Women in the Work Force- 1960s Essay -- Essays Papers

Ladies in the Work Force-1960s The 1960s were a period of social and political ID for American ladies. Regardless of the triumph of casting a ballot rights, ladies despite everything experienced segregation in day by day life. With the current millenium attracting to a nearby, ladies today despite everything express worry of inconsistent treatment. It is imperative to look in reverse in history and recall the battles that our moms and grandmas experienced. Because of the ladies of the past, ladies of the present can take part in legislative issues and get equivalent compensation for equivalent occupations. The battle proceeds, however we vanquish more segregation consistently. It has consistently been a well known misinterpretation that ladies are the more vulnerable sex.1 This thought prompts the conclusion that ladies can not in any way, shape or form play out a similar activity necessities as men. For what reason should a lady look for additional training when she can't deal with an occupation truly and mentally in the male work power? A lady who accomplishes choose to work out of the home couldn't hope to win as much as possible not carry out the responsibility close to also. History paints the image of ladies remaining at home as homemakers where they have a place. We consider the to be lady as June Cleaver from the TV sitcom Leave it to Beaver. A women's activist writer Betty Friedan composed a top of the line book contending that magazines, ads, instructors, and social researchers depict ladies as upbeat as housewives.2The Feminine Mystique clarified this depiction of the caught ladies into an existence of bringing up kids, dealing with the home, an d giving zero chance work outside the home. In spite of the desire for ladies as homemakers, ladies broke free. They needed to take progressively dynamic jobs in legislative issues, society, and the work power. One field of help cam... ... Jovanovich, 1987) p.236. 4 John Winters, Jr., http://nimbus.ocis.temple.edu/~rkarras/winters2.htm, Portrayal of Women in the 1960’s Civil Rights Movement. 5 See Robert L. Daniel, p.263. 6 See Robert L. Daniel, p.264. 7 See Robert L. Daniel, p.264. 8 See Robert L. Daniel, p.276. 9 See Robert L. Daniel, p.277. 10 See Robert L. Daniel, p.277. 11 See Robert L. Daniel, p.277. 12 See Robert L. Daniel, p.257. 13 See Robert L. Daniel, p.257. 14 See Robert L. Daniel, p.258. 15 See Robert L. Daniel, p.258. - Gabin, Nancy F. Women's liberation in the Labor Movement: Women and the United Auto Workers, 1935-1975. London: Cornell University Press, 1990. - Spain, Daphne and Suzanne M. Bianchi. Exercise in careful control: Motherhood, Marriage, and Work among American Women. New York: Russell Sage Foundation, 1996.

Business related Term Paper Example | Topics and Well Written Essays - 1500 words

Business related - Term Paper Example In this way, I will be experiencing my fantasy. Be that as it may, various necessities are requirement for one to begin a business. A decent arrangement empowers a person to make long haul progress. The paper depicts a methodology and the course that an individual likewise picks decide their degree of progress. Arrangement of a sufficient strategy is the underlying phase of beginning another business. By and large, an individual may have diverse business thoughts. Notwithstanding, at this stage, he is required to pick the perfect thought that he will actualize. At the point when a choice is at long last made, the proper field-tested strategy is structured. It helps in establishing the framework of the business (Ligthhelm 131-153). The principle point of a strategy is to decide the promoting jobs that are required. This implies all the requirements of the business division must be cleared characterized. This will include both the deals and promoting divisions. Further, the field-tested strategy must characterize the sort and job of the executives that is required in that specific business. The board assumes a significant job in guaranteeing the achievement of the business. It manages all the necessary work force and how assets will be used in an alternate office. For the most part, the admin istration should maintain the entire business. The field-tested strategy should unmistakably plot the job of the administration in the whole business. Likewise, the strategy must layout the money related plans of the business. Fundamentally, this is the capital that is requires to begin and maintain a business. It is relied upon to cook any buys, bills and pay rates of the representatives. An individual is assumed obviously layout the capital needs of the business. To be exact, he should decide the sums required to build up the business itself. It might likewise incorporate different expenses and costs that will be brought about in the principal pattern of the business. A solid field-tested strategy makes it simpler to characterize the money related necessities of the organization. At this stage, an individual is

Blog Archive Friday Factoid Making Movies at NYU Stern

Blog Archive Friday Factoid Making Movies at NYU Stern The annual NYU Stern ProMotion Pictures Film Competition brings together students from the business school and from the universitys Maurice Kanbar Institute of Film and Television to produce and direct branded entertainment for major corporations. The competition, sponsored by a different company each year, culminates with future producers and filmmakers (aka, students), as well as executives from the sponsoring company, walking down the red carpet at New Yorks Tribeca Film Center to debut their films. The students drive the creative element of the film, within guidelines set out by the sponsoring entity, and winners can receive cash payouts$5,000 for “The Brand Prize” and $10,000 for The Peoples Choice Prize.”   The four short films chosen from more than 30 ideas in 2009 will be featured on Jet Blue in-flight entertainment consoles, online and on the international film festival circuit. This is just one way in which Stern supports those students interested in Entertai nment and Media careers. Add on the Entertainment, Media and Technology (EMT) specialization, the school’s Media, Entertainment and Sports Association (which sponsors a three-day career trek to Los Angeles) and an annual trip to the Cannes Film Festival (part of the “Craft and Commerce of Cinema” class), and those interested in EMT will find much that caters to their needs. For more information on  NYU Stern  or 13 other leading MBA programs, check out the mbaMission Insider’s Guides. Share ThisTweet Friday Factoids New York University (Stern)

Cartesian Dualism And The Body Essay - 1009 Words

How many people have really thought about what the mind is? How is the mind connected to the body? Are they two separate things or are the body and the mind the same thing? There are different theories to answer these questions. A philosopher, Descarte, believes in Cartesian Dualism, which is that the mind and body both exist, but are two distinct things: physical stuff and mental stuff. The mind is not located in physical space and is an immaterial soul, whereas the body is a physical being and these two things are separate. This means that the mind is a non-material thing that includes our consciousness and soul. Basically, our body and brain are a container that holds our actual self which is our mind. The mind, spirit, and soul are immaterial and interact with our bodies. The opposite view of Cartesian Dualism is called materialism. This says that the spirit does not exist because everything that exists is made from physical materials, such as the brain and the human mind. Our bo dy and mind are the same thing. Although Descarte believes in Cartesian Dualism, there are many arguments for and against it. One argument that is against it is called the Continuity of Nature Argument against Cartesian Dualism. This argument describes that nature is a continuous thing. For instance, being tan is a very vague characteristic and it’s on a continuous scale. There is no sharp boundary of tan people and pale people. There can be a â€Å"grey† area. There are degrees of being tan.Show MoreRelatedThe Mind Body Problem And Cartesian Dualism1024 Words   |  5 PagesDayna Gelman Justin Pannell April 24, 2015 PHI 107 The Mind-Body Problem and Cartesian Dualism In this paper I will argue for Cartesian dualism to be the most plausible solution to the mind-body problem. Cartesian dualism argues that there is a two-way interaction between mental and physical substances. Renee Descartes, the creator of the theory, believed that a man consisted of matter, the physical things that walk and talk etc., and mind, the nonphysical substance (often correlated with the soul)Read More Cartesian Dualism and the Union of Mind and Body Essay3103 Words   |  13 PagesCartesian Dualism and the Union of Mind and Body ABSTRACT: Cartesian dualism and the union of mind and body are often understood as conceptions that contradict each other. Diachronic interpretations maintain that Descartes was first a dualist (in the Meditations) and later on developed his stance on the union of mind and body (Passions). Some authors find here a problem without solution. Nevertheless, in the last two decades, some interpretations have been developed intending to give a positiveRead MoreRene Descartes Concept Of Dualism And Then Defend My Preferred Alternative Among The Options Paul M. Churchland1513 Words   |  7 Pagesmerits and challenges of Renà © Descartes’ concept of dualism and then defend my preferred alternative among the options Paul M. Churchland discusses. After briefly defining Cartesian Dualism, I will show that its principal merits are that it is consistent with common sense and that it is able to explain phenomena that appear mental in nature. Next, I will show that its principal challenge s are its failure to adequately explain how the mind and the body can causally interact, and its failure to respondRead MoreZombie Argument1653 Words   |  7 Pagesevaluate whether the Zombie argument against Cartesian Dualism is sound by: criticising the Zombie argument through analysing the validity of each premise of the Zombie argument, defending the Zombie argument against one of its objections and responses from the Cartesian Argument by analogy. This essay will offer reasons to believe the Zombie argument by contrasting it with the strengths and weaknesses of the Cartesian Dualist main argument and the Cartesian Dualist Argument by Analogy and then drawRead MoreThe Theory Of The Mind Body Dualism1232 Words   |  5 Pagesscholastic Aristotelianism and created the first version of the modern mind-body dualism or emotion† (Encyclopedia Britannica). Born on March 31, 1596, he was dubbed as the Father of Modern Philosophy. His theory on the mind-body dualism, also known as Cartesian Dualism, created a stem of the modern problem of the relationship between the mind and body. He created the early version to further explain the interaction of the mind and body, to create a firm foundation that can be explained through science andRead MoreEssay on A challenge to Materialism1118 Words   |  5 Pages Cartesian Dualism Challenged nbsp;nbsp;nbsp;nbsp;nbsp;In this paper, I will examine the issues of individuation and identity in Descartes’ philosophy of mind-body dualism. I will begin by addressing the framework of Cartesian dualism. Then I will examine the problems of individuation and identity as they relate to Descartes. Hopefully, after explaining Descartes’ reasoning and subsequently offering my response, I can show with some degree of confidence that the issues of individuation and identityRead MoreCartesian Dualism vs Logical Behaviorism Essay1483 Words   |  6 Pagesof the mind and discussed through a variety of arguments. Two of the most important arguments with this discussion are Cartesian dualism and logical behaviorism, both of which argue the philosophy of the mind in two completely different ways. Robert Lane, a professor at the University of West Georgia, define the two as follows: Cartesian dualism is the theory that the mind and body are two totally different things, capable of existing separately, and logical behaviorism is the theory that our talkRead MoreThe Mind-Body Problem Essay1204 Words   |  5 Pagesevidence in supporting materialism. By defining what Cartesian dualists and materialists mean by the ‘brain’, ‘mind’, ‘body’ and ‘soul’, an argument on behalf of Cartesians dualists will be reached, that responds to evidence concerning brain injuries with the claims that the brain is only ‘an instrument of the soul’. This will lead to the conclusion that there is stronger contemporary support for materialism due to neuroscience and that the Cartesian dualism argument as it is, may be wrong. However futureRead MoreUsing Strawson s Arguments About The Numerical And Identity Problems1513 Words   |  7 Pagesthat I am a thinking thing. Firstly I am going to define person and what I mean by Cartesian. Secondly, I am going to use Strawson’s arguments about the numerical and identity problems. Thirdly I am going to show that someone who believes that we our more sure of our mental existence is led to a dilemma. These arguments are to make the point that our minds and bodies are the same thing, because if our minds and bodies are different aspects of the same thing then it makes no sense to be more or lessRead MoreRenà © Descartes and Thomas Hobbes Essay1497 Words   |  6 Pagessixteen hundreds, the French philosopher Renà © Descartes laid the foundations for the beginnings of Cartesian Dualism. In contrast, the English philosopher Thomas Hobbes argued against dualism in favor of materialism. Recently, Cartesian Dualism, and dualism in general has fallen out of favor as materialism arose as a more plausible and explanatory theory regarding the interrelationships between body and mind. The translation Descartes’ writing in the Meditations is far more cryptic than Hobbes’ writing

Weight Definition in Science

The everyday definition of weight is a measure of how heavy a person or object it. However, the definition is slightly different in science. Weight is the name of the force exerted on an object due to the acceleration of gravity. On Earth, weight is equal to the mass times the acceleration due to gravity (9.8 m/sec2 on Earth). Key Takeaways: Weight Definition in Science Weight is the product of mass multiplied by acceleration acting on that mass. Usually, its an objects mass multiplied by the acceleration due to gravity.On Earth, mass and weight have the same value and units. However, weight has a magnitude, like mass, plus a direction. In other words, mass is a scalar quantity while weight is a vector quantity.In the United States, the pound is a unit of mass or weight. The SI unit of weight is the newton. The cgs unit of weight is the dyne. Units of Weight In the United States, the units of mass and weight are the same. The most common unit of weight is the pound (lb). However, sometimes the poundal and slug are used. The poundal is the force needed to accelerate a 1-lb mass at 1 ft/s2. The slug is the mass that is accelerated at 1 ft/s2 when 1 pound-force is exerted upon it. One slug is the equivalent of 32.2 pounds. In the metric system, units of mass and weight are separate. The SI unit of weight is the newton (N), which is 1 kilogram meter per second squared. It is the force required to accelerate a 1-kg mass 1 m/s2. The cgs unit of weight is the dyne. The dyne is the force needed to accelerate a mass of one gram at the rate of one centimeter per second squared. One dyne equals exactly 10-5 newtons. Mass vs Weight Mass and weight are easily confused, especially when pounds are used! Mass is a measure of the quantity of matter contained in an object. It is property of matter and does not change. Weight is a measure of the effect of gravity (or other acceleration) upon an object. The same mass can have a different weight depending on the acceleration. For example, a person has the same mass on the Earth and on Mars, yet weighs only about one-third as much on Mars. Measuring Mass and Weight Mass is measured on a balance by comparing a known amount of matter (a standard) against an unknown amount of matter. Two methods may be used to measure weight. A balance may be used to measure weight (in units of mass), however, balances wont work in the absence of gravity. Note a calibrated balance on the Moon would give the same reading as one on Earth. The other method of measuring weight is the spring scale or pneumatic scale. This device accounts for the local force of gravity upon an object, so a spring scale can give a slightly different weight for an object at two locations. For this reason, scales are calibrated to give the weight an object would have at nominal standard gravity. Commercial spring scales must be re-calibrated when they are moved from one location to another. Weight Variance Across the Earth Two factors change weight at different locations on the Earth. Increasing altitude decreases weight because it increases the distance between a body and the mass of the Earth. For example, a person who weighs 150 pounds at sea level would weigh about 149.92 pounds at 10,000 feet above sea level. Weight also varies with latitude. A body weighs slightly more at the poles than at the equator. In part, this is due to the bulge of the Earth near the equator, which puts objects at the surface slightly further from the center of mass. The difference in centrifugal force at the poles compared to the equator also plays a role, where centrifugal force acts perpendicular to the axis of the Earths rotation. Sources Bauer, Wolfgang and Westfall, Gary D. (2011).  University Physics with Modern Physics. New York: McGraw Hill. p.  103.  ISBN  978-0-07-336794-1.Galili, Igal (2001). Weight versus gravitational force: historical and educational perspectives. International Journal of Science Education. 23: 1073. doi:10.1080/09500690110038585Gat, Uri (1988). The weight of mass and the mess of weight. In Richard Alan Strehlow (ed.). Standardization of Technical Terminology: Principles and Practice – second volume. ASTM International. pp. 45–48. ISBN 978-0-8031-1183-7.Knight, Randall D. (2004). Physics for Scientists and Engineers: a Strategic Approach. San Francisco, USA: Addison–Wesley. pp. 100–101. ISBN 0-8053-8960-1.Morrison, Richard C. (1999). Weight and gravity - the need for consistent definitions. The Physics Teacher. 37: 51. doi:10.1119/1.880152

Stuxnet Virus - 1181 Words

Stuxnet Virus According to counterterrorism czar Richard Clarke, Stuxnet was a weaponized malware computer worm. Stuxnet was launched in mid-2009, it did major damage to Iran’s nuclear program in 2010 and then spread to computers all over the world (Clarke, 2012). Type of Breach The Stuxnet is a computer worm, â€Å"it is a digital ghost with countless lines of code†¦ it was able to worm its way into Iran’s nuclear fuel enrichment facility in Natanz, Iran† (Clarke, 2012). A worm is a program that spreads copies of itself through a network and a worm can also spread copies of itself as a stand-alone program (Pfleeger amp; Pfleeger, 2007). How the Breach Occurred On June 17, 2010, Sergey Ulasen, head of a small computer security firm called†¦show more content†¦VirusBlokAda reported the vulnerability to Microsoft and Microsoft named the malware Stuxnet from a combination of file names (.stub and MrxNet.sys) found in the code (Zetter, 2011). One of the Stuxnet’s driver files used a valid signed certificate stolen from RealTek Semiconductor, a hardware maker in Taiwan, in order to trick the systems into thinking the malware was a trusted program from RealTek (Zetter, 2011). Internet authorities quickly revoked the certificate. But another Stuxnet driver was found using a second certificate; this new certificate was stolen from â€Å"JMicron Technology, a circuit maker in Taiwan that was — coincidentally or not – headquartered in the same business park as RealTek† (Zetter, 2011). The experts said that the virus was designed to target Simatic WinCC Step7 software; which is an industrial control system made by the German conglomerate Siemens. The system was used to program controllers that drive motors, valves and switches in everything from food factories and automobile assembly lines to gas pipelines and water treatment plants (Zetter, 2011). This happens to be the same software that was used at Natanz facility. The Stuxnet virus looked for industrial control systems and then altered the code in them to allow the attackers to take control of these systems without the operators knowing (The Stuxnet Worm: Symantec). In other words, the Stuxnet worm was designed to allow hackers to manipulate real-world equipment, which makes theShow MoreRelatedThe Stuxnet Virus Essay1724 Words   |  7 Pages1106CSIA3014041 August 3rd 2011 The Stuxnet Virus The Stuxnet Virus Abstract: What diplomacy could not achieve, sanctions could not silent, and for which a military option was not viable, a cyber attack quietly accomplished. Kim Zetter an investigative reporter with Wired Magazine online calls Stuxnet, â€Å"a piece of software that would ultimately make history as the world’s first real cyberweapon.† (Zetter, 2011, sec. 1) In his article, Is â€Å"Stuxnet† the best malware ever? Gregg Keizer ofRead MoreStuxnet Worm2136 Words   |  9 PagesSTUXNET Worm Webster University SECR-5080 Information Systems Security Author Note Certificate of Authorship: This paper was prepared by me for this specific course and is not a result of plagiarism or self-plagiarism. I have cited all sources from which I used data, ideas, or words either quoted or paraphrased. Abstract Discovered in June of 2010, a computer worm called Stuxnet was designed to attack programmable-logic controllers or PLCs that are used to control switches and valuesRead MoreCritical Safety Precautions On Computer Networks1281 Words   |  6 Pages3. Countermeasures Thousands of virus are created and propagated every day on the internet with new different mechanism, different new ways of spread, and taking advantage of recently discover bugs in the programs we use on a daily basis. Hence, as a CEO of a company or even to protect the computers in our homes, is our responsibility have the best measures we can afford to ensure the safety of our confidential information. In order to achieve that, we should consider three critical safety precautionsRead MoreCMIT 320 Network Security Paper Elizabeth Flaim960 Words   |  4 Pagesï » ¿ Network Security Paper - Stuxnet Elizabeth Flaim CMIT 320, Section 6380 Professor Charles Pak Due March 8, 2015 Introduction Technical Analysis Ralph Langner’s article on the Stuxnet worm discusses the hardware, distribution and targets of the attack. He also goes into detail regarding the outlook of future attacks and what we can do to prevent them. The Stuxnet attack was not executed to steal or erase information. It was carried out to physically destroy a military target; Iran’s NatanzRead MoreCyber Warfare Between The United States And Russia901 Words   |  4 Pagescomforting to think governments maintain some control over our major targets such as nuclear sectors, this historically has not been the case. Stuxnet was a computer worm which did major damage to Iran’s nuclear program. According to Norton by Symantec, a major anti-virus manufacture, on a page called â€Å"The Stuxnet Worm,† that â€Å"It is the first computer virus to be able to wreak havoc in the physical world. It is sophisticated, well-funded, and there are not many groups that could pull this kind ofRead MoreCyber Warfare Is A Major Concern For The Global Society1825 Words   |  8 Pagesweapon to have ever been created was the Stuxnet virus that was discovered in the late summer of 2010. To say it was a computer virus isn’t right because a computer virus relies on an unwitting victim to instill it, whereas a worm often spread over a computer network on its own. Stuxnet was a 500kb computer worm that infected the software of at least 14 industrial sites in Iran, including the centrifuges of Iran’s Natanz nuclear fuel enrichment plant. Stuxnet was an attack on SCADA system (They areRead MoreCanadas Pipeline System Has An Enviable Safety Record1933 Words   |  8 Pagesattacks began in 2009 employing phishing attacks on commercial software vulnerabilities, and the use of remote administration tools to collect sensitive intelligence about oil and gas fields. In 2010, the Stuxnet computer worm was first identified as a threat to SCADA systems. The Stuxnet virus spreads indiscriminately, but is designed to target only one system designed by one vendor. These persistent attacks against pipelines in combination with the emergence of SCADA-specific malicious softwareRead MoreMalware Detection And Machine Learning1732 Words   |  7 Pagesis one of the first malicious rootkits aimed at Windows Operating Systems (DuPaul 2015). Scareware: Malware designed to frighten or scare the infected user into purchasing something. They usually come with a user interface that looks like an anti-virus or other security program. They tell the user that a malicious code is running on their system and that they can get rid of such code by buying their â€Å"software.†In reality, the software does not do much other than removing the scareware. A good exampleRead MoreCyber Security Is Protecting The Internet1784 Words   |  8 Pagestrickster/hacker phenomenon where she believes that hacker ethics will change as they become more developed. Consider the story of Stuxnet, a malware that is called â€Å"the world’s first digital weapon† (Zetter, 2014). It is a nasty software that was used to mess up the processing of a computer, or to illegally gain entry to private information, also known as a virus. â€Å"In 2009 Iran had crossed a technical milestone and had succeeded in producing 839 kilograms of low-enriched uranium—enough to achieveRead MoreCyber Mercenary Group Known As The Desert Falcons 2824 Words   |  12 Pagesfrom the targets is usually of a sensitive or confidential nature and, therefore, is used by Desert Falcons to blackmail the people and organisations the information was taken from. The main technique used to gain this information is that of a Trojan virus embedded within a social engineering attack that gains the trust of the victim before unloading the Trojan virus’s payload. Attacks against targets include high ranking military personnel, financial, media and even government departments and pivotal

Curriculum Development and Design free essay sample

These programs arose from the thinking of a group of pioneers who believed that the educational approach that had been developed by medical education innovators at McMaster University was also most relevant for the preparation of occupational therapists and physiotherapists. Consequently, a group of educators from both institutions, Mohawk College and McMaster University, combined their skills and created a vision that became the diploma programs in occupational therapy and physiotherapy. This approach was problem-based learning, and was used as the foundation for both programs from their inception to the present day, across three different iterations of curriculum. One of the key innovations to the way in which the college programs were taught was the combination of using faculty from both the university and college to teach all courses. In the 1980s, a degree completion program was launched that provided graduates of the diploma program a chance to upgrade their qualification to a bachelors degree from McMaster University. This was particularly important since the minimum credential for entry to practice had been raised to the baccalaureate level by the professional associations. In 1989, the program moved completely into the university setting and the graduates were granted a BHSc(PT) or BHSc(OT), a bachelor degree in health sciences. Ten years later, in 2000, candidates were admitted to the entrylevel masters programs in occupational therapy and physiotherapy. The Pedagogical Framework: Problem-based Learning As briefly referred to above, the occupational therapy and physiotherapy programs at McMaster University have a strong history with and legacy of problem-based learning. While the initial curriculum models were strongly influenced by the inaugural undergraduate medical curriculum, time and confidence presented opportunities to create our own models. These models reflect the special nuances of each discipline. Problem-based learning is recognized as having begun at McMaster University, in the medical curriculum, and was in response to critical concerns about the nature of more traditional learning models in medical curricula. The intention was to create an approach to teaching and learning that was learner-centered, yet based upon clear objectives and evaluation criteria. The key difference was the expectation that learners would be facilitated and guided rather than taught (Barrows and Tamblyn 1980; Neufeld 1983; Saarinen and Salvatori 1994). Both the occupational therapy and physiotherapy programs at McMaster University have embraced these ideas, although with differing degrees of connection and commitment to the original model. In fact, true problem-based learning models should naturally emerge from each individual context and culture. There is no â€Å"right† way although there is a growing recognition of a common set of principles and elements that can be applied to determine the â€Å"problembased-ness† of a learning environment (Maudesley 1994; Walton and Matthews 1989). Problem-based learning principles tend to become grouped in two distinct categories: first, the values upon which problem-based learning is based and second, some characteristics that are held in common understanding as being critical to the core of problem-based learning. Underlying values include: partnership, honesty and openness, mutual respect, and trust. Core characteristics incorporate: Chapter 2 Curriculum Development and Design 13 i Learning which is student/learner-centered i Faculty roles that are those of facilitator and guide i Learning scenarios which form the basis, focus, and stimulus for learning i New information and understanding that is acquired through self-directed learning (Baptiste 2003 p. 17) Consequently, there is a continuum of problem-based curricula from pure through hybrid models. The masters entry-level physiotherapy and occupational therapy programs at the School of Rehabilitation Science at McMaster University continue to be based upon problem-based principles. Although both programs are very different one from the other, there are also many common elements and approaches that are celebrated. Examples of these similarities are cited throughout this book, particularly in the chapters focusing on evidence-based practice and ethics education. Approaching the Task of Curriculum Renewal Perhaps one of the most overwhelming, yet exciting, tasks with which to be confronted is the opportunity and challenge of developing a new curriculum. This task is made even more daunting when circumstances provide a chance to do something different based on external forces and not a need to change because â€Å"something is broken†. Over the past few years, and in several years to come, many educational programs in rehabilitation science are facing this situation. The changing nature of the entry-level credential for occupational therapists and physiotherapists demands that faculty undertake a detailed review of curricula, to determine the optimal approach to moving toward graduate-level preparation, or, at the very least, complete a review of existing curricula models to identify their responsiveness and congruence with emerging practice expectations and demands. Approaches to such a massive task can vary from ensuring the preservation of what is good from the existing curriculum to making a total shift and adopting a radically Table 2. 1. Principles for curricular change and innovation Rationale should be articulated explicitly Overall goals should be reiterated constantly throughout the process Continuing communication is essential, coupled with a clear rationale Ensure that the intended change is in response to a defined and recognized need or purpose Ensure that the innovation is seen as a high institutional priority Focus on pedagogy and not on resources for implementation Foster strong leadership support Identify incentives for faculty participation Gain faculty buy-in for the curricular blueprint Involve the active teaching faculty throughout the process Anticipate potential barriers to change and develop strategies to address them Recognize the potential need for and value of negotiation Adapted from Guze (1995) 14 Sue Baptiste, Patricia Solomon 2 new approach and design. To have an optimal effect, options to be considered should bear relevance to the pervading culture of the institution and environment within which the curriculum is to thrive. Also, decisions must be made concerning the pedagogical choices of how learner-centered the curriculum should be, and what particular educational modalities are the best for the circumstances. This chapter will address the entire picture of curriculum development and design, from the first conversations about how to engage in the renewal process through making decisions about methods of teaching, approaches to learner assessment, and preparation of entry-level practitioners for the emerging practice contexts. Guze (1995) provided a clear and succinct discussion of several core principles that can guide curricular change and innovation (Table 2. 1). The following is an overview of these principles. Where to Begin? Motivation for curriculum renewal can come from both internal and external forces. External expectations from regulatory and professional bodies are tending to impose standards for new practitioners that require: i Preparation at an advanced level of clinical reasoning and judgment i The ability to assume roles that require autonomy and a strong sense of professional ethics i Engaging in their professional role from the first day of practice, in a conscious nd moral manner that requires reflection and self-awareness Regardless of whether the motivation for curricular change stems from a desire to do something differently or better, or from outside influences, the task is one that requires careful planning. However, it is imperative that any planning process recognizes the need to dream and envision what could be, to create a model that will exemplify those visions, and to produce a graduate who is well prepared to face the complexities and challenges of emerging practice. When developing a curriculum, four general questions must be asked: i What is the purpose of the curriculum? i What educational experiences can be created to fulfill this purpose? What is the most effective manner in which to organize these educational experiences? i How can we determine that the purpose has been fulfilled and the goals attained (Wiers et al. 2002)? Another very critical element of any change is the recognition that the cultural context is a key in managing change successfully. Hafferty (1998), when reflecting upon the realities of a medical school curriculum, discusses the existence of informal and hidden curricula as well as the formal curriculum. He posits that, in order to induce a lasting change, the entire organizational culture needs to be engaged to facilitate stud ents and faculty alike in embracing and working with change. When facing the task of curricular reform, redesign has to occur not only in terms of content, but also in relation to the Chapter 2 Curriculum Development and Design 15 educational processes that enable the learning to take place. This is the difference between reforming the syllabus and reforming the curriculum; the overall learning environment of the educational program and institution is changed (Burton and McDonald 2001). Once the decision has been made to reform the curriculum, a first step is to complete an environmental scan and situational analysis that explore the educational and organizational environment within the institution, to determine what will facilitate the proposed changes. By defining a clear and newly articulated set of riorities and guidelines, changes that are being made within the curriculum will be given the vehicle through which impact can be made upon the surrounding environment (Genn 2001). This strategy is part of the first overall phase, the planning p hase. This is when the need for change is established and the vision for change is designed. It is during this phase of development that the non-negotiable elements of structure and process are determined. For example, within the School of Rehabilitation Science at McMaster University, both the Physiotherapy and Occupational Therapy Programs were already designed as two-year, twenty-four-month, curricula. Also, the province of Ontario mandates that all masters programs are two years in duration. Therefore, the decision was readily made, based on these graduate program regulations and history, that the new masters entry-level curricula would be twenty-four months long. One key commitment was clear and that was to the foundational philosophy of problem-based, selfdirected learning utilizing the application of these principles to small group, large group, and skills-based learning experiences. Wiers et al. (2002) provide a clear and helpful outline of ten general steps of curriculum design within a problem-based learning context (see Table 2. 2). While this rubric is structured around the specific processes inherent within problem-based learning development, most of the guidelines can apply broadly across any curricular development process within any pedagogical framework. From the onset, all faculty members at McMaster University were on board regarding the need to undertake the development of entry-level masters curricula in both occupational therapy and physiotherapy. Both disciplines had undergone dramatic changes in the preceding two decades, largely focused upon the growth of foundational science and evidence for practice. Professional practice models had emerged for both professions and provided a strong backdrop against which to create fresh ap- Table 2. 2. Ten general steps in curriculum design for a problem-based learning (PBL) environment 1. . 3. 4. 5. 6. 7. 8. 9. 10. Give rationale for the curriculum and form a planning group Generate general educational objectives for the curriculum Assess the educational needs o f future students Apply general principles of PBL to the curriculum Structure the curriculum and generate a curriculum blueprint Elaborate the unit blueprints Construct the study units Decide on student assessment methods Consider the educational organization and curriculum management model Evaluate the curriculum and revise as appropriate Adapted from Wiers et al. (2002) 16 Sue Baptiste, Patricia Solomon 2 proaches to the preparation of graduates for entering practice. While both the occupational therapy and physiotherapy programs undertook curriculum renewal at the same time, the physiotherapy program had engaged in an ongoing process of change across the preceding five years. Many of the issues, concerns, and changes addressed and implemented by the occupational therapy program had already been addressed by physiotherapy. Therefore, this chapter will focus predominantly upon the initiatives inherent within the curricular shift within occupational therapy, although reference will be made to processes within physiotherapy as appropriate. Designing Our New Programs Deciding upon the overarching constructs that would determine the final curriculum model was a complex and dramatic process in many ways, and one in which everyone was eager to participate and have a chance to have input. At the onset of the development of the occupational therapy program, three faculty retreats were held that progressed from a totally unstructured brainstorm of what would be perfect, to a detailed accounting of core curricular elements in the context of a delivery structure. In the initial retreat, all full-time faculty members together with some part-time members participated in a â€Å"blue-skying† day-long session during which everyone spoke of their dreams for the perfect curriculum. What if we could do what we wanted? What if we did not have to be concerned with logistics like room bookings? – and so on. This exercise provided us with a high-level ppreciation of the values and elements that were important to us as a collective. It was from this beginning â€Å"fantasy† that the next level of planning emerged. The second retreat was more structured and focused upon the creation of a continuum for learning that resulted in the overarching framework for the cur riculum, together with the delivery methods. A process was followed whereby we decided upon a central construct around which the whole curriculum would evolve, namely, â€Å"occupation†. To support this core notion, there were several longitudinal conceptual threads that represented continua of thought such as: wellness to illness, simplicity to complexity, local to global, and unifaceted to multifaceted. Through this process, we were able to identify the starting place for the first study term, and to create a high-level framework for the progression of the total curriculum (see Table 2. 3) In physiotherapy, the process began similarly with a faculty retreat; however, the focus varied slightly. Initial discussions identified elements of the curriculum that we Table 2. 3. Occupational therapy curricular framework Term 1 2 3 4 5 6 Content theme Wellness, health, and occupation Person, environment, and occupation Development, disability, and occupation Youth and the development of self Adulthood and disability Complexities of contemporary practice Chapter 2 Curriculum Development and Design 17 alued and wanted to maintain and those needing less emphasis. Through ongoing curricular evaluation and feedback, we identified new areas that needed to be included in the emerging curriculum and other areas that needed to be enhanced. These areas were discussed within the context of the changing practice of physiotherapy and the knowledge and skills required by the physiotherapist in the new millennium. The decision was made to use a curricular framework that incorporated a modified â€Å"body systems† design, as current physiotherapy practice and clinical specialties were aligned with this model. Inclusion of a Community Practice/Community Health unit allowed or a focus on emergent health care roles in the community and on integrating health promotion and disease prevention into practice. The faculty recognized that while many physiotherapists identified their practice in an area related to the body systems, increasingly clinicians were faced with more complex patients with multiple system involvement. Hence, the final unit of study focused on integrated practice dealing with clients with complex multisystem health care problems. Following the initial planning process, it is now time to initiate the plan. It is during this time period that the â€Å"unfreezing† of old organizational patterns and the introduction of innovations into the educational environment take place (Burton and McDonald 2001). Often, while there is a strong commitment to engaging in the conversations that lead to the design of a changed reality, it is a very different matter to start â€Å"doing† and actually making that changed reality come to life. A cooperative internal environment is essential for the realization of that initial dream and therefore it is well worthwhile for planners to engage in a transparent and collaborative experience that enables maximum participation and open debate. A process of this nature is characterized by collaborative problem solving, effective communication, abilities in conflict resolution, and a cultural expectation of working together in harmony that guides the overall enterprise (Burton and McDonald 2001). Therefore, it is of importance to determine at the onset the values and behaviors by which the development experience will be approached to set up structures and processes that will ensure that the best attempts at making it so will be expended. During the initiation period, we experienced intense interest and levels of emotion from all participants regarding the manner in which the planning and the visions for the two disciplines would be evolved and realized. As mentioned previously, we had determined that the existing problem-based learning principles would remain but that the key changes would be realized through the manner in which the content was introduced to the students and through which the continuum of learning would evolve. Similarly, we were committed to maintaining a student-centered approach. One core difference was to be the manner in which the experiential component of professional preparation would be integrated more centrally into both curricula. Previously, the curricula were designed in a more traditional fashion whereby the clinical fieldwork experiences were placed at the end of each study term and were linked directly to the area of academic focus for the preceding learning block. By definition, once the overarching concepts of the curricula were determined to be different from the previous models, then fieldwork placements would become less strictly aligned. This was reinforced more heavily in the occupational therapy program which was originally designed around developmental stages and central practice populations. Students would face a more eclectic approach in their clinical learning; therefore, both programs determined that learning around professional issues and practice expectations should be interwoven through the longitudinal axis of the curriculum. 18 Sue Baptiste, Patricia Solomon Redevelopment Within a Problem-based Learning Culture 2 As with any problem-based learning system, the small group learning unit is the nucleus of the whole curriculum. However, the success of problem-based, small group learning is supported by the strategic use of large group interactions for the imparting of theoretical and expert knowledge, while still maintaining a problem-based learning philosophy. Similarly, the application of problem-based learning principles is a critical piece of one-on-one learning and synthesis of knowledge and information throughout the academic and clinical components of the curriculum overall. Both the physiotherapy and occupational therapy programs elected to continue to utilize problem-based learning methods in a manner that celebrated the development already achieved over twenty-five years of curriculum development. This has evolved over time very differently in each program. For example, during the planning process for the occupational therapy curriculum, efforts were made to define new models for tutoring and many were identified and put into place. During the second year of the occupational therapy program, the problem-based tutorials occur only once weekly. This allows additional scheduling time for including the evidence-based practice courses and is also in response to the difficulties many practitioners are experiencing in gaining release time from employers to participate as tutors. In this new tutorial model, tutors are required to participate in only one weekly session with two or three tutors’ meetings across the term instead of weekly. Application of problem-based learning principles in large groups has been maintained and, in fact, enhanced particularly in the clinical skills sessions. Students often are placed in small groups (different groups from their core tutorial group) and provided with opportunities to explore assessment tools and intervention methods. Through these group experiences, the students apply a problem-based learning approach to the identification of learning issues, the uncovering of essential information and resources, and the synthesis of their understanding of the tool or technique. Integration of Experiential Practice Preparation Within a Problem-based Learning Framework As mentioned earlier, both the physiotherapy and occupational therapy faculty groups were committed to ensuring the integration of academic and experiential learning into the curricula from the beginning, and were focused on developing innovative models for the synthesis of practice preparation into the core academic units. It is important to note that the work related to integration commenced at the very onset of the curriculum planning process. In the case of the occupational therapy program, there had always been sessions held throughout the full curriculum that provided opportunities for the Clinical Placement Coordinator (now Professional Practice Coordinator) to inform, advise, educate, and monitor students in preparing for their practice experiences and in checking in with them following these experiences. However, a greater focus on such integration was placed within the masters entry-level curriculum model in order to ensure that students were being prepared to meet the enhanced expectations of a graduate program. Chapter 2 Curriculum Development and Design 19 Evaluation Within a Graduate Problem-based Learning Framework There should be clear and close linkages between how students learn and how that learning is assessed. Therefore, some information will be presented here relative to the evaluation methods developed at McMaster University in the occupational therapy and physiotherapy programs. Student Evaluation. In the preceding years, the two programs at McMaster University had been very involved in designing evaluation/student assessment tools that reflected the principles of problem-based learning and provided students with opportunities to integrate their academic learning with their growing professional awareness and identity. Most of these tools are built around the basic problem-based learning process of exploring a learning scenario that has been developed to address the objectives for the particular learning unit. Essentially, problem-based evaluation needs to be congruent with the underlying values and principles of problem-based learning. Traditional methods of assessing students’ knowledge tend to be contradictory to these principles and therefore should not be applied out of context. Problem-based learner assessment should: i Be congruent with the underlying problem-based learning process illustrated by the development of learning scenarios based on real life practice situations i Mirror the problem-based learning process of reflecting on a practice scenario, efining learning issues, researching, synthesizing, and synopsizing the learning with application to the defined case i Involve personal reflection and enhanced awareness of individual critical think- ing and clinical reasoning skills F aculty Evaluation. As with student assessment, the evaluation of faculty is central to the maintenance and enhancement of a problem-based learning culture. And, similarly, faculty evaluation is built into the roles played in any given learning context. In the case of the small group tutor role, faculty members are evaluated by each student and provide a self-evaluation to students during the course of the group process. Following the completion of the small group experience, students evaluate the faculty member as well as the overall course, and these ratings are provided to faculty and placed in their file for attention at times when promotion, tenure, and merit increase decisions are made. For those faculty members, practitioners, and others who facilitate large group sessions in both theory and practical skills, similar evaluations are completed. This process has been in place over many years and has not changed since the advent of the new curricula. However, the items being evaluated have altered to reflect the expected level and scope of graduate teaching. Student Self-assessment: Development of the OTPPI. Students admitted into the occupational therapy program are not expected to have any prerequisite courses completed during their undergraduate education. This has been the case from the very beginning. In the program itself, there are no formal courses that provide students with basic knowledge related to the foundational sciences that underlie occupational therapy practice such as anatomy, physics, biochemistry, sociology, psychology, and anthropology. It has been the long-held belief that in a pure problem-based learning 20 Sue Baptiste, Patricia Solomon 2 environment, the learning is accomplished through the horizontal meshing of various areas of knowledge and information; that through the integration of these sciences and bodies of knowledge, students can gain the understanding they require by using real life situations as springboards for integration and synthesis of all inputs. Consequently, recent efforts were expended to develop the Occupational Therapy Personal Progress Inventory (OTPPI), a tool that was developed from the experience of the undergraduate medical program over the past few years (Blake et al. 1996; Cunnington 2001). The OTPPI focuses on foundational knowledge that our students need in order to become practicing occupational therapists. It is not a test of the application of that knowledge in practice. The examination consists of 90 multiple-choice questions developed with the expectation that a â€Å"star† student would be able to answer by the time of graduation. There are three main domains included in each examination: biology (this includes anatomy, physiology, etc. ), social sciences (this includes psychology, sociology, anthropology, etc. ), and research (this includes statistics, research methods, ethics, etc. ). The breakdown of each examination is 40 percent biology, 40 percent social science, and 20 percent research. The examination is generated each term and students in both years have the same examination, with the expectation that the students in second year will achieve a higher result than those in the first year. Students receive a detailed report with their scores and a profile of how they have progressed over time. They are provided with information about their total score as well as a breakdown on each of the three domains. They also receive a zone score, which is an indication of how well they have performed on the test in comparison to the other members of the class. Students in the yellow or red zones may want to review their scores in more detail and make learning plans to address gaps that may have been identified through the examination. This tool is designed as a self-assessment measure, the individual results of which are known only to each student. We have made a conscious choice that results are not used in the summative evaluation of the students, and are intended to provide the learners with a sense of how they are progressing in accumulating knowledge relative to the basic sciences of their discipline. The students are expected to use that information to set plans in place to address weaknesses (e. g. , through problem-based tutorials, individual assignments, etc. ). The OTPPI has been a pencil and paper test so far, but steps are being taken to convert it to a web-based format. While the occupational therapy program has undertaken this initiative on a pilot basis, initial responses would indicate that students are finding the process helpful to them, although this is very new at the time of publication. Integration of Evidence-based Practice Skills into the Curricula. The integration of skills related to practicing in an evidence-based manner is seen to be critical to both programs. A detailed description of the models adopted by the occupational therapy and physiotherapy programs is found in Chapter 5. In both programs, there is a strong commitment to evidence-based practice as a central onstruct for the curriculum and a natural partner for client-centered and problem-based principles. Conclusion Since their inception, the masters entry-level programs in occupational therapy and physiotherapy have presented opportunities to revisit our history and legacy in health sciences education. In order to reflect on the overall process, the general steps for curriculum design offered by Wiers et al. (2002) will be revisited (see Table 2. 2). Chapter 2 Curriculum Development and Design 21 For us, the rationale for the curriculum was clear both from an internal and an external perspective, and the notion of forming a planning group was a natural approach to the task. Our profound commitment to involving our broad academic community was illustrated through the involvement of a wide range of individuals encompassing full-time, part-time, and sessional faculty members as well as members of the wider practice community. Such involvement was realized throughout the planning process and continues through such individuals’ representation on our Education, Curriculum and Admissions committees. The need to define clear general educational objectives for the curriculum was also recognized at a very early stage. We found that being able to determine the goals and directions from the outset served to facilitate the planning that followed. Assessing the educational needs of future students was assisted by our own knowledge concerning the entry-level competencies demanded by our professional regulatory colleges. Also, the connections we have with our practice communities and past graduates were invaluable in providing a background for determining the shifts necessary within the curriculum to fulfill practice expectations. Similarly, the same thoughtful reasoning was used to consider the differences of teaching and learning between undergraduate and graduate approaches to education. Applying general principles of problem-based learning to the curriculum was not a concern for us, given our long history of internalizing this philosophy. Specific difficulties arose when converting the undergraduate courses and assessment tools to the needs of a graduate program. Nevertheless, problem-based learning in many ways is a gift for this transition since it resembles closely the natural proclivities of graduate work – smaller groups, self-directedness, learner autonomy, and a degree of freedom to determine learning directions. Structuring the curriculum and creating a blueprint became different experiences for physiotherapy and occupational therapy. As mentioned previously, while the planning processes looked ostensibly similar, the manner in which the final curricular models were derived was very different (see Tables 2. 3 and 2. 4). However, after the master models were created, the processes for elaborating the blueprints and constructing study units were again very similar. Methods of student assessment tended to remain grounded in the familiar processes and tools that we had developed across our history with problem-based learning. However, as each curricular element emerged throughout the planning (e. g. , evidence-based practice, ethics, clinical skills, fieldwork) so did innovative ways to enhance the student assessment processes that were already strong. Details of these innovations will be discussed in the book chapters relating to these specific areas. Consideration of the educational organization and curriculum management model required particular attention since our lines of accountability had shifted, with the Table 2. 4. Physiotherapy curricular framework Unit 1 2 3 4 5 6 Content theme Fundamentals of physiotherapy practice Fundamentals of musculoskeletal practice Fundamentals of cardiorespiratory and neurological practice Advanced neurological practice Community practice Integrated practice and professional transition 22 Sue Baptiste, Patricia Solomon 2 move to the School of Graduate Studies. Two slightly different models of governance emerged, with the Admissions Committee being the only shared group between physiotherapy and occupational therapy. However, both governance models reflect a central group responsible and accountable for curriculum and another group that oversees general program functioning. Curricular evaluation remains an ongoing responsibility and expectation. Chapter 13 provides a particular model for curriculum evaluation that was used by the occupational therapy program, the Program Logic Model. However, there are many ways in which faculty members can retain a clear image of what makes up a curriculum and what indicators are critical to evaluate for the success of the program overall. The three years of planning and launching the new curricula at McMaster University were years of extremely hard work, high energy and output. As we see each student cohort graduate, and receive feedback concerning our students and graduates in practice settings, we feel heartened that we appear to be on the right track. We know, however, that curriculum development is an ongoing process.

Rice in Vietnam free essay sample

RICE IN VIETNAM First group report * Introduction Rice is the most essential food in Vietnam. From the starvation in 1945, Vietnam has tried a lot to produce enough rice for domestic consumption, and even enough for exporting overseas. Vietnam now has become a large market, attracted many investor from all around the world. This is a general report about rice in Vietnam, which will provide all necessary information for people who want to invest in Vietnam. This report contains 3 main parts, which are: * Natural characteristics of rice in Vietnam * Quality and productivity Possibility of consumption Natural characteristics of rice in Vietnam Kinds of rice in Vietnam Because having tropical climate, Vietnam can grow a lot of kinds of rice like: sticky rice, ordinary rice, wet rice,†¦ But among those, rice is divided into 2 major kinds: * Wet rice: water is the most important for this kind of rice. It can live, grow advantageously when it was flooded out. We will write a custom essay sample on Rice in Vietnam or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When it lacks water, it will grow weakly. * Dry rice: the origin of dry rice is wet rice because it was grown on land for many days so it gradually adapt to dry condition. It only needs soil has enough moisture so it can grow and give productivity. Other name of this kind of rice is upland rice. Rice was grown on alluvial soil has a different quality to rice was grown on alkaline land. When people grow rice on alkaline land for many days, the seed is gradually changed about quality. When people grind seed, it will be break down in many pieces, rice is often dry and tough than to the seed which grown on alluvial soil. Two largest places for planting rice are Red River plain and Cuu Long River plain. Rice seasons Crops in Vietnam depend tightly on weather and climate. Now we have 3 main crops: winter-spring, summer-fall and winter crop. However, each region’s crops has time for cultivate is different. 1. In the north: * Fifth month rice: to indicate the old variety rice, tall body, to sow in October, to cultivate from December to January, to reap in June and July (solar calendar). This crop was grown in small size. * Spring crop: to sow from January to February, to cultivate in February and March, to reap in end of April and May. Spring crop was also grown with a small size. Summer-fall crop: to sow after winter crops, often in March and April. To reap about in the end of July and August. * Winter crop: to sow from July to August, to reap in middle of October to December. 2. In the central part: * Because irrigation system was improved better then summer crop was grown less than in the north. And spring crop replaced summer crop. Although the seasonal was unequal, but people also sow a fter the storm is completely finish. * Summer-spring crop: to sow from April to May, to cultivate from July to August. 3. South-East part: Winter-spring crop: because it isn’t rain so spring crop sows in riversides, streams. The seasonal began from December (solar calendar) * Summer-fall crop: almost people are waiting for raining. That’s why they sow in end of April and May. * Winter crop: beginning from July to August. 4. Mekong River plain: * Spring crop: because it was flood every year so people began immediately after the flood went down, often from middle of November. * Summer-fall crop: began immediately after cultivate winter-spring crop, to sow in March. * Winter crop: have 3 crops: early crop, middle crop and late crop. Quality and productivity 1. Quality Immanent quality of rice are protein content, amylase content, durability of gene, vitamin content, flavoring content. But in goods side, people mind about quality and shape of rice. In general, customers often mind about the length is from 7mm. some customers like the sticky rice. But some customers only like soft rice with softly smell to stimulate the gastric juice. Flexibility depends on amylase content. If the amylase content is high then the rice is easy to tough. Transaction rice on market almost has amylase content is under 25%. Quantity of insecticide, NO3 content and the parasites in each kinds of rice were cared as quality of rice. 2. Productivity The production of rice in Vietnam has been changing actively these years. Each year, Vietnam produces about 36 millions tons of rice and still continues increase every year. In 2005, although there were a lot of hindrances in weather, the productivity of 3 part of the country all increase, reached 17. 5 millions tons. Especially in Cuu Long river plain, 60% the harvested area gave a quite high productivity, from 5 to 5. tons/ha, reached 9. 5 millions tons, increase 470,000 tons compare with 2004. And this number is increasing in year 2006 and 2007. Possibility of consuming 3. Export At the second place of exporting rice (just behind Thailand), each year, Vietnam contributes 13 – 17% the amount of exported rice all over the world. Price of exported rice in Vietnam is always at the high level. Last year, Vietnamese company reached the record in the history of Vietnamese exporting rice, with the total amount was 5,200,000 tons cost 1,300,000,000 dollars. At the same kinds, the price of exported rice from Vietnam was the same with the price of exported rice from Thailand. But recently, Vietnam won the contract with the price that was more expensive 80 USD/ton than Thailand. The price was very high, 350 USD/ton, compare to Thailand, 342 USD/ton. In 2008, price of exported rice in Vietnam will be continue at the high level, maybe cost 350 – 400 USD/ton The main market of exporting rice of Vietnam are: Philippines, Malaysia, Singapore, Indonesia, United State of America, United Kingdom, Japan , Korea †¦ Domestic consumption The production of rice in Vietnam has been changing actively these years. It really holds an important role in the country’s economic. Every year, rice contributes 12-13% in the total of GDP Thailand only consumes 55% of its production, while Vietnam consumes 90% of the production. This proves that the Vietnamese use a lot of rice. * Conclusion By improving technology in producing, Vietnam’s rice has had a good quality and high productivity. Relying on that, Vietnam’s rice can satisfy the demand of domestic consumption and exporting overseas. Rice in Vietnam now has a high position in international market. Therefore, rice in Vietnam is an interesting market to invest. Reference http://www. rfa. org/vietnamese/in_depth/2007/09/11/SomeIdeasOnRiceDevelopmentInVietnam_NNguyen/ http://www. rfa. org/vietnamese/in_depth/2006/08/10/HighQualityRiceATargetTooFar_NNguyen/ http://snn. cantho. gov. vn:8080/cantho/vn/tintuc/39455280. htm http://www. nutifood. com. vn/Default. aspx? pageid=110mid=324bre

The Point Sample Method of Timber Cruising

The Point Sample Method of Timber Cruising Ed. Note: The first essential step toward selling timber or timberland is an inventory. It is a necessary step which enables the seller to set a realistic price on both the wood and the land. The inventory and methods used to determine volumes are also used between sales to make silvicultural and management decisions. Here is the equipment you need, the cruising procedure and how to calculate the cruise. This report is based on an article written by Ron Wenrich. Ron is a sawmill consultant and has extensive knowledge on how to inventory your forest using the point sampling method. All links included were chosen by the editor. Equipment For a timber cruise, other equipment besides the angle gauge will be needed. Some like to do a systematic cruise where plots are taken at regular intervals throughout the stand. In addition to an angle gauge, a compass, and a property map, something to accurately determine diameter should be taken along. Plots Each plot will represent a 1/10 acre sample. Its a good idea to do a 10% sample and take point samples at 200 ft intervals. This is a little better than a 10% cruise, but it is easy to plot on a map and is easy to locate on the ground. For a 10% sample, every acre will need 1 plot. A 5% cruise can be taken by taking point samples at 300 ft intervals. There is no need to run cruise lines through fields or other treeless areas. It is also best to cruise when leaves are not a factor - spring and fall are best. Each plot will take about 5 to 10 minutes to locate and record, depending on conditions of both the area and the cruiser. Paces For point location, use a compass and pace system. But before starting it is important to know how many paces you take to make 100 ft. To do this, measure 100 ft on a level surface. Simply walk the distance to find how many paces it takes to complete 100 ft. (some people use 66 ft. or a chain to compute their grid using a chain length). When pacing it is important to remember that you are measuring level distances. On slopes, you will have to take a few more paces to find your level point. The more severe the slope, the more paces that are necessary. Brushy conditions will also make it necessary to slip a few paces, since your gait will be altered. Walking downhill will cause your gait to be longer, so not as many paces will be needed to compensate as walking uphill. Accuracy is not a factor in plot location, so if youre off, it wont impact your results. Point Samples Before the cruise, you will need to establish where your points are to be placed. Make a map of the property or you can use aerial photos. From a known starting point that can be found on the ground, start to run north-south and east-west lines in a grid at every 200 ft. for a 10% sample. Where the lines intersect is where the point samples are to be taken. Successive plots do not have to be all in one line. Turning to get a plot is helpful and should be used where there are natural obstacles, such as wet areas, etc. For the actual cruise, it may be useful to take some sort of staff along to keep track of your plot center. Ribbon can also be used. I always take it down when done with the plot. Cruising Starting at your known point, run your line to your first point. Along the way, you can mark on your map, anything that is of notice, such as a stream, road, fence, or timber type change. This will help if you are making a type map or are writing a management report. At the first point, take your angle gauge and count the number of trees that fall into your plot. For each plot, take note of each counted tree by species, diameter, and merchantable height. Diameters should be tallied by 2 diameter classes. Tree form may also be noted. Any pertinent information should be noted before moving on to your next plot. Also note any trees that you would remove at each point. This can be used as a preliminary cruise for harvesting. Keep each plot information separate. After all the lines are run, you will have a complete map of your property. Just connect where roads, fences and other occurrences intersect. Ronald D. Wenrich is a sawmill management consultant from Jonestown, Pennsylvania, USA. This Penn State graduate has logged timber, inspected treated forest products, been a mill foreman, procured wood, and is now a sawmilling specialist and consultant.

Faulkner, Absalom Absalom Essay Example | Topics and Well Written Essays - 1000 words

Faulkner, Absalom Absalom - Essay Example Though this method allows the reader to see differing points of view, as well as examine the contribution of memory to the myth-making process as the story is told and retold, it raises the issue about how personal experience has a bending effect on memory and narrative. Speculation, guesswork, and alleged fact all play roles in the narrative process – with the accompanying contradictions in logic – leading us to wonder about a larger question – what is the actual truth, and whether truth can only be relative and selective, and never absolute. It also emphasizes how narrative is understood – often not by what is literally said, but by what is hinted at or implied, and often left unsaid. Faulkner does highlight the racial issues that plagued the South before and after the Civil War in this novel, and indeed race is a central theme in most of his work. However, it is disappointing to note that none of his works present an opportunity for black characters to speak in their own voices. The story is wholly from the white point of view, which is a one-sided approach to say the least. The downfall of the novel’s protagonist, Thomas Sutpen, can be traced back to his obsession with the founding of a dynasty. The single-minded pursuit of this goal precludes Sutpen from engaging emotionally with the people around him, be the family or townspeople, and this is the cause of his descent into alcoholism, ruin, and ultimately his murder by Wash Jones, a squatter on the Sutpen plantation. While Faulkner does not try to base his novel on research and factual data, such as dates and historical incidents, it is obvious his aim is to present an equally powerful history, â€Å"a few old mouth-to-mouth tales†, based on sentiment. (Faulkner 100). Thus what we see is an emotional history of the Civil War period contrasted with the factual history of the era. Faulkner’s epic novel mirrors the unsure feelings of love and hate, most Southerners, including

Reading Responses and Replies Essay Example | Topics and Well Written Essays - 750 words - 1

Reading Responses and Replies - Essay Example First, the writer does a good job of displaying why he suits for the job position. He goes ahead to demonstrate the value he would bring to the company. The writer gives excellent tips of enhancing confidence to the employer. This catches the employer’s attention to evaluate the need of recruiting a strong applicant who is ready to bring growth to the company. Secondly, while concluding, he displays his confidence by stating that he regards to meet the employer. This demonstrates confidence in his skills and abilities that he would succeed to get the job. Nevertheless, listing out his accomplishments was wrong since this suited a resume. Mostly, most employers regard a cover letter that is one page in length therefore; it would be displeasing to list out the list of accomplishment. The writer could have summarized his list of accomplishment in one or two sentences to grasp the reader’s attention. The writer failed to use the correct format of cover letter. The use of bu llets display lack of professionalism as the use of listing seemed unnecessary. Though bullet points augment easy reading, it should not be present in the formal business letter. There is a lot we can learn from this letter but few things can be improved as mentioned above. Work Cited Purdue University. Business Wring Engli

The amount of energy Essay Example for Free

The amount of energy Essay In this investigation I will be burning alcohols to heat up a can of water. I will be burning four alcohols, methanol, ethanol, propanol and butanol. The aim is to find out how much energy is produced when burning these alcohols. Alcohols react with oxygen in the air to form water and carbon dioxide. The reaction that is involved in burning alcohols is exothermic because heat is given out. From this reason the reactant energy is higher than that of the product. The energy is given out when forming the bonds between the new water and carbon dioxide molecules. The amount of energy produced by such exothermic reactions can be calculated by using the formula Mass of the substance x rise in temp x SHC (specific heat capacity). The specific heat capacity is the number of joules required to heat one gram of water by 1 °C. I chose to use water because it is safe, easily found, and has a reliable specific heat capacity of 4.2. I will also need to ensure that I conduct the experiments safely. As alcohols are very dangerous and highly flammable I will wear my safety goggles at all times. I will need to keep all lose items off clothing tucked in. the lids on the alcohols must be kept on at all times to prevent evaporation or any spillages. Prediction I predict that the more bonds there are holding the carbon, oxygen and hydrogen atoms together, more energy will be required to break them apart. For example Ethanol has the formula C H OH. In this formula you have five C-H bonds, one C-C bond, one C-O bond and one O-H bond. To separate these types of bonds you require a certain amount of energy which I will show in a table. To separate C-H bond you need to apply 410 joules of energy. There are five such bonds in ethanol so you multiply 410 by five to get 2050 joules. You do these calculations for all the other types of bonds that make up ethanol, add them all together and you get 3270 joules. All of the other alcohols can be broken up in this way. Below is a table showing the energy required to break up the bonds in each alcohol. Type of alcohol Energy required to break the bonds in the alcohol (kj) As you can see a longer molecule takes more energy to break its bonds, in this case Butanol. Compared to a smaller molecule, methanol that requires less energy to do so. I can come to predict that the longer the molecular structure in the alcohol the more energy it will take to remove the bonds. So when I come to predicting results I can safely say that Butanol will evolve more energy than methanol simply because it has more bonds to break. Analysing and drawing conclusions I think my results tables and graphs clearly show the pattern that I have found in this experiment. That is that heat combustion does increase when  the amount of carbon atoms increases. I believe that my results do show a positive correlation and do show that the more carbon atoms there are the heat of combustion goes up. Another reason for these results is that the molecular length becomes longer in the bigger molecules increasing the surface area hence allowing more energy to be released. These results do support my initial prediction. After this I can conclude that my initial prediction was actually right but I didnt allow for all of the experimental errors. I conclude that carbon atoms in alcohols do have an effect on the heat of combustion. As the amount of carbon atoms go up the heat of combustion does. This is because everytime you add another carbon atom you are also adding 15 onto the relative atomic mass that plays a big part in calculating the end results. Evaluation Sound and light energy could have been lost into the room. I could have placed heatproof mats around my experimental area, they could not have kept all of the heat in and much of this would have been taken away in the convection currents through the air. The tin that the water was being held in would have used up some of the heat energy to heat itself up. The alcohol containers had varying amounts of alcohol in them to start with along with varying sizes of wicks. This all contributed to the fact that the flame coming from the alcohol was varying in size so was sometimes not even touching the tin can. The room temperature would also have acted as a cooling agent. One of the less important factors could have been if there was a lacking of oxygen leading to incomplete combustion. Then the oxygen molecules would only form with one carbon molecule producing carbon monoxide but I doubt this actually happened. This was a very difficult experiment to conduct in a classroom because there are lots of potential ways of losing heat because everything likes to gain heat energy. I think the thing that hindered our results the most was the fact that gusts of air and convection currents were taking the heat away from the experimental area and there was no way to stop this. Perhaps if I started the experiment below room temperature, so that the amount of gained  energy, from room temperature, might equal the energy lost at temperatures higher than room temperature, then the experiment could produce better results. If there is a limited supply of oxygen then you get carbon monoxide (each carbon atom can only bond with one oxygen atom). This is when incomplete combustion has occurred. This is so because the carbon monoxide could react some more to make carbon dioxide. If the oxygen supply is very limited then you get some atoms of carbon released before they can bond with any oxygen atoms. This is what we call soot. Since heat is given out when bonds form, less energy is given out by incomplete combustion. So this is why it affects the outcome of the experiment. To overcome this problem, I would have to make sure a sufficient supply of oxygen was involved in the reaction.

The Coliseum :: essays papers

Architecture of the ancient Roman Empire is considered one of the most impressive of all time. The city of Rome once was home to more than one million residents in the early centuries. The Romans had a fine selection of building monuments in the city of Rome including the forums for civic services, temples of worship, and amphitheaters for recreation and play. The Romans made great use and pioneered great architecture mechanisms including arches, columns, and even mechanical elements in pulleys and early elevators. However, when one tends to think of great buildings, one building stands out in Rome. This building is the Flavian Amphitheatre, or better Known as the Coliseum. The Coliseum is the greatest standing building of Rome, and one of the most recognized worldwide architectural achievements to this day. The amphitheater is a type of architecture that was without Greek precedents. This makes sense since its primary purpose was to hold gladitiator fights and brutal shows which were banned in Athens at the time. Such events held in Roman amphitheaters were horseracing, gymnastics, mock cavalry battles, footraces, prizefighting, wrestling, fights between animals, between men, animals and men, and even naumachiae, or mock sea battles. The great building although fitting and plain in design to its surroundings of Rome still stood out due to its sheer monstrosity and oval shape. Although the site viewed today is still a marvel, back in the days of its prime it was a spectacular site that would be difficult to apprehend with only words. The emperor given credit for the idea of the coliseum was Vespasian. Building commenced around 72 AD. But Vespian would not live to see his greatest accomplishment finished. Titus, Vespasian's son, completed his fathers dream around 80 AD. The dedication of the Coliseum was a lavish gladiator show that lasted for exactly one hundred days in which over nine thousand animals were killed. A typical day at the Coliseum show usually started with a bloodless comic relief battle, often times with dwarfs, women, or cripples battling with wooden objects. The gladiator fights were the most popular and prominent fights. These featured two highly trained men battling for courage, strength, and dignity. They would often rather take a blow and stand strong than whimper and run in defense. It is written that famous women would even leave their husbands for famous gladiators, which were known to be very scarred and ugly by Roman standards.

Macbeth’s changing state of mind Essay

With close reference to three key scenes within the play, explore the dramatic devices that Shakespeare employs to reflect Macbeth’s changing state of mind. Macbeth is another one of Shakespeare’s great tragedies, based on Holinshed’s Chronicles of England, Scotland, and Ireland. It tells us about the fall of the ambitious couple, Macbeth and Lady Macbeth. Macbeth is the tragic hero, a character who has a fatal (tragic) flaw within himself that he cannot change. He is not a bad person to begin with but he does become evil; he is just too ambitious. Macbeth is a story about the murder of a king by Macbeth, and the revenge of a son (Malcolm), three witches who plot against Macbeth, and Macbeth’s rise and fall. At the time Macbeth was written King James the 6th of Scotland also became King James the 1st of England. He moved from Scotland to London, there became a fashion for all things Scottish. King James’s family tree goes back to Banquo therefore Shakespeare made Banquo innocent to not offend the king. King James was extremely interested in witchcraft; he even wrote a book called Daemonology. To the audience in the 16th century witchcraft was a really big issue and more importantly it was so real for them that it forced English parliament to create laws against it. We don’t realise it but people were absolutely terrified of witches and they believed in them just as much as they believed in God. The main power the witches were supposed to have, was telling the future, another was being able to open locks and sail through the roughest seas in a sieve. We see that witches have a big impact and play a big part in the play Macbeth. This is shown as the first people to enter are the three witches and these witches have a big influence on Macbeths changing state of mind as they drive him on to kill Duncan along with Lady Macbeth and Macbeths own ambition. From the outset we see that Macbeth is a very ambitious and loyal soldier as Duncan announces that he has done well in battle fighting the Norwegians. Duncan gives Macbeth the title â€Å"Thane of Cawdor† as reward for his valour; Shakespeare uses irony here as the first thane of Cawdor betrayed Duncan and Duncan later dies at the sword of trusted Macbeth. In Act 1 scene 7 we see Macbeth reveal a whole series of conflicting thoughts and feelings by talking aloud to the audience, this is called a soliloquy; this section is mainly about his true feelings about committing the murder of King Duncan. Here his state of mind has changed from at the start of the play when he was given the title, but know the witches have told him he will become the King his state of mind is insecure about the next step forward by committing the crime. Macbeth recognises that his intentions are crime when he says the word â€Å"assassination† Macbeth declares that King Duncan has been a very good king â€Å"this Duncan Hath borne his faculties so meek hath been so clear in his great office† and that his murder would therefore not be justified in the eyes of heaven. Macbeth realises King Duncan has done an awful lot for him and realises he should be very grateful. â€Å"He’s here in double trust; First as I am his kinsman and his subject† this is one of his main reasons why he doesn’t want to kill Duncan as he says he is a subject to the King so he should be a loyal servant to him. â€Å"Strong both against the deed; then, as his host, who should against his murderer shut the door† Secondly as host he should protect King Duncan from intruders whilst he is in his care. During the soliloquy Shakespeare uses a lot of alliterations to emphasise Macbeths point â€Å"Trumpet- tongued† and â€Å"naked newborn† The first two lines is where Shakespeare uses a euphemism â€Å"it† to refer to the murder, this shows us that he realises what e is doing is wrong, he also uses repetition to add to the flow and pace of the text, this emphasis how quickly Macbeth is thinking and also shows his confusion and his fear of the murder and this is a good dramatic technique. During lines two to five of the soliloquy we see Shakespeare change the structure as he writes it to appear like a thought process as it is broke and there are lots of uses of commas, this structure shows us that his thought process is confused and erratic with lots of pauses. The sentence â€Å"this blow† relates to the murder as Macbeth won’t say it and this shows the audience he is frightened of committing it. In lines six to seven Shakespeare uses yet another of the many dramatic techniques, here we see him use imagery as Macbeth says â€Å"But here, upon this bank and shoal of time, we’d jump the life to come† here Macbeth is saying that eternity is the sea and his time living is in a sandbank In the sea. He’s worried what will happen after he dies. Will he be punished in the after life? He needs to jump to the next life so he can’t be punished. Throughout the soliloquy the audience are realising that Macbeths conscience is and will get on top of him after the Murder. This links back to Act 1 scene 5 where Lady Macbeth realises she will have to take a leading role and will have to urge him on to kill Duncan as she knows Macbeth will not carry out the deed alone. Directly after Macbeth’s soliloquy Lady Macbeth and Macbeth ask each other a short series of questions about Duncan, â€Å"He has almost supped: why have you left the chamber? Hath he asked for me? Know you not he has? The unanswered questions they both pose highlight the tension of the situation; this shows us how edgy Macbeth feels. Lady Macbeth then has a long speech where Shakespeare uses rhetorical questions to tell Macbeth that she is angry with his change of Mind. Here Macbeth’s state of mind has changed from the beginning the play where he was going to kill Duncan but after his soliloquy where he thought more about it and what Duncan has done for him, his mind has completely changed to the opposite. The audience see that his conscience has got the better of him and how easily swayed he is. By the end of Act 1 scene 7 Macbeths mind has changed again due to his wife, this shows the audience just how emotionally insecure he is. His mind has changed because of Lady Macbeth’s comments as she continues to speak to him in a confident and calculating way. Lady Macbeth says â€Å"how tender ’tis to love the babe that milks me: I would, while it was smiling in my face , have plucked my nipple from his boneless gums, And dashed the brains out, had I so sworn as you Have done this.† This is basically saying that she would have taken her newborn child off her breast and smashed it on its head if Macbeth asks her to do so. This is a very effective use of powerful imagery and is the kind of language that would bring Macbeth to Lady Macbeth’s side. Lady Macbeth has the murder all planned out which shows the audience just how desperate she is to become queen. As we leave Act 1 scene 7 Macbeth is as ready as Lady Macbeth is to kill King Duncan. In Act 2 scene 1 â€Å"is this a dagger I see before me† this hallucination leads him on to kill Duncan. His conscience is getting the better of him. This hallucination is a great dramatic technique as it would be very powerful for the audience to see. Here we see Macbeth is losing his mind a little, and he is still very insecure mentally. At the start of Act 2 scene 2 Shakespeare uses another soliloquy to show Lady Macbeths feelings to the audience, her soliloquy shows her exhilaration and determination as the owl screeching doesn’t frighten her, it is rather taken as a good sign that Duncan will be dead soon. When Macbeth enters Lady Macbeth is overjoyed â€Å"Husband!† as she started to doubt her husband’s capacity to do the deed. In the first few lines there are a lot of questions that Macbeth asks â€Å"I have done the deed. Didst thou not hear a noise?† and â€Å"When?† and â€Å"as I descended?† all these questions make Macbeth seem jumpy. It shows the audience his mind is insecure as they both speak to each other in short jerky sentences which show discomfort. As Act 2 scene 2 carries on we see that Lady Macbeth is still the dominant partner but we know it doesn’t stay this way throughout the play as things change later and the pair’s roles are virtually reversed. Macbeth knows what he has done is evil and is worried by the fact that he couldn’t say Amen â€Å"Listening their fear, I could not say `Amen.'† Macbeth then goes on to say â€Å"sleep no more!† this tells the audience that he is worried everything will change now and that he wont be able to sleep properly again. His behaviour has completely changed from the start of the play where he is considered a â€Å"brave warrior† he is now weak and down and out and this is put across very well by Shakespeare. His state of mind has now changed again after carrying the murder out. Before the murder he was as ready as Lady Macbeth but know his conscience has got on top of him again and we see that he is feeling discomfort. Shakespeare uses more imagery as he says â€Å"great natures second course† this is referring to natures other form (either spending time walking or sleeping) and is the meat of the meal (meaning the second course of a meal) another time in the play where Macbeth reflects on what he has lost or might have lost is in Act 5 scene 3 where he is nervous and slightly concerned but he thinks he is untouchable and is over confident. He is approaching his death here and realises that he is going to die, he can’t do anything, and he says â€Å"hang everyone that talks of fear.† He puts on his armour early, as this is where Macbeth feels safest, where he started his career, we see here that his state of mind has changed again, it has got stronger as his wife’s mind has got weaker, there roles have completely reversed from the beginning of the play. In the same sentence he asks about Lady Macbeth. The doctor says she has got to cure herself, the doctor implies that she needs to go to confession. Here we see him losing his wife and his life and this relates back to Act 2 scene 2. At this point in the play Shakespeare is revealing that Macbeth and Lady Macbeths relationship is very unstable as Lady Macbeth is trying to relieve Macbeth of his guilt. As Macbeth has committed a worse murder as he has killed a king which is called deicide. Act 4 scene 1 opens â€Å"a desolate place near Forres In the middle, a boiling cauldron. Thunder. Enter the three witches† this is a very powerful opening by Shakespeare as it describes the setting of the scene, the â€Å"boiling cauldron† symbolises the burning fires of hell and also that there is trouble brewing,this shows the tension of Macbeths skin. It shows his strange and repulsive thoughts like in the cauldron, and this may be a symbol for Macbeth that this will be where he goes. Also Shakespeare has split the word â€Å"thunder† from â€Å"lightning† this relates to Macbeths and Lady Macbeths relationship being detached and separated. The whole sentence creates an eerie atmosphere. This atmosphere symbolises Macbeths mind at this point as it is mysterious and frightening. The witches refer to Macbeth as â€Å"Something wicked† In conclusion we see that Macbeths mind has changed dramatically throughout the play, at first we see him feeling insecure and after the murder we see him still edgy and jumpy. But when we get further through the play we see his state of mind changes as he feels untouchable but he still feels on edge as in Act 5 scene3 we see him try to comfort himself by repeating the witches’ prophecies as he is told of the approaching armies. At the end of the play we see Macbeth as an evil character, but this isn’t the same at the start, where we see him as more of a hero.

Character Analysis Of Hot Fuzz - 933 Words

Jokes are jokes for a reason. They aren’t meant to be taken seriously. Comedic films have provided entertainment to the people of the world for years. They are the go-to method form of comic relief and is valued greatly in the world. A great example of this would be the movie, Hot Fuzz. Directed by Edgar Wright and released on March 14, 2007, Hot Fuzz is about a London police officer, Nicholas Angel, who is very good at his job and is â€Å"too good† for London, and is reassigned to a quiet town called, â€Å"Sandford†. In this town, the police force is completely useless. None of the officers have any of the traditional values that normal police officers have. So when a series of â€Å"accidents† happen in the town, Angel believes there is something†¦show more content†¦The police are completely useless when Angel arrives in Sandford. All they do is sit around the station and eat cake. It’s funny how different the society is in this plot f rom the real world. In the real world, police would never be like this. Most towns pride themselves on how strong their police force is so that they can keep their town safe, so it’s funny to see a town operate the complete opposite way. The actors in Hot Fuzz helped make the characters more successful in the movie. Hot Fuzz is part of a film series trilogy called, the â€Å"Three Flavours Cornetto Trilogy†. The two other movies in the trilogy being Shaun of the Dead and The World’s End. What makes the film series trilogy unique is that they have are directed by Edgar Wright and Simon Pegg and Nick Frost (the two main characters) star in all three of these movies. That adds familiarity to the movies because you already know about the actors. It is also a funny movie because you can relate to the movie through the characters. According the Newsweek, Hot Fuzz is â€Å"bigger, faster cut-and funnier-movie than its predecessor†. The characters also make this funny becuase of the things that they do in the movie. For example, in the big scene where Angel and Butterman go back to the town in Sansford to fight the people in the Neighborhood Watch Association, it’s a funny visual to seeShow MoreRe latedAutobilography of Zlatan Ibrahimovic116934 Words   |  468 PagesSwedish stars. I wanted to become the best while being cocky. Not that I thought I d become a superstar or anything like that. Jesus, I came from Rosengà ¥rd! But maybe those things made me a bit different. I was trouble. I was crazy. But I had character. I wasn t always in time to school. I had problems getting up in the mornings, I still do, but I did my homework, at least sometimes. Math was the easiest. Bam, bam, bam and I saw the solution. It was a bit like on the football field. Images andRead MoreLogical Reasoning189930 Words   |  760 Pageslooking at alternative actions that can be taken, then considering the probable good consequences of each action and the probable bad consequences while weighing the positive and negative impact of each consequence. It’s a kind of cost-benefit analysis. Exercises 1. Columbus Day is an American holiday. Write a short essay that weighs the pros and cons and then comes to a decision about whether there should be more or less public celebration (by Americans and their institutions) on Columbus