Racial Profiling Essay Example for Free

Racial Profiling EssayRacial profiling has been a very heated issue from past few years. take to the woods and location ar the dominant characteristics regimen look at when engaging in this vitrine of profiling. The undeniable pattern of function-based stops by police is a dilemma that millions of Afri female genitalia-American and Latino-American motorists regularly encounter on this countrys highways. This phenomenon has been sardonically dubbed as being pulled all over for DWB (Driving While Black or Brown). This play on words of DWI (Driving While Intoxicated) refers to the commonly employed police practice of using an alleged traffic infringement as a pretext to stop any dense or Hispanic motorist they suspect of being involved in pitiful performance unrelated to driving. These ships officers break no legal cause for carrying out the stop besides enforcing traffic regulations. Being subjected to a DWB stop is, according to House interpreter stern Conyers Jr., a n experience that virtually every African-American male has been subjected to. (American Civil Liberties partnership online).However, when someone says that there is a difference between white and black people, everyone is afraid they may offend someone, or come across as a racist. The basic fact is there are differences between races. Every race is different is some way, not white or black people. This is not to say that one race is cave in or should be treated betterIt is saying there is a difference for example each race has its own cultural background, which can cause language barriers. Also different races have different views on how things should be done and this can cause conflicts locally or nationally. Although some observers claim that racial profiling doesnt exist, there is a set of stories and statistics that document the practice. One case where law enforcement officers were giveicularly bold in their declaration of intent involved U.S. woodwind Service officers i n Californias Mendocino National Forest last year.In an attempt to stop marijuana growing, forest rangers were told to question allHispanics whose cars were stopped, regardless of whether pot was actually found in their vehicles. The practice of racial profiling has been a prominent topic for the past several years. In this February address to Congress, President George W. Bush fielded that he had asked Attorney General John Ashcroft to develop specific recommendations to end racial profiling. Its wrong, and we give end it in America. (The Myth of Racial Profiling online.)Minorities are not only more credibly to be stopped than whites, but they are also often pressured to allow searches of their vehicles, and they are more likely to allow such searches. Once the police officer has legally stopped the vehicle, the harm of being discriminated against unfortunately does not end. Besides being subjected to unwanted delay, the officer now has the opportunity to investigate for evidenc e of criminal activity completely separate and unrelated to the traffic violation. The entire interior of the car is now exposed to the eyes of the officer, allowing him to discover and seize any objects that are potentially incriminating within his knitting view.If a legal arrest of the driver can be made, the arresting officer is justified to conduct a full-fledged body Searchof the motorist and the entire interior of the car. However, in the majority of cases, the police officer is unable to view anything criminal in plain view or able to find a legal justification for arresting the driver based on the traffic violation. But the probing personality of the officers investigation does not end here. The officer does not issue a tag end or warning and allow the driver to go, but he will attempt to obtain consent from the driver to search. Although drivers are under no legal obligation to consent, many still do. Motorists simply arent fully aware that they can refuse. The Constitut ion does not require the police to inform citizens they can freely withhold consent from the officer.However, the use of class probability in police investigations is justly regarded with extreme suspicion, as it violates a basic principle ofjustice The legal system should treat all citizens equally, until there is specific, credible evidence that they have commit a crime. In the case that was discussed, we can say that the odds that any particular young black or Hispanic man will be hassled by the police are much higher than for a white man who, aside from his race, is demographically indistinguishable from him. These minority men, no matter how law-abiding they are, write out that they will be investigated by the police significantly more often than other citizens who are not members of their racial group.It did not take long for those in law enforcement to conclude that their best pull would come from seizing goods from who lack the resources to win them back. In one highly pu blicized case that occurred in 1991,federal authorities at the Nashville airport took more than $9,000 in cash from Willie Jones, a black landscaper who was flying to Houston in order to purchase shrubs. According to the police, that capital could havebeen used to purchase doses. After spending thousands of dollars and two years on the case, the landscaper was able to convince the courts to return most of the seized cash.(Jhon Cohen, 2000). Sam Thach, a Vietnamese immigrant, found himself in a similar situation last year. He was relieved of $147,000 by the DEA while traveling on Amtrak. Thach was investigated because the details of his ticket purchase, which Amtrak shared with the DEA, fit the profile of a drug courier. He was not charged with any crime and is now fighting to retrieve his money in federal court. (Gene Callahen Online).Some racial profiling defenders agree that the drug war bears a large part of the blame for racial profiling. Many of the stop-and-search cases that brought this matter into the headlines were part of the so-called war on drugs, (Gene Callahan Online). He contends that even off if drugs were legalized tomorrow, the practice would continue.If we really wish to end the scourge of racial profiling, we must address its roots drug laws that encourage police to consider members of broad groups as probable criminals. We must redirect law enforcement toward solving specific, known crimes using the particular evidence purchasable to them about that crime. Whatever ones opinion on drug legalization may be, its easy to agree that the state of seizure law in America is reprehensible, even given last years minor federal reforms. It should be obvious that theres something nutty about a legal system that assumes suspects in murder, robbery, and rape cases are innocent until a trial proves otherwise, but assumes that a landscaper carrying some cash is guilty of drug trafficking.Work CitedArrest the racism. David A Harris. On-Line, Dec4th, 20 01http//www.aclu.org/profiling/report/index.htmlAmerican Renaissance (1999). Nov.25 2001Heather Mac Donald. Myth of racial profiling, On-Line, Dec.4th, 2001http//www.city-journal.org/html/11_2_the_myth.htmlIs Jim Crow alive and well in America today. American Civil Liberties Union/ Freedom Network. On-Line, Dec4th, 2001.http//www.aclu.org/profilingJhon D. Cohen End of Racial Profiling Copyright 1999Recruits Still Low, Randy Diamond, The Bergen Record. On-Line Dec. 4th, 2001.http//www.bergen.com/news/recruitr200008237.htm.Roots of Racial PROFILING, Gene Callahan and William Anderson.http//reason.com/0108/fe.gc.the.shtmlSupt. Williams Sues NJ for Race Bias, Wendy Ruderman, New JerseyOn-Line Dec.4th, 2001.http//www.nj.com/news/times/stories/10-ukbbfqsb.html Fired State Police

Concert Orchestra experience Essay Example for Free

Concert Orchestra experience EssayI went to the UNT Concert Orchestra on Wednesday, October 3rd, 2012. It was held in Winspear H solely at the Murchison Performing Arts Center at 800 pm. The Concert was led by Conductor Clay Couturiaux and featured soloist Christopher Deane, who compete the Marimba. The first ingredient was Variations on a Theme of Tchaikovsky, Op. 35a (1894) by Anton Arensky (1861-1906). The piece was written in 1894, in tribute to Pyotr Ilyich Tchaikovsky (1840-1893). It was based on the free radical from the poem Legend, written by Richard Henry Stoddard (1825-1903). This poem portrays the crucifixion of Christ. Arensky admired Tchaikovsky so much that he white plagued the theme of Legend for a set of variations in the second movement of his Second String Quartet. This pieces style is a themes and variations. Its orchestration includes Cello solo, 2 Flutes, 2 Oboes, 2 Clarinets (A), 2 Bassoons + 2 Horns (F) + Violins I, Violins II, Violas, Cellos, and Dou ble Basses. The second piece was Concerto for Marimba and Orchestra, Op. 34 (1957) by Robert Kurka (1921-1957).This piece introduced the xylophone, which proved to the musical world that it could contend with instruments that had been used in orchestras and also provide a unique sound to the traditional orchestras played in regular concerts. This pieces style is solo concerto. Its instrumentation includes the marimba and the orchestra. The third piece was Pictures at an Exhibition (1874) by Modest Mussorgsky (1839-1881). This piece was inspired by the paintings of the artist Viktor Hartmann (1834-1873). This pieces style is an orchestral suite.Its instrumentation includes 3 Flutes (2nd and 3rd doubling Piccolos), 3 Oboes (3rd doubling Cor Anglais), 2 Clarinets in A and Bb, Bass Clarinet in A and Bb, Alto Saxophone, 2 Bassoons, Double Bassoon, 4 Horns in F, 3 Trumpet in C, 3 Trombones, Tuba, Timpani, Percussion (xylophone, triangle, rattle, whip, side drum, bass drum, cymbals, suspen ded cymbal), 2 Harps, Celesta, and Strings. I picked the pieces was Variations on a Theme of Tchaikovsky, Op. 35a (1894) by Anton Arensky and Concerto for Marimba and Orchestra, Op. 34 (1957) by Robert Kurka. Both of these pieces were distinctly different than one another.The piece by Arensky depicts a sense of complex sadness and despair as a whole. It starts out containing elements of intimacy and moves towards a slow moving harmony. The structure of the music matched the structure of the original poem. The variations of sounds expressed many shifting moods such as a dialogue between instruments. Mood changed quickly throughout the piece and showed different parts of the melody, from increments of joy, to sadness, to a deep sorrow. The calendar method of birth control seamlessly continued throughout the piece acting towards each of the different themes described in its construction.The piece by Kurka produced a new and different type of classical music that is unique to the orch estra. The use of the marimba stood out from the traditional orchestral instruments. The first movement begins with an alternation between the marimba and the orchestra. Its upbeat sound resonates in a catchy chiming sound whose rhythm is clear yet unexpected. It provides a playful side to a usually stern and focused orchestra. As the second movement begins, it as if the marimba is communication to the orchestra itself.As if it is trying to fit in with these classic types of instruments through its unique dynamics and resounding tone. It seems to clash with its orchestral counterparts. By the third movement, it seems as if all the instruments reach an agreement on the legitimacy of the marimba through its colorful and exciting solo. Although both pieces are completely different than one another, they both face emotion. Arensky exhibits cruel sounding music that discusses the importance of religion and a series of events that affects a wide variety of people. It evokes a sense of d espair that expresses a deep sounding melody.Kurka exhibits a different type of music that discusses the marimbas rise to becoming a part of classical orchestra. Its colorful timbre expresses a joyful and unique melody that pleases the human ear. Anton Arensky (12 July 1861 -25 February 1906), was a Russian composer of Romantic classical music, a pianist and a professor of music. Pyotr Tchaikovsky was the greatest influence on Arenskys musical compositions. Indeed, Rimsky-Korsakov said, In his youth Arensky did not escape some influence from me later the influence came from Tchaikovsky.He will quickly be forgotten. The perception that he lacked a distinctive personal style contributed to long-term neglect of his music, though in recent years a large number of his compositions have been recorded. Therefore, his determine are seemingly non-existent because of the major influence of Tchaikovsky and absence of his own personal mesh. Throughout the performance I did perceive a strong sense of historic value and defines not who Arensky was, but his role model Tchaikovsky and how his music conveyed a strong sense of religious value.Kurkas Concerto for Marimba and Orchestra was the first marimba work to enjoy both widespread public appeal and widespread recognition of having a high level of musical sophistication fit for the concert hall. It debuted during the innovational style period. It provided important historical value by Kurka finally representing everything that early marimba composers set out to do in one piece spend a penny a sophisticated and serious musical work that is both challenging to the performer and which has widespread public appeal.I perceived an ongoing struggle throughout the piece, but as the performance continued it conveyed the struggle the instrument had to do in order to become a prominent part of the classical orchestra. Citatation Keunning, G. (1999). symphony of the canyons. Retrieved from http//lasr. cs. ucla. edu/geoff/prognotes /mussorgsky/pictures. html Strain, James. Vida Chenoweth. Percussive Notes 32. 6 (1994) 8-9. Print. Stevens, Leigh Howard. An Interview with Vida Chenoweth. Percussive Notes 15. 3 (2002) 22-25. PAS Online Archive . Weir, Martin. Catching up with Vida Chenoweth. Percussive Notes 32. 3 (1994) 53-55. Print.

The Sustainability of Professionalism in Print Journalism in the 21st Century Essay Example for Free

The Sustainability of professed(prenominal)ism in Print Journalism in the 21st carbon EssayIntroductionProfessionalism in mark journalism is being redefined by the tremendous connectivity and widespread use of the Internet in the 21st coulomb. This state of being is unique to the journalism manufacture in that is considered to be recidivism from the occupational to the amateur. The show window of UK print journalism is considered to describe how this has come to be.Professionalism in widely distributed is defined as the organization of an industry or profession into a cohesive group with established standards of practice, a code of conduct or ethics and a well-defined structure recognized by the general population and regulated by the government in which members practice. Professional journalists in particular are required to be in possession of qualified from a recognized excogitation for journalists, licensed by the headmaster statute commission and accredited by a recognized affiliation of journalists.Howalways, superiorism in journalism as defined in sociological debate fails to take into reputation the history that led to the development of the professions. Professions in the UK have developed in an upward fashion, a series of executions that authorize with erupt pre-emption and securing passe-partout status as a result. The organization and administration of UK professional services is peculiar to that country, in contrast with the downward orientation of the German professions. (Neal and Morgan, 2000)In this essay, a brief history of British print journalism leave alone be described and recent developments will be taken into account to illustrate how technological innovations have affected journalism and the concept of professionalism. For the purpose of this paper, the term journalism observes specifically to print journalism and journalist or journalists refer to person or group of plurality in print journalism.History of Briti sh journalismIn the UK, journalism had developed in an upward orientation. The professional spread of give-and-take was affected by ordinary citizens in the pursuit of their regular occupations, perchance as merchants or sales clerks. Some news make up itself in print in the weekly news books that served as newspapers during this time but circulation was limited. The onset of the industrial revolution in the mid 19th Century resulted in printing and distribution capabilities that make journalism tumid business. The rotary printing press, cheap paper and mass literacy led to the mounting of mass media. (Wallace, 2006) scarce as early as the seventeenth Century, newspapers were already being published in Europe, but the right to print in England was strictly regulated. It took a extraterrestrial from Amsterdam, Joris Veseler to produce the starting English-langu term newspaper in 1620. By 1665, the news book style papers ceased printing with the offspring of the Oxford Gazette as the first functionary journal of record and the Crown newspaper, steadytually renamed the London Gazette. By the time of the abolition of the Star Chamber, printing restrictions were lifted, especially at the approach of the Civil war, when news became a precious commodity.Duties paid for paper products and stamps were progressively reduced from the 1830s which encouraged the mass dissemination of newspapers in the country. There were 52 London newspapers in the first quarter of the 19th century, including the two virtually influential for that period, The Daily University Register, later to become The Times, and The Manchester Guardian, later to be renamed The Guardian. By 1855, newspapers with more mass appeal made its appearance as The Daily Telegraph and Courier, shortening its name to The Daily Telegraph.The first instance of yellow journalism, defined as the sensationalism or tabloidism that proliferated with the rise of partisan newspapers occurred amid 1860 and 1910 , also the period of the rise of socialist and labour newspapers. The term yellow journalism arose from the circulation battle between Joseph Pulitzers The creation and William Randolph Hearsts Journal both in the city of New York. The Daily Herald, the first labour union newspaper, saw the light of day in 1912.The 20th Century and World War I was the scene of the first big newspaper moguls headed by the Harmsworth Brothers and the Berry Brothers and later Max Aitken. The first tabloid newspapers emerged after World War II, dominated in 1963 by Cecil Harmsworth King of the International Publishing House, publishing more than 200 newspapers and magazines, including the record-breaking Daily Mirror.By the 20th century, hap Street had become the centre for the British national press, at one time housing over a dozen major daily newspapers with diverse political stances. These included the liberal The Guardian, conservative The Daily Telegraph and Labour party advocate Daily Mirror. However, in the 1980s, the publications started moving away, the last hold-out being British news office Reuters, who moved out in 2005.Professional journalismAs earlier bear oned, technological innovations enabled the mass production and distribution of news, which became a paying(a) undertaking. This mass circulation gave journalist a wide audience they could influence because most people believe what they read in the papers. At first, the press took on the type as a social conscience, providing the masses with randomness about what the government and big businesses are doing. But as the resistance to press freedom intensified, the journalistic claim that the public has the right to know gave rise to abuse of press freedom by irresponsible journalists, seeking to raise circulation by publishing sensationalist articles.In response, legitimate journalists joined forces to impose rigorous standards for investigation and reporting, developing an ethical framework based on impartial ity, accuracy, transparency and objectivity. (New media journalism how professional reporters are being influenced by the internet, 2006) Some critics of this structure maintain that objectivity in journalism is a paradox.What is reported is based on the subjective cream of the journalist of what is in important information, a take in that whitethorn differ from one journalist to the other. (Media Lens, 2005) However, The National Union of Journalists even claims that recent attempts by the fight back Complaints Commission to improve the Code of Practice for journalism fall short of the ethical standards established by the NUJ and followed by all its members. (NUJ Code of Conduct is motionlessness stricter than PCC guidelines, 2007) The following tables encompass the codes as embodied in the PCC and NUJ.Table I recruit OF PRACTICE (Ratified by the Press Complaints Commission 26th November 1997)Source http//www.uta.fi/ethicnet/uk2.html any(prenominal) members of the press hav e a duty to maintain the highest professional and ethical standards. This code sets the benchmarks for those standards. It both protects the rights of the individual and upholds the publics right to know.The code is the cornerstone of the system of self-regulation to which the industry has made a binding commitment. Editors and publishers moldiness ensure that the code is observed rigorously non alone by their staff but also by anyone who contributes to their publications.It is essential to the workings of an agreed code that it be honoured non only to the letter but in the full spirit. The code should not be taken so narrowly as to compromise its commitment to respect the rights of the individual, nor so broadly that it prevents publication in the public interest.It is the responsibility of editors to co-operate with the PCC as swiftly as possible in the resolution of complaints.Any publication which is criticised by the PCC. under one of the following clauses moldiness print t he adjudication which follows in full and with due gibbousnessThe public interestThere may be exceptions to the clauses marked * where they can be demonstrated to be in the public interest.1. The public interest includesi) espial or exposing crime or a serious misdemeanour.ii) Protecting public health and safety.iii) Preventing the public from being misled by some statement or action of an individual or organisation.2. In any case where the public interest is invoked, the Press Complaints Commission will require a full explanation by the editor demonstrating how the public interest was served.3. In cases involving children, editors mustiness demonstrate an exceptional public interest to over-ride the normally paramount interests of the child.1. Accuracyi) Newspapers and periodicals should take care not to publish inaccurate, misleading or distorted existent including pictures.ii) Whenever it is recognised that a significant inaccuracy, misleading statement or distorted report ha s been published, it should be correct promptly and with due prominence.iii) An apology must be published whenever appropriate.iv) Newspapers, whilst free to be partisan, must distinguish clearly between comment, conjecture and factv) A newspaper or periodical must report dependablely and accurately the outcome of an action for defamation to which it has been a party.2. Opportunity to replyA fair opportunity for reply to inaccuracies must be given to individuals or organisations when reasonably called for.3. Privacy*i) Everyone is entitled to respect for his or her personal and family life, home, health and correspondence. A publication will be expected to justify intrusions into any individuals cliquish life without consentii) The use of long lens photography to take pictures of people in head-to-head places without their consent is unacceptable.Note Private places are public or private property where there is a reasonable expectation of privacy.4. Harassment*i) Journalists an d photographers must n both obtain nor seek to obtain information or pictures through intimidation, harassment or persistent pursuitii) They must not photograph individuals in private places (as defined by the note to clause 3) without their consent must not persist in telephoning, questioning, pursuing or photographing individuals after having been asked to desist must not remain on their property after having been asked to leave and must not follow them.iii) Editors must ensure that those working for them comply with these requirements and must not publish tangible from other sources which does not meet these requirements.5. Intrusion into grief or shockIn cases involving personal grief or shock, enquiries should be carried out and approaches made with sym pathy and discretion. Publication must be handled sensitively at such(prenominal) times but this should not be interpreted as limiting the right to report judicial proceedings.6.Children*i) Young people should be free to comple te their time at school without unnecessary intrusion.ii) Journalists must not discourse or photograph a child under the age of 16 on subjects involving the welfare of the child or any other child in the absence of or without the consent of a parent or other adult who is responsible for the children.iii) Pupils must not be approached or photographed while at school without the permission of the school authorities.iv) There must be no payment to minors for material involving the welfare of children nor payments to parents or guardians for material about their children or wards unless it is demonstrably in the childs interest.v) Where material about the private life of a child is published, there must be justification for publication other than the fame, laurels or position of his or her parents or guardian.7. Children in sex cases1. The press must not, even where the law does not prohibit it, identify children under the age of 16 who are involved in cases concerning sexual offences , whether as victims or as witnesses.2. In any press report of a case involving a sexual offence against a child i) The child must not be identified.ii) The adult may be identified.iii) The word incest must not be used where a child victim might be identified.iv) Care must be taken that nothing in the report implies the relationship between the accused and the child.8. Listening Devices*Journalists must not obtain or publish material obtained by using clandestine listening devices or by intercepting private telephone conversations.9. Hospitals*i) Journalists or photographers making enquiries at hospitals or similar institutions should identify themselves to a responsible executive and obtain permission before entering non-public areas.ii) The restrictions on intruding into privacy are particularly relevant to enquiries about individuals in hospitals or similar institutions.10. Innocent relatives and friends*The press must invalidate identifying relatives or friends of persons convi cted or accused of crime without their consent.11. Misrepresentation*i) Journalists must not generally obtain or seek to obtain information or pictures through misrepresentation or subterfuge.ii) Documents or photographs should be removed only with the consent of the owner.iii) Subterfuge can be justified only in the public interest and only when material cannot be obtained by any other means.12. Victims of sexual assaultThe press must not identify victims of sexual assault or publish material likely to contribute to such identification unless there is adequate justification and, by law, they are free to do so.13. Discriminationi) The press must eliminate prejudicial or pejorative reference to a persons race, colour, religion, sex or sexual orientation or to any physical or mental disease or disability.ii) It must avoid publishing details of a persons race, colour, religion, sexual orientation, physical or mental illness or disability unless these are at a time relevant to the st ory.14. Financial journalismi) Even where the law does not prohibit it, journalists must not use for their own profit financial information they get down in advance of its general publication, nor should they pass such information to others.ii) They must not write about shares or securities in whose performance they know that they or their close families have a significant financial interest without disclosing the interest to the editor or financial editor.iii) They must not buy or sell, either directly or through nominees or agents, shares or securities about which they have written recently or about which they intend to write in the underweight future.15. Confidential sourcesJournalists have a moral obligation to protect confidential sources of information.16. Payment for articles*i) Payment or offers of payment for stories or information must not be made directly or through agents to witnesses or potential witnesses in current criminal proceedings except where the material conc erned ought to be published in the public interest and there is an overriding need to make or promise to make a payment for this to be done. Journalists must take every possible step to ensure that no financial dealings have influence on the evidence that those witnesses may give.(An editor authorising such a payment must be prepared to demonstrate that there is a legitimate public interest at stake involving matters that the public has a right to know. The payment or, where accepted, the offer of payment to any witness who is actually cited to give evidence should be disclosed to the prosecution and the defence and the witness should be advised of this). ii) ii) Payment or offers of payment for stories, pictures or information, must not be made directly or through agents to convicted or confessed criminals or to their associates who may include family, friends and colleagues except where the material concerned ought to be published in the public interest and payment is necessary for this to be done.Table II CODE OF CONDUCTAdopted on 29 June 1994 by British National Union of Journalists (NUJ).Source http//www.uta.fi/ethicnet/uk.htmlA journalist has a duty to maintain the highest professional and ethical standards.A journalist shall at all times defend the principle of the freedom of the press and other media in relation to the collection of information and the expression of comment and criticism. He/she shall strive to eliminate distortion, news suppression and censorship.A journalist shall strive to ensure that the information he/ she disseminates is fair and accurate, avoid the expression of comment and conjecture as established fact and falsification by distortion, selection or misrepresentation.A journalist shall rectify promptly any harmful inaccuracies, ensure that correction and apologies receive due prominence and afford the right of reply to persons criticised when the issue is of sufficient importance.A journalist shall obtain information, photogra phs and illustrations only by straight- forward means. The use of other means can be justified only by over-riding considerations of the public interest. The journalist is entitled to exercise a personal conscientious objection to the use of such means.Subject to the justification by over-riding considerations of the public interest, a journalist shall do nothing which entails intrusion into private grief and distress.A journalist shall protect confidential sources of information.A journalist shall not accept bribes nor shall he/ she allow other inducements to influence the performance of his/ her professional duties.A journalist shall not lend himself/ herself to the distortion or suppression of the truth because of advertising or other considerations.A journalist shall only mention a persons age, race, colour, creed, illegitimacy, disability, marital status (or lack of it), gender or sexual orientation if this information is strictly relevant. A journalist shall neither originate nor assist material which encourages discrimination, ridicule, prejudice or hatred on any of the above-mentioned grounds.A journalist shall not take private advantage of information gained in the course of his/ her duties, before the information is public knowledge.A journalist shall not by way of statement, voice or appearance endorse by publicizing any commercial product or service save for the promotion of his/ her own work or of the medium by which he/ she is employed.As the journalistic profession became more organized and membership into accredited bodies became a requirement for credibility, the influential and powerful only needed to convince a few people in key positions to favour only information gathered from legitimate or functionary sources. Mainly this was comprised of information doled out by government officials and influential, private individuals. Officialdom began to set the tone for the professional press, and any disagreement to such an agenda began to be con sidered biased journalism. Statement of opinions was considered unprofessional, unless they happened to concur or reinforce official sources. (Media Lens, 2005)It gradually became necessary to attend journalism school in order to practice as a journalist, another step in the professionalism project. Some dishonor this as an attempt to mould prospective journalists into the prescribed direction of what is considered legitimate reporting. Some claim that the professionalism taught in journalism schools are highly influenced by big corporate publishers, media monopolies, under the guise of objective and balanced reporting. The training involves presumptions of the proper sources for legitimate news, the so-called official sources. These include prominent public and government figures. (Media Lens, 2005)War and peaceCensorship of news is accomplished through a system referred to as the buzz saw. Anyone covering sensitive stories that deal with powerful people may be subject to this, an d usually has an adverse effect on journalistic careers. (Media Lens, 2005) This is especially true when reporting on war. British journalist and war corresponding mused, When you stand at the site of a massacre, two things happen. First, you wonder about the depths of the human spirit. And then you ask yourself how many lies can be told about it.Journalists have accepted that in times of war, the rules of journalism follows certain rules, chief among is to sustain the illusion that government decisions and actions are forever and a day just and right, and that the other side is always doing atrocities and lies. This is a form of patriotism that takes precedence over the clear-headed reporting of facts as they occur. It is the unspoken rule that journalists take sides, and always on the side of the government. This has been the case ever since the first civilian British war correspondent was send to Crimea in 1854.British television and radio announcer John Humphrys stated it in a nutshell, In times of peace it is our job to question politicians vigorously, with the hope that they will answer the questions in the listeners heads. So long as we do not stray into in operation(p) areas and jeopardize our servicemen and servicewomen, I cannot for the life of me see why it should be different in times of war. (Pesic, 1999)Yet, while in peace time patriotism is not an overt requirement, is it not true that journalists still prefer the status quo? That is, sustaining the balance of power by taking a favourable view of the establishment? It is easy, even encouraged, to report on the good things the powerful and influential are doing.There is no fierce scrambling to verify sources once, twice even thrice, as is in the case of any adverse reporting that may be done against the established order. This appears to be an echoing of the we and they perspective. Unfortunately, the we and they in peacetime involve people of one national identity. This is exactly a defensib le position. And this phenomenon is not peculiar to the British press. In fact, it seems to be the rule for legitimate press all over the world.Amateur journalismThe advent of electronic media has challenged this state of journalistic affairs to a significant degree. As a reaction to rising costs associated with printing on paper, the idea to brook online unpublished (because of space constraints) articles on a single webpage occurred to journalist and photographer Patrick Trollope in 1998. Interest in the website swiftly grew, encouraging the eventual establishment of the UKs first online-only regional newspaper Southport Reporter. It is a recognized member of the NUJ and subscribes to the rules and regulations established by the organization.However, it is not the professional websites that has been changing the face of journalism in the world, and perhaps particularly in UK. It is the amateur sites such as web logs, forums, vlogs, even wikis that are defying the control and code s imposed by professionalism advocates.The problem with this amateur journalism, from the point of view of professional journalists, is their blithe unconcern for established order. There are no qualifications to join a forum or to respond to a topic on a weblog. People need not be a journalism graduate to share their knowledge about the best way to get coffee tree stains out of linen, or to discuss the state of cafeteria food at their childrens school.Perhaps if these sites limited themselves to such inocuous topics then professional journalists would not be so down on amateur journalists. eon it is true they are unqualified based on established norms, non-membership in the NUJ or any other association does not prevent a housewife in London to have an opinion, perhaps even knowledge, about the war in Serbia.Professional journalists appear to deflect that the first reporters in the UK had similar characteristics to todays weblogger. They were average citizens with ordinary occupa tions such as postmasters or travelling salesmen with some news to impart, unverifiable for the most part, yet news nonetheless. At that time, print journalism was the new media, often like what online journalism is today.The most fundamental difference between these two stages of the 17th and 21st Century in journalism is that the latter shared news on the weather, trading, political situation in the surrounding counties and perhaps news from the war, much like what legitimate news is today. The former is more opinion driven, personal views of the world around them and the circumstances that conspire to induce discussion. There are no claims to legitimacy or verifiability from official sources. The new media of electronic reporting is the expression the masses in reaction to the official stand of the privileged few. In a way, it is the new socialism of journalism.DiscussionTwentieth century journalist James Cameron, considered by many to be the greatest British journalist of moder n times, refers to journalism as a craft rather than a profession, meaning he considered it an occupation which takes years of apprenticeship to hone to a skill. In history, UK journalism has followed a path to professionalism as an inevitable conclusion to pressures of political influence, market forces and the bottom line.Even yellow journalism has found a place in the ranks, albeit at the pooh-pooh levels of the hierarchy. While it would be irresponsible to categorize this as propaganda, the rigid control and censorship of British journalism that has arisen from the development of the profession has made it less reactive to mass opinion and more inclined to follow the dictates of an official agenda. In the UK, especially, where the passion for following rules of conduct permeates the whole society, professional journalists have had to toe a very fine line indeed.Yet the desire to expose the truth in all its forms has persisted in the manner in which journalists pursue the gathe ring of information, While this may have no forum in legitimate publications, many have found a voice in the new media of electronic publishing. No rigid rules control the expression of opinion, and while some denounce this as unqualified, even unaccountable, this is no detriment to these thousand, even millions of amateurs. Professionalism in journalism is the pursuit of regulation that attempts to establish legitimacy and credibility in their endeavors. Dissenters and critics of officialdom decry to imposition of censorship and control. This is not necessarily an unfortunate state of affairs, because it provides the public with a reason for opinion, debate and discussion and encourages a healthy watchdog system. Professionalism in journalism will evolve eventually to provide for this growing population of mass-driven media and perhaps this will serve to shift the focus in journalism more from agenda to truth.ReferencesDico, J. Elliott, F. (2006) Journalists have no morality, PMs wife tells students. Independent News and Media Limited. Retrieved may 16, 2007 from http//news.independent.co.uk/uk/politics/article2016131.eceDohnanyi, J. Mller, C. (2003) The impact of media concentration on professional journalism. Organization for Security and Co-operation in Europe. Retrieved whitethorn 17, 2007 from http//www.osce.org/publications/rfm/2003/12/12244_102_en.pdfEvetts, J. (2000) Professions in European and UK Markets the European Professional Federations. International Journal of Sociology and Social Policy Vol. 20 No. 11/12History of British newspapers. (2007, whitethorn 10). In Wikipedia, The Free Encyclopedia. Retrieved 1500, May 18, 2007, from http//en.wikipedia.org/w/index.php?title=History_of_British_newspapersoldid=129834454Media Lens (2005) Thought control and professional journalism. Dissident Voice. Retrieved May 17, 2007 from http//www.dissidentvoice.org/Nov05/MediaLens1103.htmNeal, M. Morgan, J. (2000) The Professionalisation of Everyone? A compa rative study of the development of the professions in the join Kingdom and Germany. European Sociological Review Vol. 16 No.1 pp9-26NUJ Code of Conduct is still stricter than PCC guidelines. (2007) National Union of Journalists. Retrieved May 17, 2007 from http//www.nuj.org.uk/Pesic, M. (1999) Patriotism versus professionalism. Media Diversity Institute. Retrieved May 17, 2007 from http//www.media-diversity.org/articles_publications/patriotism%20versus%20professionalism.htmUK ruling seen protecting investigative journalism. (2006) Reuters. Retrieved May 17, 2007 from http//today.reuters.com/news/articlebusiness.aspx?type=telecommstoryid=nL11772231WTmodLoc=BizArt-R3-Insights-1from=businessWallace, M. (2006) New media journalism how professional reporters are being influenced by the internet. Robin Good. Retrieved May 17, 2007 from http//www.masternewmedia.org/news/2006/11/10/new_media_journalism_how_professional.htm

Ecotourism In The Uk Tourism Market Tourism Essay

Ecotourism In The Uk Tourism Market Tourism EssayIntroductionIn the upstart past eco-tourism became more and more attr active agent for tourists worldwide. This paper gives a definition of eco-tourism and is searching to answer the question why it is not promoted as a major tourism sector of the United Kingdom (UK). The position of eco-tourism and its noticeable lack of promotion within the UK are examined, while the role and potential of ecotourism in the UK is discussed. comment of ecotourismBased on Fennell (2008), Ecotourism has various meanings but he suggested that five individual objectives have to be set to create ecotourismMinimal impact management/ subtile scaleNature-based product/low impactContribution to communityEnvironmental educationContribution to conservationMc Laren (2003 91) defined ecotourism as a democratic experience in the inseparable environment. At its best, ecotravel promotes environmental conservation, inter subject understanding and co-operation, po litical and economic empowerment of local populations, and cultural preservation. When ecotravel fulfils its mission, it not only has a minimal impact, but the local environment and community actually benefit from the experience and even own or control it. At its worst, ecotravel is environmentally destructive, economically exploitive, culturally insensitive, greenwashed travel. Due to the discipline of ecotourism, a variety of new destinations have been encountered which have been previously dismissed as isolated and unr each(prenominal)able for tourists. Some examples of this elan could be tropical rainforests, oceans and even desert environments, where the majority are situated in the less-developed areas on the globe. Most of these new destinations are poor and underdeveloped.Timothy and Boyd (2003) exempt that ecotourism and heritage tourism overlap, where ecotourism encompasses the natural and protected types of landscape, which include eco-tourists visiting heritage attrac tions. This could be for instance state houses, castles and national parks .The problem with the term ecotourism is, that both tourist-operator can label and promote its product as ecotourism, because there are disappointingly no restriction that rule the use of it. The term ecotourism may be used inappropriate out of ignorance of the principles and ideals that the term carries, but misuse on purpose as a marketing tool also appears to be really common (Black and Crabtree 2007). Another reference from bookForms of ecotourism in the UKThe UK has four national tourist agencies, the English Tourism Council, the National Ireland Tourist Board, VisitScotland and the Wales Tourism Board. These promote each country to international and domestic tourists. The Green Tourism Business Scheme in the UK accredits varied places for tourists which are trying to trim down their environmental impact. any business is acquiring tested in a 2-year period to ensure they fulfil the criteria (i.e. su pport of public transport, use of local produce,). (Green Tourism 2009).Ecourism is already necessitateting promoted within the UK. An example could be the ECO-Guide 2010 of the Tourist Information which promotes to people who love to walk in nature how they can reduce their environmental impact. It offers different walks such as some in the Lake District and where you can discover the hill carvings in Oxfordshire.Hall et al (2007) describes the beach as vital national addition for the international and domestic tourism in the UK, and a new Marine and Coastal Access Bill from 2009 made by the UK government was created to secure a long-distance route around the coast of England. The aim was to provide public access for coastal walking and other recreational activities, as well as designate marine conservation zones to protect them from damaging activities (direct.gov.uk).. Various different eco-tourism operators promote destinations which are fulfilling -or partially fulfill the co mponents for ecotourism.Patterson (2007) relates that the growth of the ecotourism market has stimulated the development of eco-operators. An example of this is the growth of seal-watching at spots on the UK coastline.The Wales Tourism Board is offering through operators wildlife adventure boat trips to experience the landscape scenery and seem seabirds, seals, whales and dolphins. These are stating on their website that they are acutely aware of their responsibility to the unique eco-system within which they operate and follow the codes of conduct to provide a low impact, educative (visitpembrokeshire.com).The difficulties to generate Ecotourism in UKThe problems ecotourism operators are facing when they are looking for a possible destination is that there are not a lot of natural relatively untouched areas left within the UK. Consequently it cant actually satisfy the criteria of low impact and small scale orthodox tourism. There are approximately 62 million people living in the U K and the population density amounts to 659,6 people per square mile , which is the 51st highest rate in the world. Furthermore, the Office for national Statistics predicts that the UK population will increase by 4,3 million by 2018. If that trend continues, in 2033 there will be 71,6million people living in the UK (statistics.gov.uk).Beeton (1998) set that the main ecotourist group are the 20-40 year old, followed by a second large group, 55 years and older. She indicates that people of this age are seeking for different types of holiday. In addition to that she states that ecotourists tend to be higher educated than other tourists and having a higher incomes, which is generally linked with that. Due to the fact they have a higher income, they have therefore the money to spend it on more expensive and exotic ecotours abroad. In destinations abroad they can full fill their lust to see nature and wildlife which they cant see in the UK.Trends and Potential in the UKResponsible trave l has been receiving quite strong coverage in UK travel media. Ecotourism is move up as a considerable market trend in the UK, as wider consumer market trends towards lifestyle marketing and ethical consumption spread to tourism. and places this in the consideration of campaigns by Voluntary Service Overseas and Tearfund. Between 1999 and 2001 the percentage of UK holidaymakers aspiring to be willing to pay more for an ethical holiday increased by 7 per cent from 45 per cent to 52 per cent (sagepub.com ). There have been many developments in the UK with regard to the adoption of sustainable practices and techniques amongst tourism providers. oddball Study Paradise Wildlife Park, Broxbourne, HertfordshireParadise park is a Zoo located in Broxbourne, Hertfordshire and has a passion for wildlife conservation and is involved in various lift programmes for endangered species. They even managed to rear two White Lion Cubs, of these just a few ones are existing in the world. The Park ha s recently undecided a new Discovery Centre which is committed to educate visitors in their new classrooms. The Park is making constant efforts to become more green and sustainable, it introduced cycle of rubbish throughout the park. Paradise Park became the number one visitor attraction in Hertfordshire if looked at number of visitors, and is providing not just Jobs inside the park, it also contributes to the local community by bringing tourists into the city. (pwpark.com)ConclusionEcotourism has the characteristics of sustainability, conservation and appreciation of the attraction being visited. Due to the named reasons completely orthodox ecotourism in the UK is unlikely, but if the more passive objectives like natural environment were removed, there is a great potential to generate more ecotourism. These may satisfy all the criterias of other active components (i.e. environmental education, contribution to conservation), even it is a more artificial type of ecotourism. There a re many ecotourism activities taking place in the UK but it doesnt get promoted as a major market because not that many ecotourism destinations are existing. The trends reveal that the customer demand is changing to more sustainable types of holiday which offers a great potential to eco-tourist operators to promote and sell more of their tours.

A Two Port Network Biology Essay

A Two Port mesh topology Biology EssayAtwo- porthole neta kind offour-terminal networkor quadripole is anelectrical networkcircuit or device with two pairsof terminals to connect to external circuits. Two terminals embed aportif the currents applied to them satisfy the indispensable requirement known as theport condition theelectric current entering one terminal must equal the current emerging from the other. The ports constitute interfaces where the network connects to other networks, the points where shows atomic number 18 applied or outputs be taken. In a two-port network, often port 1 is considered the stimulus port and port 2 is considered the output port.The two-port network model is used in mathematicalcircuit analysis techniques to isolate portions of larger circuits. A two-port network is regarded as a colour box with its properties specified by a matrixof numbers. This allows the response of the network to signals applied to the ports to be calculated easily, witho ut solving for all the internal electromotive forces and currents in the network. It besides allows similar circuits or devices to be comp bed easily. For example, transistors are often regarded as two-ports, characterized by their h-parameters (see at a lower place) which are listed by the manufacturer. Anylinear circuitwith four terminals cigarette be regarded as a two-port network provided that it does not contain an independent source and satisfies the port conditions.Examples of circuits analysed as two-ports arefilters,matching networks, transmission lines, transformers, andsmall-signal modelsfor transistors (such as thehybrid-pi model). The analysis of inactive two-port networks is an outgrowth ofreciprocity theoremsfirst derived by Lorentz. In two-port mathematical models, the network is described by a 2 by 2 satisfying matrix ofcomplex numbers. The common models that are used are referred to asz-parameters,y-parameters,h-parameters,g-parameters, andABCD-parameters, ea ch described individually below. These are all limited to linear networks since an underlying confidence of their derivation is that any given circuit condition is a linear super role of various wretched-circuit and open circuit conditions. They are usually evince in matrix notation, and they establish relations between the variables (Two-Port Networks. (n.d.). InWikipedia. Retrieved October 25, 20012, from http//en.wikipedia.org/wiki/Two-port_network)The experiment is divided into two parts Part 1 is focused on gear up two-port network parameters (admittance and transmission parameters only). The process of measurement and calculations pass on be briefly illustrated in Theoretical Supplement part. We are aiming to investigate the relationships between the individual parameters and the parameters of two-port networks in cascade and parallel. Part 2 is focused on finding out the transient responses in two-port networks containing capacitive and inductive reactances.Theoretical SupplementsMeasurement of Admittance (Y-) ParametersThe equations to determine the parameters areI1 = y11V1 + y12V2I2 = y21V1 + y22V2i.e. I = Y.VY =y11 y12y21 y22whereare the Y parameters of the two-port network. Experimentally these parameters can be determined by short circuiting the ports, one at a time. Hence these parameters are overly termed as short-circuit admittance parameters.The following diagrams show the method to calculate the parametersWhen output port is shorted (as shown in configuration 2 below)V2 = 0.1Figure 2y11 = I1 / V1y21 = I2 / V1When foreplay port is shorted (as shown in Figure 3 below)V1 = 02Figure3y12 = I1 / V2y22 = I2 / V2Measurement of Transmission ParametersThe equations to determine the parameters areV1 = AV2 BI2I1 = CV2 DI2Or3Where t is the transmission parameters of the two-port network.Experimentally, the t-parameters can be obtained by short circuiting and open circuiting the output one at a time.The following procedure shows how to calculate the parameters siding port is open-circuitedi.e. I2 = 04Figure4A = V1 / V2C = I1 / V2Output port is short-circuitedi.e. V2 = 01Figure5B = V1 / I2D = I1 / I2Cascade Interconnection of two 2-port NetworksConsidering the 2 networks A and B which are connected in cascade, as shown in Figure 6 below. From this the transmission parameters of the combined cascaded network (N) is obtained. The method is demonstrated below.5Figure 6tN = tA.tB7Hence, the following result is obtained.8Parallel Interconnection of two 2-Port NetworksConsidering the two networks A and B which connected in parallel, as shown in Figure 7 below. The overall y-parameters of the combined network N can be obtained as follows6Figure 7I1 = I1A + I1BI2 = I2A + I2BV1 = V1A = V1BV2 = V2A = V2BAndHDropboxCamera Uploads2012-10-25 05.41.34.jpgIt can be seen that the overall Y-parameters can be obtained by summing the similar Y-parameters of individual networks A and B, when the A and B networks are not altered by the parall el connection.Transient Responses of Two-Port NetworksDamping Ratio is defined as the ratio of the existing resistance in damped harmonic motion to that necessary to produce critical damping. It is also known as relative damping ratio. We divide the transient responses into three types on the basis of damping ratio ,Over damped response ( 1),Under damped response ( Critically damped response ( = 1).The various conditions stated supra are described in situation below.Over damped Response In this case the roots of the characteristic equation are real and distinct. The solution to the input signal is a decaying exponential manoeuver with no oscillations and the transient response go forth be over damped. The response to the input signal is slow and has no overshoots or undershoots.Under damped The roots are complex in this case. The transient response will be under damped when Critically damped When = 1, the roots are real and equal, and the transient response to the input signal will be critically damped. There will be no oscillations whatsoever. This case is a desirable outcome in many industries.In this experiment, we are mainly using the second type, which is the under damped response.And the characteristic equation is given byS2 + 2nS + n2wheren = undamped natural oftenness = 1/( LC )n (1 2 ) = damped natural oftennessA484D667-ABED-4193-B38C-40120C378004 = damping ratio =Further critical details have been illustrated in the Appendix B of Laboratory manual of Experiment L212.ObjectivesTo measure the admittance-parameters and transmission parameters of two-port networkTo investigate the relationships between individual network parameters and two-port networks in cascade and parallel connectionsTo study the transient response of a two-port network containing capacitive and inductive reactances.EquipmentDigital Storage OscilloscopeFunction Generator (50)Digital MultimeterInductor with 2 inductance stepsCapacitors 22F, one CFResistors 33, 100 (2 number s), 220, 330, 560, 680, 3.9k, 4.7k (2 numbers), 5.6k, 6.8kBread-boardProcedureMeasurement of Admittance-Parameters and Transmission Parameters and to investigate the relationships between individual network parameters and two port networks in cascade and parallel connectionsSetup A touch the resistive network A as shown in Figure 8 below.With the network connected in the circuit, apply a sinusoidal voltage of 1 kHz, and amplitude 10 volts from jacket to peak atPort 1 with port 2 open-circuitedPort 1 with port 2 short-circuitedPort 2 with port 1 short-circuitedIn each case measure the voltage and current at the input and output terminalsThe input voltage is measured by observing the peak to peak foster on the scope of the oscilloscope while the output voltage is measured with the digital meter.Tabulate the results in turn off 1. (all the values measured should be in rms)Figure 8 The resistive network ADA60CACE-9B44-4522-A111-F57AC9F95897Setup BConnect the resistive network as show n in the Figure 9 below.With the network connected in the circuit, apply an identical sinusoidal voltage as in Setup A atPort 1 with port 2 open-circuitedPort 1 with port 2 short-circuitedPort 2 with port 1 short-circuitedMeasure the identical variant as in Setup A in the kindred way.Tabulate the results in the same shelve 1.0536D217-3D48-4F28-B37B-77F1CB823EEAFigure 9 The Resistive Network BCascaded SetupConnect the networks A and B in cascade as shown in the Figure 10 below.Measure the identical parameters with the identical voltage and applying the voltage at the same positions as was done in the previous two setups A B.Tabulate the readings in tabular array 1 again.32E83E0D-6633-4D97-A59B-4374AF22F541Figure 10 The Cascaded Network of Networks A BParallel SetupReconnect the individual networks A B in parallel as shown in Figure 12 below.Repeat the same procedures above with the same voltage as above to this network.Tabulate the readings in Table 1.591F8FFC-7083-4E49-88AD-9 6E019FAD63CFigure 12 The Parallel Network of Networks A BTable 1 (All values in rms)ResultsI2 = 0V2 = 0V1 = 0I1 (mA)V1 (V)V2 (V)I1 (mA)I2 (mA)V1 (V)I1 (mA)I2 (mA)V2 (V)Network A(measured)2.383.452.525.093.823.454.005.653.46Network B(measured)0.723.493.223.272.823.452.893.183.45Cascaded(measured)2.663.472.073.421.313.44Parallel(measured)13.2811.593.4610.3412.553.46QuestionsThe voltages V1 and V2 should not be connected to shift 1 and 2 of the scope simultaneously. Why?It can be ascertained from the circuit that both the ports V1 and V2 have different grounds. If V1 and V2 are connected simultaneously to send 1 and 2 of oscilloscope respectively, then the ground terminals of V1 and V2 will be short-circuited as they are connected through the oscilloscope. This would change the circuits configuration and would give us the readings for a completely different circuit which would differ a great deal from the accurate values.What should you do to the readings of peak to peak voltage in assure to make them compatible with the currents measured by the digital meter?The relationship between peak to peak values and its respective rms values ispeak to peak voltage = 2 x 2 x rms voltageThe current measured by the digital meter is in root-mean- unbowed value (rms). So it is needed to convert the peak to peak voltages to its rms value in order to be compatible with the currents measured by the digital meter. Hence the peak to peak value is divided by 2 x 2 to so that it is compatible with the currents measured by the digital meter.Compare the suppositional results with the measurement readings recorded in Table 1 for the interconnected two-port networks. Explain any of the diversitys in the two sets of results.Two kinds of parameters values are calculated and shown in Table 2 and Table 3. With this parameter values we can compare the difference in values of the measurement and suppositional readings.The parameter values in Table 2 shown below are defined asWhen the o utput-port is open, I2 = 0ThenA = V1 /V2C = I1/V2When the output port is shorted, V2 = 0HenceB = V1/I2D = I1/I2And Cascade (theoretical) is obtained by tN = tA . tBTransmission parametersABCDNetwork A(measured)1.36677.800.000941.33Network B(measured)1.081223.400.000221.16Cascade(theoretical) (Network A*Network B)1.622450.070.00132.69Cascade(measured)1.682625.950.001292.61 dowery difference between cascade (measured) and (theoretical)3.70%6.69%0.78%3.07%Table 2As it can be seen from the Table 2 above that there are slight differences between the theoretical and observational results of the transmission parameters of the individual network and the interconnected two-port networks. The difference is observed repayable to the experimental human errors, tolerance levels of electric resistances in networks and slight deviation due to the slight inaccuracy of equipment.The parameter values in Table 3 shown below are defined asWhen the output port is shorted, V2 = 0. Theny11 = I1 /V1y21 = I2/V1When the input port is shorted, V1= 0. Theny12 = I1/V2y22 = I2/V2And Parallel (theoretical) is obtained by Network A values + Network B valuesTable 3 Admittance ParametersAdmittance parametersy11y12y21y22Network A(measured)0.001480.001560.001070.00163Network B(measured)0.000950.000840.000820.00092Parallel (theoretical)(Network A+Network B)0.002430.002400.001890.00255Parallel(measured)0.003840.002990.003350.00363Percentage difference between Parallel(measured) and Parallel (theoretical)36.72%19.73%43.58%29.75%From Table 3, it can be observed that the difference between experimental and theoretical admittance parameters are quite large. The large difference is due to the same experimental errors and small tolerance of resistors or the existing voltage drop of the multimeter.Measurement of Transient Response of Two-Port NetworksECB52EDE-2A5E-423C-AE62-ECF870EBA09CFigure 13Connect the circuit as shown in the Figure 13 above with C = 22 FUsing a storage scope and with the inductor setting at position 1, inject 10V peak to peak square wave at V1. Choose frequency f of the input voltage such that the square waves leading edge simulate a step input with the transient response completed before the next voltage change. The frequency f is chosen to be about 4 Hz.Record the output wave shape V2 with the storage oscilloscope. Sketch the wave shapes and when the waveforms have been captured, use the oscilloscope cursor to measure the oscillation period T and the voltages Va and Vb as shown in the Figure 14 below.The waveform is shown in Figure i) below.71B3E9F8-C513-4F5A-9441-0C73C0A0C9B8V1 Input Voltage V2 Output VoltageTin Input signal period T Transient roundVa / Vb Transient Oscillation Voltage Ratio PeriodFigure 14Repeat the above procedure for the inductor setting at position 2. The waveform is shown as in Figure ii) below.Repeat the procedure for the two inductor settings with the capacitor changed to 100F. The waveforms are show as Figure iii) and iv) below respectively.Add a resistor R2 of 33 in series with inductor L as shown in Figure 15 below and select the inductor setting at position 1 with the capacitor = 100 F. The waveform is shown as in Figure v) below.Repeat all the procedures with R2 values of 100 and 220 . The waveform with R2 as 100 is shown in Figure vi) below.All measurements are recorded in Table 4 below.HDropboxCamera Uploads2012-10-25 06.12.32.jpgFigure 15Figure aFigure bFigure cFigure dFigure eFigure fFigure gConditionC=22FL = 1HC=22FL = 200mHC=100FL = 1HC=100FL = 200mHC=100FL = 1H and adjoin R2=33C=100FL = 1H and add R2=100C=100FL = 1H and add R2=220T(ms)48.019.038.594.580.20Period = 253.0t1 =130.0t2 =46.00V2 =2.531Va(v)3.001.460.7911.801.6871.250Vb(v)0.6330.7000.4080.5160.37500.5000Table 4Waveform FiguresLAAADS0001.BMPFigure i)LAAADS0003.BMPFigure ii)LAAADS0006.BMPFigure iii)Figure iv)LAAADS0007.BMPLAAADS0008.BMPFigure v)Figure vi)LAAADS0009.BMPQuestionsWhy are square waves at a higher frequency not use d as input?Square waves at higher frequencies are not used as input because frequency is related to time period by the relationship f = 1/T. So as the frequency is increased, the time period will become shorter and shorter. So it will take shorter time for the output power levels to stabilize after the input circuit stops drawing power. Hence the waveform obtained from the oscilloscope will not be clear enough for proper distinction.What causes the step input voltage to become an hesitate output voltage?The oscillating output voltage is caused due to the presence of the two reactive elements in the circuit, the inductor and the capacitor. The effect of charging and discharging of the capacitor and inductor causes the output to become an oscillating voltage.What are the effects of increasing the values of L and C?The undamped natural frequency n equals to 1/( LC ). If the values of L and C are increased, the undamped natural frequency will reduce simultaneously. Hence the oscillatio ns will become more damped. Thus the number of output oscillations will reduce.Calculate the theoretical frequencies of oscillation and compare with the experimental results.The theoretical frequency is given by the relation ft = 1/ (2 (LC)) Hz and the oscillation frequency is given by the relation f = 1/T. Using this relation we can tabulate the values.Figure aFigure bFigure cFigure dT(ms)48.019.038.594.51/T(Hz)20.8352.6325.9710.58ft (Hz)33.9375.8735.5915.92Percentage difference38.60%30.63%27.03%33.54%The difference in the values is caused by the tolerance levels of the reactive elements used in the circuit i.e. the inductor and the capacitor.Consider the circuit shown in Figure 13. Obtain the expression for the damping ratio of the circuit.A484D667-ABED-4193-B38C-40120C378004Damping Ratio is given by the formula, =The natural undamped frequency is given by the relation n = 1/ (LC). SinceR2 = 0, R1 = 330 and R3 = 100 , filiation the damping ratio of the circuit as shown in Figu re 13, the result is = (L/C)/860.Obtain the condition for the underdamped response in Figure 13.From the derived result obtained above, = (L/C)/860. For an underdamped response, the damping ratio, , should be less than 1, thusly (L/C)/860 What is the effect of adding resistance R2 in the LC circuit?A484D667-ABED-4193-B38C-40120C378004According to the formula of damping ratio =When R2 is added, the total value of increases. Depending on the value of R2, 1, even if the number of undershoots and overshoots is reduced, the response will be slower.ConclusionThe parameters of the two-port network, especially the Y-parameters and Transmission parameters (A, B, C, D) were determined experimentally. They can also be calculated theoretically. This experiment is aimed at comparing the differences between the experimental and theoretical values. The relationship between individual network parameters and two-port networks in cascade and parallel connections were also investigated. The resul ts obtained for these were shown in the calculations in the Questions answered previously. Hence if every individual parameter of the networks can be determined, the parameter of the combined system can be determined.Part 2 was focused on studying the transient responses of the experiment. The responses to the change of values in the RLC circuit in the two-port networks were recorded. By varying the values of the capacitor, resistor and inductor, it was observed that increase in the capacitor and inductor values decrease the oscillating frequency and also reduce the number of undershoots and overshoots in the response signal. By adding a resistor in series with the inductor, it was observed that the resistor increases the damping ratio of the circuit only the effect is still dependent on the final damping ratio of the circuit, .To summarize the conclusion, all the objectives as stated earlier were met in course of the experiment and a lot of important observations came to light in the area of two-port networks.

School Counsellors for Gifted and Talented Students

School Counsellors for Gifted and Talented savantsThis paper critically reviews previous studies that leave explored the role of naturalisehouse managements for expert and keen students. School counsellors in Saudi-Arabian Arabia receive little proper(postnominal) schooling in the get hold of of invest students, and it is very r argon for counsellor training plans to rotter counsellors to take courses on gift students as part of the degree requirements. Therefore, this article considers theories of charge, and the role of school counsellors, and endow student programmes in the the States, the UK and KSA. This review considers the counsellors role in different contexts and discusses it in the Saudi context. In doing so, the psychological, knowledgeal and professional skills of counsellors need to be understand in order to worthy the ineluctably of gifted and gifted students so that they can live up to their ambitions and aspirations.Background of the studyThe ro le of the school counsellor is complicated and one of the most demanding worryers when comp ard with other educational professions. It involves interaction with students from different cultural, economic and companionable pratgrounds.The primary responsibility of the school counsellor is to develop the skills that will enable them to meet the challenges of this technological era. In the era of globalization, this quarry is more important than ever, where we hand to search for and develop the skills of sharp students. In 1981, the Ministry of Education in Saudi Arabia established the General Directorate of Guidance and focus for Gifted Students. Since that time, guidance and focus has become formalized and recognized as a profession, and counsellors have been appointed to deal with psychological, social, educational and vocational conundrums and to deliver overprotective counselor-at-law (Ministry of Education in Saudi Arabia, 1999). For this reason the current paper will highlight the historical background of school charge and counsellors of the gifted and talented in the USA, UK and KSA.In the 1955 Yearbook of Education, reference is made to focussing as a process of attend toing individuals through their own efforts to discover and develop their potentialities two for personal happiness and social usefulness (Hall Lauwerys, 1955, cited in Milner, 1974). A more recent definition is that hash out is to help an individual to make his own decisions and choices in the light of his feelings and involve (Milner, 1974).Jones (1970) suggested that focussing Is an enabling process, designed to help an individual come to terms with his life as it is and ultimately to grow to greater maturity through learning to take responsibility and to make decisions for himself. The American School Counsellor Association (ASCA, 1999) defines counselling as an interactive process as follows it is a confidential relationship in which the counsellor meets with stu dents individually and in small groups to help them resolve or cope constructively with their problems and developmental concerns. In Coreys (2002) words, the commutation make for of counselling is to help clients recognize their own strengths, discover what is preventing them from using their strengths, and clarify what kind of person they want to be. guidance is a process by which clients are invited to look honestly at their behaviour and lifestyle and make certain decisions about how they want to modify the quality of their life.McLaughlin (1993) mentions that effective school counselling has three elements an educative function whereby attention is foc utilize on the social development of the student within the school context a reflective function which explores the possible impact of the school practices and societal conditions on the personal and mental health of the student, and a welfare function which is concerned with planning for and reacting to issues that affect the students welfare.Saudi Arabia has conducted research to find out the best approach to gifted education, nevertheless of course for females who are severely restricted in the exits they are allowed to study, these moves are around academic. An interesting survey of computer use in Arabic countries was made by a Jordanian, Subhi (1997). He recommended that gifted pupils records should be computerised for easier monitoring of their progress, and he has designed a programme to help this. The problem, he found though, is that although there are computers in Jordanian schools, there are very few of them and the teachers do non generally know how to use them.It looks as though most, if not all, Arab countries are willing to recognise and help the gifted, and several(prenominal) have made forays into out-of-school activities, but the overall outcome is still difficult to define.Some authors (such as Sternberg et al., 1986, Ziegler and Heller, 2000) believe that a consensus is yet to be reached on what is meant by the term (gifted), and yet aggregate efforts have been made to establish criteria for this, which include components such as need, creativity, task commitment, and problem solving. However, personal talent is described by Renzulli (1999a, p.4) as exceptional capability to select and achieve difficult goals that fit ones interests, abilities and social contexts. In his view, personal talent is a capability developed in the field of self-management that is concentrated by the individual in the direction of selected outcomes that contain well-being, happiness, personal relationships, hobbies as well as career achievements. He hints that personal talent can be referred to as a range where those in the centre of this continuum can be explained as personally competent, while those at the high end of the range can be categorized as personally talented.On the other hand, Masten et al. (2002) signal that resilient individuals learn how to overcome obstacles i n order to achieve their anticipated goals, and that this can be described as personal talent. Also, Bland et al. (1994) refer to specific characteristics of resilience as an indicator of exceptional abilities and talent regarding children from poor backgrounds. In this regard, Marker et al. (1996) propose that numerous of the principles of distinguishing curriculum for gifted and talented learners support the development of personal talent. They refer to learning environments that foster independence, flexibility and high mobility as being potentially more promising for fostering personal talents than the more traditional teacher-centred classrooms that concentrate on lectures with academic content. However, some tecs regret the fact that research on giftedness has been just about biased, having mainly concentrated on IQ-related abilities that address academic skills, and by-passing or simply ignoring other basic skills such as vocational skills (Bals, 1999), practical intelligenc e in everyday life (Sternberg, 2000), and, most importantly, social skills (Persson, 1997). Motivation is another issue that has been the focus of research with regard to gifted children. jibe to Sternberg (2000), some theories depict motivation as an assisting internal factor in the expansion of giftedness. One of these theories is Gages dynamic theory of giftedness which depicts motivation, volition and self-management as interpersonal catalysts that help convert gifts into talents. However, these theories have failed to supply guidance in assisting youths of high ability to develop motivation. For this reason, some researchers (for example, Colangelo et al. 2000 Alrasheed, 2001) believe that talented students should be identified and given tasks at a higher take aim than the normal school curriculum. Renzulli (1999b) is of the opinion that gifted students should be producers of knowledge rather than mere consumers of animate information. He believes that specific programmes a nd services for the talented and gifted are the nevertheless solution to allow them to live up to their potential. This idea is further supported by Reis et al (1995) who argues that it is not fair to make a gifted child sit in a classroom where learning something new will not happen until the second half of the year.According to Alhossaini (2000), the effectiveness of the educational process could be seen in table (1)The above figure of modes of interactions could be interpreted in this table.If these roles are all positive, we get the creative outcome. And it is mines, mines, mines, it is less creative.Pattison (2006) suggests that, counselling is an activity that takes place behind closed doors in privacy, the nature of client confidentiality requires this. However, this can make counselling practices and processes mysterious and misunderstood. In placing this research in the commonplace arena, it is hoped that counselling practices and processes have been made a little more t ransparent and that the case for including young people with learning disabilities in counselling has been strengthened. Bor et al. (2002) state that school counselling is an interaction in a therapeutic setting, focusing primarily on a conversation about relationships, beliefs and behaviour (including feelings), through which the childs perceived problem is elucidated and framed or reframed in a fitting and useful way, and in which new solutions are generated and the problem takes on a new meaning . look into ProblemThere have been few programmes for gifted students offered in the landed estate of Saudi Arabia. Even though there has been programmes existing, it is new and is for further evaluation to be able to develop it more for the students. It has been believed that if there has been more developed programmes for gifted children then they will be more enhanced and so, benefiting the country.The Kingdom of Saudi Arabia have put up programmes for gifted students but is new and r are. There has been studies regarding the support of the authorities in the schools on how to support gifted students.1.5 The research questionsBased on the aims articulated in the previous section, the following specific research questions have been formulatedHow does the Ministry of Education in Saudi Arabia support gifted students?Does the authorities in the schools help in the development of the programmes?How do we determine the effectiveness of the programmeswith the school counsellor, principal, and teachers help?1.6 Sub-questionsTwo sub-questions will also be exploredDo the teacher, student counsellor and principal who work with gifted students have special qualifications?What is the level and nature of the response of gifted students to these programmes?Historical review of school counselling in USASchmidt (1999) suggests that the development of school guidance and counselling in the unite States has its roots in the vocational guidance movement, which started in 1898 when a Detroit school principal, Jesse Davis, introduced a guidance curriculum that was delivered in each English class in his school to help students develop character, avoid problem behaviour, and relate vocational interests to the solution of their vocational and social problems. Gysbers (2001) argues that in the 1920s and 1930s, the concept of guidance evolved from vocational to educational guidance. Educational guidance was viewed as a set of activities that would address not only occupational concerns but also the personal and educational aspects of individuals.However, although school counselling remained focused on secondary schools, counsellors were beginning to appear in some uncomplicated schools in Boston in the 1930s. Yet, it was not until the 1960s that the need was generally recognized and funds were go awayd for the training of counsellors in elementary schools (Schmidt, 1999). However, Baker (2001) suggests that despite the modernized movement of the 1960s, school cou nselling did not fare well in the 1970s. During the 1970s and into the 1980s, a number of school counselling positions were eliminated and fewer jobs were available for new trained school counsellors due to school budget cuts and financial problems across the US. At the same time, concern was being expressed about the programmes of guidance and counselling and the services offered by counsellors in school (Baker, 1996 Schmidt, 1999). On the other hand, Herr (2001) says that attempts to define the role and functions of the schools comprehensive developmental models were better suited to meeting the development involve of students. In 1997, the American School Counsellor Association (ASCA) (1999) adopted the National Standards for School Counselling Programmes. According to these standards, school counsellors are required to address the needs ofstudents comprehensively through the implementation of a developmental school-counselling programme.Historical review of school counselling in the UKSchool counselling in the United Kingdom dates back to 1913 when London County Council appointed a psychologist to examine backward children and advise their parents and teachers on methods of treatment (Milner, 1974). However, it was not until the 1960s that school counselling began to emerge as a discipline in its own right (Bor et al., 2002). At the time, the American school counselling model which was based on the client-centred approach proposed by Rogers (1961) was influential. Rogers produced a report in which he recommended that counsellors should be appointed to look into the needs of low achieving children. As a result, counselling courses were set up for experienced teachers, and several hundred counsellors were employed by local education authorities throughout the country (Bor et al., 2002). However, according to the Department of Education and Science (1989, cited in Bets et al. 1995) arcadian care is concerned with promoting pupils personal and social develo pment and fostering positive attitudes. Confronted with pervasive and traumatic social problems such as the collapse of the extended family and increases in judge of violence, the need for school counselling attracted the attention of local education authorities. However, in the light of confine budgets, the 1980s witnessed a shift of emphasis on counselling, and it was tangle that counselling should be integrated into teaching practice, so that teachers themselves should take responsibility for pastoral care (Bor et al., 2002 Mclaughin, 1999).Jones (1970) says that, in the absence of government backing, enthusiasm for counselling courses began to fade, and the legal age of schools were left without counsellors. To exacerbate the situation even further, cuts in education funding at thehands of the Conservative government in the 1980s resulted in a decline in the number of existing counsellors (McLaughlin, 1999). According to one estimate, only fifty counsellors were left in sch ools in England and Wales following the introduction of the local management of schools in 1987 (Robinson, 1996). Bor et al. (2002) argue that since the 1980s and despite heavy workloads, growing social problems and immense psychological pressure, teachers in the United Kingdom still continue to play a major role in counselling their students. To add to their problems, they have recently fallen under pressure to fulfil all of the criteria of an over-demanding National Curriculum. As a result, teachers now find it difficult to fulfil a pastoral role, and schools are beginning to feel the need to employ counsellors to meet the educational, psychological and wound up needs of students. To provide teachers with the necessary counselling skills, a sizeable number of studies in the field of pastoral care began to appear (e.g. Raymond, 1985 Watkins, 1994 Hamblin, 1984 Marland, 1989). In general, these studies focused on not bad(predicate) student-teacher relationships (Mclaughlin, 1999), emphasized the importance of assisting children to improve their lives, and used study skills to guide them in making their own decisions (Raymond, 1985). Nonetheless, although the literature on counselling and pastoral care in the United Kingdom is vast, it is still not integrated and provides only a few guidelines on practice (Al-Rebdi, 2000). On the other hand, some still argue that teachers have to manage complicated and demanding situations, channelling the personal, emotional and social pressures of 30 or so youngsters (Black et al., 1998).The debate is still raging between those who argue that counselling should be provided by specialists and those who suggest that teachers should bear the burden. Inthis context it is worth listing the duties and responsibilities of the school counsellor as outlined by the British Association for Counselling (1997). These are To offer pupils, parents and staff individual or group counselling. To provide information on the counselling service , the role of the counsellor and boundaries of confidentiality. To cooperate with head teachers, governors, parents and, where appropriate, the local education authority, in setting up a suitable appointment system. To keep suitable case records of counselling conducted in a secure place. To report back to management on a regular basis on the numbers that use the service and to give a general overview of the types of problem encountered. To liaise with the pastoral management team, year tutors, class teachers, governors, parents and caring agencies. To network with personnel from other agencies with a view to easing referrals and accessing specialist consultants. To devise and, where appropriate, deliver a programme of training to support and develop the counselling service. To attend supervision with a suitably qualified supervisor.Historical review of school counselling in the KSAInitially, in 1981, the Ministry of Education established the General Directorate of Guidance and Coun selling. Since that time, guidance and counselling has become formalized and recognized as a profession, and counsellors have been appointed to deal with psychological, social, educational, and vocational problems and deliver protective counselling (Ministry of Education KSA, 1999). It should be mentioned here that the model for and practice of guidance and counselling in SaudiArabian schools was derived from western sources, mainly the United States. More than two decades have passed since the guidance and counselling programme was established in Saudi schools. Its development has progressed at a slow rate and, currently, it faces miscellaneous problems. The major difficulty relates to the definition of the role and function of the school counsellor (Al-Gamdi, 1999) which is unclear to principals, teachers, parents, students and school counsellors themselves. Due to this problem, counsellors have found themselves overly involved in paperwork and administrative tasks and duties not related to school counselling. Additionally, counsellors often complain about lack of support and cooperation from others involved in the counselling service, especially parents (Al-rebdi, 2000). In this situation, if school counsellors in Saudi Arabia are to provide better services for students, their role must be clearly defined. It is also necessary for those involved in counselling to have a clear view of what counsellors should and should not do. Added to this, counsellors must choose carefully how they spend their time and energy. As the role and functions of the school counsellors become clearer, they should be able to respond better to the needs of their students. Furthermore, in 1981, following decree number 216/k issued by the Ministry of Education, the Social Educational Administration was replaced by the Student Guidance and Counselling Service, and guidance and counselling in Saudi schools became formalised. That same year, the name was changed again to the General Adm inistration for Guidance and Counselling (Ministry of Education, 1999).The responsibilities of this administration are as follows1- To plan, prepare and develop the programme and services of guidance and counselling.2- To provide professional staff who are capable of delivering such services to all students at various stages of education.3- To provide students with the appropriate care applicable to their ages and their psychological, educational and social needs.4- To assist students to develop their capabilities, potentialities and talents, to allow them to face their problems and to help them feel comfortable with themselves and with the union in which they live.5- To attain a high standard of mental health in a way that reflects the targets and goals sought by educational guidance in general (Ministry of Education, 1999).Saleh (1987) pointed out that, due to the immediate need for professionals to monitor and guide the counselling service in schools, the Ministry of Education s ought personnel from among the existing social education supervisors to act as the supervisors counselling and guidance programmes in addition to carrying out their normal duties. The Ministry of Education also sought personnel from within the existing teaching force, provided they had the relevant experience, to work temporarily as counsellors in schools. To meet the need for school counsellors in all schools, the General Administration for Guidance and Counselling allowed those with a Bachelors degree in psychology, social work or sociology to perform the role of the school counsellor until enough trained professional counsellors could be provided. In order to meet the need for trained full-time counsellors to work in schools, universities in Saudi Arabia were requested to offer guidance and counselling programmes at know level. Statistical information for the year 2000 shows that there were 229 counselling supervisors and 3381 school counsellors overall (Ministry of Education, 2 000). By 2003, the number of counsellors had increased rapidly toabout 4000(Al-Rebdi, 2004). The Ministry of Education (1999) defined the term counselling as the interactive process though which the counsellor assists the student to understand himself and recognise his capabilities and potentialities and gives him a more enlightened approach to his problems and how to face them. Counsellors also help students to enhance their responsible behaviour and to show conformity with their community.Counselling gifted studentsLandau (1990) noted that gifted students world power become isolated and alienated. Moreover, Rogers (1983) pointed out that in an democratic system children not only lack the opportunity for confirmation and social acceptance, but they also often lack the freedom to learn. The need for confirmation and emotional support is well known in the literature which focuses on giftedness and talent (Csikszentmilalyi et al., 1993 Kelley, 1999 Stednitz, 1995). Donna (1999) sugg ests that teachers and counsellors need to encourage minority students to consider a teaching career in general and gifted student education in particular. Ford (1995) however, believes that from an historical point of view, the counselling of gifted students has not been an important part of educational and counselling discourse. He points out that misconceptions and stereotypes of gifted students as being immune to social, emotional, and academic problems have contributed to the lack of counselling for these students, and in cases where counselling is available it is only limited to academic, assessment and placement issues.According to Ford, the fact that more children are entering school with serious personal and academic problems should entail an expansion in the responsibilities and roles of counsellors to meet the needs of all children who seek guidance andassistance. But nonetheless according to Alrasheed, (2001) the limited availability of counselling services has failed to meet the enormous need for counselling services and research regarding gifted individuals. In this respect he endeavoured to provide counsellors, classroom teachers and educationalists as well as parents with advice regarding the understanding of the academic and social needs of gifted and talented students. Persson (2005) considers mentorship as a possible solution to aid the immediate psychological and intellectual needs of gifted individuals, particularly received mentorship. According to Person, mentorship could be direct or indirect by cooperating with the student to find a mentor of his choice, given the fact that not all gifted students would be likely to choose their counsellors to be their mentors. Person expresses the conviction that mentorship is the only viable counselling solution in an egalitarian context, which lacks recognition and particular provision for gifted individuals. Ford (1995) outlines the goal of counselling as that of promoting healthy self-concepts and ensuring psychological growth. Bearing that in mind, counsellors must have an awareness and understanding of the many issues that hinder gifted students and affect their psychological, social and emotional well-being. He recognises the role of counsellors in ensuring that such students remain in gifted programmes once identified and placed.Finally the concept of counselling needs to be defined within a context where it is not a task assigned merely to a particular group. Instead, as brownness et al. (1992) suggest the task has expanded from an initial concern with educational and vocational guidance to the remediation and prevention of personal, interpersonal, vocational and educational concerns. Consequently, according to Persson (2005), the aim of the interjection is for the individual to gain an understanding of self and context, in which case individual differences become a sensitive and even problematic issue, particularly in cases where gifted individuals are involved.Resea rch DesignThe design of the study is intended to determine first, the relationship of the roles of student counsellor, teachers, and principals to the execution of the gifted students second, the effectiveness of the programmes in developing the power of the gifted students.Instrumentation and Data CollectionThe researchers visited the Insert name of University Library or City Library for journals, articles and studies needed for the research paper. The researchers gathered time-series data from different physical training institutions to assure of its validity and consistency.The primary data will be gathered using quantitative method, as this is best useful with questionnaires. The use of quantitative method will be appropriate for the research because the results in the questionnaires consist of numerical information, mostly based from the ratings included in the questions. Quantitative methods are used to provide reference to numeric calculations and are often used with questi onnaires that have a specific goal and a target to achieve. This is helpful in the research, and its instigation in the process needs to be further culminated so that the problem is solved with efficiency and precision.In gathering data, the researcher would like to clear certain honorable issues that might hinder the processing of data. First, confidentiality will be kept at all costs. As the main reason why questionnaires will be used in the research is for the respondents to feel secure and to be assured that their answers will not be related to who they are. There whitethorn be instances wherein the respondent will divulge information that will be detrimental to the company, or to its competitors, depending on the case. Hence, there is a better chance at more responsive respondents if they can be assured of their confidentiality.Second, the Data Protection Act will be followed at all costs. The compliance with the act will be transparently verbalise to the respondents so that t hey are further assured that anything they say in response to the questions asked them will only be used for the benefit of the research and not in any other practices. It should also be clear to the researcher that any information regarding the respondents cannot be released to anyone who is not immediately connected with the research unless permission from the vitrine respondent has been secured beforehand.Third, the research must always bear in mind the objectives of the study and never stray away from them. A researcher who has no clear purpose in doing the research is going nowhere and is exerting effort in a research that is not delimited properly and punctually. The purpose of the research is explicitly stated at the beginning of the research and is implied in every step of the realization of the research so as to not delineate the researcher from his goals.Lastly, the researcher must opt to practice objectivity. As the researcher, he is expected to keep an open-minded appr oach to the topic, keeping from his mind and personal bias in the subject matter or on the people involved. The reason for doing research is to bear witness existing information, validate, prove or disprove existing ideas, or to test the limits of a certain prospect. Given this simple definition, it is clearly seen that in no form is the personal opinions of the researcher expected to hinder in the subject. Any act that might be biased or subjective will hint of the researchs failure to achieve its goals.Planned Method of AnalysisThe researchers plan to analyze the different test conducted through constant evaluation of the gifted students and how they perform. There will be a weekly evaluation in terms of how the programmes and the role of the authorities, and the effect of it to their performance. The performance in the field will be evaluated by the gifted students progress and development.Time ScheduleLiterature ReviewHistory of programmes for gifted students in KSA reflectivit yQuestionnairesEvaluation of performanceAnalysis of performance of the studentsFindings and RecommendationConclusionsConclusionThe role of school counsellors for gifted and talented students has been discussed widely in the literature. However, school counsellors urgently need to be provided with the appropriate skills in the areas of education and psychology so that they are capable of providing guidance to talented students and thereby respond to their needs in a way that will boost the educational process in the school. Counselling gifted students and their relatives is one of the mainly challenging and satisfying functions for a counsellor. Gifted students have wonderful variability, not only in their cognitive capability, but in their affective progress. While there are obviously frequent themes in the social-emotional issues tackling gifted students, there are also reflective individual differences amongst them. The talented student faces numerous problems that make life hard for him at school.However, anxiety and tension may affect his social life as well as forcing him to live in isolation. Moreover, decisions in relation to gifted learners should be part and parcel of a wider programme. This implies the identification of the task as being one which helps children conform with their culture, or empowers children to advance in their society, or challenges social, political and economic inequalities. Schoolcounsellors receive little specific training on the affective needs of gifted students and it is rare for counsellor training programmes to require counsellors to take a course on gifted students as a degree requirement. The role of the school counsellor is to develop the skills of the pupils in general, giving special attention to those who are talented and innovative by discovering their areas of interest, and by responding to their needs in a way that will achie

Ezekiel Essay example -- essays research papers

Ezekiel meaning the strength of God, is one of the four greater prophets in the Old Testament. Ezekiel was the son of a priest named Buzi. Not much is known just about Ezekiels childhood much more is know after the age of twenty-five. Ezekiel was taken captive in the captivity of Jehoiachin, about eleven years before the destruction of Jerusalem. He was one of the many members of a community of Jewish people who settled on the banks of the Chebar, a river of Babylon. Ezekiel began prophesying in 595 B.C, and finished prophesying in 573 B.C. Ezekiel prophesied for a period that lasted about twenty-two years. Ezekiel was a married man but little else is known about his family life, he also had a house in his place of exile. His wife died a sudden death during the siege of Jerusalem. He lived among the top of his companions in exile, and their elders consulted with him on all matters. Ezekiel lived in a time of international crisis and conflict. Assyria was the world power in the area under the rule of Tiglath-pilesar III. In 724 B.C Israel raged contend upon Assyria, and Israel was no fit in for Assyria. In 627 B.C the last of the able Assyrian ruler, Ashurbanipal died. Right after the death of Ashurbanipal, Babylon under Nabopolassar wanted independence from Assyria. In 612 B.C the Assyrians under Nineveh surrendered to the rising Babylonians. In 605 B.C the Babylonians were at war against the Egyptians. The Babylonians won and they established themselves as the leading power in the area. During all of this Judea allied with the Babylonians and with this Judea kept her independence. During the last century before Judea was destroyed it was ruled by four rulers and of those rulers, all but Josiah were wicked. Josiah was committed to God and led Judea to him. All the others did not heed the warnings of Ezekiel and Jeremiah from God, and the rulers of Judea chose to rebel against God. God punished Judea by sending Nebuchadnezzars army to crush the nation of Jud ea and flatten the city of Jerusalem.God appeared first to Ezekiel in a storm cloud God was seated on a throne surrounded by cherubim. He commanded Ezekiel to go to an impudent children and stiffhearted and He gave Ezekiel a scroll to eat, showing Ezekiel complete identification with Gods Word. by and by Ezekiel returned to the people in Tel-Abib, God spoke to Ezekiel again, ordinateing Ezekiel to be a watchma... ...all the people Ezekiel was strange but God did not believed, In Gods eyes, Ezekiel was truthful, forgiving, obedient, and had endurance. He was dependable, patience, faithful, and tolerant. Ezekiel was truthful in all that he spoke because all of his words were from God. Ezekiel was forgiving and tolerant of God when God decided to take Ezekiels wife away to make a point. Ezekiel was very obedient as he obeyed Gods every single command including not trouble when his wife died. God gave Ezekiel lots of endurance because he prophetized for over twenty-two years. With h is endurance, showed he was always dependable and faithful. All God needed to do was tell Ezekiel what to say or do, and Ezekiel would complete the task without complaint. Ezekiel was very patient even though God did not allow him to speak for seven and a half(a) years and he complied with that.Ezekiels death is unknown, but an ancient Jewish tradition states that Ezekiel was killed by his own people because of his preaching. Ezekiels body is believed to be conceal on the banks of the Euphrates, in the modern-day city of Kifl, just south of the ancient city Babylon. The tomb is said to have built by Jehoiachin.