating unhealthy emotional outbursts, solving chemical dependencies, and improving a person's overall mental self-image. Foremost, one must understand Rational-Emotive-Behavior-Therapy in order to apply REBT to the above-mentioned modes of use. REBT is a therapy residing in a subdivision of psychological therapies known as Cognitive therapy, or an assumption based therapy relying on the premise that psychological problems are due to maladaptive patterns of thinking ( Hockenbury and Hockenbury 523). Gerald Metalsky Ph.D., Associate Professor of Psychology at Wisconsin's Lawrence University, explains cognitive therapy to be the process of "Identifying deprossogenic thoughts, evaluating these thoughts, and challenging the cognition of these thoughts in order to reduce future depressions ( Metalsky 23)." In other words, perception of life's events dictates emotion; however, perception is not always reality, cognitive distortions within one's mind are the actual culprit. Dr. Metalsky continues to explain with a model he uses to clarify the therapy to new patients. "We ta ke the ABC approach, which "A" is the antecedent event, "B" Is the belief one has regarding what has just transpired, and "C" is the consequence of the belief ( Metalsky 23)." This model shows the basic structure of all Cognitive therapies. For example, when a student fails an exam and the student concludes that he or she must be stupid. This is a classic example of an external event, interpreted incorrectly, creating a cognitive distortion in the mind of that individual. By understanding the outlining concept of Rational-Emotive-Behavior-Therapy, known as Cognitive Therapy, one is now ready to move on to the subject of REBT itself. What is REBT? Rational-Emotive-Behavior-Therapy, or commonly known as REBT, is a practical, action-oriented approach to coping with problems, and enhancing personal growth. The premise for Rational-Emotive-Behavior-Therapy is that a person's difficulties are the result of his or her faulty expectations and irrational beliefs (REBT facts 2). In order to restore emotional heath to the life of the individual one must utilize REBT. The therapy itself does not eliminate emotion; in fact, it emphasizes emotional involvement in every aspect of our thinking and our actions ( Metalsky 24). The therapy requires the patient to look at his situation and evaluate the emotion this situation evokes. When human emotion becomes too intense, as it often does, the person this emotion belongs to becomes unhappy. The quality of hi s or her life begins to deteriorate. It is at these times, the logical

Laugh in Spanish With the Verbs Reír and Reírse

Laugh in Spanish With the Verbs Reà ­r and Reà ­rse Is there a difference in meaning between reà ­r and reà ­rse? Dictionaries give the same definition for both. The two verbs, which mean to laugh, mean basically the same thing. Although you will find some regional variations, reà ­rse is the more common of the two. Thus, while reà ­ would be understood to mean I laughed, it would be more common to say me reà ­. Reà ­r by itself can sometimes sound poetic or old-fashioned. When Reà ­r or Reà ­rse Is Required There are at least two cases where one form is required: More commonly, when followed by de, the reflexive form reà ­rse usually means to make fun of or to laugh at: Me reà ­a de mi hermano, pero ahora somos amigos. (I used to make fun of my brother, but now were friends.)14. 3/19. Expanded, fixed error, added takeawaysSe reirn de su falta de sofisticacià ³n computarizada. (They will laugh at your lack of computer sophistication.)Me quiero reà ­r de mà ­ mismo. (I want to laugh at myself.) If you are talking about  what makes a person laugh, the reflexive form isnt used. Hacer is typically used as the verb for to make: Me hace reà ­r cuando estoy triste. (She makes me laugh when Im sad.)Austin Powers no me hizo reà ­r ms de una vez. (Austin powers didnt make me laugh more than once.)Ayer me hiciste daà ±o y hoy me vas a hacer reà ­r. (Yesterday you hurt me and today youre going to make me laugh.) Theres no logical reason why reà ­rse de is used to mean to laugh at rather than reà ­rse a or even reà ­rse en. Thats just the way it is. This is one of those cases where you should learn the preposition along with the verb. Conjugation of Reà ­r and Reà ­rse Reà ­r is one of the very few -ir verbs with an accent on the final syllable. It is conjugated irregularly, but only in terms of writing, not pronunciation. An written accent is needed in many forms to prevent the e of the stem and and à ­ of the ending from forming a diphthong. And example of the written irregularity can be seen in the indicative present forms with the irregular forms shown in boldface): yo rà ­o, tà º rà ­es, usted/à ©l/ella rà ­e, nosotros/as reà ­mos, vosotros/as reà ­s, ustedes/ellos/ellas rà ­en. Words Related to Reà ­r Among the Spanish words related to or derived from reà ­r: la risa - laugh (noun), laughterrisible - laughablerisià ³n - mockery, ridicule (noun)la risita - chuckle (noun)el riso - chuckle (noun; word used in limited areas)la risotada - guffawsonreà ­r - to smilesonriente - smiling (adjective)la sonrisa - smile (noun) Among the few English words etymologically related to reà ­r are derision and risible. All these words come from the Latin  ridÄ“re, which meant to laugh. Phrases Using Reà ­r or Reà ­rse Here are four common expressions that use these verbs, most often reà ­rse. Translations other than those given here can be used: reà ­rse a carcajadas - to laugh ones head off, to laugh ones tail off, to roar with laughter, etc. (A carcajada is a loud laugh or a guffaw.) - Nos reà ­amos a carcajadas de las cosas que decà ­a el cà ³mico. (We roared with laughter at the things the comic said.) A more colloquial way of saying the same thing is reà ­r a mandà ­bula batiente, literally to laugh with a flapping jaw.reà ­rse entre dientes - to chuckle (literally, to laugh between the teeth) - La tenista rià ³ entre dientes y sacudià ³ la cabeza. (The tennis player chuckled and shook her head.)reà ­rse hasta el llanto - to laugh until crying - Muchos dà ­as nos reà ­amos hasta el llanto. (Many days we would laugh to the point of crying.)reà ­rse para adentro - to laugh on the inside - Me rà ­o para adentro cuando recuerdo lo que escribià ³. (I laugh on the inside when I remember what she wrote.) Key Takeaways Both reà ­r and its reflexive form, reà ­rse, mean to laugh, and they are often interchangeable with little to no change in meaning.The reflexive form reà ­rse is used in the phrase reà ­rse de, meaning to laugh at, while the simple form reà ­r is used in the phrase hacer reà ­r, meaning to cause to laugh.Reà ­r and reà ­rse are conjugated regularly in terms of pronunciation, but a written accent is often needed to maintain that pronunciation.

Assignment about ethics 5 Example | Topics and Well Written Essays - 750 words

About ethics 5 - Assignment Example The bank was unable to garner sufficient funds from its retail arm through deposits to show sufficient growth on the balance sheet. As a result, the Northern Rock started depending on easily available short-term wholesale market funds to boost its growth. Northern Rock started issuing and selling notes that offered the buyer the right on the capital of the loan portfolio. New loans were bundled and the prevalent accounts were sold through asset-supported securities (Liikanen, 2012). Nothing happened all of a sudden, as by 1995 the worth of capital with the bank had begun deteriorating sharply. In 2005, debt of lower value released in 2001 was equalled to equity. It reduced the margins over the debt value greatly. The bank was not getting better margins from traditional market but it could not control the tightly defined leverage from bursting to a factor of 90 and more (Liikanen, 2012). The Northern Rock announced insolvency on September 13, 2007, asking help from the Bank of England (BoE). Immediate effect of this declaration happened on the bank retail segment customers who had deposited money in various personal accounts. These account holders had lost faith in the capability of the bank to pay back their deposits and the very next day there were long lines of customers in all branches of the Northern Rock to withdraw their funds from the bank. ... Bankruptcy of Northern Rock was due to stepping back from their credit lines by the institutional short-term investors of the Northern Rock. Before the announcement of insolvency, withdrawing back of the short-term institutional investors was a grave issue for the bank before 14 September. The real set back to the bank was faced in the wholesale market when the news broke out that the Northern Rock was arranging money largely from the short-term wholesale funding, which it settled at the time of credit maturity (Liikanen, 2012). Inter-banking problem of Northern Rock and other financial organizations largely stemmed from the deficiency of trust among banks and the inter-banking market. Generally, inter-banking market is always brimming with funds across the world but liquidity just vanished from the market. Retail depositors’ rushing to the bank branches for withdrawing money happened at a time when crisis at the Northern Rock had occurred. Amazing thing was that during the di fficult time of cash shortage crisis, the retail segment of the bank business was shown as the major revenue stream of the Northern Rock. In the end with the huge downward plunge in the share price of Northern Rock from ?12.50 in January 2007 to below ?1 at close of the year 2007, the bank was taken over on 17 February 2008 (Liikanen, 2012). The crisis of the Northern Rock was managed with the financial aid given to it by the Bank of England. After nationalization, all its debts and losses were borne by the government. Certain clarity emerges behind the cause of crisis or failure of the Northern Rock, which is significant to mention to remove ambiguity over its failure. The Northern Rock banking business model failed not because of its borrowers, nor a long line of customers waiting

Your task is to develop a model which could be used to inform an Essay

Your task is to develop a model which could be used to inform an economic evaluation - Essay Example It can be seen that the maximum amount of money is spend on the diagnostic procedure- echocardiogram. Around 142.16 $ is spend for this. Then the model included other primary evaluations in health care for the particular disease as ECG, TFT, INR, FBC, coagulation studies and medication. The total cost incurred for the primary visit is 418. 08. There have been reviews on the increased cost of ECG on adolescents and neonates. It is estimated that cost effectiveness was at peak between [,000 in 14 year olds and $ 204000 in screening done in 8 year children for the life saved per year. (Saul, Samuel & Gidding 2014). Both warfarin and aspirin are anti-coagulants, which are administered to prevent the clot formation in the blood vessels of heart, which may lead to cardiovascular diseases. Warfarin and aspirin were administered in patients at risk of developing heart problems. Risk category included obese patients, patients with diabetes mellitus. It may seen that, the cost spent for visit of general practitioner without the administration of any medication and with the prescription of aspirin was the same (552,992 $). The cost spent for speciality visit was same for all three categories. The use of diagnostic procedures like ECG and Echocardiogram spent the same amount. The amount of money spent on TFT is same for all the three categories. No amount of money was additionally spent on INR, FBC, and coagulation studies on the administration of aspirin and warfarin. When the total cost was estimated along with the administration of medication and frequency of use, less amount of money was spent when aspirin was used for prevention. After deploying this model for three years, the end result was found use of aspirin prevented the occurrence of cardiovascular diseases in comparison with administration of warfarin and without any intervention. This indicates that this model may be used in the prevention of

The Camera Never Lies Essay Example for Free

The Camera Never Lies Essay It is usually thought that photographs are a little slice of the real world. Traditionally, they have played the rule of adding realism to written text. The text becomes a commentary of the frozen shot of real life encapsulated in the photograph. However it could be argued that this is not the case. There are several aspects of the photographic image, which make it less than real. These aspects all have different ways of showing that cameras arent always correctly right. Even simple pictures can represent a number of qualities. It is possible to understand a number of different meanings from one picture, this is called decoding. For instance visual images can be false by editing and cropping detail out of the photographs/pictures. This process changes the frame and can sometimes exclude main or minor parts of the picture. These missing images occasionally can back up the authors article and help the audience understand the meaning. Cropping occurs in the media to suit the audience and to express the opinions of the writer. We can also argue photographs can distort the truth by the selection of the picture. The illustration always is chosen for a particular event or story, but the final image is selected from a wide range of material. This allows the author flexibility, in choosing the correct image for his motive in his text. Sometimes the pictures arent always appropriate, but have certain ways of backing up the article. As the photographs only show one aspect of the situation, the image could always be unrepresentative and tell many different stories from the single picture. These images often make statements about the link between what is being displayed in the photograph and the type of person viewing the article. The picture can be misleading a bare no relation to the text. This is a good example of poor selection of photographic material. All photographs are not reality, but iconic signs. Iconic sings are a way of demonstrating a particular subject. When we observe a photograph in print, it is only a symbol not the real image as we see in real life. All pictures have captions describing the image; the captions anchor the meaning of a photograph which offers a clear preferred reading. The text of the article also performs and shows this function. A photograph alone without a caption can be interpreted in various ways. As well as having iconic meaning, photos make meaning and signify because of the associations we have with the image. Denotation is the simple literal meaning of all the images viewed in the picture, basically defining the illustration. On the other hand connation is the associations we have with the sketch. These associations are viewed in many different ways and automatically display and imply numerous opinions on certain situations. The top photograph (Fig.1) shows Gerry Adams and Martin McGuinness leaders of Shin Fane situated outside a conference surrounded by the media. The denotation in this image shows the leaders surrounded by paparzates, divided by some form of barrier. Barbed wire fencing is in the rear of the photograph; this gives the impression of security and restriction. A lot of people are surrounding the leaders, giving the feeling of interest or trouble. The connation of the sketch is basically of immense interest in these powerful Shin Fane leaders. With the photograph being taken so far away from the incident its hard for individuals to be identified and described. This particular photo was probably selected for this quality, to show the mass interest. The barrier shows disgrace for Shin Fane, with the leaders being barred from the conference. This specific image is chosen as an example to show the media had interest in Shin Fane. Having no open text it is difficult for the reader to know exactly what is occurring, it would be impossible to guess what the photograph is trying to display. In the photograph (Fig.2) it shows the viewer a close up of Gerry Adams and Martin McGuinness, behind bars. This gives a dramatic feeling of exclusion and shame. The denotation in this image is easy to identify and describe with the shot being so close and clear. We can view two very well known faces, restricted from going into somewhere with solid bars. The Shin Fane leaders are dressed formally, which gives the impression of the conference being important and themselves being powerful. In the background faded faces can be seen, this can be interpreted in various ways. For example Shin Fane Supporters/Shin Fane Protestors or Paparzates. The connation is one of power and conflict; this particular picture of the leaders gives publicity for their cause. This image has a closer propaganda feeling, and the bars give a feeling of jail and prison, which makes the photo even more dramatic. Its easy to understand what the picture is displaying, even without a caption. The difference between Fig.1 and Fig.2 is that the leaders can be identified easily and not so much is occurring in the image, which makes it easily understandable. In photograph Fig.3 The Mobs Brief Rule, the first impression is that it shows an argument between a protestor being held by police and a West End Shopper. The caption below this endorses this impression. The donation in this image is that there is a riot-taking place, with people being restrained by the Police and non-protestors being caught up in the chaos. In the background we can clearly see the West-End buildings and a telephone box. The connation in this photo is that the male protestor is being restrained presumably for wrongdoing and the by-passer has entered in conversation with him. Without the caption this photograph is simple to follow and gives you a slight understanding of the disorder. Having read the accompanying letter to the editor from the eye-witness (West End Shopper), it is obvious the camera can be misinterpreted and this is an example how the media can use images to achieve a particular purpose. The letter explains exactly what did happen, which was that the shopper was walking down the street in the early evening hearing a group of cheerful poll-tax protestors. With police aligned along the pavements, the lady suddenly saw four of the riot squad police grab a young girl in her late teens for no reason and brutally forced her onto the crowd control railings. The man you view in the image is her boyfriend recklessly trying to reach for her, but being held back by a policeman. The lady is urging the man to calm down or he will be arrested, she is not having an argument with him as your first impressions thought. I looked at the same events reported in two different Sunday papers, to see if they had represented the photographs differently. The subject of these images is the same, but the photographs attached to the article differ. Reports on the Israel Conflict The Sunday Times and The Sunday Express wrote articles on the Israel conflict, each took a different approach on the issue. Both photographs in the papers produce the same sort of meaning just in different ways. The Sunday Times took a conservative attitude to the conflict in as much as the article dealt only with the Israel Conflict. The photograph (Fig.4) alongside the article shows President Bush casually dressed in typical Texan fashion. It was very informal and displayed the idea of him and Tony Blair being chums. In the image Bush and Blair are seen to be united together, which reflects the text in the article. The denotation of the picture shows the two powerful, respected leaders together. Blair supports Bush and pays compliments for the Presidents U-turn on Israel. The connation in this photo implies American society and the United Kingdom have combined together to sort out problems over in the Middle East. The caption on this photo doesnt exactly reflect much of the article, but gives the reader some idea about them uniting and the toughness they will have over in the Middle East. Unlike some images, without any open text this photo could mean a variety of things. The Sunday Express included a similar article, which was more dramatic and combined the two issues of the Israel Conflict along with the possibility of war within Iraq. The photograph (Fig.5) alongside was more formal showing the president handshaking Tony Blair. The image is personally more appropriate than the Sunday Times photo, with the denotation showing the two countries flag in the background and them both being in recognized clothing. This particular photo has been chosen because it is simple with few figures and it portrays a strong meaningful picture for this serious article. The connation implies the same issue as in the other Sunday paper, showing them becoming united. With the handshake and them looking pleased in this image you speculate something respectable has happened. Unlike the other image you have a vague idea of the situation without the open text caption. The next photograph (Fig.6) Im going analyse appeared in the Mirror, alongside articles paying tribute to Queen Elizabeth The Queen Mothers funeral. The denotation shows Lady Thatcher and her husband Dennis taking their seats in Westminster Abbey. This image is a good example of misrepresentation as with out the caption the read would have no idea what was happening. The connation in the left picture could imply just grief or Dennis having an accident. Their expressions do not indicate any physical injury. In contrast the photo on the right, gives more idea that Lady Thatcher is the one in pain. With the caption we can tell she is in agony due to Dennis treading on her toes. This article seemed rather out of place, alongside the funeral tributes. After analysing these five different images, I have learnt due to editing and selection photos can misrepresent the truth. The Media producers are constantly competiting with each other to make money. New and exciting ways of representing information/pictures can have impact and ensure success. A good photograph of something can help audiences make sense of a complicated issue. The media uses photographs that will hopefully not date and always support the authors text. Without cropping, selection and photographs being anchored, the images would put across a more truthful statement. As can be seen from my examples, the camera can distort the truth or even lie.

How To Build Your Own Computer :: Process Essays

Before you start you will need to check if u need all of your pieces together and parts. Then you need to check if you have the right size case for your mother board. The find a bare floor to work on its the best place. Then download latest drivers for your pc so you cannot have headahces later on. Now you are ready to install your motherboard. Lay your case on it's side for installing the motherboard. If your case has a removable motherboard plate then take it out to install the motherboard on it. Match up the motherboard mounting hole with the case or plate. Now use the standoffs and install them to the case or plate where the holes lined up. Then use the screws and screw the motherboard down to the standoffs. Some case use plastic standoffs. These usually have pointed ends you push up through the back of the motherboard and then slide the flat head into the case or plate. Make sure that the motherboard is not touching the case or plate on the back of the motherboard. Now install the plate if your case came with the removable one. Make sure your motherboard is tight but not too tight as to cause it to crack.Next connect the power to the motherboard. If you have an AT motherboard it will use 2 large 6 wire plugs. The black wires have to be together in the middle or you will fry your motherboard and believe me it has happened a lot. They will be hard to install but they will fit just keep trying. The problem is the little tabs placed on 1 side of them. If you have a ATX motherboard then you will have 1 large 20 wire plug. It is made so it can only be installed the right way. If you have a cpu that needs the extra 12 volt hooked to the motherboard then you will need to install it also. It looks different from the other connectors and will install only the right way. You must decide if you want a desktop or tower or one of the new small cases. You will want to allow for expandability unless you are building a small form case. Make sure you get a case that will fit the space where you plan to put it. Make sure the case has at least one intake fan or a place to install one in the front.

Mlb Advanced Media Case Summar

Stephen Sewell MLB Advanced Media Case 1. Major League Baseball has been an industry leader in the digital space for athletic entertainment, thanks to the launch of Baseball Advanced Media (BAM) in 2009. Once the organization took off and grew, it began branching out and offering its content in a variety of channels and platforms. Careful consideration had been given on each of these platforms, but the organization considered itself to be a risk-taker and a first-mover for its industry. Now, with the launch of Apple’s iPad in 2010, BAM was faced with different and complex issues concerning a BAM application for the device.Would they invest the resources to create an app? Would this app be different from existing apps, such as At Bat for the iPhone and iPod touch? How does this addition improve the portfolio of offerings, and does this cannibalize other sources of revenue for BAM? 2. BAM has experienced tremendous growth since its inception, and has come to be known as an indus try leader and overall content delivery model for others to aspire to be. Their content generation leads to increased revenues and partnerships, which leads to more features and options, which leads to more passionate fans and employees, which leads to more innovation.This virtuous cycle has allowed BAM to achieve substantial revenues from its four major sources. The first is their Ticket Sales, which account for 39% of total revenues. Over 30 million tickets were sold online last year (at the time of the case), which is more than a third of the overall baseball attendance. This ticket sale dominance grew substantially with the acquisition of Tickets. com, and a five-year partnership with Stubhub. com. Through these mediums, MLB and BAM removed the uneasiness and uncertainty associated with scalping tickets and created an official secondary market for reselling MLB tickets.When a fan enters the game, the clubs also make a lot of money on things like concessions and merchandise sales . Because of this, Ticket Sales is one of their greatest strengths (key driver), but is also one of the biggest areas that can be seen as a threat. As the content and experience of online and mobile products increases, the desire and willingness to pay for going to the actual stadium decreases. The MLB must work closely BAM to ensure that the two are not in direct competition with each other. The next is their paid-content model, which attributes about 31% to the company’s overall revenues.This, as discussed later in the paper, has been a great strength for BAM. If they are not constantly pursuing innovative and novel ideas and products, this will become a huge threat. BAM also benefits from Merchandizing and Advertising/Sponsorships, which account for the remaining sources of revenue. A key driver going forward will be to continue partnering and aligning with major players in the industry to not only leverage their content and expertise, but also to subdue any potential comp etitive products from seriously posing a threat to market share. 3. BAM seeks to serve MLB fans of all walks of life.Whether it’s the Cardinals fan that wants to get audio coverage of a game that can’t attend, or the business executive that needs a quick update on how his Twins are doing during a meeting, BAM’s products seek to address a variety of fan lifestyles. For the die-hard fan that never wants to miss any of the action, MLB. TV gives fans incredible value by being able to watch any game out-of-market at any time, watch up to 4 games at once, or even get a 10-12 minute condensed version. MLB. TV reaches out to the more active fan that seeks to dedicate a large amount of their time to their MLB allegiance.For the fan that is passionate about the sport and/or their favorite team but doesn’t have a large amount of time to sit through 9 innings, there is MLB. com. On this website, fans can view scores, statistics, schedules, standings, get links to ind ividual team pages, buy tickets and merchandise, or get video highlights. The fan that frequents this product can spend on average about 20-30 minutes on the page at a time, but really cannot devote the time that those who utilize MLB. TV can. Next, we have users that frequent the At Bat, who are more of a tech-savvy, on-the-go type of fan.The value BAM users receive from these push notifications, quick highlights and stats, and live audio streams allows for them to access information anywhere, at any time. The fan can always be on top of the latest rumors and trades, even if there schedule is packed. These products also create value for customers that it does not serve. BAM being recognized as one of the best in digital sports content, it puts the pressure on other athletic organizations to pursue similar initiatives. Sports fans of the NFL and NBA are aware of what is happening in the baseball world, and demand similar experiences.Moreover, BAM’s content delivery and qualit y are well-respected even with those companies not in the sports arena. Companies can model their online and mobile presences after BAM, or can even bring in people for temporary projects to ensure efficiency (like Apple did). 4. BAM’s paid-content model was initially met with a heavy amount of resistance, both internally and externally. With so much information available all over the web and TV, a lot of people questioned whether people having to pay for information and access would be something that would catch on and hold.It has now taken off, mainly because of the passionate and active fan base. Due to the fact that there are SO many games throughout the regular season, and that each team typically has a strong following, Baseball Advanced Media can afford to up-charge for their information and content. As more and more sources become available, and â€Å"generic† prescriptions for these athletic media sources permeate the scene, the paid-content model will come in to question. As long as BAM, and all of their products, are constantly pursuing ground-breaking and innovative initiatives, the paid-content model can be sustainable.But, to that end, this means that their entrepreneurial push needs to be effective and tactical. They cannot afford to be first movers on products, and then have these products fall flat and keel over. As they continue onward down the media content path, they must continually offer more interactive and unique experiences that do not eat into each other’s markets and profits. 5. Bowman and the BAM staff must be very careful in approaching this iPad application. Although the app will serve a similar audience, BAM should be cognizant of the different â€Å"brand images† each of their offerings in their product portfolio.For example, At Bat allows fans to listen live (audio, even though there are 2 free games per day) to every game, get up-to-the-minute stats, receive push notifications, etc. So, it is safe to assume that the At Bat user is looking for convenience and quick analysis of what is important to them. MLB. TV encounters a similar situation, in that it is primarily utilized for streaming and HD-quality video of all out-of-market games, and that users can view multiple games at once. BAM’s In-Market Streaming brings with it some great opportunities, but can also severely cannibalize existing ticket sales if not monitored and controlled properly.MLB. com also served as a hub for fans that want to get in-depth information, but aren’t willing to sit through an entire game or TV show. Overall, BAM has an extensive portfolio that has brought them significant revenues and accolades over the past few years. Based on the explosive success of their previous relationships and dealings with Apple, on top of the achievements their At Bat app has had in the iTunes store, there is a lot of room for expansion with the iPad launch.BAM must consider the exact same issues that Apple is currently facing with its new launch: are they truly reaching a â€Å"new audience† or are they just cannibalizing the revenues of existing products. For example, will Apple lose money on their big money maker, the iPhone, as a result of this new product? BAM faces a similar scenario. There is a tremendous opportunity to be a first-mover on what could be a ground-breaking product. Because of their previous relationship and prior commitment to an application launch, BAM would be wise to invest resources into this new product, even if the iPad is receiving less-than-stellar reviews. . The new iPad app must be easily differentiated from the existing products, and also come with different features as well. Just as there other products seek to do, this app must serve a specific function for its customer. The new iPad app should seek to capitalize on the screen size and capability of the iPad, and truly be INTERACTIVE for the user. This new brand will be a hub for those who wan t to not only watch and follow their teams and players, but also participate in the journey.To do this, first and foremost, the new app must be given a new name. Although BAM could stand to leverage the already-popular brand for the purpose of the new launch, there are a few reasons why they should go with a different brand name. Customers will automatically assume that the products are the same (both specifically made for Apple products, therefore assuming the features and specs are identical). Therefore, BAM should go with a name that vividly describes the interactive user experience, such as MLB Experience or Home Field Advantage.Setting the stage early in terms of its name will truly help to set this product apart from the rest. With that, there should be a different price charged for this new iPad application. For the same reason that a similar name would confuse users, the new product should be a tad bit pricier (not terribly higher than the iPhone application, but enough to d emonstrate the full value of its features). Since the price of this application would be directly compared to At Bat, I would suggest putting the price in the $20-$25 range for the length of the season.Finally, the features need to encompass some of what At Bat does, but then bring the user experience to an entirely new level. Users will be exposed to live video with superimposed stats, live fantasy updates right on the screen, unique statistics (for instance, how well does this hitter do with two outs and runners in scoring position), and other pre-game and post-game interviews, To further differentiate between the existing products, the iPad application should not just offer two free games per day.Instead, they should have an â€Å"introductory demo package† that will give users 1 month of free usage, which is a one-time offer. This will allow MLB fans to see all the perks associated with the app, and essentially become hooked with 100 games left to go in the regular season . Following the initial trial package, they can allow for one or two free games per week, to allow those who haven’t experienced the app. This will avoid the criticism and the dilemma that the At Bat is facing by trying to reduce the amount of free games offered.Furthermore, the iPad application can sell individual games in an a-la-carte type of menu, but only if those games are at a higher price than At Bat. Since fans will be receiving a higher-quality experience with more features, the price per game should be $1. 49, and fans will be able to access this individual game at any time. By maintaining a separate brand for the iPad app, the company can encourage users and fans to purchase multiple products, which will ultimately prevent cannibalization of revenues. It will require more of a marketing push, but BAM can leverage other sources to aid in this effort.

Higher Education Essay

The report is based on information and impressions which the delegation obtained during the study tour. Information was also gathered from sources such as the websites of the organisations and institutions visited and from agencies including the National Office of Overseas Skills Recognition (NOOSR) in Australia, World Education Services (WES) in the USA, IAU and UNESCO/IAU among others. At several places in the text, sources have been specifically mentioned. An additional list of sources can be found in the appendices. 3 The report describes the system of education in India and the quality assurance system. Chapter 1 introduces the administration of the school system and the organisation of primary, secondary and higher secondary education, while Chapter 2 provides information about technical and vocational education. Chapter 3 outlines the system of higher education by reviewing the institutional structure with a discussion of both public and private education. Information on degree structure and grading systems is included, as well as examples of some bachelor degree programmes. In Chapter 4, teacher training at higher secondary level and at university level is described. Chapter 5 presents India’s response to globalisation in the higher education sector. The last chapter deals with the quality assurance work in education, both at secondary and higher level. Impressions and reflections about the education system and how it functions are incorporated into the report in frames where appropriate. Country Profile India is one of the world’s oldest civilisations, dating back to 2,500 B. C. Aryan tribes from the northwest invaded the country in about 1,500 B. C. ; their merger with the earlier Dravidian inhabitants created the classical Indian culture. Arab incursion starting in the eighth century and Turkish in the twelfth century were followed by those of European traders, beginning in the late fifteenth century. By the nineteenth century, Great Britain had assumed political control of virtually all Indian lands. Mohandas Gandhi and Jawaharlal Nehru helped end British colonialism through non-violent resistance. India achieved independence in 1947. The Republic of India was established in 1947 and comprises 32 states and Union Territories, the latter controlled by the central government. The country covers about 3. 3 million square kilometres with a population of 1. 029 billion and dominates southern Asia. It is slightly larger than one-third the size of the United States. India is home to 17% of the world’s total population, accommodated in an area that is 2. 4% of the world’s total area. India has the world’s twelfth largest economy and the third largest in Asia behind Japan and China, with a total GDP of around $570 billion. Services, industry and agriculture account for 50. 7%, 26. 6% and 22. 7% of GDP respectively. The United States is India’s largest trading partner. Bilateral trade in 2003 was $18. 1 billion. There are some 16 official major languages and 844 dialects. Among these languages, English enjoys associate status, but is the most important language for national, political, and commercial communication. Hindi is the national language and primary tongue of 30% of the people. The other official languages are Bengali, Telugu, Marathi, Tamil, Urdu, Gujarati, Malayalam, Kannada, Oriya, Punjabi, Assamese, Kashmiri, Sindhi, and Sanskrit. Hindustani is a popular variant of Hindi/Urdu spoken widely throughout northern India but is not an official language. Hinduism (80. 5%), Islam (13. 4%), Christianity (2.3%), Sikh (1. 9%) are the major religions in the country. The literacy rate is 52% (of the total population of age 15 or older). 4 Chapter 1 General Education Administration of Education The central and the state governments have joint responsibility for education, with freedom for the state governments to organise education within the national framework of education. Educational policy planning is under the overall charge of the central Ministry of Human Resource Development which includes the Department of Elementary Education and Literacy and the Department of Secondary and Higher Education. The Ministry is guided by the Central Advisory Board of Education (CABE) which is the national level advisory body. The education ministers of all the different states are members of the board. The National Council of Education Research and Training (NCERT) (1961) defines the National Frame Curriculum for classes I – XII. It also functions as a resource centre in the field of school development and teacher education. State Councils of Educational Research and Training (SCERT) are the principal research and development institutions in all the states. At secondary level, school boards at state level affiliate schools and set examination standards in accordance with the national framework. The Central Board of Secondary Education (CBSE) and Council for Indian School Certificate Examinations (CISCE) cover all India besides the National Institute of Open Schooling (NIOS). National Policy on General Education Under the national constitution, education was a state matter until 1976. The central government could only provide guidance to the states on policy issues. In 1976 the constitution was amended to include education on the concurrent list. The initial attempts of designing a National Education Policy were made in 1968 but it was only in 1986 that India as a whole had a uniform National Policy on Education. The National Policy on Education 1986, modified in 1992, defines the major goals for elementary education as universal access and enrolment, universal retention of children up to 14 years and substantial improvement in the quality of education. The National Policy of Education of 1992 also aims at vocationalisation of secondary education and greater use of educational technology. The policy has been accompanied by several programmes such as the District Primary Education Program (DPEP) launched in 1994 and the National Campaign for Education for All (Sarva Shiksha Abhiyan) launched in 2001/2. A proposed bill on the right to education (draft, November 2005) stresses the right of all children from age 6 until their 15th birthday to receive elementary education either in school or non-formal education (NFE). The Indian government is preparing the universalisation of secondary education (USE). The main aim is to provide high quality secondary education to all Indian adolescents up to the age of 16 by 2015, and senior secondary education up to the age of 18 by 2020. 5 Crucial problems in India are teacher absenteeism, noted by UNESCO in 2005; high teacherpupil ratios; and inadequate teaching materials and facilities, particularly in rural areas. At the other end of the scale, children attending urban schools, especially middle and upper class children in private schools, are subjected to extreme competition from a very early age in order to qualify for admission into the best schools. In 1979-80, the Government of India, Department of Education launched a programme of Non-Formal Education (NFE) for children of 6-14 years age group, who cannot join regular schools – drop-outs, working children, children from areas without easy access to schools etc. The initial focus of the scheme was on ten educationally backward states. Later, it was extended to urban slums, and hilly, tribal and desert areas in other states. Source: – UNESCO: India, updated August 2003 and Annual Report 2004/5, Ministry of Human Resource Development, India (overview). – Newsletter, October-December 2005, International Institute for Educational Planning, UNESCO. Learning without Burden, NCERT, 1993, reprinted 2004. – Annual report 2004/5, Ministry of Human Resource Development, India (annexes). School Education A uniform structure of school education, the 10+2 system, has been adopted by all the states and Union Territories (UTs) of India following the National Policy on Education of 1986. Elementary school, Class I – VIII, is recognised as the period of compulsory schooling, with the Constitutional amendment making education a fundamental right. A majority of the states and Union Territories (UTs) have introduced free education in classesI-XII. In states/UTs where education is not free for classes IX and above, the annual fee varies considerably. The pre-school covers two to three years. The elementary stage consists of a primary stage comprising Classes I-V (in some states I-IV), followed by a middle stage of education comprising Classes VI -VIII (in some states V-VIII or VI -VII). The minimum age for admission to Class I of the primary school is generally 5+ or 6+. The secondary stage consists of Classes IX-X (in some states VIII-X), and a senior secondary stage of schooling comprising classes XI-XII in all states. In some states/UTs these classes are attached to universities/colleges. The number of working days of school education in a year is generally more than 200 days in all the states/UTs. Participation in primary and secondary education The Gross Enrolment Ratio (GER), which indicates the number of children actually enrolled in elementary schools as a proportion of child population in the 6-14 years age group, has increased progressively since 1950-51, rising from 32. 1% to 82. 5% in 2002-03, according to statistics published by the Ministry of Human Resource Development in India. The rate of increase in GER of girls has been higher than that of boys. The dropout rate at the primary level (Classes I-V) declined from 39% in 2001-02 to 34. 9% in 2002-03. However the GER only covers 61% of children from classes VI to VIII. 6 In 2002/3 the dropout rate was estimated at 34. 9% at the end of lower primary classes and 52. 8% at the end of upper primary. The dropout rate was 62. 6% at the end of secondary school (Class X). There are wide disparities among the different states in the number of children completing primary and secondary school from less than 20% to more than 80%, according to the central statistics from the Ministry of Human Resource Development. Source – Selected Educational Statistics 2002-03. Provisional. Ministry of Human Resource Development, India – Annual Report 2004/5. Ministry of Human Resource Development, India – Secondary Education. Department of Secondary and Higher Education, Ministry of Human Resource Development, India (information on the Department’s website) National Curricula. The National Council of Education Research and Training (NCERT) formulated the first Curriculum Framework in 1975 as a recommendation to the individual states. NCERT was accorded the responsibility of developing a binding National Curriculum Framework through the National Policy on Education (NPE) (1986). NCERT reviews the curriculum every five years on the basis of consultations within the whole school sector. The core areas of the curriculum are common. Teaching of English is usually compulsory in classes VI-X in most of the states/UTs. NCERT published a New National Curriculum framework in 2005. The New National Curriculum will be introduced in textbooks in three phases: Phase one, 2006-07: classes I, III, VI, IX and XI. Phase two, 2007-08: classes II, IV, VII, X and XII Phase three, 2008-09: classes V and VIII NCERT has gradually been changing the curriculum from traditional information provision to be more learner-oriented and competence-based. National Curriculum Framework 2000 The National Curriculum Framework 2000 operates with the concept of the Minimum Levels of Learning (MLLs) identifying certain essential levels of learning for each stage of school education. Pre-primary education The National Policy on Education defines the objective of early childhood care and education (ECCE) as being the total development of children in the age group 0-6 years. Early Childhood Education (ECE) or pre-primary education (2 years), part of the ECCE, shall prepare children for school. Teaching at this stage, according to the National Curriculum Framework, comprises group activities, play–way techniques, language games, number games and activities directed at promoting socialisation and environmental awareness among children. Formal teaching of subjects and reading and writing are prohibited. However, NCERT strongly criticised the actual pre-school programmes for exposing children to structured formal learning, often in 7 English with tests and homework, in the introductory notes to the new National Curriculum Framework 2005. The competition for the best education starts at a very early age. Newspapers from September 2005 in India report of tremendous pressure on three-year old children being prepared by their parents for nursery interviews and competing with a huge number of other children for places in the most prestigious private pre-schools. The newspapers report on private persons/institutes that offer help to parents in preparing their children for nursery interviews. Other newspapers report the need for psychological support for children having developed speaking difficulties after having been exposed to onerous preparation by their parents for nursery interviews. Primary education At the primary stage, emphasis is on the process of understanding, thinking and internalising. The National Curriculum contains the following subjects: Subject Language(s) Lower primary Classes I-II The mother tongue/regional language. Lower primary Classes III-V The mother tongue/regional language Upper primary Classes VI-VIII Three Languages — the mother tongue/the regional language, a modern Indian language and English All kind of creative activities including the child’s own creations Essentials of mathematics for every day activities, including geometry – Art education Mathematics Art of healthy and productive living Woven around the world of the learner Creative education, health and physical education, work education, value inculcation Integrated approach Environmental studies – Health and physical education – Science and technology Social sciences – Work education – Integrated approach to music, dance, drama, drawing and painting, puppetry, health and physical education, games and sports, yoga and productive work Experiences to help socio- emotional and cultural development with a realistic awareness and perception of phenomena occurring in the environment Games and sports, yoga, NCC and scouting and guiding Key concepts across all the disciplines of science, local and global concerns Social, political and economic situation of India and the world, including Indian cultural heritage. Academic skills social skills and civic competencies Agricultural and technological processes including participation in work situation Source: National Curriculum Framework 2000 8 In all language education programmes, the stress is placed on the ability to use the language in speech and in writing for academic purposes, at the workplace and in society in general. The duration of a class period may be around 40 minutes and, according to NCERT, the school year should be a minimum of 180 days, and â€Å"†¦A primary school should function for five hours a day out of which four hours may be set aside for instruction. For the upper primary and secondary schools, the duration of a school day should be six hours out of which five hours should be kept for instruction and the rest for the other routine activities. † Secondary education (2 years, grades IX-X) In grades IX-X the scheme of studies should include the following subjects: three languages (the mother tongue/the regional language, a modern Indian language and English), mathematics, science and technology, social sciences, work education, art education, health and physical education. Foreign languages such as Chinese, Japanese, Russian, French, German, Arabic, Persian and Spanish may be offered as additional options. The curriculum in mathematics should take into account both the learning requirement of learners who will leave school for working life, and of students who will pursue higher education. According to the NECRT Secondary School Curriculum 2002-2004 (Vol.1, Main Subjects) the suggested number of weekly periods per subject in grade X is as follows: Subject Language I Language II Mathematics Science and technology Social science Work education or pre-vocational education Art education Suggested number of periods in grade X 7 6 7 9 9 3 + 2 to 6 periods outside school hours 2 The boards, however, according to NCERT, often offer limited or no optional courses: two languages (one of which is English), mathematics, science and social sciences are the typical examination subjects. A few boards encourage students to choose an optional course from a range that includes economics, music and cookery. Higher secondary/Senior secondary education (2 years, grades XI–XII) The curriculum at this stage is divided into an academic stream and a vocational stream. Academic stream The objectives of academic courses are to promote problem-solving abilities and convey higher levels of knowledge. The curriculum at this stage comprises foundation courses and elective courses. Foundation courses consist of (i) language and literature, (ii) work education, and (iii) health and physical education, games and sports. The study of language prepares a student to both learn and use language in the classroom, the community and the workplace. The choice of the language to be studied is decided by the learner. Work education includes e. g. developmental projects in a village or city. Generic Vocational Courses (GVC) aim at developing employment-related generic skills regardless of the persons’ occupations. The student should choose three elective courses out of the subjects 9 prescribed by the boards. Elective courses may include bridging courses between the academic and vocational streams. The list of courses may include modern Indian languages, Sanskrit, classical European languages and their literatures, English (academic and specialised), other foreign languages, subjects in the sciences and mathematics, computer science, accountancy, business studies, engineering, political science, history, sociology, psychology, philosophy, fine arts and others. NCERT prescribes that courses should be listed together without dividing them into mutually exclusive groups. Nonetheless, several boards restrict the combinations in the form of a ‘science stream’, ‘arts stream’ and ‘commerce stream’. Some schools tailor their classes to medical and engineering courses. Universities restrict admissions based on the subjects and combinations of courses studied in the +2 stage. Sixty percent of the instructional time is devoted to the instruction of elective subjects and forty percent to the foundation course. Vocational stream The introduction of the vocational stream was recommended by the central Kothari Commission (1964-66). The National Policy on Education, 1986 (revised 1992) set a target of twenty-five percent of higher secondary students in vocational courses by 1995. So far, enrolment is far below this. The courses for the vocational stream consist of: †¢ A language course †¢ A general foundation course †¢ Health and physical education, and †¢ Elective vocational courses Vocational education covers areas like agriculture, engineering and technology (including information and communication technology), business and commerce, home science, health and para-medical services and humanities. Language courses are organised to cover the grammatical structures and additional vocabulary particular to the trade or vocation. The general foundation course for the vocational stream comprises general studies, entrepreneurship development, environmental education, rural development and information and communication technology. Vocational electives are organised according to employment opportunities. Practical training is an essential component of the vocational courses, according to the National Curriculum Framework, with seventy percent of time devoted to vocational courses. The certificate issued should mention the competencies acquired and the credits earned. Organisation The organisation of teaching is based either on an annual or semester system. In most cases, a year’s course is divided into two parts to be covered in the two halves of an academic session in the annual system. Marks are accorded to a certain number of periods; the total mark is an average of marks accorded to the different parts of curriculum in an annual or semestrial examination (e. g. a paper corresponding to a 3-hour written examination). 10 The example below copied from the Senior School Curriculum 2007 (Central Board of Secondary Education) illustrates a typical curriculum (in history) and the maximum marks accorded to the different parts of the curriculum. History/Class XI Paper One Unit Part A – Ancient India 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. †¦Ã¢â‚¬ ¦. 30. Total Introduction Paleolithic Cultures and Beginning of settled Life Harappan Civilization The Early Vedic Period Later Vedic Phase and Iron Age South and North-East India Religious traditions Mahajanapada Mauryas Society, Economy and Culture during Mauryan period Post-Mauryan India The age of India from Guptas and after The Society and Culture in the age of Guptas and Harsha †¦ Project Work 100 marks 8 4 8 8 5 2 10 4 10 6 6 8 8 †¦ †¦. 5 8 9 5 2 7 7 Time: 3 Hours Periods 100 Marks Marks. In the semester system, recommended by NCERT, students take a number of credit hours corresponding to their requirements and capacity, and at their own pace. However, only a few institutions have adopted the semester and credit system. National Curriculum Framework 2005 The National Curriculum Framework 2005 points out the need for plurality and flexibility within education while maintaining the standards of education in order to cover a growing variety of children. The Framework recommends that learning shifts away from rote methods and that the curriculum reduces and updates textbooks. Peace education is included as a dimension in education. The new curriculum proposes a broader spectrum of optional subjects, including the revalorisation of vocational options. Courses may be designed to offer optional modules, rather than trying to cover everything and overfilling courses too much. The National Curriculum Framework 2005 also proposes changes within the examination system (examinations for classes X and XII) allowing reasoning and creative abilities to replace memorisation. The children should be able to opt for different levels of attainment. Textbooks 11 Most states have legislated to create bodies for the preparation of syllabi and textbooks. The states have established various mechanisms for the preparation and approval of textual materials. However, a study in 2005, undertaken by the Central Advisory Board of Education (CABE), of textbooks used in government schools (not following the CBSE syllabus) and in nongovernment schools (including social and religious schools) showed that many textbooks reinforce inequalities and neglect rural, tribal or female realities. According to NCERT’ Newsletter, in 2005, CABE proposed the institution of a National Textbook Council to monitor textbooks. Source: – National Curriculum Framework 2000, National Council of Education Research and Training (NCERT), India – National Curriculum Framework 2005, National Council of Education Research and Training (NCERT), India – Newsletter July 2005, National Council of Education Research and Training (NCERT), India – Senior School Curriculum 2007, Central Board of Secondary Education (CBSE), India, 2005 Examination and Assessment In all the states and Union Territories, public examinations are conducted at the end of classes X and XII by the respective State Boards of Secondary and Higher Secondary Education. Ministry of Human Resource Development has published a list of recognised state boards for secondary and higher secondary education. The minimum age for admittance to the Secondary School Examination generally varies from 14+ to 16+. The minimum age for Higher Secondary School Examinations varies from 16+ to 18+ years. Some states/UTs do not have an age restriction. The Central Board of Secondary Education (CBSE), established by a special resolution of the Government of India in 1929, prescribes examination conditions and the conduct of public examinations at the end of Standard X and XII. The Council for the Indian School Certificate Examinations (CISCE), Delhi, was established in 1958 by the University of Cambridge, Local Examinations Syndicate as a self-financing national examination board. The Council conducts the Indian Certificate of Secondary Education (Standard X) and the Indian School Certificate (Standard XII) examinations. CISCE affiliates schools using English as a medium of instruction. The title of the final qualification varies depending upon the examining body. The titles used by the central examining boards are: CBSE: †¢ All India Secondary School Certificate (Standard X). †¢ All India Senior School Certificate (Standard XII). 12 CISCE: †¢ Indian Certificate of Secondary Education (ICSE Standard X). †¢ Indian School Certificate (ISC Standard XII). †¢ Certificate of Vocational Education (CVE XII). Information from the procedure of the All India Senior School Certificate (Standard XII) (extract): The Board conducts examination in all subjects except General Studies, Work Experience, Physical and Health Education, which will be assessed internally by the schools based on cumulative records of students periodical achievements and progress during the year. In all subjects examined by the Board, a student will be given one paper each carrying 100 marks for 3 hours. However, in subjects requiring practical examination, there will be a theory paper and a practical examination as required in the syllabi and courses. A candidate may offer an additional subject that can be either a language at elective level or another elective subject as prescribed in the Scheme of Studies, subject to the conditions laid down in the Pass Criteria. A candidate will get the Pass Certificate of the Board, if he/she gets a grade higher than E in all subjects of internal assessment unless he/she is exempted. Failing this, result of the external examination will be withheld but not for a period of more than one year. In order to be declared as having passed the examination, a candidate shall obtain a grade higher than E (i. e. at least 33% marks) in all the five subjects of external examination in the main or at the compartmental examinations. The pass marks in each subject of external examination shall be 33%. In case of a subject involving practical work a candidate must obtain 33% marks in theory and 33% marks in practical separately in addition to 33% marks in aggregate in order to qualify in that subject. A candidate failing in two of the five subjects of external examination shall be placed in compartment in those subjects provided he/she qualifies in all the subjects of internal assessment. A candidate who has failed in the examination in the first attempt shall be required, to re-appear in all the subjects at the subsequent annual examination of the Board. A candidate who has passed the Senior School Certificate Examination of the Board may offer an additional subject as a private candidate provided the additional subject is provided in the Scheme of Studies and is offered within six years of passing the examination of the Board. A candidate who has passed an examination of the Board may reappear for improvement of performance in one or more subject(s) in the main examination in the succeeding year only; however, a candidate who has passed an examination of the Board under Vocational Scheme may reappear for improvement of performance in one or more subject{s) in the main examination in the succeeding year or in the following year provided he/she has not pursued higher studies in the mean time. He /she will appear as private candidate. Candidates who appear for improvement of performance will be issued only Statement of Marks reflecting the marks of the main examination as well as those of the improvement examination. Central Board of Secondary Education Central Board of Secondary Education (CBSE) is one of the three national boards of secondary education in India. CBSE has affiliated around 8,300 schools including government and independent 13 schools. It also affiliates schools in some 20 African and Asian countries. About 200 new schools are affiliated each year. Study teams conduct regular inspections of the affiliated institutions. CBSE has a central office and 6 regional offices. Permanent affiliation is obtained after a number of years. Affiliation is granted according to strict criteria. A list of affiliated schools can be found on CBSE’ s website: http://www. cbse. nic. in. The major objective is to prescribe conditions of examinations and conduct public examinations at the end of Classes X and XII and to grant certificates to successful candidates of the affiliated schools. All affiliated schools follow the national scheme of 10+2. Here is an example of testimonial for All India Senior School Certificate Examination from 2000: CBSE is regulated but not financed by the central government. Financing is assured by fees from the affiliated schools. CBSE accepts private candidates. CBSE develops its curriculum on the basis of the national curriculum framework. The curriculum is revised every 5 to 10 years. Two of the front line curriculum subjects are revised every year. According to CBSE, it strives notably to adapt current teaching methods and content of teaching to an innovative and creative society in the form of subjects such as functional English, bio-technology, entrepreneurship, life skills education, and disaster management. An important objective is the destressing of education, including no homework or examinations in grades I and II and only achievement reports in grades III-V. Information technology is compulsory in grades IX +X. Language studies include a possible 27 different languages besides Hindi and English. One teacher may teach four subjects up to grade X. The board uses the term learner (for student) with emphasis on the learner’s role in learning. Two subjects undergo a performance analysis (marks, questions, learning) each year to cope with poor performance. 14 Examination is monitored and organised to avoid fraud. CBSE issues duplicates of certificates under certain conditions. CBSE also organises in-service training of teachers and special programmes for new principals. Grading Both Standard X and XII are normally marked on a percentage basis. The minimum passmark varies depending upon the subject. According to the UK NARIC, the following marking scheme is used in most states for the Standard XII examinations, in comparison with that used by the central boards. Performance CBSE assessment 85%+, 80-85%, 70- Excellent, Superior, Very A1-A2, B1 80% good 60% – 70% Good B2 50% – 60% Satisfactory C1 40% – 50% Average C2 35% – 40% Pass D Percentages Source: India, International Comparisons, UK NARIC CISCE One, two, three Four Five Six seven Documents The pass-document is issued by the relevant Board of Secondary Education. It shows the type of programme (academic or vocational), the subjects passed and the marks obtained out of total marks as well as the aggregate marks, percentage obtained, and result as well as the overall grade/division. National Institute of Open Schooling (NIOS) National Institute of Open Schooling (previously known as the National Open School) was established in November 1989 as an autonomous registered society. The institute provides basic programs such as secondary education courses and senior secondary education courses on an open education basis. NIOS conducts examinations twice a year and candidates can appear in one, two or more subjects. Credits are accumulated until the certification criteria are fulfilled. NIOS has at its disposal a network of accredited study centres all over India providing support to learners. Source – India, International Comparisons, UK NARIC (Website) – Secondary Education. Department of Secondary and Higher Education, Ministry of Human Resource Development, India (information on the Department’s website) 15 Islamic Education India also has a system of Islamic education. Several different sects have their own schools where they teach Islamic subjects and Arabic to mainly (but not only) Muslim children.

Robert Hooke and the Coil Spring

Robert Hooke and the Coil Spring Robert Hooke was perhaps the single greatest experimental scientist of the 17th century, responsible for developing a concept hundreds of years ago that would result in coil springs that are still used widely today. About Robert Hooke   Hooke actually considered himself a philosopher, not an inventor. Born in 1635 on England’s Isle of Wight, he studied classics in school, then went on to Oxford University where he worked as an assistant to Thomas Willis, a physician. Hooke became a member of the Royal Society and is credited with discovering cells.   Hooke was peering through a microscope one day in 1665 when he noticed pores or cells  in a piece of cork tree. He decided these were containers for the â€Å"noble juices† of the substance he was inspecting. He assumed at the time that these cells were unique to plants, not to all living matter, but he is nonetheless given credit for discovering them. The Coil Spring Hooke conceived of what would become known as â€Å"Hooke’s Law 13 years later in 1678. This premise explains the elasticity of solid bodies, a discovery which led to the development of tension increasing and decreasing in a spring coil. He observed that when an elastic body is subjected to stress, its dimension or shape changes in proportion to the applied stress over a range. On the basis of his experiments with springs, stretching wires and coils, Hooke stated a rule between extension and force which would become known as Hooke’s Law: Strain and the relative change in dimension is proportional to stress. If the stress applied to a body goes beyond a certain value known as the elastic limit, the body does not return to its original state once the stress is removed. Hookes law applies only in the region below the elastic limit. Algebraically, this rule has the following form: F kx. Hookes Law would eventually become the science behind coil springs.  He died in 1703, never having married or had children. Hooke’s Law Today Automobile suspension systems, playground toys, furniture and even retractable ballpoint pens employ springs these days. Most have an easily predicted behavior when force is applied. But someone had to take Hooke’s philosophy and put it to use before all these useful tools could be developed. R. Tradwell received the first patent for a coil spring in 1763 in Great Britain. Leaf springs were all the rage at the time, but they required significant maintenance, including regular oiling. The coil spring was much more efficient and  less squeaky.   It would be almost another hundred years before the first coil spring made of steel found its way into furniture: It was used in an armchair in 1857.

Chinese English and Chinglish - Definition and Examples

Chinese English and Chinglish s Speech or writing in English that shows the influence of Chinese language and culture. The terms Chinese English and China English  are often used interchangeably, though some scholars draw distinctions between them. The related term Chinglish, a blend of the words Chinese and English, tends to be used in a humorous or derogatory fashion to characterize English texts such as road signs and menus that have been translated literally and often imprecisely from the Chinese. Chinglish may also refer to the use of Chinese words in an English  conversation  or vice versa. Chinglish is sometimes characterized as an interlanguage. In Global English (2015), Jennifer Jenkins concludes that there are probably more Chinese speakers of English in the world than speakers of any other kind of English. Chinese English and China English With some 250 million Chinese people currently learning to speak English or already fluent, there will soon be more English speakers in China than in the entire British Commonwealth. . . .Since each Chinese ideogram can have many meanings and interpretations, translating Chinese ideas into English is, indeed, extremely difficult. Because of this, Chinese-English hybrid words [such as No noising for Quiet, please, and slippercrafty for treacherously icy road] are often viewed with amusement by the rest of the English-speaking world. Nevertheless, this abundance of new words and phrases, unlikely as it may seem, is one of the prime drivers of the globalization of the English language.(Paul J. J. Payack, A Million Words and Counting: How Global English Is Rewriting the World. Citadel, 2008)On a theoretical level, China English is distinguished systematically from Chinese English, Chinglish, Pidgin English, etc. China English is understood as a standardizing or standardized variety in us e in China, which reflects Chinese cultural norms and concepts. Chinese English refers to varieties of English used by Chinese learners (see Kirkpatrick and Xu 2002). Hu (2004: 27) puts China English at one end of a continuum where lowly Pidgin English or Chinglish is at the other. China English is a language which is as good a communicative tool as standard English, but one which has important Chinese characteristics.(Hans-Georg Wolf, Focus on English. Leipziger Universittsverlag, 2008) Examples of Chinglish Speaking both English and Chinese in ones sentences.Example of a sentence in chinglish: At K-mart, I buy hen duo clothes.(A. Peckham, Mo Urban Dictionary. Andrews McMeel, 2007)Fortified by an army of 600 volunteers and a politburo of adroit English speakers, the [Shanghai Commission for the Management of Language Use] has fixed more than 10,000 public signs (farewell Teliot and urine district), rewritten English-language historical placards and helped hundreds of restaurants recast offerings. . . .But while the war on mangled English may be considered a signature achievement of government officials, aficionados of what is known as Chinglish are wringing their hands in despair. . . .Oliver Lutz Radtke, a former German radio reporter who may well be the world’s foremost authority on Chinglish, said he believed that China should embrace the fanciful melding of English and Chinese as the hallmark of a dynamic, living language. As he sees it, Chinglish is an endangered species that deserves preservation.(Andrew Jacobs, Shanghai Is Trying to Untangle the Mangled English of Chinglish. The New York Times, May 2, 2010)

Lab7 Essay Example | Topics and Well Written Essays - 750 words

Lab7 - Essay Example Just as original Image A, Image C looks similar to Image C1 after the logarithmic transformation. Above are images (1) original, (2) the transformed image of (1) and (3) is the reverse transformation of image (2). The original image (1) demonstrates the Fourier transmutation. The reverse image is available to reconstruct the original image which is a replica in the pixels and luminance. The reconstruction of the original image can be done through inverse Fourier transformation as depicted in image (3). The transformation of the original image (2) has high frequency in the center image hence it is viewed as a dot. (Sandra A, 2012) Image (i) is a circle image due to incoherent noise and its respective transformation image (ii). Image (i) indicates a random and even noise spread all over while image (ii) depicts a partial noise removal from the filtered image. Image (iii) is a circle with a coherent noise that is regular in the vertical direction. The image also has a sharp edge. It transformed image (iv) indicates inexistence of lines yet there appears wave-like circles around the dot to indicate existence of soft noise. The wave-like circles disappear when we move to the outside from the dot. This indicates lack on noise at the borders of the image. In comparison to the entire four images, (ii) appears sharper than (iv). Therefore, Fourier is able to separate the noise from image in a regular noise but remove just a few in a random noise. In the figures above, (1) is an ideal lowpass filter, (2) is the original circle through a filtered spectrum with incoherent noise and (3) is an inverse transformation of (2). The final image is made better than the original image through application of lowpass filter and production of low frequency through the filtered spectrum of original image. The final image shows more details and is brighter than image (1). Hence the lowpass filter is vital for noise removal from the image for