The Art Of Paintball Essay Research Paper free essay sample

The Art Of Paintball Essay, Research Paper The Art of Paintball Whether you playing in a tourney or as a avocation, paintballing is a really fun athletics. It is turning and going more popular every twelvemonth. There are professional paintball squads that play in a wood for an full twenty-four hours. Another manner is playing indoors in a big room scattered with roadblocks. There are many different ways to paintball, this is the best manner for novices Before you shoot your first paintball you need to take into consideration the type of vesture you wear to paintball. A general regulation of pollex is the more embroidering the less contusions. If you are playing in a wooded country, fatigues are an obvious pick, but playing indoors, a twosome of shirts and a brace of denims work really good. It is besides a good thought to have on a brace of baseball mitts with the fingers cut off, because if you are hit in the manus with a paintball it stings. We will write a custom essay sample on The Art Of Paintball Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The same thing goes with a chapeau. There is one thing that you must neer play paintball without. That is a face mask. It needs to cover your full face and include goggles. If you are hit in the oculus with a paintball it will set your oculus out. The first thing you need to make to get down playing paintball is happen a paintball gun and some paintballs. Since the athletics of paintball has risen dramatically over the past few old ages happening these necessities for the game is easy. If you are playing for an drawn-out sum of clip and will be utilizing a big sum of paintballs, so a half of a instance will be a good sum of pigment to get down with. An mean instance contains about two thousand unit of ammunitions, or paintballs. Basically a paintball is a ball with the diameter of a dime that contains pigment. The paintballs come in assorted colourss and keep many colourss of pigment. The exterior is a fictile stuff that is easy broken. You can split a paintball by merely squashing it between your fingers. After you have bought your paintballs, you now need to acquire a gun. There are two basic types of guns used in paintballing, and they merely differ because of their beginning of force. The most common gun is powered by air force. A little armored combat vehicle is filled with air and screwed into the dorsum of your gun. These guns work really good for novices and you get fundamentally the same consequences. The 2nd type of gun receives its power from N. It sounds more unsafe than it is. More force can be put on the paintball with these guns. Since you are a novice you choose an air powered pigment gun. The first thing that needs to be done after you have gotten the basic equipment is load your air armored combat vehicle and put the velocity on your gun. With lading your air armored combat vehicle, all you have to make is link your air armored combat vehicle with another larger air armored combat vehicle and make full it up. The air armored combat vehicle that goes on your gun has a gage that tells you when its full or when it needs to be filled up once more. The following thing you need to make to fix your gun for shot is set the velocity of the pigment as it comes out. The professional paintballers set their guns at least at three 100 pess per second, but novices need to put their guns at a velocity no lower than two 100 and 60 pess per second, because any lower than that would non let the pigment to split on impact. After sleep togethering your air armored combat vehicle back into your gun and puting your gun # 8217 ; s velocity, you now need to lade your gun with paintballs. Si nce you will used between 50 and a 100 paintballs during one game ( the mean game enduring approximately 10 proceedingss ) a holder for paintballs sits on the top of your gun. This holder is referred to as a hopper. It is ever a good thought to get down with a full hopper because it is a really bad thing to run out of pigment during a game. Before you begin to play you need to cognize some basic regulations to beginner paintball. Most of the regulations are common sense. The indoor country is divided into half with a line down the center. On each half, there is a chief roadblock that each squad starts out behind. You can neer traverse or even step over the line that divides the country into half. You will instantly be taken out of the game. You can neer be in the playing country without a facemask on. If the facemask comes even half manner off you must go out the playing country. You can non hit the referees or shoot before the referees blow the whistling. If you get hit with a paintball, yell paint cheque. The referee will come to see if you have been it. Never leave the paintball country without holding a stopper ( a little plastic device that doesn # 8217 ; t let the pigment ball gun to shoot ) in your gun. You should neer hit at the ceiling or anyplace without looking. After cognizing all that it is now clip to play. You must first pick squads. With such a little playing country, a squad of six to eight will be perfect. Now you pull down your mask and continue into the playing country. The first thing you do is travel to your side of the country. You need to do some pattern shootings to guarantee that your gun is working decently, so you take out your stopper and shoot a twosome of paintballs at the floor or wall. Now you are ready to play. The referee asks each squad if they are ready and upon a positive response from each squad they say ready. When the referee says ready that is your cue to acquire behind the chief roadblock and indicate your gun to the wall straight behind the chief roadblock. Equally shortly as the referees blow their whistling you may travel from behind the chief roadblock and get down hiting. You have to be careful to remain low because if a individual from the opposite squad shoots the top of your caput you will be out. You besides can non maintain your gun up all the clip because if you gun gets hit you will hold to travel out every bit good. The first 30 seconds after the referees blow their whistlings there is rapid paintball fire. No 1 normally gets hit though. Now you must strategize. You have to look for motion and the angle of where pigment is coming from. This must all be done without you exposing your place. Sometimes you can see a leg lodging out of a roadblock and shoot at that. It is besides easier to hit person while they are altering roadblocks. Sometimes if a batch of clip elapses during a game, a clip bound is called and no 1 wins. As one squad easy weeds out another, you get an thought of where everyone is located. You shoot toward this way, sometimes a gun will start up and even their caput so you merely fire off, trusting you will hit them. The game eventually ends when one squad is wholly annihilated or they surrender. After game is called, a cheer rises from the winning squad. The squads that were merely playing attempt to calculate out who shot who and where everyone was located at. You besides compare # 8220 ; wounds # 8221 ; . The hurting of being shot by a paintball is non that bad, that is if the paintball explodes on impact. If the paintball does non start on impact, so you are left with a sore topographic point for a twosome of yearss. Even if the paintball does work decently, you are normally left with a contusion, but the hurting leaves after several proceedingss. Playing paintball is a fun avocation. It is a great game for releasing emphasis and tenseness. The downside to paintball is that it is rather violent. Everyone should play paintball one time in their life to make full the epinephrine haste and fight of the game. Its like no other you will of all time see.

Essay Sample on Cloning A Satirical Approach

Essay Sample on Cloning A Satirical Approach Free example essay on Cloning: Family life in the new millennium is constantly changing. The number of mothers acquiring full-time employment is increasing, fathers are spending more time at the office and consequently their children are spending more time at daycare. Economist Michael Mitchell states his belief as to why this is happening, The costs of living as well as the current condition of the Canadian economy are both placing pressure on employed  Canadians – especially those with children  Ã¢â‚¬â€œ to spend more time in the office. The fear of losing ones job is just too great right now. But what about the effects this situation has on these families? In a recent country-wide survey of employed Canadians with children between the ages of 1 and 15, 91.2% of working women would like to be able to leave work early to see their children more each day. The survey also showed that the children who attend daycare spend on average 20.1 hours per week in that establishment. Another recent study conducted at the University of Toronto showed a strong correlation between the amount of time a parent spends relaxing, and the quality of their work and family life. Psycho-sociologist Fran Baker states that, when a person is able to take time from their busy schedule, and do something that they enjoy, it improves their attitude towards their job and helps to form a healthy family dynamic. Not only do the parents suffer a loss from this situation, so do the children. Carla Simons, from Brainy Babies Daycare Center in Etobicoke, believes, [e]ven though the BBDC is focused on helping these children develop healthy personalities and interpersonal relationships, it is still much better for them to learn these behaviours from their parents. All these children tell my coworkers and me how much they miss their parents; that must be an indication that something needs to change. It is clear that not only do the parents want to be with their children more, but the children want to be with their parents. But what could possibly be done to ensure the parents maintain their careers, spend more time with their children and still keep time for themselves? An idea that was farfetched until recently: getting a clone or maybe even two. One might be wondering how this is even possible. It is possible, and the process is not even too difficult. Once cloning becomes more popular, one will be able to go to their local cloning center to inquire about being copied. According to an in-depth interview with biotechnologist Abe Atkins, the steps are as follows: A sample of your cells, like skin or hair, will be taken. Doctors will take an embryo (unused from an In Vitro Fertilization clinic), remove the nucleus also called DNA from the egg, and combine it with one of your cells. Once they are combined, the embryo will now contain your DNA. The embryo is implanted in the uterus of the surrogate of your choice and 9 months later the clone is born. Some people have concerns about this process, so I, along with the knowledge I have gained from my friends in the cloning business, will clear them up. It has been said that some clones could be born up to two times larger than a real baby. For this concern, there are two options. One is that you could keep the giant clone to serve as a body guard. Imagine; you could finally feel safe walking through the streets at night knowing that you have a larger, more intimidating version of yourself protecting you. Or if your kids were going to be out late, you could send your clone along to be with them! If you do not feel as though you need a bodyguard clone, the giant could be donated to the Canadian army. We are sorely lacking in the defence of our country (which in itself is an entirely different article), so it would be a great help to your country if you would donate this super-sized being to protect us. It would be a warm, fuzzy feeling knowing how much you were contributing to the saf ety of your community. Some may be wondering if their boss or their children will know the difference between themselves and their clones. Of course there might be some slight differences in personality, but the clone could easily be trained to perform all the necessary tasks and interpersonal skills of the workplace, and also the general ideas of parenting. The parenting skills should only be used if one was in need of a babysitter, as it is strongly believed by all advocates of cloning that the real parents should be raising the children. As well, one would have to decide what their children would call the clone. Some suggestions from researchers in cloning labs are Clonimommy and Daddydouble. For those times when one would like to be the only one of themselves in public, special clone-chambers can be installed in your home for easy storage. Not to worry, clones are not real people and do not need to be given attention all that often. Others do not need to know you have a clone, and clones certainly do not have to be high maintenance. The last major concern that should be addressed is clonal reproduction. Abe Atkins has reassured everyone that, [n]o clones will have the ability to reproduce. These beings are not real people and by no means have the right to create children of their own. For this reason, they will all be sterilized at birth. This is a good thing; Canadians certainly do not want little clones to take over the country and maybe even lower taxes. When addressing the many concerns, I do not mean to say they are not legitimate, however they in no way compare to the advantages that come from cloning. The best advantage would be that parents can spend less time in a stressful, pressure-filled environment, and spend more time in a relaxed, happy environment spending quality time with their children. The clone will continue bringing in an income and furthering your career, while you can raise your standard of living in a non-financial way: by keeping your children out of daycare and forming healthy relationships within your household. When not at work, ones clone can take care of all housework and other errands that need to be done especially cleaning the toilet and picking up after the dogso that one can have time for oneself. One could take the time to read a book, take a bath or go to the gym. This would mean that people would be less stressed, happier, and be healthier both mentally and physically. Speaking of health, clones could also be grown and stored for the purpose of having extra organs in the case of an emergency. As Canadas healthcare is also on the rocks, there would no longer be a wait for an organ, and there would be no risk of rejection once the transplant was completed. As mentioned previously, a great advantage to cloning would be the increased enrolment in the Canadian army. Maybe our new strength in numbers would lead to a spot of respect or even true acknowledgement from the United States! This article is in no way saying that every person should get a clone. It is however, an option for the many Canadians that are in the conflicting situation of having a career, having children, and at times just need to be in two places at once. Many would say that cloning should never be an option, and to do so without enough experience and knowledge of the effects of such an action is completely irresponsible. These clones would be real people, and their feelings as humans need to be considered too. Although this article has supported the idea of cloning, I can in no way benefit from this technology. I have no wife, no children, and the leisurely job of writing childrens pop-up books at my home in a little known town in Spain.

Strategic Analysis & Planning 2 Coursework Example | Topics and Well Written Essays - 3000 words

Strategic Analysis & Planning 2 - Coursework Example This report analyses British Airways’ competitive position and, through audit of the firm’s resources and value systems, determines how the company might achieve growth effectively in what is a rather mature and low-growth market. The report primarily analyses the operations function of the business to best analyse its most potent competitive advantages and opportunities for strategic growth. British Airways now pursues a cost leadership position against major competition. The airline industry in Europe is characterised by many price-sensitive consumers that select low-frills airlines as a means of satisfying their own budgetary needs. The ability of BA to control costs allows the airline to keep ticket prices lower for these price-sensitive buyers in an environment where price wars continue to improve market share for smaller competition (Payne, McDonald and Frow 2011). Predominantly, BA had maintained a reputation for being a high-priced airline company, however the firm better controls its operating costs in order to provide lower fares in an effort to compete with these growing and influential budget carriers (Smith 2013). Where BA maintains its cost leadership advantages is in operation cost controls. This cost leadership strategy is maintaining a lower price to value ratio, or satisfying customers by offering prices that are satisfactory for the value they receive (Thompson, et al. 2010; Murray 1988). Primarily, cost leadership as a new competitive strategy is achieved through economies of scale, cost-related advantages that are realised through size, scope of the firm and through scale of service production (Truett and Truett 2007). British Airways maintains the capacity and hub capabilities that allow the firm to turn around different European flights very quickly. BA maintains a total fleet size of 292 planes and maintains its own, self-owned and self-managed maintenance division that allows for

Wembley Stadium Project Management Strategic Issues Essay

Wembley Stadium Project Management Strategic Issues - Essay Example It increased the projected costs to more than double the earlier projections. Especial about the Wembley Stadium is its innovative steel arch that adds to the beauty of the Stadium. The steel arc also endures weight and reduces the need for internal support that could have come in the way of viewers sitting in the stadium. The load bearing feature of the arc adds decorum to the seating arrangement. The design of the Wembley Stadium unlike the Sydney Opera House or Guggenheim Bilbao was not new but nevertheless included a design element in the arch that was innovative, leaving no scope to adhere to best practice techniques such as reference class forecasting as there are no past figures to depend upon, being the novel concept. This absence of historical example is many-a-times a red flag in perfect project planning (Strategicppm, 2011). The Wembley Stadium project was contracted to the lowest bidding company, which developed a situation similar to winner’s curse in measuring the cost of the project belligerently. Project cost hiked 36% in between the time of the bid acceptance and signing of contract (Strategicppm, 2011). The Wembley Stadium occupies a distinct place in the event and entertainment industry worldwide and particularly in the history of the UK. The Wembley Stadium has been a host to a number of global events in the 20th century, which included a chain of leading park, theatre and funfair events the like of the 1924 British Empire Exhibition, the 1934 Empire Games, the 1948 Summer Olympics, the 1996 World Cup Finals, the 1978 Eurovision Song Contest, the 1996 European Championships and many other events organised in between (Quintain, 2004). The stadium was razed in 2002 to be reconstructed in 2006 to a 90,000-seating capacity stadium. The new ?757 million Wembley Stadium (NAO, 2003) is now about thrice as big to its earlier size with its arch positioning 140 metres extended from its concourse, which is huge enough to be looked over by the whole of London (Quintain, 2004). The major difference visible is of the arc that replaced the twin towers, the symbol of the stadium. The new Wembley National Stadium equally justifies the fame of the icon it used to be like the old Wembley Stadium (SPG, 2008a). Though a hot debate followed with the razing of the historic twin towers, but it is highly commendable that the final settlement for constructing an arc was welcomed with uproar. The project got initiated in 1996, by raising a hue and cry for a new English national stadium. Soon after holding the national competitions, Sport England decided with a majority Wembley as the most desired location (House of Commons, 2004). The mission of the Sport England was to back the creation of an iconic stadium for three leading sports namely, football, rugby league and athletics (NAO, 2003). The major use of the Wembley national stadium was planned for football and rugby league (NAO, 2003). It was earmarked that after five years of the stadium's functioning, 1% of its yearly turnover would be donated by WNSL for the provision of sports education and other projects (NAO, 2003). 2. Analys is of the Reasons of Delays or Cost Increase during the Project The

Irish Catholic Church Essay Example | Topics and Well Written Essays - 500 words

Irish Catholic Church - Essay Example The Church was the moral watch dog of Irish society, which was reflected in the Irish Law. This influence of the Catholic Church was diluted leading to the dilution of the strength of influence that the Catholic Church had over all spheres of life in Ireland (Social Changes). The present generation of Catholics in Ireland no longer demonstrated the same devotion that their parents demonstrated to the Catholic Church and in that show a detachment from the institutional church. These changes in Catholic belief and practice have resulted in the reduced attachment for the morals and values that emanate from the institution of the Catholic Church (Inglis, 2007). This reduced attachment for Catholic morals and values as dictated by the Catholic Church has meant the diminished influence of the Catholic moral against excess of economic prosperity and the diminished concentration of the Irish people on an attempt to reunite Protestant dominated Northern Ireland with Ireland. This change in the morals and values of the people of Ireland have allowed for the people of Ireland to concentrate on agricultural and industrial growth and development (Shirlow, 2003). The decline of the Irish Catholic Church in Ireland has seen the rise of new a religion in Ireland and that is the religion of economic growth that leads to prosperity in society. It is this embracing of the religion of economic growth that has influenced changes in the industrial and agricultural spheres of activity in Ireland and Ireland earning the name of the Celtic Tiger (Gormley, 2000). The result of removal of the narrowed concentration of the people of Ireland on Northern Ireland coupled with the embracing of the religion of economic growth and prosperity has resulted in the dramatic changes in the industry and agriculture in Ireland, leading to Ireland becoming wealthy from the mid-1990s. This growth in prosperity, which has resulted from changes in

The Role Of Teacher in Written Feedback

The Role Of Teacher in Written Feedback Teacher written feedback plays an essential role in a students writing process. It helps students identify their own strengths and weaknesses, which, in case of the latter, will make students know how to go about improving themselves and become effective writers (Penaflorida, 2002, p. 364). According to Ferris (2002), teacher feedback, if addressed effectively, can also contribute to students overall second language acquisition. Important as teacher written feedback is, there have been several studies comprehensively dealing with the issue. Even with those that do, there exists a lack of consensus over such matters as what aspects teacher feedback should focus on, which forms of feedback are preferable to students, etc. In the context of teaching writing in Vietnam, few studies have been conducted on feedback in general and teacher written feedback in particular. The same situation could be seen at the College of Social Sciences and Humanities-Vietnam National University, Hanoi. In reality, neither an investigation into the current feedback giving practice nor students preferences for teacher written feedback has been carried out at the college. It is, therefore, an open question whether or not current teacher written feedback is beneficial to students at the college. All the aforementioned reasons urge the author to carry out the research entitled A study on teacher written feedback on 1st-year students writings at the College of Social Sciences and Humanities-Vietnam National University, Hanoi. This study is an attempt to examine the real situation of teacher written feedback at the CSSH and to propose some suggestions for the betterment of the current practice. The yielded results is hoped to serve as a useful source of reference for those who concern about the subject matter. I.2. Aims of the study This study is carried out with the aims to: investigate the current practice of teacher written feedback on 1st year students writings at the CSSH-VNU propose some recommendations for the betterment of teacher written feedback at the CSSH. I.3. Research questions In order to achieve the abovementioned aims, the study will be conducted to answer two research questions: In what ways is teacher written feedback given to the 1st-year-students writings at the CSSH VNU? What do 1st-year students at CSSH expect from teacher written feedback to make it more effective? I.4. Scope of the study The research will work on the current situation of teacher written feedback on the 1st-year student writings at CSSH-VNU. The subjects selected for this study are the 1st-year students who are studying English at college. Moreover, the research examines only teacher written feedback but not other types of feedback such as teacher-student conference or teacher taped comments, since teacher written feedback is the main type of feedback at the college. Chapter II: Literature Review This chapter, which reviews the overall background concerning teacher written feedback, will serve as the foundations based on which the study is carried out. II.1. Concept of teacher feedback in writing Concerning the matter of teacher feedback (or respond/commentary), there exist a vast number of definitions given by researchers. Keh (1990) considers feedback as any input from a reader to a writer with the effect of providing information to the writer for revision (p. 294). In other words, it is the comments, questions, and suggestions a reader gives a writer with the view to enhancing his/her writing. The concept of feedback given by Joe (2006) is probably one of the most comprehensive one: Feedback is an inseparable and recursive component of both the teachers instruction and the writing process. It represents a sense of audience and purpose in forming the on-going writing process, while establishing a concept of collaborative reader-editor relationship between teacher and student. The feedback from the reader-editor appears as input for further reexamination and revision of the prior written work by providing optimum opportunities to develop and refine ideas, and may take various forms such as conference and interview. (p. 53) This concept is considered the most thorough one that covers almost aspects of teacher feedback, namely, the positions of feedback in writing instruction and writing process, the relation of student-teacher in process writing, the forms of feedback, and the role of feedback in a writing process. Its thought will, therefore, be used thorough this study. II. 2. Role of teacher written feedback As mentioned above, teacher feedback plays an essential role in a writing process. The importance of teacher feedback can be aptly summed by Straub (1996) It is how we receive and respond to student writing that speaks loudest in our teaching (p.246). In the absence of a face to face verbal writing conference, written response is the only way in which teacher can respond to the individual needs of students. It is via the comments on their writing that students can identify their own strengths and weaknesses, which, in the case of the latter, will make the students know how to go about improving themselves and become effective writers (Penaflorida, 2002, p. 346). Therefore, feedback is considered, first of all, a pedagogical tool that helps enhance students writing competence. Moreover, according to Ressor, teacher feedback is believed to provide students with not only the incentive to improve but also the guidance about how to improve (as cited in Vengadasamy, 2002). Feedback, in this sense, adopts another function; that is, stimulating and motivating student to write. II.3. Features of good teacher written feedback What constitutes good teacher written feedback is a complicated issue. There is little consensus among researchers over the matter as in reality, different individuals may prefer different types of feedback. While some people enjoy negative and direct feedback, other may feel discouraged by the same feedback. Therefore, it is normal to see different sets of criteria for good teacher written feedback. According to Coffin et al. (2003, p. 101), three vital elements of a good feedback are positive comment, criticism and suggestion for improvements. The coexistence of positive comment and criticism, according to Ferris Hedgcock (1998), will bring about the best effects (p. 128). While positive comments can motivate writers, negative ones can constructively show them where they have gone wrong and what action they should take in order to improve their paper. A suggestion is also needed as a guideline for students to make revision. Notably, the aforementioned set of criteria only mentions the elements constituting good teacher feedback. Researchers on teacher feedback also list a large number of other criteria, among which is the one given by Leki (1992). According to this researcher, feedback is only good when teachers concentrate on the content along with a limited amount of feedback on grammar, punctuation, and spelling. According to Baechle Lian (1990) and Mastropiery Scruggs (1994) (as cited in Konold Miller, 2004), high-quality feedback should be timely, accurate, constructive, outcome-focused, encouraging and positive. What is more, good feedback must necessarily avoid unknown abbreviations, codes, ambiguous and unobtainable suggestions for improvement. This set of criteria, in comparison with the two sets mentioned above, is more sufficient since it covers nearly all aspects of good feedback, that is, the elements of good teacher written feedback, the tone of teacher feedback (encouraging and positive) as well as the practicality of the feedback (obtainable suggestions). The existence of different ways to define the criteria of good teacher written feedback indicates that there is no standard type of teacher feedback. It is, therefore, necessary that each teaching and learning environment carry out research to find out the types of feedback that suit their students most. II.4. Major issues of teacher feedback on student writing Providing effective feedback to students has been a matter of concern among writing teachers as well as researchers. A great number of questions have been asked: What should teacher comment on?, To which extent should feedback be?, Which types of comment are most effective? and so on. However, it is the fact that researchers have not reached a consensus over the answers to such questions. Within a small scale study, an overview of the literature of the two main issues, namely content and types of teacher written feedback will be discussed in the following part. II.4.1. Content of teacher written feedback Teachers have been faced with a constant question of what to focus on when giving feedback to student writing. Fathman and Whalley (1990, p.178) notes: much of the conflict over teacher response to written work has been whether teacher feedback should focus on form or content of the writing. Content, in their opinion, refers to comments on organization, ideas and amount of detail, while form involves comments on grammar and mechanical errors. Traditionally, teachers were inclined to identifying and correcting all the surface-level errors; i.e., errors on form (Sommers, 1982). Kepner (1991) explains that teacher corrects errors out of the fear that the erroneous structures would become fossilized in the students. However, the mere focus on form correction would have detrimental impact on student writing. That students receive a corrected draft from a teacher with red-ink correction all over the page would only add to their anxiety when dealing with another writing task. Moreover, a large amount of error correction may draw the students attention to form only but not to the important matter of developing the content (Sommers, 1982). This is because when teacher feedback focuses on form (grammar, spelling, etc.), many students will revise their writing by correcting the surface mistakes and will make few or no other changes. The result is that the students rewriting becomes grammar exercises rather than challenges to clarify meaning. In some other research, there seems an agreement that attention must paid to both content and form for the fact grammatical inaccuracies can have negative effect on the overall quality of the student writing (Raimes, 1992, p. 308). In short, what to feedback on remains a complex issue. Though many studies have been carried out on the issue, a consensus over the matter has not been reached. This indicates that further studies are needed in order to find out the answer to the problem. II.4.2. Types of teacher written feedback This part will present some major types of feedback: positive feedback negative feedback, direct feedback indirect feedback, marginal feedback end feedback. These types of feedback are discussed and compared in pair in a way that the differences between them, i.e., the advantages and disadvantages of one type over the other, are highlighted. II.4.2.1. Positive feedback versus a negative feedback In their studies, Fathman Whalley (1990) suggests that positive comments give students motivation to improve their writings. When students are told they are doing right, they feel motivated to write more and to write better. However, only positive comment is not sufficient enough to motivate students to improve their writing. According to Hyland and Hyland (2001), negative comments are more useful for many students who want their problems to be highlighted. Too much negative feedback, however, may adversely affect students writing. As they re-read the writing with red marks all over the page, students may feel discouraged and stop trying to correct the mistakes. All things considered, it is advisable that teachers get a balance between praise and criticism, since the combination of both kinds will bring about the best effects (Ferris Hedgcock, 1998, p. 128). II.4.2.2. Direct versus indirect feedback Direct feedback is teachers explicit written corrections in response to students errors. With direct feedback, students are expected merely to transcribe the teachers suggested corrections into their texts. Indirect feedback, on the other hand, is when the teacher alerts students to error using general comments, but gives students the opportunity to fix errors themselves (Ferris, 2002). In his study, Ferris (2002) shows that indirect feedback is more helpful to student writers in most cases because it leads to greater cognitive engagement, reflection, and guided learning and problem-solving. Since teachers only point out the mistakes (or suggest the way to correct them), students have to figure out the way to correct the mistakes on their own. This, in the long run, helps promote students thinking as well as the ability to self-edit their own writings. Moreover, when having to correct the mistakes by themselves, students normally remember the mistakes better; therefore, they are more likely to be able to avoid them in the future. Beneficial as indirect feedback to students, for mistakes that are too complicated, direct feedback proves better than indirect one because it saves students from discouragement when they could not solve the problems on their own. All things considered, it would be the best way that teachers combine both direct and indirect feedback when they respond to student writings. II.4.2.3. Marginal versus end feedback Marginal feedback is a kind of feedback that is written in the margin or between sentence lines of the students paper. By contrast, end feedback refers to the summary feedback at the end of the paper. According to Ferris and Hedgecock (1998), there is no conclusive evidence that either marginal or end comments are preferable or more effective. In reality, each type of feedback is used with a certain aim. While marginal comments are more suitable to respond to specific sections of the text, end comments are usually saved for more global concerns affecting the entire composition. To sum up, as the above literature indicates, there is no consensus over what constitutes effective feedback. As a result, in order for teachers to make full use of feedback, they need to adjust the types of comments to the certain kinds of students. Chapter III: Methodology This chapter, which introduces the methodology of the study, covers the research approach, the methods of data collection, and the methods of data analysis. III.1. Research approach A combination of both quantitative and qualitative method was utilized in this study so as to achieve the desired aim. Quantitative method realized by means of a questionnaire to students, proved to be appropriate because it was adequate to find objective answers to such questions as How is feedback given to the 1st-year student writings and What do students expect from their teacher written feedback?. Moreover, thanks to the large number of participants in the study, that is, 80 1st-year students, the information acquired is reliable and generalisable (Nunan, 1989, p.4). In this study, qualitative was also needed since one end of the research was to find out how teachers respond to their student writings and why they respond in such ways. Qualitative study is based mainly on three basic data gathering techniques, that is, participant observation, interview and document or artifact analysis. III.2. Methods of data collection III.2.1. Questionnaire The first method aims at collecting statistical data from students to answers two research questions: (1) In what ways is teacher written feedback given to the 1st-year-students writings at the CSSH VNU? and (2) What do 1st-year students at CSSH expect from teachers written feedback to make it more effective? The data gained not only provided the researcher with an overall understanding about the students opinion about current situation of teacher written feedback given but also some pedagogical implications for the practice of giving feedback at CSSH. The questionnaire included two main parts, namely, the current situation of teacher written feedback and students expectations of teacher written feedback. The subjects selected for the study include 80 freshmen who are in the second semester of the academic year 2009-2010 at CSSH-VNU. The questionnaires were distributed to respondents with the researchers presence so that clarification and disambiguation could be made timely. (A copy of the questionnaire can be seen in the Appendix A). The steps of conducting and distributing questionnaire can be illustrated as follows: Studied available documents and chose the most appropriate data Designed questionnaire Piloted questionnaires Revised questionnaires in terms of language as well as instructions so as to make it clear and reader-friendly Distributed questionnaires to 1st-year students at CSSH Gathered findings from respondents, analyzed and interpreted the data. III.2.2. Student writing analysis Analyzing student writings already responded by teachers served two main functions. First, it gave the researcher an in-depth look at how teacher written feedback is given to the 1st-year student writings. In addition, it provided materials for the interviews with the teachers. Three groups of students were randomly selected. From the four groups, 15 newly-commented writing papers were borrowed and analyzed. The steps of analyzing students writings can be illustrated as follows: Borrowed the writing papers from students Read students writing papers with the teachers written feedback Analyzed the teachers comments in terms of feedback content and types. By this way, the distinctive features of a certain teachers style of giving written feedback could be discovered. III.2.3. Semi-structure interviews In this study, semi-structure interviews with the teachers were used with the views to double-checking the information gained in the questionnaire. The situation of teacher written feedback was, therefore, looked into from two different angles, both from teachers and students perspectives. Three teachers working at CSSH were invited to take part in the interviews. This number was reasonable because if it was greater, the qualitative data would be too enormous to manage. The interviews were carried out informally in the teachers native language so as to elicit the most information from the teachers involved. During the interview, audio recorder was utilized. All the data were then transcribed and translated into English for data analysis. (The content of interview questions and Transcription of the interviews can be seen in Appendix B) In short, the combination of qualitative and quantitative method was utilized so as to yield the most information needed. At the same time, the shortcomings that persisted in individual method would be overcome. III.3. Method of data analysis Since collected in both quantitative and qualitative method in this research, the data, therefore, needed to be processed in different ways so as to yield the most accurate results. As for the quantitative approach, the researcher followed the statistical procedure from coding questionnaire data to summarizing and reporting data in a reader-friendly way. As for the qualitative approach, the method of data analysis was to transcribe the recorded interviews and synthesize them. The recorded interviews were first transcribed in their original language and then translated into English. Only English would be used in the discussion of findings for convenience. CHAPTER 4: Discussion of results IV.1. Current situation of teacher written feedback from students perspective How teacher written feedback in writing skill is delivered at CSSH is reflected in the first part of the questionnaire to students. IV.1.1. Frequency of teacher written feedback The first question asked students how many times their teacher responded to each of their writing assignment in written form. As can be seen from Figure 1, nearly one forth of the respondents stated that their teachers gave feedback to their writing twice per one assignment. This means after getting teacher written comments, students were required to revise and hand in the next versions for further feedback and evaluation. This level of frequency was believed to be appropriate, since it could encourage students to revise and to enhance their writing performance. The majority of students (77%), however, received teacher written feedback only once per assignment. Since the teachers did not require students to revise and hand in the writing after they received teacher written feedback, it is likely that few students had enough motivation to revise their paper. This, in turn, might reduce the usefulness of teacher written feedback. IV.1.2. General evaluation of teacher written feedback It is clear from Figure 2 that the majority of students (75%) got fairly detailed feedback, that is, comments and suggestions/corrections to major mistakes. This way of giving feedback is supported by many researchers who claim that teachers should focus on some typical problems at a time (Ur, 1996; Sommer, 1982). The number of students stating that their teacher feedback was very general, e.g., feedback with only some words like excellent, good or bad was 8, accounting for 10% of all students. There was no student receiving NO written comments from their teachers at all, which means no teacher felt into the trap of being non-corrector. These numbers indicate that the practice of giving feedback at CSSH was fairly adequate. IV.1.3. Content of teacher written feedback Figure 3 shows different categories of teacher written feedback from the view of students. Strikingly, there were very few students who NEVER received teacher written feedback on these categories (except for that on format). The levels often accounted for the highest numbers of students, from the lowest 25 students to the highest of 45. These figures indicate that teachers at CSSH have paid attention to both form and content, though the levels of attention may vary from one teacher to another. Noticeably, the percentage of students who RARELY received feedback on ideas, organization of ideas and format was higher than that on grammar, vocabulary and mechanics. For the level ALWAYS, the highest number of students chose grammar, that is, 42 over 80 students and next-coming was expression, 31 over 80 students. This is predictable since mistakes of surface level (grammar, vocabulary and mechanics) are more identifiable than those of organization and ideas (Ur, 1996; Fathman Whalley, 1990). However, that teachers rarely gave feedback on content may, in the long run, have negative impacts on the students because writing is, in the final analysis, about communicating and presenting thoughts. In summary, two major features of teacher written feedback interpreted from this bar chart are: (1) teachers did pay attention to both the form and the content of students writings and (2) teachers were more likely to respond to surface-level mistakes. IV.1.4. Types of teacher written feedback Concerning types of teacher written feedback (Figure 4), the majority of teachers at CSSH used both positive feedback (i.e., praise) and negative one (i.e., criticism) when responding to students writings. The overall number of students who always, or often received teachers positive feedback far outnumbered that of negative one, that is, 91% to 59%. This reality was an indication that teachers at CSSH preferred giving feedback in an encouraging tone to negative one. Regarding marginal and end feedback, there still existed 16% of students who rarely received end feedback and the other 20% who rarely received marginal feedback. Though the numbers were not high, it was still an indication that some teachers still did not pay enough attention to these two must-have feedback. As can be seen from Figure 4, both direct and indirect feedback was used and the levels of frequency were nearly the same. It is inferable that teachers paid equal attention to both types. It can be concluded that teachers at CSSH employed a wide variety of types of feedback to respond to students writings. However, in order to have accurate judgment of the effectiveness of the types used, in-depth interviews with the teachers are needed. This will be discussed in later part of this study. IV.1.1.5. Comprehensibility of teacher written feedback The last question in the first part of the questionnaire asked about the comprehensibility of students of teacher written feedback. The majority of respondents, 90%, answered that generally, they did. However, there were still 10% (8 students) stating that they were not able to understand teacher feedback. The most common reasons for this were teachers too general feedback (6 respondents) and new words/structures in their feedback (6 respondents). Correction codes, which are initially aimed at systematizing and simplifying teacher written feedback, turned out to make it incomprehensible to understand to a number of students (4 respondents). IV.2. Current situation of teacher written feedback from teachers perspective Emphatically, this study aims at finding out how written feedback is delivered from different perspectives, both of teachers and students. This part will present information on firstly, the way teachers give feedback to students (via analyzing student writings with teacher feedback on them) and secondly, teachers reasoning for the way they give feedback to students (via interviews with the teachers). However, in order to make it easy to follow, the information will be discussed according to the frame of the interviews with the presentation of student writings analysis integrated in it. The following section will be discussed in two different categories, namely, aspects of teacher written feedback and types of teacher written feedback. 21The following table compares the two major aspects form content that have been responded by teachers. The dark columns present the number of mistakes identified by the researcher and then double-checked by a native speaker, and the other columns the numbers of mistakes pointed out, suggested or corrected by the teachers. The ratios of mistakes pointed out by teachers to those by the native speaker gives the researcher an overall assessment of the frequency level of teacher written feedback at CSSH. As can be seen from the table, all the teachers at CSSH paid attention to both content and form of student writing papers, though the level of attention may differ. In order to make the information easy to follow, it was then re-illustrated in the form of bar-chart as follows: While Teacher 1 (T1) seemingly put more focus on feedback on form, Teacher 2 (T2) and Teacher 3 (T3) paid fairly equal attention to both the content and form of the writings. The reason for their emphasis on both form and content was they are equally important (T3). In greater details, If I dont correct mistakes on form (like grammar, word choice, etc), students will be likely to repeat the mistakes, even the simple ones, in the future and they are used to the teaching and learning method at High school where a lot of emphasis is put on grammar that If I dont orient them towards the content of a writing paper, they will perhaps stop at language accuracy only (T3). Explaining her way of giving feedback, T1 responded that the possibility of students making mistakes on content was quite small since students normally get suggestions on idea organization either from the teacher or from the course-book within prewriting stage (T1). Noticeably, though T1 acknowledged the importance of content, she did not manage to treat it equal to form. Concerning the treatments of mistakes, it was notable while mistakes on form were usually corrected by teachers right away; those on content just received suggestions for revision from teachers. Reasoning this, T2 answered its difficult to correct the content directly on their papers and I dont want them to think thats the only way (when I give correction) to go about that. In the same line with this were feedbacks on content, as I said earlier, are suggestive only, theres no one correct way of organizing ideas (T3). In short, all the teachers participating in this study were well aware of the importance of content over form, which helped them avoid being mistake-hunters. However, how much teachers focus on either form or content vary. IV.2.2. Types of teacher written feedback Type of teacher written feedback was also a field marking the differences between the teachers participating in the study. In terms of marginal and end feedback, it was notable that while T1 preferred using marginal to end feedback, T2 tended to enjoy the other way round. T1 stated that her in-text comments were enough for students to revise their papers. Furthermore, the teacher normally did not feel content with her student writings: if I gave an overall comment to my students, that comment would be very negative and it may make them feel discouraged. T2, in contrast, used more end feedback as she wanted to comment on students overall performance. According to T2, the focus of the 2nd semester was free writing, which meant more personal feelings and less teacher intervention. Adopting both marginal and end feedback when responding to student writings, T3 explained they serve different purposes. Marginal feedbacks were handy and suitable with minor mistakes; while end feedbacks were given for general comments. As a consequence, the lack of either marginal or end feedback led to incomprehensive feedback. Relating to the use of negative and positive feedback, it was notable that except from T1, the other two teachers frequently resorted to both types of feedback when responding to student writings. According to these teachers, feedback should, apart from helping students aware of the mistakes they make, be able to motivate students. This idea agreed with what Coffin et al. (2003) listed as the features of good teacher written feedback, that is, positive comment, criticism and suggestion for improvement. T1, who seemed not in favor of the ideas, stated it very much depends on the quality of the writing to decide what to include in the feedback. According to T1, teachers should not just praise students so that they feel at ease when receiving feedback because that may do more harm than good: students may feel that Oh, the teacher says that my writing is good, so why should I revise it or they may feel hurt when the feedback is positive while the mark is actually low (T1). This idea, whi ch had some merits in itself, should be taken into consideration. The types of feedback used have, to a certain extent, reflected the tone to teacher written feedback. While T2 and T3 preferred giving feedback in a friendly, encouraging tone, T1 turned to more serious feedback which was, according to the teacher, more beneficial to students. In short, the data achieved from the interviews, which do conform to those from student que

Free Epic of Gilgamesh Essays: Defining Humanity in Gilgamesh :: Epic Gilgamesh essays

Defining Humanity in The Epic of Gilgamesh Fifteen Works Cited Stories do not need to inform us of anything. They do inform us of things. From The Epic of Gilgamesh, for example, we know something of the people who lived in the land between the Tigris and Euphrates rivers in the second and third millenniums BCE. We know they celebrated a king named Gilgamesh; we know they believed in many gods; we know they were self-conscious of their own cultivation of the natural world; and we know they were literate. These things we can fix -- or establish definitely. But stories also remind us of things we cannot fix -- of what it means to be human. They reflect our will to understand what we cannot understand, and reconcile us to mortality. We read The Epic of Gilgamesh, four thousand years after it was written, in part because we are scholars, or pseudo-scholars, and wish to learn something about human history. We read it as well because we want to know the meaning of life. The meaning of life, however, is not something we can wrap up and walk away with. Discussing the philosophy of the Tao, Alan Watts explains what he believes Lao-tzu means by the line, "The five colours will blind a man's sight." "[T]he eye's sensitivity to color," Watts writes, "is impaired by the fixed idea that there are just five true colors. There is an infinite continuity of shading, and breaking it down into divisions with names distracts the attention from its subtlety" (27). Similarly, the mind's sensitivity to the meaning of life is impaired by fixed notions or perspectives on what it means to be human. There is an infinite continuity of meaning that can be comprehended only by seeing again, for ourselves. We read stories -- and reading is a kind of re-telling -- not to learn what is known but to know what cannot be known, for it is ongoing and we are in the middle of it. To see for ourselves the meaning of a story, we need, first of all, to look carefully at what happens in the story; that is, we need to look at it as if the actions and people it describes actually took place or existed. We can articulate the questions raised by a character's actions and discuss the implications of their consequences.

Phu Nhuan Jewelry Essay

In April 28th, 1988, Phu Nhuan Jewelry Trading Store was founded with an investment of only VND 14 million and its first 20 employees. In 1990, this founding store became Phu Nhuan Jewelry, Fine Arts and Currency Exchange Company, being under direct control of Financial Administration of Ho Chi Minh City Committee. Phuong Hoang Gold Bar was also launched then. In 1992, the company was renamed Phu Nhuan Jewelry Joint Stock Company. This stage witnesses great changes with bold investment in Italian technology production line. In the same year, the company also co-founded Dong A Bank and formed a joint venture with Phu Nhuan House Trading and Devepment Company. In 1995, PNJ expanded its activities into motorbike trading as a Head of Honda. Also in this year, PNJ set up the first gas logistics in Ho Chi Minh City, VINAGAS. Since 1998 till 2003, Branches in Ha Noi, Da Nang and Can Tho were set up while number of stores in Ho Chi Minh City kept increasing. Not only spreading nationwide, PNJ also exports to foreign markets, starting with Singapore, Malaysia and the US. In 2003, PNJ co-found Dong A Real Estate Join Stock Company and be shareholder of SG Fisheries Joint Stock Company. In Jan 2004, PNJ changed into a new type of business: Joint Stock Company, under the full name Phu Nhuam Jewelry Joint Stock Company. In 2005, PNJ re-launched PNJSilver and launched a premium trademark CAO – Fine Jewelry. In 2007, PNJ was ranked Top 200 Largest Enterprises in Vietnam by United Nations Development Programme (UNDP). In 2008, PNJ launched new logo and re-launched gold bar trademark under a new name: Phoenix PNJ- Dong A Bank. In present, PNJ keeps growing in all aspects: manufacturing system investment and workforce development, export market expansion to Europe, U. S. A, Australia, etc. The company’s asset has raised up to 2. 000 billion VND, the number of employees has now been nearly 2. 000 people and PNJ has an international-standard jewelry factory with 1. 000 professional goldsmiths. Until now, PNJ’s retail system has expanded to more than 100 stores nationwide. PNJ is very proud of its famous and prestige jewelry brands in Vietnam, which include the PNJ Gold, PNJSilver, CAO Fine Jewelry and Phoenix PNJ – DongA Bank Gold Bar. PNJ has received different awards throughout years, such as Top 500 Retailers in Asia-Pacific Award (from 2004 until now), High Quality Vietnamese Products Award for 12 consecutive years from 1998 to 2009, Vietnamese Golden Star Award, Best Vietnamese Brand Award, Vietnamese Quality Award, etc. PNJ was the first local jewelry company exporting products overseas. Since 1995, PNJ jewelry products have been introduced in Hongkong Jewelry Fair, as well as exported to Denmark, Germany, U. S. A, Australia and start entering Dubai market. Throughout 21 years of development, PNJ has successfully completed business tasks, taken care of social community, contributed for the Vietnamese jewelry industry, and also contributed to the development of the economy – society of the country.

Parkinsons Disease Essays - Parkinsons Disease, Catecholamines

Parkinson's Disease Essays - Parkinsons Disease, Catecholamines Parkinson's Disease INTRODUCTION In 1817, a London physician, named James Parkinson, wrote the first information of Parkinsons disease in his Essay of the Shaking Palsy. Little research was done throughout the years. However, researchers at the University of Vienna brought hope in 1960, that restoring low dopamine levels might effectively treat the disease. Investigators soon learned that dopamine by itself was useless; it would be metabolized before reaching the brain. So, in 1970, levodopa was approved for prescription sale and in 1975, Sinemet became available on prescription. What exactly is Parkinsons? Are there effective treatments? Soon, we will find out the answers to these questions and many others. Not many people know what Parkinsons disease is. Others may have misconceptions about the disease. I wrote this paper to inform the reader and to expand on my own general interest. Also, this topic is important to me because my grandmother has this disease, and I wanted to know more about it. I would like to thank the writers and publishers for writing and printing the necessary material. This paper is incomplete due to unobtainable sources, because this is an ever-changing field, and limited

Free Essays on Cancer

Warning about children and Cancer ‘ Warning about children and cancer’ came from the Associated Press. The article exposed evidential facts that fighting cancer from a child’s age has got better over the years that went by. It explained that years ago children with cancer had very little chance of being cured however, as time moved children of all ages had survived childhood cancer. The writer explains that there are many survivors that may experience severe or detrimental side effect of the cancer that will not show up immediately. The side affect really depended on the age of the patient, where the cancer is located and how much treatment was given. Moreover, these effects could affect things like growth, fertility, heart function, muscle movement or cognitive activity. As these affects were made note of the writer expressed that these affects can be minimized once the effects are looked and treated for early. Apart from looking for these effects, the writer assured that it is really the job o f the primary care provider and more importantly the patient. The article also highlighted key recommendations to help fight cancer. Some of which were: Developing guidelines for follow-up care of childhood cancer survivors. Creating links physicians and specialist and Stepping up research to prevent late side effects. This article really struck my attention and it is evident that catching hold of the cancer from a very young age will minimize its growth. Although time has increased the knowledge of the many doctors in care of cancer patients more is still need to be done. Fighting cancer has got better of the years and looking for known threats and treating side effects early is only now a next task to handle. From the article it stated few recommendations that can resolve the task placed before them. ‘ Developing guidelines for the follow-up care of childhood cancer survivors’ was one of the few. This point is so true and impor... Free Essays on Cancer Free Essays on Cancer Warning about children and Cancer ‘ Warning about children and cancer’ came from the Associated Press. The article exposed evidential facts that fighting cancer from a child’s age has got better over the years that went by. It explained that years ago children with cancer had very little chance of being cured however, as time moved children of all ages had survived childhood cancer. The writer explains that there are many survivors that may experience severe or detrimental side effect of the cancer that will not show up immediately. The side affect really depended on the age of the patient, where the cancer is located and how much treatment was given. Moreover, these effects could affect things like growth, fertility, heart function, muscle movement or cognitive activity. As these affects were made note of the writer expressed that these affects can be minimized once the effects are looked and treated for early. Apart from looking for these effects, the writer assured that it is really the job o f the primary care provider and more importantly the patient. The article also highlighted key recommendations to help fight cancer. Some of which were: Developing guidelines for follow-up care of childhood cancer survivors. Creating links physicians and specialist and Stepping up research to prevent late side effects. This article really struck my attention and it is evident that catching hold of the cancer from a very young age will minimize its growth. Although time has increased the knowledge of the many doctors in care of cancer patients more is still need to be done. Fighting cancer has got better of the years and looking for known threats and treating side effects early is only now a next task to handle. From the article it stated few recommendations that can resolve the task placed before them. ‘ Developing guidelines for the follow-up care of childhood cancer survivors’ was one of the few. This point is so true and impor... Free Essays on Cancer CANCER Topic: Cancer Specific Purpose: To inform my audience about cancer. Thesis Statement: Cancer is a serious disease that is usually preventable and curable. INTRODUCTION Attention Getter: More than 1/2 million people are expected to die of cancer this year. That's more than 1,500 a day. An average of 1/2 of men and 1/3 of women will develop cancer. Purpose: To inform my audience about cancer. Importance to Audience: Cancer can affect anyone, so the audience can gain something from this speech by being informed about cancer. Thesis Statement: Cancer is a serious disease that is usually preventable and curable. Preview: I will discuss what cancer is, ways to prevent cancer growth, and the different types of treatment for cancer. 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A report on the foreign policy of the United States towards Russia Essay

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Is the MENA region assigned a peripheral place in the global economic Essay

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