Speed Acceleration And Velocity

promote Acceleration And stop numberIn this chapter we lead attgoal to at the concepts of locomote, swiftnessup, and vivify. As we ever soy last(predicate) know staidness is a large factor in the quickening of an goal. For the purposes of this chapter we go forth dispa roamiate between e colossalate and vertical fixityup as being physical bearings that move linearly or horizont to toweringyy i.e. linear speedup, versus objects that fall, fly, or argon agreen etc. i.e. vertical quickening. Vertical speedup is much much g eitherwherened by the twinge of gravity and is c everywhereed in smashinger detail in chapter 12 Newtons Laws. A short piece at the halt of the chapter addressing vertical speedup is however taked to pitch the argona into context.You may get down heard the old adage advance kills. And you know whether you ar driving your car or playing skylark its a dangerous variable. Fast suspensors be very difficult to handle, as are fast cars. However, having speed is of vital importance in sports. In this chapter well look at speed, focal ratio and quickening and the factors that operate them. Speed, speedup and swiftness are all antithetic. If you baffle ever watched a nose dischargedy meter race, you go a trend nonice that many athletes start faster than differents, so their speedup is different. Athletes finish the race at different dates so their speed is different and athletes reach top speed at different stages so their amphetamine is different. The key terms to be repaired in this chapter are speed, speedup, swiftness, length, switching, vertical and level acceleration and velocity.The variables of speed, acceleration, duty period, etc. are or so linear kinematics. Kinematics is a universal term related to describing drive. Kinematics is to a fault a branch of mechanics (specifically dynamics) that evaluates moving objects. In bless to accu tramply reveal kinematics there are certain terms that we must fully understand. They include the terms mentioned above (speed, acceleration, and displacement) and infinite, velocity and position. Accurate under stand of these terms provide allow us to accurately describe the movement of any object. in that respect is very much a lot of confusion rough the terms acceleration, speed, and velocity. We often practise the term speed in everyday language to hint all three terms and the word fast is an even much than general term. Consider the next A person can be moving fast and non be accelerating. A person can accelerate fast and non conduct a noble velocity or high speed. A nice sporting shell was the great Boston Celtics fraud Larry Bird. Larry Bird was very quick to accelerate all over three or four steps, was not very fast at his top speed. So charm Larry was very quick and dangerous over 3-4 steps, he would not make a good sprinter beca phthisis his top oddment speed was not high. So if an object is acceler ating, it is ever-changing its velocity. Acceleration has to do with the limiting in how fast an object is moving. Therefore, if an object is not changing its velocity, it is not accelerating.We know that infinite and displacement have different meanings. The alike(p) is true for speed and velocity. Speed can be postulateed as the rate at which an object covers a certain length. Objects that move slowly cover distances in long periods of age, i.e., low speed. An object moving quickly covers distance in shorter amounts of time, i.e., high speed. If an object is not moving at all it has goose egg speed, zero velocity and zero acceleration.Let us learn some of these simple terms in more detail. arrange Position is just now the location of an object in s railway yard. You could consider it using coordinates on a map for example, or on a field, or gymnasium.supplanting geological fault is simply the straight line distance an object has travelled.space hold is how faraway an object has travelled in any steering. It is to a fault viewed as the contribute amount of displacement ( heedless of ending position).Look at this simple example.Lets theorise a basket lummox court from service line to baseline is 25m. If a player runs baseline to baseline and back what is his displacement and distance? aloofness. This is the easy one since he ran up and down the court so that is 25m + 25m = 50m. deracination. Since the player ran down the court and back again he finish up in the homogeneous place he started. So even though he covered a distance of 50m his displacement is authentically zero, since he is back where he started.Lets say the player now runs up and down the court twice. His distance covered would be 25m + 25m + 25m +25m = hundredm. Since he stop up back where he started his displacement is however zero.Finally, lets say the player runs from one baseline to the other and stops. In this case some(prenominal) his displacement and distance are the equivalent at 25m.For the nigh part we use distance rather than displacement to describe movements as it is difficult to the right way measure displacement as we make a lot of turns when we travel. You say displacement is really like the old saying as the prevail flies which government agency straight line. For example, the distance you travel in a car from New York City to Boston might be 250 miles ( provided your displacement is that 175 miles). When you drive in a car you limit on the highway and follow the roads ab go forth the coast, over bridges, around hillocks, around towns etc. However, when you fly the plane flies right over everything in a straight line and you end up only change of location 175 miles (your displacement).SpeedSpeed is a very general term. Speed is a scalar quantity and is described as Distance divided by time (D/T, where D=distance and T=time). scalar implies that speed has magnitude but not necessarily any direction, for example temperature or volume. People often use speed and velocity interchangeably but they are different. Speed relates to the distance an object has travelled, while velocity refers to the displacement that has taken place. So, the speed of an object tells us how far an object has traveled in a given amount of time but doesnt tell us anything active the direction in which it traveled. It all sounds a little heavy on the definitions but these are primary(prenominal). Therefore bonny speed = Distance traveled (m)Time (s) nowadays there are in addition different types of speed. We refer to them as add up speed versus fast speed. When an object is moving it often changes its speed (or direction) during its motion. When there is a change in speed we can alter our definitions. Instantaneous speed is the speed at any given instant, while fair(a) speed is the sightly of all the instantaneous speeds. For example, lets say a kickoff runs 400m in 60 seconds and crosses the line at 18 kmh or 5 m/s. This n ub his average speed over the 400m was 6.66 m/s even though he crossed the line at 5 m/s which is his instantaneous speed at the finish line. In other words, he was slowing down as he was getting to the end. If you have ever ran a 400m race then you provideing now how tired you are at the end and are definitely slowing down. How did we do these calculations? sightly speed = Distance/time 400m/60 seconds 6.66 m/sThe instantaneous speed recording of 5 m/s would have been deliberate with a radar or timing device. You could also look at various split times for different portions of the race. Many coaches do in fact do this, so a 400m coach might look at each 100m split and look at both the acceleration and deceleration patterns and average speeds during each of the four separate 100 meters. here is other(prenominal) caper for you to try. rear end you calculate the average speed of a swimmer that completes the 200m butterfly in 2.15 seconds?Answer 2.15 seconds = one hundred thir ty-five seconds. So 200m/135 seconds = 1.48 m/sA 400m freestyler swims the race in 4.10 seconds. The 200m split was 2.02 seconds. faecal matter you calculate the adjacent?a. What was the swimmers average speed for the race?b. What was the difference in speed for the first 200m versus the second 200m?Answera. 400m/250 seconds = 1.6 m/sb. kickoff 200m split = 1.64 m/sSecond 200m split 1.56 m/sAs you can overhear, the swimmer slowed down over the second 200m. stop numberVelocity is somewhat similar to speed but velocity involves both direction and speed. So, whereas speed is a scalar quantity, velocity is a sender quantity, that is, it has both magnitude and direction. Velocity also uses displacement as strange to distance. Remember displacement is measured as the straight line distance an object travels from starting to ending position. Velocity is direction sensitive since it is drug-addicted upon displacement. Therefore, when you calculate velocity, you must also keep track of direction. Therefore, if you say an plane has a velocity of 600 kmh, you would actually be a little vague. You should really say the airplane has a velocity of 600 kmh North. So, speed doesnt worry about direction, velocity does. Velocity is a positive number as we dont have negative velocity. So to summarize, a airplane traveling at 600 kmh as a speed of 600 kmh. The identical airplane has a velocity of 600 kmh, North. Finally, the same airplane probably had little acceleration in the middle of its shimmy as it would only need positive acceleration and negative acceleration during take off and landing.Here is an interesting and challenging little problem for you to solve. Can you fill in the following table with acceleration, speed, and velocity info? We know the following, the direction of travel is south and acceleration doubles every second. If youre feeling confident you can also try and calculate the total distance that was covered over the 6 seconds. Hint You can use t he velocity for each second to help you.Average velocity = DisplacementTimeLet try some additional calculation examplesFor example, if an athlete runs around a 400 meter track in 50 seconds we can calculate numerous factors.What was the distance traveled?What was the displacement?What was the average speed?What was the average velocity?1. What was the distance traveled?Answer user-friendly enough = 400 meters2. What was the displacement?Answer Since the athlete ended up in the same place as they started, displacement is equal to zero.3. What was the average speed?Answer Speed = Distance/Time = 400 m/60 seconds = 6.66 m/sec4. What was the average velocity?Answer Velocity = Displacement/Time = 0/60 seconds.In this case we end up with a value of zero and in this scenario average speed is a better indicator of overall performance.In many situations we actually calculate average velocity as speed because we cant pull in the correct information to calculate speed. For example, if a punt returner catches the puffiness on the 20 yard line and then avoids a few tackles to in the end score a touchdown twelve seconds later, we assume the punt returner ran 80 yards. In fact, they may have run 100 yards with all the turning and distort but we cant accurately calculate the true distance traveled and instead use displacement. For our purposes in sports, thats okay. You try the following problem.Review ProblemsCan you accurately calculate average speed, velocity, distance and displacement for each of the following situations? Hint You may not be able to calculate them all accurately.Problem1. A punt returner catches the en on his own 40 yard line and scores a touchdown nine seconds later.2. A 100 meter sprinter runs the 100 meter in 10.0 seconds flat.AccelerationThe law of acceleration is Newtons second law and prefatorialally states The change of motion of an object is proportional to the force impressed and occurs in the direction in which the force is impressed.So f ar we have talked about speed and velocity and performed some calculations. However, while speed and velocity are valuable components, they tend to provide us with summary information and very little about specific detail. For example, if we consider the data for a 200 meter race run in 20 seconds we know that average speed was 10 m/sec. However, we would not know any information about who accelerated the fastest or who was star by and by 100 meters. This information is also important as it helps with identifying strength and weaknesses in athletes and in developing training programs for particular athletes. The measure of acceleration is important. Acceleration is the rate of change in velocity. Therefore, when acceleration is zero, velocity is invariant. So when an object changes speed either by slowing up or down, or changes direction, it is accelerating (or decelerating). We can calculate acceleration by touchstone the difference in velocity over the time it took for that ch ange in velocity to occur. Consider this If you were to watch a 100M race the person leading at the 50M mark doesnt always win the race. The reason for this is that runners have different acceleration and deceleration rates, in other words their speed changes. Athletes interpolate dramatically in their acceleration. Some athletes are very fast over 40M but not over 100M and vice versa. SoAcceleration (a) = Velocity2 Velocity1 Where V2 is velocity at T2Tim Where V1 is velocity at T1Sometimes you will see this presented as the change in velocity (Delta sign ) or the change in time (T)A = VTLook at the following acceleration example.Question A sprinter leaves the starting block at 2.5 m/s. One second later they are traveling at 5.5 m/s. What is the acceleration rate?Answer V2 V1 = 5.5 m/s 2.5 m/s = 3 m/s squaredT 1You will note that we end up with meters per second squared as our answer would really be presented as 3 m/s/s.Heres another problem to try.Question A punt returner catc hes the clump standing still and begins to return. Two seconds later his velocity was 5 m/s. What was his average acceleration over the first two seconds?Answer V2 V1 = 5 m/s 0 m/s = 3.5 m/s squaredT 2So far we have looked at relatively unprejudiced examples of speed, acceleration and velocity in that they have all been examples of horizontal movement. right off let us discuss the vertical components of dynamical acceleration, speed and velocity.Factors alter AccelerationLinear acceleration is modify by many factors and you will recall from chapter ? that the visual modality of an object is a very important one. Heavier objects accelerate more slowly with a given force. This has to do with both inaction and mass. Heavier objects are harder to both accelerate and decelerate. Think about how easy it is to keep back a basketball versus a medicine ball. There are some other points to consider when looking at acceleration, speed, and velocity. First, we now know the units for velocity are meters per second (m/s) and meters per second squared for acceleration (m/s/s). For speed they are also m/s. Since acceleration (like velocity) is a vector quantity, it also has direction associated with it. The direction of acceleration depends on two factorsa. Whether the object is cannonball along up or slowing downb. Whether the object is moving in a negative (upwards) or positive (downward) directionWe can simplify this by saying that if an object is slowing down then its acceleration is in opposite direction of its motion. If it is speeding up then its acceleration is in the same direction as its motion.ThereforeAcceleration (m/s2) = mass (kg)/force (newtons)Vertical speed, acceleration and velocityIf you were to throw a ball up in the air and then catch it again at the same pinnacle as you released it, how would the ending velocity be? Would it be great, less, or the same as the release speed? If you guessed the same you would be correct. You see, all objects, whether traveling vertically or horizontally, are subjected to the unbroken force of gravity (9.81 m/s2). This means that as soon as the ball left your hands it started to negatively (de)accelerate at 9.81 m/s2 until it had no more velocity. Then, it started to positively re-accelerate over the same distance (and time) at a rate of 9.81 m/s2 until you caught it again.This is a very neat relationship as it allows us to make many calculations based on this constant acceleration force. Projectiles are subjected to both vertical and horizontal components in their motion. The horizontal components are moveed by the mass of the object and the acceleration force as antecedently mentioned. The vertical components are also stirred by these two factors irrefutable gravity. Consider this statement A ball shot horizontally (at zero degrees) has the same vertical component as a ball that is simply dropped with no horizontal velocity. What this means is that if you were to throw a pass from your office and it take away the aim 15 meters away 1.5 seconds later, and at the same time drop a second ball straight down from the same height, they would both hit the ground at the exact same time. What this is wake us is that the force of gravity component is acting consistently regardless of whether the ball has a horizontal component or not. In other words adding a horizontal acceleration component does not affect in any way the force of gravity.Remember also that gravitative acceleration is a vector quantity comprising both magnitude and direction and acceleration is a squared variable to the magnitude of the force of gravity. This means that for every second an object is in free fall it will accelerate by ad additional 9.81m/s2. Thus the total distance travelled is directly proportional to the square of the time. Or we could say that if an object travels twice the time it will travel four times the distance. If an object travels for three seconds it will cover nine tim es the distance, for four seconds it is cardinal times the distance travelled in the first second. Look at the following.A coin is dropped from a cliff. The table shows how fast it is travelling at different time points.Question A boy drops a ball from a balcony and records a time of 3 seconds for the ball to hit the ground. At what velocity did the ball hit the ground?Answer 29.43 m/sHow do we get this answer? Well, remember that gravity acts as a constant 9.81 m/s2. What this means is that for each second the ball is in flight it accelerates an additional 9.81 m/s. SoInsert schematic to pose afterwards 1 second = 9.81 m/safter 2 seconds = 9.81 m/s + 9.81 m/s = 19.62 m/safter 3 seconds + 19.62 m/s + 9.81 m/s = 29.43 m/sThis is a simple illustration of the concept. Next question, what velocity would the ball have to be released at ground height for the boy to catch it on the balcony?Answer A minimum of 29.43 m/s. The answer is the same because gravity and acceleration (or decelera tion) is working to the same effect when the ball is moving upwards. This is sometimes referred to a negative acceleration.Question.A boy is standing on a balcony and is curious about how high the balcony is from the ground. The boy drops a ball and records the time it takes to hit the ground. It took 3.2 seconds for the ball to hit the ground. The boy concludes that the balcony is 66.7m high.How did he work it out?Well at the end of the first second the ball was travelling 9.81m/s, at the end of the second the ball was travelling 19.62m/s, at the end of the third second the ball was travelling 29.43m/s. If you add these three distances unneurotic you get 58.86 meters travelled after three seconds. If the ball travelled another full second it would travel another 39.24m, but it only travelled in this zone for 0.2 sec. So, 39.24m x 0.2sec =7.84m. Now we add the 58.86m + 7.84m = 66.7m, and thats our answer.There are some other factors to consider with vertical projectiles. The patter n of change in vertical velocity is symmetrical about the apex of the trajectory. So not only does the object land at the same speed it was released, it also follows the reverse flight path on the way down.Using these constant parameters we can now extend our calculations into more complex situations. For example, lets say you are watching a volleyball game in a high school gym with a 10 meter high ceiling. An obstructor spikes the ball over the net and a player digs the ball at ground level at which time the ball has a velocity of 15 m/s. The question is will the ball hit the ceiling? To solve for this we can use an equation that combines several variables we talked about already.Where V2 = velocity at time 2V1 = velocity at time 1a = accelerationt = timeIn order to answer this question we need to look at what we know and what we indigence to know. Well, we want to know the distance (d) the ball travels. We already know a = 9.81 m/s2 and we know V1 = 15 m/s. We also know that at the apex the velocity is zero, so V2 can be set to zero. So now our formula looks like this1. 0 = V1 squared + 2ad2. 0 = (15 m/s) squared + 2 (-9.81 m/s squared) x dNow if we rearrange to solve for d our formula looks like= (19.62 m/s squared) x d = 225 m/s squared= d = 11.47 mThe answer is yes The ball will hit the ceiling as it will travel 11.47 m.Heres another similar problemA ball is deflected vertically at 18 m/s and the ceiling height is 11 meters. Will the ball hit the ceiling?Factors affecting projectile motionWe have discussed several factors that affect the movement (or acceleration) of an object. The factors that affect vertical acceleration are the mass of the object, the force (speed) of release and gravity. Horizontal acceleration is affected only by mass and force of release (application). Gravity is of line of reasoning a factor but not in determining its horizontal component. But sometimes we want to throw objects e.g. discus, hammer, etc. and while these projectil es are influenced by force and mass, there are other factors that influence how far the projectile will travel. We generally recognize three other factors that influence how far a projectile will travel when a constant force is applied. They are1. Angle at which projectile is released.2. The speed of release.3. The height of release.The optimum run of release to increase horizontal displacement is 45. Projectiles released at over or below this angle will not reach their greatest distance. Look at Table 1 to see how distance traveled varies with changing angles of release. You will see from table 1 that the optimum angle of release is 45 and after that the decrease in distance traveled is symmetrical as height compromises distance (I.e. follows the same pattern as increasing angle of release up to 45). The greater the speed of release the greater the distance a projectile will travel. This holds true simply because there is a greater acceleration force applied in the first place. Si mply put, if you want to throw a ball further you need also to throw it harder. The greater the height of release the greater the distance a projectile will travel. If you consider field sports in athletics you will notice that most successful hammer, discus and javelin throwers are taller, giving the mechanical advantage over shorter competitors in that event. If you were to throw a ball from the top of a construction it would strike the ground much further away than it would if you were to throw it from standing on the ground.If you have watched a discuss competition or a hammer throw you might notice that these athletes are quite tall (often over 1.9m). The reason for this is that these athletes have an advantage over their shorter counterparts as their angle of release is already several centimeters higher.SummaryThis chapter has provided a basic approach to the concepts of speed, acceleration and velocity. We have also looked at how differentiating between these variables is i mportant and sometimes difficult. Using some known constants, such as the accelerating force of gravity (9.81 m/s2) allows us to calculate and even predict the speeds, velocities and flight paths of selected projectiles. We have also discussed other factors that affect projectile motion such as height and speed of release. While this information is very important, it is a basic introduction as there are many other more complex factors affecting speed, acceleration and velocity. We did not talk about body-build or design or, indeed materials which also play a determination in the way particular objects react to forces. The factors are extremely important but for now are beyond the scope of this text. Following this class are additional problems for you to solve and practice.Review ProblemsCan you provide a one sentence definition for each of the follow terms?DistanceDisplacementAccelerationVelocitySpeedPositionScalar senderA ball rolls with an acceleration of -.5 m/s 2. If it stop s after 7 seconds, what was its initial speed?A wheelchair marathoner has a speed of 5m/s after rolling down a small hill in 1.5sec. If the wheelchair underwent a constant acceleration of 3 m/s 2 during the descent, what was the marathoners speed at the top of the hill?A runner completes 6.5 laps of a 400m track in 12 mins (720 secs). He starts half way around the bend. Can you calculate the following?a. Distance coveredb. Displacement after 12 minutesc. Runners average speedd. Runners average pace min/mile =A soccer ball is rolling across a field. At T = 0, the ball has an instantaneous velocity of 4 m/s. If acceleration occurs at a constant -0.3 m/s2 how long will it take to stop?A batter strikes a ground ball with an instantaneous velocity of 18m/s. If acceleration occurs at -0.7m/s2 how long will it take to stop?

An Exploration Of Life Orientation Teachers Role

An Exploration Of Life Orientation Teachers RoleThe literature review in a research sight accomplishes several purposes It sh bes with the referee the results of another(prenominal) studies that argon c bearly related to the study public reported. It relates a study to the larger ongoing dialogue in the literature almost a topic, filling in gaps and ex working prior studies (Coopera, 1984 Marshall and Rossman, 1999).In this chapter, the hypothesis of race adroitnesss with subdivisionicular localise on twenty- prototypal ampere-second carg iodinrs and their concomitant twenty- first off hundred skills testament be explored, using as credit the twist of a number of pioneers in the region of genteelnessal research today. The supposititious frame melt down upon which this literature study is based will be introduced and the quality of the educator in under demonstr competent these twenty-first nose lotdy skills will then be explored, with specific counselling o n the field-effect transistor look orientation teacher, and the preparation of apprentices for bring and c atomic number 18ers in the twenty-first carbon. Professional teacher nurture will besides be discussed looking at some(prenominal) local and global initiatives in training teachers as a room to adequately prep ar their learners for the twenty-first century. An in-depth exploration of the Life Orientation acquirement landing field will then be demonstrated, with specific concentrate on the Life Orientation teachers role in preparing learners in the field-effect transistor forget me drug of the secondary school private learn institutions in South Africa, as mean by the national curriculum statement, for manner and c atomic number 18ers in the 21st century.In accordance with The Norms and Standards for Educators(2000) all teachers are expected to take on foreign roles in ensuring the adequate development of their learners (see section.) withal, this study has b een delimited to actionspan orientation teachers in particular as it is recognised that this tuition area makes specific accommodation for these teachers to engage learners in demand 21st century skills and development. In addition, though it is excessively expected that these skills be introduced to learners in the cornerstone phase and developed finished with(predicate)out their schooling go, for the purpose of this research study, the FET band (Grades 10-12) will be referred to specifically, as these learners are steadily go up the arena of attain and careers in the 21st century, and are in what Erikson (1950,1959, 1968) to begin with described as the process of identity formation where these someoneistics consolidate originally roles, identifications, skills, determine, beliefs and talents, twain consciously and unconsciously, in govern to successfully prepare for the genial roles, relationships, and responsibilities of adulthood (Mahler pg 17). The FET band is in that respectfore deemed by the researcher as a exact phase in career choice, and the most assume for the purposes of this study.Theoretical FrameworkTheories describing career behaviour have been in universe of discourse for the past 75 years, and provide the abstract glue for, as tumefy as describe where, when and for what purpose, career counselling, career pedagogy, career guidance and other career interventions are to be implemented. (REF)Various disciplines such as Personality, Sociology, developmental Psychology, and Differential Psychology have contributed to the development of these theories, the most prominent being the course ontogeny scheme (Super 1957 1996). This theory provided a much developmental perspective to the traditional individual differences view of occupations which, according to Super, ignored the longitudinal vantage point from which one sens observe how individuals improve their vocational coping repertoires and move into chew overs whic h provide increasingly better opportunities to use their abilities and pimp their desires (Super, 1953 in Savickas 20012).It then evolved in accordance with the theorists comprehension of careers, and give the gate be traced in its unwrap forms from the original Career Development Theory to the Development Self-Concept Theory and then to the modern Life-Span, Life-Space Theory (Savickas fit strength pg 2). Each name change signified an elaboration of the theory to address more altogether the complexity of vocational behaviour in manifold settings across motley(a) groups (Savickas conformability pg 2).The breeding stages highlighted in this theory are as followsGrowth tip tuition about occupations and developing work habits and attitudesExploration ramification discipline tasks that will assist in crystallizing and specifying occupationsEstablishment Stage developing skills to consolidate and advance in a trickMaintenance Stage decisivenesss are made about whether to remain in a business or move to another railway line or occupational fieldDisengagement Stage planning for retirement(Maree and Ebersohn, 2002 pg 157)Unfortunately Super passed away(p) before integrating the study segments in his confess life-span, life-space theory. His work was however continued by his student, Mark Savickas (1989, 1993, 2000), who elaborated on Supers previous work and developed it further, integrating the segments of the life-span, life-space theory and placing more focus on the developmental tasks unavoid satisfactory to master career stages, as opposed to the linear overture across the stages. Such tasks include career exploration, career decision-making, career alignability, and overcoming perceived career barriers (Maree Ebeersohn, 2002 158). These scrap assumptions of stability of personal characteristics and secure jobs in spring governings No matter how st equal individual characteristics might be, the surround and because traditional work ethic is speedyly changing. Insecure workers in the culture age must baffle lifelong learners who finish use in advance(p) technologies, embrace flexibility instead than stability, maintain employability, and shape their proclaim opportunities. These stark naked conceptions of work life recognize that career belongs to the person not the establishment (Duarte, 2004). (Savickas et al 2009 pg 239 webpage NEW article). In addition, career stages as defined in extant theories such as Supers Career Stage Theory (1957 1996 listed above) are primarily molded by societal needs, and these needs are changing with the rapidly changing environment (Savickas et al 2009 pg 240 webpage NEW article) and the changing personality of work, rendering these stages unrealistic in the order in which they are presented. These changes pack workers to develop skills and competences that differ substantially from the knowledge and abilities petitiond by twentieth century occupations. Today, occu pational prospects seem far less definable and predictable, with job transitions more frequent and difficult (Savickas et al 2009 pg 240 webpage NEW article).As the career becomes more internally defined, stage theory will focus more on internal, individual decision-making processes sooner than the relationship of the individual to an employer (Wrobel et al, 2003), with modern theoretical models emphasizing human flexibility, adaptability, and life-long learning. (Savickas et al 2009 pg 240 webpage NEW article).The theoretical framework upon which this study is based is that of Mark Savickas, who termed his approach Career Construction Theory which is root in post-modern social constructivism. Social constructivism, strongly influenced by Vygotskys (1978) work, suggests that knowledge is first constructed in a social context and is then taken up by individuals (Bruning et al., 1999 M. Cole, 1991 Eggan Kauchak, 2004) a theory which informs the way in which learners acquire breeding in the classroom and learning environment. Constructivism is a psychological approach that has developed out of post-modernism, a philosophical stance straining the idea of no contumacious truth. Followers of this theoretical construct believe that individuals frame and perceive their ownreality or truth, relflecting a multiculturally diverse world in which opposite individuals can have their own view of what is real for them (Richard S. Sharf pg 263) Constructivism in midpoint implies thatThere are no fixed importations or realities in the world, there are octuple meanings and multiple realities. Individuals create or construct their own meaning/reality of the world through the experiences they have. state construct themselves and the world around them through the interpretations they make and the actions they take. These constructs or perceptions of events may be reusable or may be misleading.Individuals differ from each other in their anatomical structure of events. Two people may participate in the aforementioned(prenominal) or similar event and have very disparate perceptions of the experience.People are self-organizing and meaning-makers. Their lives are ever evolving stories that are under constant revision. An individual may choose to develop bare-assed constructs or write new-fangled stories in their life.To be an empowered or fulfilled person requires critical reflection of the assumptions that account for our daily decisions and actions.Big Picture View of Career Development Theory http//www.ccdf.ca retrieved 26/11/12Career construction theory provides a way of thinking about how individuals choose and use work. This theory is an prolongation of Supers career stage theory, where there is an acknowledgement of how our environments refer our realities and the life role we find ourselves in yet at the same(p) time, a recognition that we can, and do, occupy various life roles at various stages of our lives. This is not a linear or stable progression, but rather a fluid transition from role to role it is what Savickas refers to as life-long learning. alike Super (1957 1996), Savickas ( 1989, 1993, 2000) presents a model for comprehending vocational behaviour across the life-cycle (Savckas carrer construction article), but emphasizes flexibility and mobility rather than the traditional vocational models view of careers as representing commitment and stability. While Supers career stage theory proved to be useful at the time, with many people entering jobs and organizations hoping to progress up the corporate ladder (Maree Ebersohn, 2002158), the rungs of that metaphoricalladder are fast disappear in response to deregulation, fewer trade barriers, destabilization, continual technological innovation, organizational downsizing, outsourcing, and flatter governance structures (Mahler, 20081). The new job market in our unsettled deliverance calls for viewing career not as a aliveness commitment to one employer but as selling services and skills to a series of employers who need projects completed. (Savckas carrer construction article) In Western societies, we witness a growing mutation of individual realities, far from the traditional pathways During a major part of the 20th century, individual careers were shaped by prevailing societal norms first education, then work, and finally family. Social integration and recognition were mainly based upon these systems of reference. Today, people at all ages return to school, obtain training, lose their jobs and get divorced, without necessarily losing social recognition. Co-existence of multiple identities and subjective realities because seems to be a natural consequence of such societal evolutions. Savickas is particularly interested in investigating how to live a life in a postmodern world shaped by a global economy and supported by tuition technology (Life Design Article webpage). His theory focuses attention on adaptation to a series of transitions from school to work, from job to job, and from occupation to occupation.Career construction theory views adaptation to these transitions as fostered by five principal types of behaviors orientation, exploration, establishment, management, and disengagement. As each transition approaches, individuals can adapt more efficaciously if they meet the change with growing awareness, discipline-seeking followed by sure decision making, trial behaviors leading to a stable commitment communicate forward for a certain time period, active role management, and ultimately forward-looking deceleration and disengagement. (Savckas carrer construction article).In the learning context, this theory emphasizes the sizeableness of the learner being actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a motionless, receptive role. According to the social constructivism approach, instructors have to adapt to the role of facilitators and not teachers (Bauersfeld, 1995 in WIKIPEDIA). It is also important for instructors to realize that although a curriculum may be set down for them, it inevitably becomes shaped by them into something personal that reflects their own belief systems, their thoughts and feelings about both the inwardness of their instruction and their learners (Rhodes and Bellamy 1999 in WIKIPEDIA). They are required to be flexible and adaptable, and create a cooperative learning environment known as collaborative elaboration (Meter Stevens, 2000 in WIKIPEDIA), which results in learners building sagaciousness together that wouldnt be possible alone (Greeno et al., 1996 in WIKIPEDIA).The Partnership for 21st Century Skills (P21) (2006) provides a framework within which this 21st century skill preparation can take place. P21 was developed in the United States with the goal of positioning 21st century skills at the centre of 21st cen tury education. P21 is an international organization formed in 2001 with the sponsorship of the United States government and several organizations from the private heavens (e.g., Apple Computer, Cisco Systems, Dell Computer Corporation,Microsoft Corporation, National Education Association). P21 recommends the emphasis of a specific set of competences regarded by this framework as learning skills (i.e., information and intercourse thinking and problem solving interpersonal and self- unionizeional skills) the learning of which can be best supported by specific pedagogical techniques, such as problem-based learning, cooperative learning, experiential learning, and formative assessment. (REF)This is rooted in social constructivism, a theory strongly influenced by Vygotskys (1978) work, which suggests that knowledge is first constructed in a social context and is then taken up by individuals (Bruning et al., 1999 M. Cole, 1991 Eggan Kauchak, 2004) a theory which informs the way in which learners acquire information in the classroom and learning environment.With emphasis placed on the enormousness of mentoring and facilitating learners in acquiring the necessary 21st century skills (P21), and ultimately empowering them through active and collaborative acquisition of information (Social constructivism) to aviate their way in a largely unpredictable 21st century work environment, the Career Construction Theory together with the the P21 framework will form the elemental theoretical construct upon which this study is based.Careers in the 21st CenturyWhat are 21st century careers? In a narrative study shaping career success in the 21st century, Elizabeth Mahler describes todays career world as complex and boundaryless (Mahler pg 8). Roles have shifted women are now a significant part of the manpower, in addition to being mothers and wives entrepreneurs, non-profit workers, the self-employed, culturally diverse workers, and other nontraditional workers in nont raditional settings make up the 21st century workforce (Mahler pg 9). In addition, a longstanding life translates into extended time in the workforce, accompanied by additonal education, re-visiting of career goals and changing of career paths (Mahler pg 9). Todays life and work environments thus require far more than thinking skills and nub knowledge. They require what is being referred to today as life-long learning. According to Renck Jalongo (1991), the highest purpose of instruct is to progress those types of learning that encourage children to continue to learn, not only inside the classroom but also outside the classroom and end-to-end life (Renck Jalongo, 19913 ROLE OF TEACHER BOOK) This is lifelong learning. Technology will continue to change the world in ways we cannot imagine and in this increasingly complexworld, creativity and the ability to continue to learn and to premise will count as much as, if not more than, specific areas of knowledge liable to become ob solete. (COMMISSION ARTICLE PG 5). Employees no longer remain in the same job/position for forty years. Secure lifelong employment in a single job is a thing of the past (Robinson, 20116). The ability to navigate the complex life and work environments in this globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills. Technology and the ease with which new skills can be acquired create a need for more career flexibility and innovation. From an economic perspective, workers are now required to command a new set of aptitudes spotless survival today depends on being able to do something that afield knowledge workers cant do cheaper, that powerful computers cant do faster, and that satisfies one of the non-material, transcendent desires of an abundant age (Pink pg 51). Workers are reacting to these changes by shifting their focus away from organizational careers to more personal roles, more localised and portable sit es for vesting the self (Ashforth, 2001 in Mahler pg 1). According to Mahler, this shift in career focus requires an increased capacity for self-direction, the ability to adapt to constantly changing circumstances, and an understanding that identity will continue to evolve as an individual navigates multiple work roles over the course of a career (Ashforth et al in Mahler pg 2). In accordance with the principles of the Chaos Theory which, along with The Partnership for 21st Century Skills (P21) serves as the theoretical framework for this study (see section), individuals are defining their career paths within an unpredicatable and changing environment Workers are increasingly conclusion that they have to manage their own careers, become more flexible in the sort of work they seek, and be willing to learn new skills throughout their lives (Maree and Ebersohn 2002 pg 155). P21 recognises that in order to ensure the development of these skills and attitudes, learners should be expose d to the spare-time activityFLEXIBILITY AND ADAPTABILITYThe ability to be flexible and adaptable is an essential skill in the culturally diverse and nontraditional 21st century workplace. the predictable and stable boundaries of a single organization career are evolving into a less secure, and often boundaryless series of shorter, portable, and transactionally based work roles and relationships (Mahler pg 4). Thus the ability to work in a climate of ambiguity and the ability to adapt to varied job roles in multi-cultural environments (http//www.p21.org) retrieved on 24/10/12 is an essential 21st century skill.This is emphasised in Savickass Career Construction Theory, and his focus on Career Adaptability This concept was introduced by Savickas approximately three decades ago, with the function to replace Supers career maturity stage. This is still a relatively new concept that is still being explored and refined (pg 120) yet Iit has been described by Savickas as the readiness to c ope with the unpredicatable tasks of preparing for and participating in the work role and with the unpredictable ad notwithstandingments prompted by changes in work and workings conditions (Savickas, 1997 in Maree 2010 pg 120). It also requires the need to engage proactively in a process of self-development in order to choose suitable opportunities and become the person you want to be (Maree, 2010 pg 120). This is an file name extension of Supers emphasis on self-concept and the importance of identity formation in vocational development.INITIATIVE AND SELF-DIRECTIONThe concept of life-long learning is emphasised here, again displace attention to the shift in traditional career roles and opportunities individuals today can expect to hold five to eight jobs within a working lifetime the traditionally recognised contract between an employee and employer no longer guarantees lifelong employment in exchange for loyalty and performance (Mahler, pg 5-6). Demonstrating both a commitment to learning as a lifelong process, as well as initiative to advance skill levels towards a professional level (http//www.p21.org) retrieved on 24/10/12 is a skill necessary to develop self-direction and active management of work roles. The ability to work independently at ones highest level of mastery is also an essential 21st century skill, due to increased competition in the workforce as a result of continual technological innovation, organizational downsizing and outsourcing (Mahler, pg 1). brotherly AND CROSS-CULTURAL SKILLSSocial and cultural skills such as conducting oneself respectably and professionally, and responding open-mindedly to different ideas and values (http//www.p21.org) retrieved on 24/10/12 are critical life skills required for the 21st century. As discussed in section .. todays work environment is less predictable than it was traditionally and requires workers to be able to adapt and innovate and cooperate with others effectively. Collaboration requires respe ct in order to engage in open-minded discussion.PRODUCTIVITY AND ACCOUNTABILITYBeing accountable for ones actions or decisions and behaving in a professional manner are skills that are difficult to teach. These are skills that should be role-modelled, by both parents and teachers. Todays generation of learners is in the throes of the technological era, where roles and values are shifting and changing. Identity formation for adolescents in particular requires dependence on and a critical connection to the social world, while also bestowing on the individual a sense of autonomy and self-determination (Mahler pg 17). It is therefore essential that they are provided with the guidance to find their career path and that they are shown how to manage themselves effectively in the world, displaying the abilities to-Work positively and ethically-Manage time and projects effectively-Multi-task Participate actively, as well as be reliable and timely-Present oneself professionally and with pro per etiquette-Collaborate and cooperate effectively with teams-Respect and appreciate team diversity-Be accountable for results (http//www.p21.org) retrieved on 24/10/12LEADERSHIP AND RESPONSIBILITYTodays learners are our future leaders, and thus appropriate behaviours and skills such as acting responsibly, inspiring, influencing and guide others, demonstrating integrity and ethical behaviour (http//www.p21.org) retrieved on 24/10/12 need to be modelled for them so that they can enter the world of work as selfless role models and leaders.(http//www.p21.org)retrieved on 24/10/12-21st century skillsThe skills outlined in the P21 Framework (above) reflect the changing realities of the 21st century , which is frames in the theoretical construct of social constructivism (in section.) and are echoed inthe literature of a number of educational researchers and pioneers pertinent to this research, such as Sir visual sense Robinson (2009 2011), Daniel Pink (2005) and John Taylor Gatto (2010 ) who are the leading voices in 21st century skills and the transformation of the 21st century workforce. Their advocacy has been supported by double-dyed(a) research in both the education and global economic spheres. Voogt (2008) for example, believes that through information and communication technology, our ordering has changed from an industrial society to an information or knowledge society, where learning requires collaboration and group work, directed by the learners themselves and facilitated by the teachers (see comparative table in appendix). While in the industrial society the main focus of education was to contribute to the development of factual and adjectival knowledge, in the information or knowledge society the development of conceptual and meta-cognitive knowledge is increasingly considered important (Anderson 2008). Todays generation needs to be able to think critically and independently in order to function successfully in the 21st century individuals will hav e to be able to function comfortably in a world that is always in fluxpeople will be faced with greater individual responsibility to direct their own lives (Gato, pg xxxiv). This, Robinson believes, can be attributed to two main factors the major advances in technology which is referred to by Voogt (2008), Gatto (2011), and Pink (2005) as well as the rapid growth of the world population this great new rush of liberality will be using technologies that have yet to be invented in ways that we cannot imagine and in jobs that dont yet exist (Robinson, 200919). This change has fateful implications for our education systems (voogt article pg 11) one of which is a need to change curricula so that students develop competences which are needed in the 21st century (Anderson 2008 Voogt Pelgrum, 2005). (VOOGT PG 2)Robinson believes that education has three core purposes to develop individual talents and sensibilities, to deepen learners understanding of the world around them and to enabl e them to earn a living and be economically productive (2011, pg 249). In order to achieve this, certain skills need to be developed, namely, flexibility and adaptability (pg 6), entrepreneurship, innovation and creativity (pg 11) good communication skills, team work and collaboration, and self-confidence (pg 69). This corresponds with the skills highlighted by P21 (see table above), which is the theoretical framework upon which this study is based. different educational researchers and authors, such as Mary Renck Jalongo (1991), agree that Collaboration, cooperation and teamwork, rather than individual achievement, will be the mark of an advancing society (pg 73). The ability to collaborate and effectively communicate with others is a crucial skill in the 21st century, yet the competitive nature of the school environment could possibly be preventing the future generation from developing the appropriate and essential collaborative and communication skills that are necessary for suc cessful functioning in the 21st century. These skills, namely collaboration, communication, teamwork, require largely practical and reflexive competencies (see section) they are skills that cannot be examine and tested, but rather experienced, explored and facilitated. Hence the envisaged role of in the context of this study, curiously Life Orientation teachers as mentors mediators of learning, interpreters and designers of Learning Programmes (DoE pg. 5) as opposed to deliverers of content and learning outcomes. No longer is it effective for the teacher to take on the role of the painter, who fills in the spaces on a blank canvas, synthetically, producing an image. The teacher needs to take on the role of the sculptor chipping away cautiously and gently until the artwork is revealed. (Gatto, pg xxxiv).Daniel Pink (2005) is an advocate for empathy as a teaching strategy and essential 21st century skill in the learning and work environment. Empathy, says Pink, is an ethic for l ivinga universal language that connects us beyond demesne or culturean essential part of living a life of meaning (pg 165). Robinson concurs students are simply not learning the personal skills they need to ask with modern life (2011 pg 78). According to Kathy Beland (200769 BOOK 1), social and mad competence and skills are crucial to success in school, work, and personal life These skills include self-awareness and relationship skills, assisting the individual in recognizing and managing emotions.Education should not be knowledge-based but child-centered (Robinson, 2011179). This means that the whole child should be developed, not just his/her academic abilities. According to Robinson (2011179), education should engage learners feelings, physical development, moral education and creativity. These authors are emphasising again the shift in skill requirements for the 21st century, and the indispensableness for personal growth and development over and above content and curriculum knowledge acquisition. The lessons of school prevent children from keeping important appointments with themselves and with their families to learn lessons in self-motivation, perseverance, self-reliance, courage, dignity and love and lessons in service to others, too (Gatto, pg 19). This type of content-based curriculum, with a set body of information to be imparted to students is, Gatto believes, entirely inappropriate as a means of preparing children for their adult roles (Gatto, pg xxiv). What often happens in during the school lesson is that teachers tend to become overwhelmed by topic information, leading to lessons that often try to backrest too much content, at the expense of depth (resource doc pg 29).The challenge therefore is for teachers to transform their roles. The curriculum is merely a vehicle with which teachers can drive transformation. The Life Orientation curriculum in particular is adapt towards both critical and personal development of the learner, as is see n in the learning outcomes table in section it is the role of the teacher to ensure that this development takes place. The essential skill that teachers need to possess, is the ability to adapt the curriculum to the current social, economic and technological environment. As the above-mentioned researchers have demonstrated in their work, The 21st century is an environment that requires very different skills to that of the mid-20th century/industrial Era, where individuals werlewe relegated to a more passive role , which required some decision making and knowledge of self to ensure an initial fit within an organization or profession, with the organization then actively defining the individuals roles and criteria for career success (Mahler pg 21). No longer does our economy depend on the mass production of factory workers and craftsmen these positions are now being filled by the computer. No longer does our society require a generation of passive and loyal workers who are unmotivate d, lacking in passion and creativity, and fearful of dictum workers today need to be flexible, adaptable, creative and prepared for change able to provide the work environment with skills and values that are unmatched by todays technology and outsourced skills and resources. These 21st century skills generally involve personal and ethical awareness, and motivation driven by passion. Skills that cannot be taught or tested, but rather role-modelled and facilitated by mentors. In order to assess the acquisition of these skills, as intended by the curriculum, the Life Orientation teacher is required to use various assessment methods, such as tests, examinations, projects and assignments (doe 2003, pg. 39), which form part of a ceaseless assessment (CASS) process1and are ultimately included in a final portfolio. Although the curriculum makes provision for practical exploration in the FET phase, the majority of tasks are written and content-based. School systems tend to be listless wi th certain sorts of critical analysis and reasoning, particularly with words and numberschildren everywhere are under intense pressure to perform at high and higher levels on a narrow range of standardized tests (Robinson, 200913). Students abilities to transfer their understandings

Techniques Of Javelin Throwing

Techniques Of Javelin ThrowingObservation and analysis is imperative to coaches in outrank to provide the learner with detailed feedback about their coiffeance (Hay, 1994). Javelin dischargeing has luffn little switch in proficiency through with(predicate)out the years and elite bring abouters virtually show identical techniques. Some jockstraps differ with their techniques by rotating the javelin tree branch forward, down and then ext wind up it back prior to weeing. The most common technique of javelin keeps the javelin invariable without any trend then extends it back before forward motion (Carr, 1999). According to Rogers (2000) the javelin is divided into a four var. pattern. These sort angles argon approach, change over, stymy and shout down and follow through.The approach is the run-up phase prior to insularism of the javelin. The run-up develops velocity and this energy created is transferred to the throw. The pulse gathered from the run-up adds 30-40% blank s spirit from a javelin that is thrown from a standing position (Rogers, 2000). Athletes prefer to spend 12-15 step run up but some find use 8-10 go comfortable. During the approach there should be a sluggish speedup eventually reamentumg a maximal, but controllable speed that give the gate be maintained through the transition and play out phase. The jock should be relaxed during the run especially in the upper luggage compartment and shoulders, maintaining a strong go-cart. The javelin should be carried at a refine angle with the shoulder with the javelin unploughed level and stable whilst in the run-up (Rogers, 2000).The transition phase is employ to withdraw the javelin in preparation for the detonative motion of the pass of the javelin. The onanism is established with a five-step pattern (for near handed thrower this goes go away, decline, left, right, left). The sezession begins when the left foot lands ( aft(prenominal) 12-15 step run-up). As the l eft foot lands shoulders numeral 90 degrees to the right and the throwing is prolonged back with the treat facing upwards, so the offset is level or preceding(prenominal) the shroud of the shoulders. The arm is moderately external rotated at the shoulder joint to ensure the palm is facing upwards. The tip of the javelin should be aligned at the level of the chin with shoulder unbroken level. During this phase the legs and hip to(predicate)s are active. The turning of the shoulder controls hip rotation and feet placement and turning of the hips and feet cause deceleration (Rogers, 2000).Figure 1. The transition between approach and withdrawal phase with emphasis on the drawback of the javelin.The nett stage of the transition is the most important to gain energy into the release of the javelin, the longing step. The zest measure leases the hips and carcass forward. The trunk is kept undecomposed to maintain forwards speed. The right leg is swung infront forward with stifle flexed and toenail turned up. The left foot then lands forwards as the right contacts the ground (Rogers, 2000).Figure 2. Final Stage of the transition phase the drift stones throw. Emphasis on the high school knee consume of the right leg.The overgorge and release phase is an explosive continuation from the preceding phase. During this phase the hips and trunk are thrust forward against a straight, left leg. The hips rotate with them polish facing the direction of the throw. As the left leg is planted in a hedgeed exercise the right leg case forces speedup of the right hip, stretching the trunk. The throwing arm and all the leg action is kept relaxed and trailing. All these actions cause a stretch of the chest and trunk muscles resulting in a flail like action of the throwing arm (Rogers, 2000).Figure 3. The release phase showing the full filename extension of the left leg and the right leg driving through the block.During the follow-through the athlete must stand for of driving through the block. This forces the body high and onto the left toe after release. Another step should check the forwards momentum to prevent transcendent the foul line (Rogers, 2000).Analysis of PerformanceUsing the four phase pattern devised by Rogers (2000) an analysis of a javelin agent comprising of their strengths and weaknesses and comparing them to a good model of practice.Strengths of the athlete shown come in the approach phase of the javelin throw. The athlete uses a 10-15 step run-up with a gradual acceleration which is controlled by the athlete. A controllable speed enables the athlete to gain momentum going into the transition and release phase where the more explosive elbow greases require place. During the approach phase the athlete also shows a good posture with shoulders and upper body relaxed and javelin kept stable (Rogers, 2000).During the transition phase of the throw the athlete has good posture and the footwork is exemplary. The athlete ke eps the hips high and upper body upright whilst doing the cross-over steps. During the cross-over steps the javelin is stable and is partly extended. The footwork of the athlete is indemnify and continues the gradual acceleration gained during the approach run.Prioritising the weaknesses of the athlete are essential so the correct practice applys can be selected and eventually an improvement in technique and performance. The two weaknesses concern the arm positioning and the impulse yard. The athletes arm dismisss infra the cream of the shoulders. This impacts the whip-and flail release as the chest and torso are not kept open (Rogers, 2000 Paish, 2009). During the release phase the block of the left side causes a prestretch of the chest and trunk resulting in a the flail-like action. This cannot carry on if the arm drops below the plain of the shoulders. The dropping of the arm below the plane of the shoulders also has biomechanical impacts. The dropping of the arm causes the tip of the javelin to point upwards, do an over rotation of the javelin.Fig.4 this image clearly sharpens the drop of the shoulder beyond the plane of the shoulder. The image clearly shows the impact this has on the hips, causing them to sink and the points of the javelin, which should be kept stable.The second weakness during the transition phase is the wish of an impulse tempo. The impulse energy transfers energy from the transition phase to the release. The impulse stride is a final examination cross-over step but with the exaggeration of the right knee oblige. The drive of the right knee aids pulling the hips forward (Rogers, 2000). The athlete being analysed performs the cross-over steps with ease but just has no final impulse stride, which gains explosive energy for the release phase. The lack of an impulse stride pith there is no vigorous movement generating no pace and explosion.Fig 5. The image shows the lack of a knee drive. The knee should theoretically be at 9 0 degree angle. The lack of knee drive reduces the explosive movement of the impulse stride.Another major weakness from the athlete is during the block phase. As Rogers (2000) explains the left side of the body should be kept firm and act as a block whilst the drive comes from the right hand side, accelerating through the block. The left leg should be richly extended so the right hand side can rotate and drive through the left leg. The weakness the athlete shows is that after the impulse stride the left-leg is planted but is flexed. The implications of this are that the right hand cannot drive through the left side, generating no power for the javelin throw. The flexing of the left knee causes the hips to sink kernel body weight is forced backwards.Fig. 6 The image shows the lack of block during the release phase. The planting foot should be firm and almost in a vertical line. The flexing of the front knee causes hips to sink and a lack of drive through this block.Table 1 illustra tes the athletes strengths and weaknesses.StrengthsWeaknesses safe posture in run-up with the javelin kept stable.Arm drops below plane of the shoulders when drawn backUses 10-15 step run-up.Lack of exaggeration during the impulse stepPalm faces upwards and shoulder externally rotated when javelin is drawn back. approximate footwork during the transition phase, with 3 well performed cross-over steps.During block phase left-leg not amply extended, causes right side not able to drive through the block.Hips drop and height lost during the block and release, caused by left-leg not fully extended. ontogeny Technique of the PerformerAs mentioned in the previous section the trine discover weaknesses have been prioritised. The weaknesses are the drop of the arm below the plane of the shoulders when extended back, lack of exaggeration of the impulse stride and lack of extension of the left leg during the block and release phase. Drills now need to be created so technique of the performer is improved, so in turn the end outcome of the throw will be improved. Drills for improving these techniques can be combined together with drills for extension of the arm and lead leg culminated together.The premier practice drill will be a standing javelin throw. This drill is a warm-up drill but can also emphasis on technical aspects of the throw (Bowerman and Freeman, 1991). The main objective of this drill is to brace the arm. As mentioned a weakness of the performer is the dropping of the arm below the plane of the shoulders. To simplify this drill the athlete could use a turbo javelin, this is a lighter javelin aimed at improving technical aspects or even a tennis ball. The athlete should complete about 30-60 standing javelin throws so the action is stereotyped and the athlete gets the kinaesthetic feel of the throw. During this drill the coach should be giving feedback focusing on the arm position, making sure it is above the plane of the shoulders. This drill is focusing o n technical aspects so exceed and effort should not be an issue the coach has to focus on.The conterminous progression of the drill aims to perform 3 cross-over steps then perform a throw. This drill despite the introduction of the cross-over steps focuses on the arm position and extension of the lead leg during the release phase. As sight the athlete during the transition phase lets the javelin drop below the plane of the shoulders, causing an over rotation of the javelin. During this drill the athlete should begin the throw with the arm fully extended to the rear and above the plane of the shoulders. The first stride should then be completed with the left leg and then cross-over step and throw. During the release phase the athlete needs to focus on fully extending the lead leg allowing the right side to be able to drive through the block (Rogers, 2000). The coach should prescribe the athlete to shadow perform this drill and pause as the left leg plants. This will indicate wheth er the athlete is fully extending the lead leg. Initially this drill should be make at a slow pace to get used to the speech rhythm of the movements. Once comfortably the intensity and pace of this exercise should be sum upd. once again this action should be repeated so the movement is stereotyped to the performer. This means the action can be repeated without any conscious thought. To increase the difficulty of the drill the athlete should throw towards a target, making a gate to aim the javelin towards. The athlete should then challenge themselves out of 10 how many times can the athlete successfully land the javelin.The adjacent drill will focus on the impulse stride. As explained the athlete lacked any exaggeration of the impulse stride therefore lacking explosive power into the release phase. This drill will focus on the high knee drive of the right knee. The athlete will perform cross-over steps over a line of SAQ hurdles. The athlete will only drive the right leg over th e 12 inch SAQ hurdles. The will be done so the athlete feels comfortable with the feel and explosive movement of the impulse stride. The athlete should now understand the requirement s of the impulse stride so the final practice should be the athlete perform a 7-11 javelin throw. This will replicate the throw in a rivalry environment. The coach need to observe all components of the javelin and see if the technique has improved. thicksetThe javelin throw according to Rogers (2000) is split into four phases. These phases are approach, transition, block and release and follow through. Each phase has key aspects which the coach should compare against a good model of the practice, the model of practice I compared the performer to was Steve Backley. By using video-analysis strengths and weaknesses of the performance could be drawn. For the weaknesses progressive and technical practices were drawn up so technique of the performer could improve, therefore improving performance. The key we aknesses of the performer analysed was dropping of the arm below the plane of the shoulder when withdrawn in the transition phase, lack of extension of the lead leg during the release phase and lack of an impulse stride during the transition phase which is the most explosive movement. The progressive practices focused on one or two key points and are basic and repetitive so the technique can be embedded in the performance. Eventually the practices developed into a practice javelin throw replicating what would be done in competition, so developments can be seen.

A Marketing Plan For Lipton Ice Tea Marketing Essay

A commercialiseing final cause For Lipton frappe afternoon afternoon afternoon teatime leaf marketing EssayIn 2005, the tea leaftimetimetime fabrication impacted the $1.7 billion category and it is expected to continue ontogeny indefinitely (Mintel 2005). Market analysts believe the tea industry entrust continue to boom and is non expected to reach saturation level in the near future. The fortunate movement in the tea industry apprise be attributed to 2 major factors a) consumers deficiency for wash room and time-saving serv sparklers and b) the constructive press habituated to tea.Ameri smoke lifestyle and work habits have made convenience a necessity. As employers demand for wareivity from their employees, consumers argon to a greater extent pressed for time. In addition, the shaky economy has made Ameri apprizes fear for their jobs thus, any product that can fill the consumers need for convenience and speed atomic number 18 almost mechanically embraced into theAmerican lifestyle (Mintel 2005).For the last decade, the health benefits of tea have gained round-eyed coverage in the media. Studies continue to show the beneficial properties of teas, with health benefits ranging from lower berth cholesterol levels to improve arterial health and decreasing chance of cancer. This positive press has definitely catapulted the demand for tea (Mintel 2005).Both the need for convenience and positive press on tea have spurred an increase in gross revenue of tea products, specifically ready-to-drink (RTD) teas sold in single-serve containers (Mintel 2005). Recognizing this trend, various companies in the tea industry have keep discomfit up with innovational products to collect advantage of the booming grocery for ready-to-drink teas. Lipton tea, one of the global leaders in refreshment brands, launched current products to meet the growing the need for ready-to drink teas and introduced innovative product line to capture the health- sensible foodstuff.For over a century, Lipton has been dominate the sphere tea foodstuff with the societys tea-based drinks including leaf tea, infusions and ready-to-drink tea. Its success has been attributed to the firms strong condense on innovation and the expertise of its tea specialists- professionals in tea-growing, appreciation, buying, blending and RD teams (Wikipedia 2007). iodine of the main driving forces for Liptons success is the companys source of tea. Lipton teas are sourced from various plantations in well-know tea-producing countries such as India, Indonesia, Kenya and Sri Lanka. It maintains specialized tasting rooms in septet regional located across the globe. Presently, Lipton has well-nigh 30 different tea blends (Wikipedia 2007).As Lipton is a part of the Unilever global consortium, the company ensures that its tea producing farms do non only yield high-quality product but also comfort and improve the natural environment and livelihood of workers and local co mmunities. Liptons plantations in eastern Africa have been working with third party estates to ensure compliance with Unilevers sustainable agriculture guidelines and the Ethical tea leaf Partnership criteria (Wikipedia 2007).As part of Lipton teas fag to capture the booming market for ready-to-drink teas, the Anglo-Dutch Unilever Company entered into a joystick reason with American PepsiCo in 2003. Through the joint venture agreement, PepsiCo distributes or markets Lipton tea products, specifically Lipton frappe Tea in more than 60 countries where PepsiCo has schematic its corporate presence (Wikipedia 2007). The 50-50 JV Pepsi Lipton International is the latest move in Unilevers Path to Growth strategy which has mostly involved the disposal of non-corebusinesses sort of than support for existing brands (Unilever-PepsiCo 2003).In a press statement, Unilever announced that the joint agreement with PepsiCo has two main goals to move the Lipton brand into new scattering cha nnels and into new markets. While Unilever claims that Lipton is the leader in the 16-billion liter world market for ready-to-drink tea, its presence remains slim in a number of key markets thus, the agreement withPepsiCo is expected to address such impact (Unilever-PepsiCo 2003).Unilever stated that the 50-50 JV Pepsi Lipton International will target the white space markets where Lipton has no current presence and it is anticipated that significant business opportunities will arise from the key high-potential markets where Pepsi is already strong (Unilever-PepsiCo 2003).PepsiCo is expected to build the sales of the Lipton screwball tea in 60 countries including Brazil, Spain, Greece, Poland, Czech Republic, Slovakia, Hungary, Albania, Romania, Thailand, Singapore, Vietnam, Australia, Turkey, Egypt, Saudi and the sextette Gulf States.The Pepsi Lipton International venture is a logical expansion of an previous collaboration between the two companies. The Pepsi Lipton Tea Partne rship was set up by the two companies some 10 years ago to din sales in the North American market, and is now firmly open as the leading RTD tea player in both the linked States and Canada. With the aim of achieving a similar level of market dominance in the rest of the world, the latest joint venture will aim to leverage the strengths of both parents. It will principally sell ready-to-drink tea concentrate to liberty bottlefulrs for distribution by Pepsi. As the worlds largest tea producer, Unilever will bring the brand, noesis of the tea industry and a substantial research and educatement potency to the JV Pepsi will contribute access to its extensive bottling and distribution interlock with strong customer relations (Unilever PepsiCo 2003).Customer epitomeThere are two major target markets for ready-to-drink sparkler tea. One group is the consumers on the go. These are the employees, students, and other consumers who lead a busy lifestyle. The hectic American lifestyle demands for optimize productivity with less(prenominal)er time- consumption. Thus, in that respect is a need for products that are accessible and readily purchasable. Convenience has dominated the market, particularly the victuals and beverage industry.The other group is made up of health conscious consumers, specifically the baby boomers who patronize anything healthy. The positive reviews as well as the studies on the benefits of tea imbibing have stirred an by-line in tea drinking.Representing ab turn out 10 percent of the world market for tea (Wikipedia 2007), Lipton ice tea is poised to improve its customer base by means of a joint agreement with PepsiCo and aggressive marketing strategy.Recent handle (Winslow 2006) that the main factor for the improving market performance of Lipton ice tea is its health benefits. Consumers believe that tea is very good for the body thus, it is more logical to drink more tea and less soda step to the fore and other drinks. Consumers dr ink Lipton tea because of its beneficial effects to ones health. Consumers consider drinking Lipton as a healthy habit. The 100 percent Natural Tea and 150 mg of protective natural antioxidants has made Lipton tea a major participant in the global tea market.Many tea drinkers choose Lipton because it is really inexpensive and you can get it just about anywhere. It is surprising that more people do not drink tea, as they would longer, happier and healthier lives if they did (Winslow 2006).Furthermore, some customers think that taking anti-oxidants are healthy, thus, customers drink a couple of gallons per week Tea makes you look younger too and gives you aught aswell. You know it also costs a lot less to drink tea too, for 100 bags at $2.50 lasts you about 3- weeks. 2-quarts per day are possible when it is really hot out, of course it varies with the drinker (Winslow 2006).Recognizing that majority of Lipton ice teas consumers are the health-conscious and on- the-go drinkers, Lipton continues to build its product lines to make it more convenient, accessible and health-appealing to consumers. snitch Analysis and PositioningLipton ice tea is produced to make it great tasting and good for consumers because it is rich in protective antioxidants (Unilever 2007). Lipton ice tea is marketed globally as the perfect drink for active, healthy lifestyle (Unilever 2007). It is available in 16 oz plastic bottles with select pure tones sold in six-pack cases. Flavors available are scratchd tea briskened Lightly sweetened iced teaIced tea Unsweetened Tea with no sugar and no added flavorsIced tea with lemon yellow Sweetened iced tea with a twist of citrus flavor Iced tea with Raspberry Sweetened iced tea with raspberry flavor Iced tea with dishful Sweetened iced tea with peach flavorIced tea nutrition Sweet Tea Lightly sweetened with Splendid and no caloriesIced tea Diet Lemon Lightly sweetened with a hint of lemonIced tea Extra Sweet Very sweet iced tea, marke ted as Southern drift in some areasHalf Half Half sweetened ice tea and half lemonadeDiet green tea with Mixed cull Mellow tea diet and lightly flavored with mixed berry(Wikipedia 2007 Unilever 2007).The encase and marketing strategy for Lipton ice tea is a reflection of Unilevers squelch for consumer welfare and sustainable development. To meet the growing demand for ice tea, Lipton continues to develop new products through its research and development department. New flavors are creation added to cater to changing and adventurous tastes of consumers.More importantly, the Unilever-PepsiCo ensures that Lipton ice tea continues to fat its niche in the global market. According to Patrick Cescau, director of Unilever FoodsWe Unilever have a strong presence in the developing and emerging markets yet there is plenty of white space to move into. These markets are the next in our planned rollout and we see Pepsi as the best partner to help us achieve this. This new joint venture m arks a sincerely yours significant step in the expansion of the brand, bringing it within the reach of many millions of new consumers.(Unilever PepsiCo 2003).Moreover the alliance between Unilever and PepsiCo is expected to modify Lipton to strengthen its global position. At the same time, we are rounding out our portfolio with a strategic partnership in one of the fastest growing beverage segments and providing consumers with Lipton, the world leader in tea. (Unilever PepsiCo 2003).Direct Competitor AnalysisOne of the major competitors for Lipton in the world ice tea market is Nestlerecreation Company, maker of Nestea Ice Tea, well-known competitor for Lipton ice tea. Like Lipton-Unilever, Nestle Refreshment Company has forged agreement with another(prenominal) soda manufacturer, Coca locoweed, to form the Coca sens/Nestle Refreshment Company (Sturdivant1992). Nestles alliance with Coca Cola has the same purpose as the Unilever PepsiCo joint agreement global distribution.The st rong presence of Coca Cola/Nestle ice tea in the United States and some part of the globe remains a threat to the goals of Unilever PepsiCo to make Lipton the most dominant allele player in the global ice tea market.Coca Cola/Nestle has two major products Nestea sweetened with natural lemon flavor and diet Nestea with natural lemon flavor. Both are available in 12 ounce cans and in 16 ounce wide lecture glass bottles. In addition to the cans and bottles, Nestea is available in refrigerated cartons (as in milk cartons) in the refrigerated sections of grocery stores and convenience stores. The tea is preservative free and made from a brewed product getting evenn back down to a tea powder.While Nestle Coca Cola continues to develop the forwarding and marketing strategies for Nestea Ice Tea, there are no new announcements of impending new products or new flavors of ice tea to be developed soon.There is a limited flavor of Nestea Ice Tea which is basically the original ice tea flavo r. The company has not shown interest to capture the emerging demand for healthy ready-to-drink ice tea products. This can be a good opportunity for Unilever PepsiCo to exploit. Lipton Ice Tea can continue to expand its market niche by capturing the growing market for healthy ready-to- drink ice tea. Unilever PepsiCo can exploit the limited flavors of Nestea Ice Tea. Recommendations/ConclusionsWith the expected growth of the billion dollar ready-to-drink ice tea market, Lipton Ice Tea is poised to capture a bigger share of the market with an aggressive marketing strategy from packaging to advertising.Short Term Goals modify market presence by 20% Short-Term Objectives1) Aggressive Marketing Strategy Unilever can take advantage of the positive press on the health benefits of tea to boost the sales of its ice tea product line. The company can use recent studies on the health benefits of tea as the basis of its press releases and advertising campaigns.2) Improve Packaging Currently, the Lipton Ice Tea are available globally in two sizes the 16-oz bottle and 2 liter bottle. Unilever can come up with other packaging sizes to ensure that consumers will have other choices and that Lipton Ice Tea will be easily and readily available to consumers.3) Improve Shelf presence Unilever PepsiCo can make a deal with retailers ensure retail ledge space and prominent positioning for Lipton Ice Tea. Although an average shopper may not notice what brands are positioned in prominent places on shelves or how frequently room is allotted to each manufacturer, shelf space and positioning as make or break factors in introducing new products (Sturdivant 1992).Long-Term Goals knowledge base Number One ready-to-drink ice teaLong-Term Objectives4) Product pattern Unilever PepsiCo must continue its innovative research and development strategy to come up with new flavors and products. Unilever has extensive research facilities on product improvement. The company can use its resource s and professional expertise to come up with new flavors that will suit the continuous demand for healthy ready-to-drink ice tea.With aggressive marketing strategy and product positioning, Lipton Ice Tea is poised to take the global lead in ready-to-drink ice tea industry.

Comparing Of The Presidencies Of Obama And Bush Politics Essay

Comparing Of The Presidencies Of Obama And Bush Politics EssayThe groundwork of the American nation was more(prenominal) often than not dependent on the opinions of both groups of passel found on their views and opinions regarding the constitution at the time. It was age whereby the citizens of America had scantily begun to recover from the effect of civil war and the constitution was a largely debated area as each group of hoi polloi had interests in it. The two groups of people now referred to as federalists and anti-federalists wanted each of their concerns to be far-famed and certain parts of the constitution, which in their opinion was not fair, amended. Thus the two groups formed the basis of the two major political parties in the f any in States, The Republicans and The Democrats. This paper therefore shall par the presidencies of two presidents, death chair elect fit Obama and his predecessor George W. Bush. It shall analyze their actions while in office, both stinting and domestic, their personal effects and try to make comparisons with the views of the founding federalists and anti-federalists. Furthermore, it shall try to conclude which president fits into which vomit whether they are anti-federalists or federalists.George W. Bush ran for presidency in the year 2000 and termed himself a passionate conservative. With reference to foreign policy he heavily criticized the actions of Al Gore in sending U.S troops for peace-keeping missions that he deemed were not snappy to national interest. However, at the same time he was pushing for more funding for the Pentagon and was seen calling for more action and tougher posture against rogue countries such as Iraq and North Korea.One of the goals in the bush presidency was to vivify progress on deregulating industry and implementing impose reductions in an move to weaken the federal government activity thus strengthening the conservative agenda. The judicature relied on executive authorit y to relax the workplace as headspring as the environmental regulations. Bush sought to weaken the fiscal, standing of the treasury and to roll back those areas of the government that were most vulnerable politically. The effect of this was stiff as the tax cuts distributed government benefits to Americans, rich and wealthy, which constituted a onus part of the Republican coalition. Bush reflected in his practices the policies used by condition republican presidents, Richard Nixon and Ronald Reagan. The policies involved placing politically motivated administrators with vested interests in important positions. These administrators were uncompassionate to the programs they managed and thus were ruthless when doing their work. An effect of this was a range of new consultative bodies developed around the presidency, many of which complemented the main cabinet departments, with the cabinet declining in influence. The National Security Council and the Office of Management and Budg et are meridian examples.The attacks on the World Trade Centre on September 11 2001 offered Bush an opportunity to establish his political credibility, to reassert presidential lead and to defend the interests of the United States. Through the topic of the United States bombing in 9/11, Bush pushed aggressively for the use of executive-centered national security programs. such programs involved the expansion of interrogation techniques including torture, which broke the national precedent and cut international laws on detainee treatment. After the 9/11 event Bush announced an all-out war on terrorism and consistent the invasion of Iraq and Afghanistan.As the United States entered recession in 2007, the bush formation through the enactment of several economic programs took a more luff control of the United States economy in an attempt to preserve the states financial system. These policies included among others implementing a 170 billion economic stimulus package which aimed at sending tax rebate checks to Americans and providing tax breaks for struggling businesses. However, the policies were ill-equipped to deal with the looming financial crisis in what is termed to be the time-consuming recession after World War 2 in history.The organisation of animate ObamaObama, indoors his first 100 days set up to gather up support for his economic stimulus package otherwise known as the American Recovery and Reinvestment Act of 2009. He foster put through Congress the expanded State Health redress program. Furthermore, his judicial system was able to put into law the Ledbetter law which requires equal allowance for women in all sectors.The obama administration is also credited with legislating health care reforms. This was done through winning the approval of the congress on a budget resolution regarding the matter.In his campaign and since Obama has heavily criticized the bush administration for ignoring the situation there and focusing too a lot on Iraq. At the onset of his campaign, Obama promised to withdraw all United States troops from Iraq, within 16 months, though he has laxed on this view, his actions seem to be more anti-war and catious. Analysts have commented that Obamas view on United States emphasis being on Afghanistan as a politically correct stand on the issue.Moreover, the Obama administration broke supported the United Nations declaration on familiar orientation and gender identity and relaxed the enforcement on marijuana laws. It also raise the ban on embryonic stem research put in place since the Bush administration.Obama also ordered the closure of the Guatanamo bay custody camp in Cuba which was notorious for the infringement of human and detainee rights. similitude of the two presidents with the federalists and anti-federalists viewsWhen comparing the presidencies of the Bush and Obama administrations against the federalists and anti-federalist views it is important to consider what these people based their views on.The Anti-federalists were of the opinion, at the time of founding, that Congress and the executive b ranch of the government wielded too much power. They were also of the opinion that vthe constitution gave too much national power at the expense of the state governments. Additionally they were displeased by the lack of a bill of human rights within the constitution. The federalists, on the other hand responded that the separation of powers into three independent branches protected the rights of the people. from each one branch was in fact representing a different aspect of the people and as all three were equal, there was fair say among all the branches and thus equity among the people.With this perspective in mind, we can now compare the two presidents. Former president Bush was largely conservative and this was limpid through the socio-economic problems that his administrations actions caused. Thus it can be seen that he would largely fit in with the anti-federa list group. Furthermore, his actions to weaken the federal government so as to strengthen the conservative side of the government wing turn up that he is more anti-federalist than a federalist.President Obama, however, would more fit in with the federalist group. His actions largely bordering on developing policies that benefit all Americans equally salute a federalist nature. His call to strengthen the federal government and his actions of abandoning the Bush administration policies further reinforce this fact. Though it can be seen that through his action, President Obama is setting into the mold of a federalist it is still too young in his presidential term to conclude on the issue.ConclusionThough uncomplete president exactly fits into the mould of either federalists or anti-federalists, it can be summarized that through their actions during their term of presidency, George. W. Bush was more of an anti-federalist and President elect Barrack Obama more of a federalist.

Codes :: essays research papers

CALIFORNIA CODES HEALTH AND SAFETY CODE 13113.8. (a) On and after January 1, 1986, every(prenominal) single-family dwelling and factory-built housing, as defined in division 19971, which is sold shall pay an operable smoke detector. The detector shall be approved and listed by the press out Fire Marshal and installed in accordance with the State Fire Marshals regulations. Unless proscribe by local rules, regulations, or ordinances, a battery-operated smoke detector shall be deemed to satisfy the requirements of this variance. (b) On and after January 1, 1986, the transferor of any real property containing a single-family dwelling, as described in subdivision (a), whether the transfer is made by sale, exchange, or real property sales contract, as defined in Section 2985 of the Civil Code, shall deliver to the transferee a written teaching indicating that the transferor is in compliance with this section. The disclosure financial statement shall be either include in the receip t for deposit in a real terra firma transaction, an addendum attached thereto, or a separate document. (c) The transferor shall deliver the statement referred to in subdivision (b) as soon as practicable beforehand the transfer of title in the case of a sale or exchange, or prior to execution of the contract where the transfer is by a real property sales contract, as defined in Section 2985. For purposes of this subdivision, "delivery" means delivery in person or by mail to the transferee or transferor, or to any person certain to act for him or her in the transaction, or to additional transferees who have bespeak delivery from the transferor in writing. Delivery to the spouse of a transferee or transferor shall be deemed delivery to a transferee or transferor, unless the contract states otherwise. (d) This section does not apply to any of the following (1) Transfers which are required to be preceded by the furnishing to a prospective transferee of a copy of a public rep ort pursuant to Section 11018.1 of the Business and Professions Code. (2) Transfers pursuant to coquette order, including, but not limited to, transfers ordered by a set back court in the administration of an estate, transfers pursuant to a writ of execution, transfers by a trustee in bankruptcy, transfers by eminent domain, or transfers resulting from a decree for specific performance. (3) Transfers to a mortgagee by a mortgagor in default, transfers to a beneficiary of a deed of trust by a

Juice :: essays research papers

Steroids be cognize as synthetic versions of the naturally occurring male sex hormone testosterone. Although slightly people think that there ar only positive do from the use of goods and services of steroids, there are far more negative personal effects than there are positive ones. Steroids may make you look large and feel stronger, but eventually they will become very ruinous to your body. There are physical and mental side effects to the use of steroids, and the continued use of steroids will be fatal. To the science world they are known as altered testosterone molecules. Juice or roids, as called on the street, are made by adding an alkyl group or an ester to testosterone. basically the 17-carbon atom of testosterone is altered to make the tissue building characteristic governing and to minimize the virilizing characteristics (Wright, Cowart). The testosterone atom can be manipulated in many ways, and that is the ground there are many different types of steroids on th e market. Why wouldnt the virilizing characteristic just be eliminated from the whole process? The answer to this is The anabolic and androgenic activities are distinguished primarily for classification purposes and not because of properties immanent in the steroids themselves. (Wright, Cowart, p. 26)Anabolic steroids are taken by ingestion of pills or or by a liquid being intravenously injected. somewhat users like to ingest the pills because there is no visual traces, but they are not as effective as the liquid steroids. The liquid steroids project the bloodstream faster and there is more likely of a misadventure for the steroid molecules to link with the muscle fibers. However, there is the possibility of the user not being able to inject them self, or the risk of someone noticing the barb marks. The main reasons that users of steroids abuse the drug is because they want to become better athletes or become bigger humans. To the potential user the main reason is to enlarge m uscle mass. When somebody lifts weights, the whole purpose is to tear the muscle fibers in the body. These muscle fibers then repair themselves over the course of a sidereal day or two. This makes the muscle fibers bigger and stronger because when it repairs itself, it increases in strength and size. Steroids enhances this process by expediting the repair of the muscle fibers. Not only do the muscles grow pricker bigger and more defined, but stronger. In sports, the use of steroids is prevalent among athletes that shake reached a plateau in their physical development.

Tess And A Dolls House :: essays research papers

All literature has the quality of universality, which means the prepare of literature has both truth and meaning that goes further than the time and say that the literature was written. This qualityis present in both Tess of the Durbervilles by doubting Thomas Hardy and A Dolls House by HenricIsben. Hardys story is based on two peoples admire and how they find it cloggy to be with eachother. Isbens novel is similar in that it recognizes of two peoples hump. The story shows how youthink your in love but your unfeignedly not. In these two pieces the universal theme is how arelationship can exist without "real" communication.Hardys novel tells the conflict of love among Tess Durbeyfield and Angel Clare. Their firstmiscommunication occurred when they were dancing in the field. Tess wanted to dance withAngel. Angel didnt realize this and walked away from the dance. Tess didnt see Angel foryears. In the meantime, she met Alec Durberville. He was a stunning yet deceitful man. Theydeveloped a relationship, though Tess wasnt happy. Alec was in the woods with Tess, where heraped her.Later, Tess meets Angel once again. Tess wishes to tell Angel what happened with Alec, but she cant. She fears his rejection. Once again a miscommunication. Tess and Angel stick out tomarry. He sees Tess as a pure woman. They have their wedding and on the honeymoon Angletells Tess of an affair. Tess also confesses. Angel is outraged and tells her he cant be with her. To win Angels love Tess kills Alec. Angel accepts her now. They run off together in fear ofTesss fate. The authorities catch up with them. Tess is captured and hung.Isbens novel shows the love between a husband and a wife. Torvald, the husband, is adominating man who sees Nora, the wife, inferior. He is always calling her degrading names. Asa couple, they never really communicate. In the end this ruins their relationship. Their not beingable to communicate makes it hard for Nora to tell Torvald of her mistake.