Symbolism in Mantegnas “Parnassus” and Giorgiones “The Tempest” Essay Example

Symbolism in Mantegnas â€Å"Parnassus† and Giorgiones â€Å"The Tempest† Essay Symbolism in art can give viewers an infinite wealth of insight as it indirectly depicts meanings and ideas. Objects, persons, or images can be endowed with metaphorical representations. Symbols embody more than what we see at face value. Symbolism   can be achieved through different ways. In art, it could be achieved through the characterization of people, stories, use of visual techniques or objects with common connotations, etc. Instead of displaying only the aesthetic features, art takes a whole new level, a greater depth when one is able to recognize meanings in symbols. Arts transcends its physical manifestation and becomes of spiritual as well as emotional aspect.In this essay, an attempt will be made to decipher and analyze the real meanings of symbols in the paintings â€Å"Parnassus† by Mantegna and â€Å"The Tempest† by Giorgione. Mantegna is one of the most important figures in Renaissance art. He has a taste of the classical, as evinced in his body of wor k. While also a Renaissance painter, not a much is known about Giorgione. Parnassus and The Tempest both depict landscape scenes, but many features and symbolic   representations differ.Mantegna is known for the unemotional aspect of his paintings. The Parnassus, however, is a departure from it. The painting is a depiction of classic mythological figures in dynamic and animated interaction. It is set in a garden landscape, shown by the lattice fencing. Its a symbolic representation to the mythic significance of the mountain of Parnassus as the home of musical and poetic inspiration. Here we can see the allegory to ancient ideals represented by various gods and goddesses. Also present are the symbols of war and love, masculinity and femininity, as portrayed by the union of Apollo and Venus.On the other hand, The Tempest is one of the most mysterious paintings ever. There is no general concession as to what it represents or symbolizes. We see a woman breastfeeding a baby, her gaze f ixed on us, the viewer. The man gazes at the womans general direction, but there is no indication that the two figures are interconnected. Between them the picture of a landscape is prominent. A storm is brewing, as if threatening to wash away the serenity of the scene, but neither figure seems to mind it.The woman in The Tempest evokes the image of Mary as she is commonly depicted. Her nakedness could also suggest fertility, though the connection to the overall scene in unclear. It appears that the real meaning of this work is elusive. The meaning, it seems, lies in what the viewer can make of it. Unlike the Parnassus, any recognizable visual allusion in The Tempest is not readily depicted. Both paintings portray naked women, but the woman nursing a baby in The Tempest can be viewed as being a fertility figure, as opposed to Venus is Parnassus, being the goddess of love is characterized with an erotic nature. While, the gods, and goddesses play as the prominent subject in Parnassus , the man and woman in The Tempest does not seem to be the most significant aspect of the painting.   The landscape is a prominent feature, instead of serving as a background. It is suggested that Giorgione does not really have a subject, that the painting is done for its own sake and should be taken as a whole.Each viewer can apply his own meaning depending on a myriad of factors—this includes the societal context, culture, and personal experience. Some meanings can be ambiguous. Art in itself   do not represent a single interpretation, but many objects can represent universal ideals. Indeed, an attempt to evaluate and decipher a symbolic form in paintings could also tell us much about the painter and his time. By the same token, that endeavor could also reflect our own time, our values and how it fares against the present context. In the absence of an outright symbolic representation, a paintings meaning is ultimately dictated by our own.

Exercise and Pm Physical Education Essay Example

Exercise and Pm Physical Education Essay Example Exercise and Pm Physical Education Paper Exercise and Pm Physical Education Paper Arnis is a Filipino martial art that can be performed individually or with a partner, using a single stick or a pair of sticks for striking and blocking; it may also be used for self-defense. This module will allow me to learn the fundamental skills of Arnis through lessons that are presented in the order that they will be taken up in class. This will allow me to follow closely and participate actively in all the learning activities. Self- and peer evaluation will be used to monitor my progress and check how proficient I have become. A set of rubrics will be used for this purpose, which I can also use to help me identify  and correct my classmate’s errors, if there are any present. Appropriate warm-up, stretching and cooldown exercises will be routinely performed to make sure that my body is physically ready for the days lessons and to prevent any injury from occurring. As the lessons progress, my fitness level will 1 10/19/2012 5:44:49 PM Physical Education Learner’s Module also be monitored. Conducting regular fitness checks will enable me to be more conscious about my health and lifestyle. Also, having proper fitness will allow me to perform the drills in class with ease. LEARNING COMPETENCIES At the end of this module, I will be able to: 1. Practice the skills learned in this course with few observable errors in technique. 2. Execute with confidence the fundamental skills of Arnis. 3. Understand the rules, conventions and terminology in Arnis by using them during the execution of skills. 4. Perform the warm-up, stretching and cool-down exercises properly and on my own. 5. Determine my fitness levels and identify areas for improvement. 6. Be open to criticism when a peer is evaluating my performance, and at the same time, be critical and fair when evaluating others. 7. Be honest and fair at all times. 8. 2 10/19/2012 5:44:49 PM Physical Education Learner’s Module SESSION 1 INTRODUCTORY ACTIVITY 5 MINUTES REVIEW: In our previous lesson, I have assessed my skill-related fitness. Skill-related physical fitness (SRPF) consists of components that have a relationship with learning motor skills quickly and the ability to achieve a high level of performance in sports. This quarter, I am going to learn the fundamental skills in Arnis. I know that I will be able to improve my motor skills with practice so that I am able to strike and block well; and quickly shift my body while maintaining balance. Practicing these skills will therefore help me become more fit. PREVIEW: ? Today’s lesson consists of three (3) parts: first,  the routine warm-up and dynamic stretching exercises; second, the basic skills in grip and body stance, and third, the cool-down routine. ? The tasks include: ? Performing warm-up and dynamic stretching exercises. ? Learning the fundamental skills in Arnis: 1. Holding the stick with the proper grip. 3 10/19/2012 5:44:49 PM Physical Education Learner’s Module 2. Familiarizing oneself with the basic stance and salutation. ESSION 1 SKILL DEVELOPMENT 5 MINUTES GENERAL WARM-UP 1. Jog for 1 minute. 2. Side shuffle (left foot leading) for 20 seconds. 3. Side shuffle (right foot leading) for 20 seconds. 4. Carioca (left foot leading) for 10 seconds. 5. Carioca (right foot leading) for 10 seconds. 6. Butt kicks for 10 seconds. 7. High knees for 10 seconds. Side Shuffle High kicks Knees Carioca DYNAMIC STRETCHING 1. Knee hug to calf raise 2. Single leg deadlift 3. Lunge and twist 4 10/19/2012 5:44:49 PM Butt Physical Education Learner’s Module 4. Toe touch APPLICATION 20 MINUTES FUNDAMENTAL SKILLS 1. Grip: Proper hold of the stick ? Hold the stick one fist away from the punyo (butt) of the stick. Close the grip with the thumb. 2. Basic Stance and Salutation Handa ? Feet are positioned shoulder width apart. ? Stick is held in front of the body. Pugay ? ? Place the weapon hand  across the chest. Bow by bending at the waist. Handa sa Paglaban/Fighting Stance ? ? ? 5 10/19/2012 5:44:49 PM One foot in front (foot the same as the weapon hand), the other foot on the rear Keep feet apart, distance of one foot. Both knees slightly bent Physical Education Learner’s Module ? ? Toes facing forward Weight evenly distributed on both feet ? Distance of 5 steps between the feet. Back leg kept straight, rear foot is held at a 45 degree angle. Keep the front knee bent. Weight is evenly distributed on both feet. Forward Stance ? ? ? Backward Stance ? ? ? ? Distance of 4 steps between the feet. Both knees are slightly bent. Rear foot held at a 90 degree angle. 70% of the body weight on the rear foot while 30% is placed on the front foot. COOL-DOWN: Static Stretching Exercises 1. Wrist (fingers down, up, forward) 2. Finger stretch 6 10/19/2012 5:44:49 PM Physical Education Learner’s Module 3. Overhead stretch 4. Chest stretch 5. Triceps 6. Cross elbow 7. Zipper ASSESSMENT 5 MINUTES Using the rating scale below, I can assess my performance on the following skills accordingly: Rating: I I can practice the skill by myself. O I can practice the skill with others’ 7 10/19/2012 5:44:49 PM Physical Education Learner’s Module help. I will just wait for the next PE class. W RATING SESSION 2 ACTIVITY Warm-up Dynamic stretching Grip Stance Static stretching INTRODUCTORY ACTIVITY 5 MINUTES REVIEW: In our previous lesson, I have learned to properly hold (grip) the arnis stick and assume the proper stance. I have also learned how to perform the routine exercises for warm-up and cool-down. PREVIEW: ? Today’s lesson consists of the twelve (12) striking techniques which are aimed at different parts of the body that are considered to be vulnerable. I will be learning how to perform the first five (5) techniques: ? Striking technique 1-Left side of the head attack ? Striking technique 2-Right side of the  head attack ? Striking technique 3-Left side of the trunk attack ? Striking technique 4-Right side of the 8 10/19/2012 5:44:49 PM Physical Education Learner’s Module trunk attack ? Striking technique 5-Thrust to stomach SESSION 2 SKILL DEVELOPMENT 10 MINUTES GENERAL WARM-UP DYNAMIC STRETCHING EXERCISES SESSION 2 APPLICATION 20 MINUTES STRIKING TECHNIQUES: Hitting vital points of the body as targets by means of slashing, stabbing and thrusting actions; all techniques are performed with a fighting stance ST1: Left side of the head attack ? Assume fighting stance ? Stick held at one o-clock; slashing action ? Free hand on chest  ST2: Right side of the head attack ? Assume fighting stance ? Stick held at eleven o’clock; slashing action ? Free hand on chest ST3: Left side of the body (trunk) attack ? Extend weapon hand ? Strike any part of the trunk between the shoulder and hip joints; slashing action against the outer part of the trunk 9 10/19/2012 5:44:49 PM Physical Education Learner’s Module ST4: Right side of the body (trunk)attack ? Same as ST3 ST5: Thrust to solar plexus (stomach) attack ? Thrust weapon hand towards the target point (solar plexus) ? Follow-through with upward movement. COOL-DOWN: Static stretching exercises SESSION 2 ASSESSMENT 5 MINUTES Using the rating scale below, I can assess my performance on the following skills accordingly: Rating: I I can practice the technique by myself. O I can practice the technique with others’ help. W I will just wait for the next PE class. RATING ACTIVITY Warm-up Dynamic stretching Grip Stance Striking techniques 1-5 Static stretching 10 10/19/2012 5:44:49 PM Physical Education Learner’s Module PROCEDURES The lessons and activities in every session are presented using the following format: INTRODUCTORY ACTIVITY: This contains a review of the previous lesson/activity and a preview of the lessons and activities that will  be taken up in the current session. SKILL DEVELOPMENT: The warm-up routine will serve as preliminary exercises before the introduction of the skill to be learned. APPLICATION: This explains the activity in detail so that I may be able to follow closely and participate actively in it. ASSESSMENT: This contains guides that will help me monitor myself before, during and after the lessons and the activities so I may know how well I am able to participate in class. SESSION 3 INTRODUCTORY ACTIVITY 10 MINUTES REVIEW: In our previous lesson, I learned how to perform the five (5) striking techniques: 11 10/19/2012 5:44:49 PM Physical Education Learner’s Module left (1) and right (2) side of the head attack, left (3) and right (4) side of the trunk attack, and the thrust to stomach (5) attack. Using the following rating scale, I can assess how I performed the following techniques: 4 – Performed the technique with no or few observable errors 3 – Performed the technique with some errors but I am able to correct myself easily 2 – Performed the technique with some errors but I relied on other’s help 1– I need more practice to get it right RATING TECHNIQUE. Left side of the head attack Right side of the head attack Left side of the trunk attack  Right side of the trunk attack Thrust-to-stomach attack 12 10/19/2012 5:44:49 PM Physical Education Learner’s Module PREVIEW: ? Today’s lesson consists of the remaining seven (7) of the twelve (12) striking techniques: ? Striking technique 6-Left chest stab ? Striking technique 7-Right chest stab ? Striking technique 8-Left knee strike ? Striking technique 9-Right knee strike ? Striking technique 10-Left eye poke ? Striking technique 11-Right eye poke ? Striking technique 12-Crown attack SESSION 3 SKILL DEVELOPMENT 5 MINUTES GENERAL WARM-UP DYNAMIC STRETCHING EXERCISES SESSION 3 APPLICATION STRIKING TECHNIQUES: ST6: Left chest stab? Assume the fighting stance. ? Extend weapon hand forward, palm facing outward. ? Keep elbow up. ST7: Right chest stab 13 10/19/2012 5:44:49 PM 20 MINUTES Physical Education Learner’s Module ? Assume fighting stance ? Scooping action ? Extend weapon hand forward, palm facing outward. ? Keep the elbow down. ST8: Left lower leg (knee/shin/ankle) strike ? Lower the body ? Extend weapon hand to hit any part of the lower leg between knee and ankle joint ? Palm upward ST9: Right lower leg ? Lower the body ? Extend weapon hand to hit any part of the lower leg between knee and ankle joint ? Palm downward ST10: Left eye poke? Assume fighting stance ? Extend weapon hand forward, palm facing outward ? Elbow down ST11: Right eye poke ?Assume fighting stance ? Extend weapon hand forward, 14 10/19/2012 5:44:49 PM Physical Education Learner’s Module palm facing outward ? Elbow up ST12: Crown attack ? Hack against the top of the head COOL-DOWN: Static stretching exercises SESSION 3 ASSESSMENT 5 MINUTES Using the rating scale below, I can assess my performance on the following skills accordingly: Rating: I I can practice the technique by myself. O I can practice the technique with others’ help. W I will just wait for the next PE class. RATING ACTIVITY Warm-up Dynamic stretching Grip Stance Striking techniques 1-5 Striking techniques 7-12 Static stretching ASSIGNMENT 1. Compute your heart rate given a MODERATE intensity exercise (minimum = 40% and maximum = 15 10/19/2012 5:44:49 PM Physical Education Learner’s Module 55%). (Minimum) _____ bpm TO (Maximum) _____ bpm 2. Compute your heart rate given a VIGOROUS intensity exercise (minimum = 60% and maximum = 85%). (Minimum) _____ bpm TO (Maximum) _____ bpm SESSION 4 INTRODUCTORY ACTIVITY 15 MINUTES REVIEW: In our previous lesson, I learned how to perform the remaining seven (7) striking techniques: left (6) and right (7) chest attack; left (8) and right (9) knee attack; left (10) and right (11) eye attack, and the crown (12) attack. Using the following rating scale, I will assess how I performed the following techniques: 4 – Performed the technique with no or few observable errors 3 – Performed the technique with some errors but I am able to correct myself easily 2 – Performed the technique with some errors but I relied on other’s help 16 10/19/2012 5:44:49 PM Physical Education Learner’s Module 1– I need more practice to get it right RATING TECHNIQUE Left chest stab Right chest stab Left knee strike Right knee strike Left eye poke Right eye poke  Crown attack PREVIEW: ? Today’s lesson consists of the following tasks: ? Practice the striking techniques 112 ? Monitor my heart rate to determine the intensity of the exercises. SESSION 4 SKILL DEVELOPMENT 10 MINUTES DETERMINING MY HEART RATE AT REST 1. My partner signals the time for me to â€Å"start† and â€Å"stop† counting my pulse (radial or carotid) for 6 seconds. HEART RATE AT REST: _____ bpm 2. I now signal my partner to â€Å"start† and â€Å"stop† counting his/her pulse for 6 seconds. 17 10/19/2012 5:44:49 PM Physical Education Learner’s Module GENERAL WARM-UP 1. Jog for 1 minute. 2. Side shuffle (left foot leading) for 20 seconds. 3. Side shuffle (right foot leading) for 20 seconds. 4. Carioca (left foot leading) for 10 seconds. 5. Carioca (right foot leading) for 10 seconds. 6. Butt kicks for 10 seconds. 7. High knees for 10 seconds. HEART RATE AFTER WARM-UP: _____ bpm DYNAMIC STRETCHING 1. Knee hug to calf raise 2. Single leg deadlift 3. Lunge and twist 4. Toe touch HEART RATE AFTERSTRETCHING: _____ bpm SESSION 4 APPLICATION 15 MINUTES STRIKING TECHNIQUES ST1: Left temple attack ST2: Right temple attack ST3: Left shoulder attack 18 10/19/2012 5:44:49 PM Physical Education Learner’s Module ST4: Right shoulder attack ST5: Thrust-to-stomach attack  ST6: Left chest attack ST7: Right chest attack ST8: Left knee attack ST9: Right knee attack ST10: Left eye attack ST11: Right eye attack ST12: Crown attack 19 10/19/2012 5:44:49 PM Physical Education Learner’s Module HEART RATE AFTER STRIKING: _____ bpm COOL-DOWN: Static stretching exercise HEART RATE AFTER COOL-DOWN: _____ bpm SESSION 4 ASSESSMENT 5 MINUTES 1. Rank the following exercises accordingly: 1-most intense; 2-moderate; 3-least intense. EXERCISES HEART RATE RANK INTENSITY (bpm) General warm-up Dynamic stretching Striking techniques Cool-down 2. Identify the exercise intensity as moderate or vigorous (base it on your Session 3 assignment). SESSION 5 INTRODUCTORY ACTIVITY 20 MINUTES REVIEW: In our previous lesson, we monitored our heart rate while performing all of the exercises. We also practiced the following skills: grip, stance and the 12 striking techniques. PEER EVALUATION: Using the following rating scale, assess 20 10/19/2012 5:44:49 PM Physical Education Learner’s Module YOUR PARTNER as s/he performs the following techniques: 4 – Performed the technique with no or few observable errors 3 – Performed the technique with some errors but is able to correct him/herself easily. 2 – Performed the technique with some errors but relied on my help1– Needs more practice to get it right RATING TECHNIQUE RATING TECHNIQUE Left side of the head Left chest Right side of the head Right chest Left side of the trunk Left knee Right side of the trunk Right knee Thrust-to-stomach Left eye RATED BY: DATE Right eye Crown PREVIEW: ? Today’s lesson consists of the ten (10) blocking techniques which consist of parrying an opponent’s strike in defense. Blocking with balance and in the correct stance will enable me to counter-strike with equal efficacy. I will be learning how to perform the five (5) basic techniques: 21 10/19/2012 5:44:49 PM Physical Education Learner’s Module  ? Blocking technique 1-Inward ? Blocking technique 2-Outward ? Blocking technique 3-Rising ? Blocking technique 4-Downward inward ? Blocking technique 5-Downward outward SESSION 5 APPLICATION 15 MINUTES BLOCKING TECHNIQUES: BT1: Inward ? Place free hand on the stick. ? From forward stance, shift body obliquely. ? Parry inward BT2: Outward ? Free hand rotates the stick downward. ? Shift body obliquely on the opposite side ? Parry outward. 22 10/19/2012 5:44:49 PM Physical Education Learner’s Module BT3: Rising ? Hold the stick parallel to the ground, waist level. ? Push the stick upward, over the head. BT4: Downward inward? From fighting stance, shift to back stance. ? Lower the body ? Extend weapon hand, palm up. BT5: Downward outward ? From fighting stance, shift to back stance ? Lower the body ? Extend weapon hand, palm down ? COOL-DOWN: Static stretching exercises Quadriceps Calf Seated Hamstring 23 10/19/2012 5:44:49 PM Groin Physical Education Learner’s Module Wrist (fingers up, down, forward) Finger Overhead Cross 24 10/19/2012 5:44:49 PM Trunk Elbow Zipper Triceps Glute Physical Education Learner’s Module SESSION 5 ASSESSMENT 5 MINUTES Using the rating scale below, I can assess my performance on the following skills accordingly: Rating: I O I can practice the technique by myself. I can practice the technique with others’ W I will just wait for the next PE class. help. RATING ACTIVITY Striking techniques 1-5 Striking techniques 6-12 Blocking techniques 1-5 Cool-down SESSION 6 INTRODUCTORY ACTIVITY 10 MINUTES REVIEW: In our previous lesson, we reviewed the 12 striking techniques and learned the five (5) basic techniques in blocking: inward (1), outward (2), rising (3), downward inward (4) and downward outward (5). PREVIEW: ? Today’s lesson consists of the following tasks: Practice the following skills or techniques: 1. Striking techniques 1-12 2. Blocking techniques 1-10 ? Monitor my heart rate to determine the intensity of the exercises. 25 10/19/2012 5:44:49 PM Physical Education Learner’s Module SESSION 6 SKILL DEVELOPMENT 10 MINUTES Determine heart rate at rest (6-second count): _____ bpm GENERAL WARM-UP 1. Jog for 1 minute. 2. Side shuffle (left foot leading) for 20 seconds. 3. Side shuffle (right foot leading) for 20 seconds. 4. Carioca (left foot leading) for 10 seconds. 5. Carioca (right foot leading) for 10 seconds. 6. Butt kicks for 10 seconds. 7. High knees for 10 seconds. HEART RATE AFTER WARM-UP: _____ bpm DYNAMIC STRETCHING 1. Knee hug to calf raise. 2. Single leg deadlift 3. Lunge and twist 4. Toe touch SESSION 6 HEART RATE AFTER STRETCHING: _____ bpm APPLICATION 15 MINUTES Striking techniques 1-12 HEART RATE AFTER STRIKING: _____ bpm 26 10/19/2012 5:44:49 PM Physical Education Learner’s Module Blocking techniques 1-5 HEART RATE AFTER BLOCKING: _____ bpm Cool-down: Static stretching HEART RATE AFTER COOL-DOWN: _____ bpm SESSION 6 ASSESSMENT 5 MINUTES 1. Rank the following exercises accordingly: 1most intense; 2-moderate; 3-least intense. EXERCISES HEART RATE RANK INTENSITY General warm-up Dynamic stretching Striking techniques Blocking techniques Cool-down 3. Identify the exercise intensity as moderate or vigorous (base it on your Session 3 assignment). 27 10/19/2012 5:44:49 PM Physical Education Learner’s Module SESSIONS 7 and 8 INTRODUCTORY ACTIVITY 10 MINUTES REVIEW: In our previous lesson, we rated our peer in the performance of the five (5) blocking techniques, and monitored our heart rates while performing the different exercises. PREVIEW: ? Today’s lesson consists of the following task: 1. Choreograph a 3 to 5-minute routine with a partner that combines the striking and blocking techniques which I have learned throughout the quarter. 2. Our routine will be rated by our teacher  using the following rubrics: a. Proper execution of techniques: ? Striking ? Blocking ? Stance and posture ? Body shifting b. Proper timing in the execution of technique c. Agility in moving the entire body to the proper position d. Proper coordination and continuous exchange between partners to show fluidity of movements e. Variety of techniques 28 10/19/2012 5:44:49 PM Physical Education Learner’s Module The following rating scale shall be used: 1- No or only a few observable errors; performed with high level of confidence 2- Some errors in technique but are able to keep presence of mind and carry on; encourages partner  3- Some errors in technique; more comfortable in starting all over again or backtracking; may show impatience or frustration 4- Needs more practice; shows impatience or frustration SESSION 7 and 8 SKILL DEVELOPMENT 5 MINUTES GENERAL WARM-UP. 1. Jog for 1 minute. 2. Side shuffle (left foot leading) for 20 seconds. 3. Side shuffle (right foot leading) for 20 seconds. 4. Carioca (left foot leading) for 10 seconds. 5. Carioca (right foot leading) for 10 seconds. 6. Butt kicks for 10 seconds. 7. High knees for 10 seconds. STATIC STRETCHING EXERCISES 1. Wrist (fingers down, up, forward) 2. Fingers 3. Overhead 4. Trunk 29 10/19/2012 5:44:49 PM Physical Education Learner’s Module 5. Triceps 6. Cross elbow 7. Zipper SESSION 8 APPLICATION 15 MINUTES CHOREOGRAPHY and PRACTICE SESSION 8 ASSESSMENT 10 MINUTES Rate your choreographed routine by checking the appropriate box: 1- No or only a few observable errors; performed with high level of confidence 2- Some errors in technique but are able to keep presence of mind and carry on; I encouraged/have been encouraged by my partner 3- Some errors in technique; more comfortable in starting all over again or backtracking; We may have gotten a bit impatient or frustrated with one another; 4- I/ We needed more time to practice; we  can do better next time 30 10/19/2012 5:44:49 PM Physical Education Learner’s Module RATING 1 2 3 4 Execution of technique ? Striking ? Blocking ? Stance posture ? Body shifting Timing of strikes blocks Agility of movements Coordination Variety of techniques All photos of PE faculty members of the University of Asia and the Pacific were taken in April 2012 by Mr. Joshua Ben R. Villareal. These photos are his and the module authors’ (Stella Marie M. Urbiztondo and Anamaria Laudet S. Mangubat) sole property. Use of these photos outside of this module is allowed provided that the owners are properly acknowledged. 31 10/19/2012 5:44:49 PM Physical Education Learner’s Module Bibliography American College of Sports Medicine (2010). ACSM’s health-related physical fitness assessment manual, 3rd edition. Philadelphia: Wolters-Kluwer/Lippincott Williams Wilkins. A. Mayfield (2006). Personal nutrition profile, 2nd edtion. Sudbury, MA: Jones and Bartlett Publishers. Canadian Society for Exercise Physiology (2003). Canadian Physical Activity, Fitness Lifestyle Approach: CSEP- Health 7 Fitness Program’s Health-Related Appraisal and Counseling Strategy, 3rd ed. U. S. Department of Health and Human Services and Centers for Disease Control and Prevention (1985). Physical activity and health: A report of the surgeon general. Atlanta: National Center for Chronic Disease Prevention and Health Promotion. National Association for Sport and Physical Education (1995). Moving into the future: National standard for physical education. Boston, Virginia: WCB/McGraw-Hill. YMCA USA (2000). YMCA fitness testing and assessment manual, 4th edition. Champaign, Illinois: Human Kinetics. nlm. nih. gov/medlineplus/ency/images/ency/fullsize/19917. jpg 32 10/19/2012 5:44:49 PM

As I Shoped Essay Research Paper Kurt

As I Shoped Essay, Research Paper Kurt Baldwin English 101 As I Shopped With the growl of hungriness in my tummy, I decided to travel to the food market shop to shop for nutrient. I arrived at a busy scene of people seeking urgently to acquire their nutrient, and acquire out every bit shortly as possible. What caught my attending foremost was the acute noise of a small sandy haired boy running out of the shop every bit rapidly as his chubby small legs could take him. Shouting at the top of his lungs, he cried and passed me by. His tired looking female parent was running after him and naming his name, # 8220 ; Tommy, Tommy! # 8221 ; She was hardly maintaining up with him with her weaponries full of food markets. Thinking to myself that this is traveling to be an interesting escapade, I grabbed my cart and started to shop. Choosing first to look for some meat, I headed toward the meatman # 8217 ; s subdivision. Passing by a finely appareled adult male in suit and tie, I noticed he was taking between Velveeta cheese or the Fry # 8217 ; s trade name. With a satisfied expression across his face, he placed the glistening box of Velveeta back on the shelf, and tossed the Fry # 8217 ; s trade name into his cart. He so picked up his gait and walked down the aisle. I continued on to the meat section and found a nice stamp piece of ruddy steak that was instead thin. Looking across the counter, I spied the meatman cutting some porc. His combination of strong weaponries and his crisp knife easy cut through a half foot strip of bloody meat. As the ruddy juices oozed out the sides, I felt nauseating and decided to travel along. As I turned to travel to the bakeshop subdivision to pick out some staff of life when a instead big adult female dressed in a cheap faded bluish frock ran into me. Excusing herself, she rapidly grabbed a peculiarly fatty looking piece of meat and tossed it into her cart. Once in the bakeshop subdivision, I selected a 12 grain loaf of staff of life. The olfactory property of freshly cooked cinnamon buttockss caught my nose, doing me salivate. A portly adult female across from me ravenously looking for a piece of pie dropped a lemon meringue pie on the floor. Ignoring her blooper, she placed the crushed pie under a better looking pie. Looking about and seeing that I noticed her misbehavior, she gave me a guilty expression and turned around with her caput a small lower and left the scene every bit rapidly as possible. I picked up my list of food markets, look intoing them off one by one and decided that I had a good supply of nutrient. I headed toward the cheque out lines and found one that was shorter than the remainder, and stood in it. The gentleman in the aisle next to me caught my attending. He was being smacked across the face by his big, crimson married woman. She raged at him for gazing at a half dressed adult female on the screen of a magazine. The adult male apologized pitiably until her storming fury came to an terminal. Detecting she had made a scene, she went on with lading her food markets on the conveyer belt and proceeded to pay her measure. I did similarly, and pushed my cart toward the issue. I opened my bole and placed my food markets in. Climbing into my auto, I noticed my window had a crinkled bluish piece of paper on it. Tearing it from the window, I read, # 8220 ; Chinese nutrient! Lunch for two merely $ 8.00! # 8221 ; Looking around, I spied a immature adolescent with a dirty, white servers coat on. He placed the faux pass of paper on vehicles with such velocity that you might inquire if that is what he does all twenty-four hours long. I started up my engine, put it in cogwheel, and headed pl ace. about a book called as a shoped, summery

Evaluation of Agency's Public Personnel Administration, Part 2 Essay

Evaluation of Agency's Public Personnel Administration, Part 2 - Essay Example Coaching sessions are always targeted on their senior employees and managers of various units. The organization has enough and sufficient resources for purposes of developing and training its employees. The organization is funded by user’s fees. The organization charges fees on various services it offers. Such fees include the visa processing fees, fees paid to access the various forms that the organization offers. For example, in 2008, the congress allocated 1% of the federal budget to fund the activities of USCIS. The remaining 99% emanated from the various fees charged to users. These financial resources help the organization to train its employees for purposes of imparting the necessary skills that the organization needs. The organization manages to clearly identify its mission statement, and core values to its employees. In communicating these messages, the organization uses their official websites, at the about us page. The organization values integrity, vigilance, respe ct and ingenuity. Employees of the organization have to work hard to satisfy these values (About Us, 2013). Weaknesses of US Citizenship and Immigration Services: One major weakness of the organization is that its employees are not trained on the capability to enforce the various immigration laws. The responsibility to enforce these laws lies on the federal and state security organs. For instance, immigration officials cannot arrest nor detain a suspected drug trafficker using falsified immigration documents at the border. All they have to do is to notify the police so an arrest can be made (Kretsedemas, 2012). Employees of the organization are also faced with too much work. This is because the employees have to verify and check on the profiles of numerous applications. The number of people applying for citizenship and visa always range to millions. There is a need for relevant technology to help in these areas (Kretsedemas, 2012). Linkages and Personnel Management: The organization has a presence on almost all the countries of the world. This is because of an interest by citizens of other countries to visit the States. This organization seconds its employees to the various embassies of the country, who in turn offer their services there. Due to their international presence, the organization normally trains its international employees on the various aspects of international relations. This knowledge is necessary because it will help them interact with the communities in which they are sent to work in (Eastman, 2012). On this basis, the organization will post its employees to work in positions that they have skills in. The best human resource management theory that explains this approach is the motivational theory. According to this theory, the management has to motivate its human resource personnel for purposes of achieving the best results. Providing education on international relations is an important way of motivating these staff. Personnel Recruitment and Hiring Practices: One of the major components of the organizations systems goals and practices is to identify and develop the necessary talent amongst its employees. Talent identification is a major goal of the various human resources policies of the company. This involves conducting performance appraisals for purposes of identifying top performers. The organization will either promote these people, or train them further for purposes of

At the time of the Gate Gourmet strike British Airways lost the input Essay

At the time of the Gate Gourmet strike British Airways lost the input of an essential key supplier with huge consequences for the firm - Essay Example On the other hand, British Airways outsourced its in-flight catering to Gate Gourmet as a way of minimising operational costs through the provision of minimal wages and offering working contracts without pensions, holiday or sick leave pay. The result of this was that British Airways was able to register more profits for itself at the expense of the immigrant workers that worked for Gate Gourmet. The strike action began one morning after the Gate Gourmet women of Indian origin came from their tea break and found other workers that had replaced them because the new employees were willing to work for even lesser pay as compared to the former workers (Hickey 2005). As a result of this, the baggage handlers stormed out of their workstations in protest over the sacking of these women and the ill treatment that they had received from their employer. This led to the closure of the Heathrow Airport for at least forty eight hours in which the media took the opportunity to highlight the disgru ntlement that customers had experienced during the time of the strike. Ideally, the job of a continuity manager is to ensure that an organisation returns to efficient capacity in service delivery as soon as possible while also making sure that a company’s customers are not affected much by the discontinuity. Essentially, strike action tends to be a confrontational crisis in which workers that have no job satisfaction use this as a venue for expressing themselves as provided for in the labour laws (Laws 2013, p. 93). The fist step is to ensure that passengers scheduled for short overhaul flights access food through their food vouchers, meaning that the strike should not ground them. The handling of this should be with a standby team that a continuity manager should ensure that an airline has in place in the vent that such a situation occurs in

The Paradoxical Twins Acme and Omega Electronics Essay Example for Free

The Paradoxical Twins Acme and Omega Electronics Essay From reading this case study I found that Acme and Omega have problems that need to be looked at. Both firms produce similar products and offer similar services. In this assignment I am going to analyse the forms of control used in Acme and Omega. I will also try and comment on both firms effectiveness. I will try to be thorough as possible. I will first begin to give brief background information on both companies and then try to compare them to one another and try to comment on their effectiveness to the full. To end it I will give my conclusion. From looking into Acme I gained knowledge that its president John Tyler is a very tough going individual. He is portrayed to be an autocratic individual. I say this because he tends to communicate in one way, for example what he says goes. He makes all the decisions and gives out all instructions and orders, expecting them to be obeyed, without question. An employee/ manager categories the president as one man band. He feels that John Tyler should try and give more information rather than giving orders. He also does not take suggestions from people. To me it looks as if there is a slight communication problem. There are times when I wished I had little more information about what is going on. This shows Acme employees are kept in the dark Mushroom management Keep the troop in the dark and pile on the _ _ _ _(work). The managers also feel that they need a little more freedom at work. This shows that John Tyler may be pressurising them constantly. To back up my point some of the managers voiced the desire to have a little more latitude in their jobs The president also is made to look like a tough person and runs the firm well in terms of high standards and good production levels. Managers feel that he runs a tight ship. This shows that he wants everything correct and dead on. This on the other hand shows that Acme has good control and is well structured. Acme is a flat and formal structured organisation, this is an advantage as it is easier to spot problems i.e. communication problem, shows how different sections of the firm relate to each other, it shows who is in charge, who makes and carries the decisions and shows individuals where there positions in the firm is. Having a flat structure makes it quicker to solve problems, less roumous and gossip. Tyler seems like a very confident and strong minded person We have been able to beat Omega regularly for the most profitable contracts thereby, increasing our profits. John Tylers attitude resembles F.W Taylor (1911) views. He believed that these 5 principles increased production: 1. A clear division of tasks and responsibilities between management and workers 2. Use of Scientific methods to determine the best way of doing a job. Read more:Â  The Paradoxical Twins ACME and Omega Electronics 3. Scientific selection of the person to do the newly job. 4. The training of the selected worker to perform the job in the way specified. 5. Enthusiastic co-operation with the workers to ensure that the work was performed in accordance with scientific management principles and this was secured by use of economic incentives. John Tyler carries out methods and procedures the classical way. From reading inside Omega I found that the president Jim Rawls did not believe in organisational charts/ structures. Organisation charts just put artificial barriers between specialists who should be working together. Although I think that Omega is a matrix organisation. I feel that not having an organisational structure does not clearly show what position the employee has in the firm, therefore causes problems within the work force as workers will work in any department. This means that the individual may feel that s/he does not have full responsibilities. The worker also would not have a clear job description, this may effect the firms effectiveness. To back up my point of workers not having a clear job description a worker said When I first got here I wasnt sure what I was supposed to do. One day I worked with some mechanical engineers the next day I helped the shipping department design some packing cartons. This overall can cause low working standards and low morale- low production output. Jim Rawls felt that having an organisational chart would create problems between specialists. I also deduced that Omega had no clear form of communication. I say this because he does not allow written memos, he expressed the plant is small if people want to communicate they can just drop by and talk things over. Employees of Omega complained that this was a waste of time. To me passing round is time consuming and gives workers excuse of talking to one another, this slows down production and performance. Also messages can be misleading if someone passes the wrong message out. This can also cause problems as workers will not get the correct information. Most decisions at Omega were made by the management team. Acme has an organisation structure therefore communication is good although there are improvements that need to be made like the way John Tyler communicates with his managers. Whereas Omega has no structure therefore is causing problems within the firm. Ames president is a person who wants everything perfect. He believes his firms greater effectiveness to his mangers is to run a tight ship. This I think is because his firm would have: * Good control * Good communication * Dept functions * Well structured and organised * Has simple reporting relationship * Concentration on skills. This shows Acmes president has a firm grip whereas Omegas president does not, he seems to be more laid back. Acmes president is autocratic leader as he does what he wants and does not take other workers/ mangers opinions or suggestions into consideration. The advantage of an autocratic style is known as efficient and it is essential in some circumstances. Autocratic leadership produces quicker decisions, however the autocratic style creates frustrations and resentment. Whereas Omegas president is a democratic leader, as he seeks the opinions and suggestions of workers. This shows that he shows interest in his workers. Although he sometimes spends too much of his time informing workers of information. Omegas decisions are made by management team whereas Acmes decisions are made by the president. Acmes president demands rather than speak politely demanded that Mechanical Engineering begins building those damn chassis. On the other hand Jim Rawls spends too much of his time listening to suggestion Jim spends too much time and mine making sure everyone understands what were doing and listening to suggestions. From reading the part where both firms are trying to reach the deadline of completing the units on time and successfully I can comment on both firms. I think Acme did well because of the way they communicated. For example John Tyler sent out a memo to all departments stating the critical time constraints of this job and how he expected that everyone would perform as efficiently as they had in the past. This showed that Tyler was controlling his employees. Although John Tyler put a lot of pressure on his employees. Because Acme had a structure, this allowed them to be well organised, therefore helped and keep everything in control. Whilst trying to complete the units John Tyler and the Head of Industrial Engineering fell into a dilemma. dont bother me with method details now. The Head of Industrial then replies if my boss think our output is needed, to hell with him!. This shows that they both cant work well and communicate with each other. This to me seems like both of these individuals are not working together very professionally. The foreman also didnt listen to the method engineers therefore this slowed down Acme from completing the units. When the units were completed John Tyler should have checked more than just one component as this was not very professional. Acmes president needs to consider taking his workers opinions and suggestions. He should try to talk to them rather than demanding on what he wants. From looking at the way Omega was preparing to complete the units for the photocop ier Jim Rawls gave good advise compared to Tyler. Jim Rawls did not pressure his workers but told his workers what to prepare for. He outlined what the job involved and discussed what was to be started on. Omegas workers seemed to be very organised and methodical, they worked well and communicated well with each other compared to Acmes workers. For example when they decide to check the blue prints all of the engineers agreed after checking and rechecking the blue prints. To back up that they worked well together as a team people from Mechanical Engineering and Electrical Engineering spent Monday night redesigning the cable. This relates to R. Likert 1961. He believed that the structure of an organisation should be formed around effective work groups rather than individuals. He proposed the concept of the overlapping group membership structure. This involved a linking pin process in which the superior member of one group was subordinate member of group above. Likert argued that the benefits of such an organisations design include improved communication increased co- operation and more team commitment and faster decision making. Overall I think Acme got the contract due to many reasons, for example Acme had a structure therefore made it look like Acme has good control. Acme also may have been given the final contract because of there past, as they achieved grater net profit than Omega Acme was consistently more effective than Omega and regularly achieved greater net profit. Acmes annual sales was also higher than Omegas. Acmes president was also a very confident and demanding man therefore it makes the firm look strong Tyler was very confident that had the demand not been so great, its competitor would not have survived. In the end Acme reduced there costs by 20% therefore the photocopier manufacture gave them the contact as it would have been more cheaper to buy units. Omega could have used the same tactics/methods but this may not have been the only thing that could have given them the contract. Things that I could suggest that may have given them the contact would be if they were a larger firm with a clear structure to show that they have some sort of control.

Presentation of Thesis Statement :: essays papers

Presentation of Thesis Statement For many years the SAT had been considered one of the most important tests that a student can take for the admission process. The SAT is thought to be one of the greatest measurements of academic success is high school and is considered one of the greatest predictors of academic success in college. In the recent years there have been people who have questioned the validity of the SAT, saying that it is an inaccurate measure of academic success and a poor predictor of academic success and does nothing except hinder the application and admission process for prospective students. The purpose of this paper is to present the two sides of the two sides of the argument (support of the test as an accurate measure and the support of the test as an inaccurate measure). Study Report In a report written in 1992, Neil J. Jenkins writes that some colleges in Canada are no longer using the SAT as a predictor of success by post-secondary institutions, and are not really considered in the admissions process either. Study Findings The institutions in Canada feel that the test has many limitations, which among these are: the SAT, in an attempt to free up confounding variables, the test is modified not to accommodate people who can not speak English. Some of the other modifications that the SAT endures are that they have no accommodations for the visually impaired and students with mobility issues. The majority of the students both disabled and not, scored in the similar percentile in the mathematics section of the exam. It was the verbal section that had the majority of the deviations. The finding in this report was also substantiated by Randy Bennett, who also performed studies that concluded with the same findings (Jenkins 1992). Randy Bennett, when speaking about the non-traditional students (non-traditional students is defined by students who suffer from disabilities (both learning and physical, students who have physical disabilities include hearing impairments, visual impairments, and mobility impairm ents), may not be close to the age of traditional students, students who’s first language is not English.), says that: â€Å"Vocabulary items re also reported to be difficult for these students†¦Learning disabled pupils are sad to have particular difficulty with antonyms and with the logical relationships required by verbal analogies.† (Bennett, quote is embedded in the Jenkins report so no year given, page is provided from the Bennett report, page 44)

Recruiting – the Cisco Way

RECRUITING – THE CISCO WAY Answer part a The importance of recruitment and selection Recruiters play an important role in the success of an organization. They essentially act as a filter that — when used properly — only selects the best candidates. In a constantly changing business world, companies need to hire people who are adaptable, loyal, knowledgeable, dependable and confident, thereby creating a foundation for success. Cost Cost is a major reason why effective recruitment and selection is important. There are many ways in which poor recruitment practices can result in financial losses.For example, if a candidate's competency is not accurately assessed, he may make mistakes that can hinder productivity. If he needs to be retrained or replaced, this takes up more company time that could otherwise be invested toward remaining competitive. Retention Improper recruitment and selection practices can often result in high turnover or involuntary separations. If a recruiter is not careful when analyzing resumes and conducting interviews, he may hire an employee with a weak work ethic or a tendency to move quickly from one job to the next — â€Å"job hopping. Another so-called â€Å"red flag† is a gradual decrease in responsibility Loyalty and Productivity Loyalty and productivity are linked. Interviewers should inquire about a candidate's greatest achievements throughout the career. Generally, loyal employees will have a track record of striving for excellence, resulting in a more competitive, innovative and profitable business. Legal Issues Discrimination is a serious concern among recruiters. If discriminatory hiring practices can be proven, this could result in serious harm, both financially and in terms of reputation.Things such as language proficiency or physical capabilities should not be listed unless they are absolutely essential for the role. Influence on recruitment process of company by changing dynamics of the globa l InfoTech industry †¦ Recruitment is undergoing a change. Not just a small scale evolution but a fundamental seismic shift. A change that will see the recruiting landscape change forever. A change that will see many traditional recruiters falling behind and being replaced by new, differently skilled recruiters, ready for the challenges.The current global recruitment landscape is changing. The global war for the best talent is real, (note the use of â€Å"best†); talent is geographically mobile and happy to move for the best job; talent is more demanding, not only in pay but career progression and training and development; the experienced talent pool is shrinking in volume; convergence of talent, as recruiters fighting in a smaller talent pool attract candidates across different sectors.Recruitment agencies are failing to be creative in attracting  unique  talent to their databases, hence perpetuating â€Å"recruitment chess† of the same talent across companie s. Not everyone is looking for a job. Different market research exists but the benchmark seems to suggest that, for any given role, only 10% of relevant/experienced talent is actively looking for a role at any given moment in time. That means that 90% of candidates relevant for your role/s are not engaged in job searches. The best candidates typically among them.Hence in a candidate short market, with a host of competition for particular skill-sets, the global war for the best talent is being fought out among 10% of active job seekers. Businesses can no longer control what is said. Today there is a shift in the balance of power. Technology is shifting the power away from the publishers, media, the elite, corporate to us, and the people. Recruiters need to embrace this, as must as their PR ; Marketing departments. The rise in the use of the Internet is probably the most significant development in the recruitment field in the early 21st century.There is, however, little evidence that the Internet produces better-quality candidates, but it does deliver more of them and more employers report that online recruitment made it easier to find the right candidate. Candidates themselves are increasingly choosing this medium to search for jobs, with 89 per cent of graduates only searching online for jobs. The benefits of online recruitment to employers include the speed, reduced administrative burden and costs, and no geographical limits. The benefits to applicants are that t is easier, faster and more convenient to post a CV or search a job site online than to read a selection of printed media. This is all very well if you have skills that are highly in demand, but if employers are tending to post vacancies on their own websites, candidates still have to trawl the web in order to find vacancies and even ‘web savvy’ applicants may be deterred by the perceived impersonal nature of online recruitment. Also there are still some people who are either not comforta ble using the Internet or do not have ready access to a computer.Thus there is still a role then for conventional advertising. Whatever the pros and cons, online recruitment continues to expand and employers are now combining more traditional methods with online recruitment by using printed adverts to refer jobseekers to an Internet vacancy (Murphy, 2008). Other employers such as Microsoft are enhancing its brand visibility and credibility by having a wider Internet recruitment presence. Microsoft uses its online tools to impact and influence its public image and reach a broader audience and thus create a diverse workplace with varied skills and talents.One initiative is the introduction of ‘corporate recruitment blogs’. The idea is that potential job candidates may be attracted to the company through what they see on the blog and make contact through the specific blogger who will initiate the recruitment process on behalf of the company. Cisco, well regarded for its le ading-edge products, is also known for its progressive corporate culture. The company builds employee loyalty with generous benefits as well as work schedules that respect employees' outside interests.Like many high-technology companies, Cisco hands out bonuses to employees who make hiring recommendations that pan out. The company also offers contests and prizes, in one instance rewarding a worker who recruited the most salespeople with a one-year Porsche Boxster lease. Answer part b CISCO’s recruitment philosophy The company followed a policy of hiring ‘top 10-15%’ people in the networking industry. This was a mechanism to remain the industry leader. Its vision statement was, â€Å"Attracting, growing and retaining great talent is critical to sustaining Cisco’s competitive advantage. † The company began to use newer echniques like the ‘build-the-buzz’ strategy, which was centered on the primary market for its products, i. e. , the Inte rnet. Cisco changed the way it wanted advertisements in newspapers. It listed specific job openings and featured its Internet address in its ads and invited prospective candidates to apply. This helped in directing all job seekers to its website where it could inexpensively post hundreds of openings and provides information regarding them. The website also offered features through which applicants could fill their resumes online or create one with the help of Cisco’s resume builder.Friends program The focus group’s exercise ensured that a candidate would approach the company if he had been informed by a friend about better opportunities at Cisco. This led to the launch of the friends program in April 1996. Cisco also organized art fairs, beer festivals and certain annual events in which people from Silicon Valley participated More than 1,000 Cisco employees volunteered for the Friends program, attracted by the referral fee, which started at $500 and a lottery ticket fo r a free trip to Hawaii for each prospect they befriended and who was ultimately hired.Cisco also found that applicants and recruiters were not totally comfortable with, the time-consuming recruiting process. To speed up the process, Cisco hired in house headhunters to identify qualified candidates for managers. Amazing people It encouraged internal referrals for recruitment through a program called ‘Amazing People. ’ This facilitated the employees to refer their friends’ and acquaintances for positions within Cisco. Employees earned a referral bonus if the company hired the person they referred.After streamlining its recruitment policies in 1996, Cisco conducted an Employee survey to find out how the new recruits felt on their first day at work. Cisco launched Fast Start, an employee orientation initiative. It installed software, which tracked the hiring process and alerted the team about the new recruit’s arrival. As a result, every new recruit started w ith a fully functional workspace and a whole day of training in desktop tools. Efficiency of various recruitment tools Fast Start not only eliminated all problems but it also enabled new recruits to know about ‘life inside the company. Every new recruit was assigned a ‘buddy’ who clarified all doubts and answered questions about Cisco. New recruits also had a two-day course called the ‘Cisco Business Essentials,’ which covered company’s history and business units. The managers of the new recruits received an automatically generated e-mail two weeks after their new recruit arrival. It reminded them to review their departmental initiatives and personal goals. Cisco believed that its new recruitment philosophy should also be made a part of the overall corporate culture.Cisco’s job site was recording around 500,000 hits per month. The company generated a stream of reports about who visited the site. Cisco’s hiring cycle also came down to 45 days. The recruitment costs were also below the industry average. Referral rates at Cisco were twice the industry norm. The retention rate of the Company had also increased. Analysts claimed that Cisco’s innovative and aggressive recruiting initiatives were to a large extent responsible for the company’s expansion at 40% per year and recruiting 250 employees every week.

Mexican American Journal Entry Essay

It has been 11 years since we have arrived to Los Angeles, California. I can still remember the feeling of when my father had said to us that he we would be moving to a far place to try to find better jobs for my mother and him because with the two jobs my father had and the washing and ironing of other peoples clothes my mom did was not bringing enough money to support my sisters and me and did they wanted to provide a better life for my sisters and me. Mexico was such a poor country that my parents could not see themselves make enough money to support my sisters and me, let alone see us get a better education. So my parents decide to migrate to the United States with one of my mother’s brother. We arrived in Los Angeles, California on July 16, 1931, with my Aunt Julia and Uncle Fernando. My family and I were so happy to finally arrive to the U. S. to live the â€Å"American Dream. † Soon we would find out that our dreams would come crushing down fast. After settling down, my mother decided it was time to enroll my sisters and me into school. My mother asked my Aunt Julia and Uncle Fernando what my sisters and I need to enroll into school but since my aunt and uncle did not have any children, they were unable to tell my parents the information we would need. As my mother, my sisters and I walked into the school we could notice all the â€Å"gringos† looking at us in a weird way (looking at us like we did not belong there). My mother can right away tell that there was something wrong that we would not be accepted into that school. My mom was correct, as we entered the office the school secretary told my mother that we were not welcomed there and that if she wanted to enroll us into school it needed to be in a segregated Mexican school. Walking out of the school with confusion on her face, my mother saw an elderly Mexican American woman who spoke Spanish and asked her if she knew the reason we were not accepted into the school. The woman proceeded to explain to my mother that in the past few years many Mexicans were migrating to the U. S forced by the economic and political disorder produced by the Mexican Revolution and were tempted by jobs in U. S. agribusiness and industry that many Americans feared losing their jobs to underpaid illegal immigrants. Americans could not deal with losing the jobs they had especially during this time of the Great Depression. The elderly woman proceeded to explain to my mother that Mexicans were not welcomed to California or other parts of the country, that Mexicans were discriminated against and that we only had to go to schools that were for Mexicans only, that the only language we could speak in the schools regardless if they were for Mexicans only was English. She read my mother some signs that said, â€Å"NO MEXICANS ALLOWED. † She continued to tell my mother which neighborhoods we could not enter and which we could. If we saw signs like the ones she read for us, then we should be aware that we were not wanted there. After finding an all Mexican school for my sisters and me, my parents thought the hard part was over. I would here them talking in their bed room that as long as they did not bother the â€Å"gringos† or got in there way we would not have anything to worry about but they were wrong. Shortly after being able to find jobs for themselves, I began to see my parents worried and listening to their radios all the time. They had just found out that Mexicans were being deported back to Mexico regardless of their legal status. The news stated that tens of thousands of Mexican families were arrested and sent to jail for 10 days before they were sent to Mexico by train, because of an anti-immigrant campaign that the Americans had done. Those families were not given a chance to proof if any family members were U. S citizens. Families were not given the chance to take anything with them. The news also began announcing free trains rides back to Mexico for Mexican American and Mexicans who wished to voluntarily be taken back to Mexico. I can remember seeing my mother cry because she said she did not want to return to Mexico and live in the horrible conditions we were living in before. She begged my father to do something so we did not have to return to Mexico. One day my father came home telling my mother that he had heard of migrant work camps established by the U. S. Farm Security Administration, or FSA and that they had a possibility of getting jobs there to stay in the U. S. The camps provided housing, food, and medicine for immigrant families as well as safety from any criminal elements that can take advantage of defenseless immigrants. We had the possibility of staying we were extremely happy!! Little by little more Mexicans have extended their stay as well as the places were we live at. The most popular places where Mexicans live at now are Chicago, California, and New York. We stayed in the U. S. , my sisters and I are receiving a great education and compared to Mexico, I think we are now living the American Dream!!!! Reference: Depression and the Struggle for Survival. (2005, April 20). Immigration. Retrieved August 10, 2008, from The Library of Congress. Koch, W. (2006, April 4). 1930s Deportees Await Apology. USA TODAY. Retrieved from http:www. usatoday. com.

Cool Music Girls essays

Cool Music Girls essays Lately I have been interested in girl singers. Such singers as Madonna, Cindy Lauper, Pat Benetar, Pink, Jewel, and so on. Their music inspires me. So, while I was looking for a topic for class, I noticed an article called 'Cool music girls". It's about six bold chicks who march to their own beat. Each girl has her own way of singing. They all have a CD out. Their ages range from 22 to 31, so they're not teeny boppers. They explain how they became interested in what they write/sing about. Neko Case is 31. She has been writing songs since she was 15. Her album "Blacklisted" gives off the feeling of lost and homesick. Lamya is 28. She started writing songs at age 11. Her big inflences are writers not musicians. She writes classical and lyrical. Norah Jones is 22. She dropped out of college her sophmore year and moved to the Big Apple. Started singing in local gigs and finally got signed to Blue Note Records. Her deput CD, Come Away with Me, combines jazz with pop, with a little Texas twang. Rosey is 29. Her lead track from her debut Cd, Dirty Child is about trying to fing the perfect love in your self, rather in other people. Aimee Allen is 29. Last year she scored a deal with Elektra Records. Her deput album is called "I'd Start A Revolution If I Could Only Get Up Last but not least, Shelia Nicholls, age 29. Left her tiny town in England to Las Angeles at 19. She worked her butt off to get where she is today. Her latest CD, "Wake" shows off her emotionally charged singer- ...

Multimedia Essay Example | Topics and Well Written Essays - 250 words

Multimedia - Essay Example That is because the work of a medical assistant is never done and requires a tremendous amount of paperwork and book-keeping in order to ensure a smoothly run office. However, I believe that there is one aspect of patient record keeping that will benefit from a multimedia advancement. Lets face it, a new client coming in for a consultation at the doctors office is still required to fill in the patient information card manually. This means that as a Medical Assistant, I would still have to manually input the information into the database after the first consultation. In such cases, there will be a tendency for me to overlook such files for record keeping due to the sheer volume of records and paperwork that I need to keep track of. It would greatly benefit the job and ensure the quick and easy access to patient files if the first time patients are asked to fill in an electronic form instead that automatically saves to the server in the doctors office along with other patient files. D oing so will eliminate the redundancy of having to manually input the same information into the computer when opportunity permits. By having such a program in existence, there will no longer be any lost records or delayed input of information. Rather, the patient will be able to accurately input his personal information and be assured of the confidentiality of his file since no one else but his doctor will be able to see the file on an immediate

Jean-Jacques Rousseau - The Origins and Effects of Inequality Essay

Jean-Jacques Rousseau - The Origins and Effects of Inequality - Essay Example The Dedication to the Republic of Geneva summarized the essence of Rousseau's views in the following statement: "If I had had to make choice of the place of my birth, I should have preferred a society which had an extent proportionate to the limits of the human faculties; in which every person is equal to his occupations, no one should be obliged to commit to others the functions with which he was entrusted; a State, in which all the individuals being well known to one another, and in which the pleasant custom of seeing and knowing one another should make the love of country rather a love of the citizens than of its soil"(Rousseau, 1993, pp.32-33). The Republic of Geneva was perfectly lining with Rousseau's understanding of an ideal state: a moderate democracy occupying an adequate territory, governed mostly by the laws based on traditions with citizens living relatively plain and calm life. The main paradox emphasized by Rousseau is the following: people prescribe laws to other people without proper knowledge about the natural state of human being. However, this natural law did not exist in contemporary European society that "offered a corrupt form of the species and the inequality inherent in its societies should not be taken as a standard for assessing either other cultures or other species" (Moran, 1993, p.140). For Rousseau who believed that human character was "deeply shaped by society" (Divine, 2000, p.291) it seemed impossible to unveil the true nature of humans in the European context where people had been squeezed by unfair laws and customs for centuries. The philosopher argued that the true measure of a man that would not depend upon contemporary laws and customs could be found only in 'natural' places such as African jungles. Rousseau drew strong parallels between the natural state of human beings and the state of animals. Human beings began as animals having no potent mean of communication such as language, and could not convey much of their knowledge and experience to their offspring, lacked foresight and history. These seemingly disadvantageous features gave the natural men one essential benefit: they did not suffer from the fear of death while contemporary humans feared death virtually every moment of their life (Rousseau, 1993, p.52). Rousseau positioned the natural man "at equal distances from the stupidity of brutes and the fatal enlightenment of civil man" (Rousseau, 1993, p.53). For Rousseau the fatality of enlightenment or civilization meant that it deprived man of the natural desire to exploit the potential of his body to full extent making it an instrument in achieving the balance with nature: "The body of a savage man being the only instrument he understands, he uses it for various purposes, of which ours, for want of practice, are incapable: for our industry deprives us of that force and agility" (Rousseau, 1993, p.53). Civilization brought the understanding that cooperation and mutual help would improve the results of labour, and in the process of such cooperation humans came to realize that some men were better hunters, some were better thinkers, some were stronger, etc. The understanding of inequalities between human beings was, in Rousseau’s opinion, the crucial point: â€Å"†¦from the moment one man began to stand in need of the help of another; from the moment it appeared advantageous to any one man to have enough provisions for two, equality disappeared, property was introduced, work became indispensable, and vast forests became smiling fields, which man had to water with the sweat of his brow, and where slavery and misery were soon seen to germinate and grow up with the crops† (Rousseau, 1993, p.74).