Dissemination of Data Essay Example for Free

Dissemination of Data Essay Freemantle and Watt (1994) suggest dissemination is the mechanisms and strategies by which specific groups become aware of, obtain, and make use of information. This definition introduces the notion of targeting specific groups with information that may be relevant, but also highlights the necessity of such groups being able to make use of the information once received. A goal of the researcher according to Pellecchia (1999) should be â€Å"to disseminate the findings, thereby adding new knowledge to the field†. Researchers have an array of presentational styles and formats to choose from that best fit their research purposes (Sandelowski, 1998) but the key point is to choose the most appropriate method for displaying particular research findings (Saldana, 2003). In paying attention for the above research, the most popular way to reach desired target audiences is to give a paper or show a poster in lobby influential individuals through conferences, seminars or meetings, write press articles for publications that are read by policy-makers, send a targeted mailings containing relevant findings and recommendations in the form of a newsletter, letter or leaflet and by using visual and multimedia formats such as DVD’s can enhance the impact of research findings however, the costs associated with multimedia production can be higher than other methods of dissemination. Freemantle N, Watt I (1994) Dissemination: implementing the findings of research Health Libraries Review; 11: 2, 133-137. Pellecchia LG (1999) Dissemination of research findings: Conference presentations and journal publications. Topics in Geriatric Rehabilitation; 14: 3, 67-79. Sandelowski, Margarete (1998). Writing a good read: Strategies for re-presenting qualitative data. Research in Nursing and Health, 21(4), 375-382 Saldana, Johnny (2003). Dramatizing data: A primer. Qualitative Inquiry, 9(2), 218-236. Research Design -1500 Methodology refers to the philosophical framework, the fundamental assumptions and characteristics of a human science perspective van Manen (1997). It is the theory behind the method, including the study of the method one should follow and why. To answer the research question, this study was guided by the philosophy of hermeneutic phenomenology that sought to address the experiences of women regarding reconstructive surgery. According to Rossman and Rallis (1998), phenomenology pursues to develop an understanding of lived experience. The first-hand report or description of one’s experience of the phenomenon is central to the understanding of the phenomenon. The focus of a phenomenological study according to Patton (1990) lies in the descriptions of what people experience and how it is that they experience. The goal of phenomenological research is to describe and identify precisely the essence of a person’s lived experience in relation to what is being studied and not to develop a model or describe a grand theory (Oiler, 1982). Phenomenology, as a research method, is a rigorous, systematic investigation of phenomena which approach is descriptive, retrospective, in-depth analysis of a conscious lived experience, which is everyday experiences that are real and true to the individual. Every time a participant’s view is expressed, the researcher may see the interpretation as an answer to the question that is being asked (van Manen, 1997). Thus, the conversation has a hermeneutic orientation â€Å"to sense-making and interpreting of the optic that drives the conversation†(van Manen, 1997, p.98). The adoption of hermeneutic phenomenology was based on several factors. Since the objective of the study was to determine how satisfied women are with the reconstructed breast after surgery. Hermeneutic principles facilitated the interpretation and meaning of these women’s experiences and took into account the influences of social factors. It acknowledges that understanding is influenced by both internal and external factors, and is guided by language which leads to the creation of new meanings or understanding through dialogue (Vis, 2005). Hermeneutic phenomenology involves the process of interpretation and the interaction between the researcher and the participants, requiring the researcher to be reflective, insightful, sensitive to language and open to new experiences (van Manen, 1997). It afforded the opportunity to explore and gain better appreciation of the researcher‟s cultural heritage, which enriched the depth of interpretation and understanding of the phenomenon. Sample The study was conducted at the Spire Cardiff Hospital, which caters specialist cancer care within Wales. Nurses and psychosocial professionals identified the potential participants who met the eligibility criteria and provided the researcher with their telephone numbers. The researcher approached identified participants during clinic visits or contacted them by telephone to introduce herself and provide a detailed explanation of the study. Ten participants will be recruited since there is a limited number of women that have undergone breast reconstruction within the specified year. A number of eight to ten sample size was appropriate for a phenomenological study (Morse, 2000; Starks Trinidad Brown, 2007) and achieved the goal of obtaining a varied, rich and deep understanding, or essence, of their lived experience (Creswell, 1998). The specific criteria for selecting the participants include women who received any type of breast reconstructive surgery due to breast cancer, who are older than 18 years of age, can speak and write English, and had no history of major mental illness, and those who have received breast reconstructive surgery from last year (2011) up to this year (2012). Purposive sampling will be used in this study. Verbal consent was obtained from those willing to participate in the study. Thereafter, an interview was scheduled at a mutually suitable time at the hospital or the participant’s home at which time written consent was obtained following review of the consent form. The consent form was written in English and describes the study and its objectives, outlines the potential risks and benefits to participants, as well as the safeguards to maintain confidentiality of data. The consent form also advises participants they may withdraw from the study at any time without compromising their clinical care. Data Collection Data collection consisted of patient demographic profiles and audio-taped face-to-face interviews which were subsequently transcribed. A semi-structured interview guide was constructed to facilitate data collection; the questions were partially derived from existing psychosocial literature on the concept of self-identity (Mathieson Stam, 1995) and modified for the purpose of this study. These questions were constructed to seek meaning and significance of a phenomenon (van Manen, 1997). The interviews were digitally audio-taped and transcribed. Each interview lasted about 1 – 1  ½ hour. In hermeneutic phenomenology, an interview serves as a vehicle to explore, gather and develop a conversation with the participants to gain an understanding of the meaning of the lived survivorship experience (van Manen, 1997). According to van Manen (1997), the art of the researcher in a hermeneutic interview is to keep open the question of the meaning of the phenomenon and as well to keep the researcher and the participant oriented to the idea of being questioned. As Gadamer (1975) states, â€Å"The art of questioning is that of being able to go on asking questions, i.e. the art of thinking† (as cited in van Manen, p.330). In keeping with the hermeneutic inquiry, the interview began with a broad question which asked each participant to describe what it was like around the time of breast cancer diagnosis. Thereafter, the researcher sat back and listened, allowing the participants to tell their story and the process to evolve. Following the hermeneutic circle of questioning, the researcher went back and forth, deconstructing and reconstructing meanings, while paying particular attention to not only what was said, but also and more importantly, to what was not said to uncover the true essence of the experience (McConnell-Henry et al., 2009a). Additionally, the researcher introduced ideas and concepts expressed from one interview to the next to validate common or varied themes. Attention was directed to whole or overall meanings, and at the same time, the whole or overall meanings were examined by its parts (van Manen, 1997). Field notes and memos were recorded immediately following each interview, with notations on the location of the interview, the participant’s home environment, as well as participant’s body language, facial expressions and emotional responses, such as tone of voice and affective changes observed during the interview. The researcher’s impressions and feelings during the interview and preliminary thoughts on emerging themes and theoretical assumptions were recorded in a reflexive journal. Nvivo 2.0 qualitative software was used for coding of the data. Descriptive statistics (mean, median, SD) were calculated for all demographic variables. Data analysis was conducted based an inductive iterative approach. In qualitative research, a transcript is necessary to achieve the research goal of capturing participants‟ reconstruction of their lived experience in their own words (Sandelowski, 1994) and to complement the level of analysis involved (Drisko, 1997). Sandelowski (1994) believes that a transcript becomes the researcher‟s raw data by preserving the interview event and which could be utilized for member checking and expert peer review. If the focus of an analysis is to provide an in-depth description of the knowledge, attitudes, values, beliefs or experiences of an individual, or a group of individuals, then a lengthier and more extensive text is required for the transcript. The interest of researchers goes beyond identifying patterns and salient themes; they also seek to demonstrate variations in the way a phenomenon is framed, articulated and experienced, as well as the relationships within and between particular elements of such a phenomenon (MacLean, Meyer, Estable, 2004). As the aim of this hermeneutic phenomenological research was to gain a deeper understanding of women’s feeling after breast reconstruction, every effort was made to capture not only spoken words but also the emotional content of the interviews. Transcripts were transcribed verbatim and included mispronunciations, grammatical errors, vernacular expressions, intonations, slang, and emotional sounds; these were denoted in the transcripts as [crying softly], [laughing softly] or [sounds like nervous laughter] (MacLean et al., 2004). Attention to the expression of idioms is particularly important in phenomenology as they are born out of lived experience (van Manen, 1997). To improve understanding of the content and affect of the interviews, transcripts included contextual information such as silences or pauses in conversation and background noises, as well as inaudible segments, which were documented in the transcripts as [cannot hear] or [inaudible] (MacLean et al., 2004; McLellan, MacQueen, Neidig, 2003). Interviews conducted in English were transcribed verbatim by an English-speaking transcriber, The researcher clarified and verified the English transcripts against each interview and made changes as required. For accuracy and quality control purposes, spot-checks were conducted on all transcripts and translated transcripts (McLellan et al., 2003). Preparation for data analysis begins by orienting oneself to the phenomenon (van Manen, 1997). To accomplish this, the researcher emerged herself in the data by listening to each tape purposefully and reflectively, paying attention to each participant‟s human existence. While listening, the researcher mentally re-lived the interview process; Multi-layered readings allowed a wholistic feeling of the „big picture‟ and ensured no aspects of the phenomenon were omitted. The researcher individually coded all the transcripts. During the readings, significant phrases, sentences and statements were highlighted and coded, with particular attention paid to recurrent images, repeated words, metaphors or analogies, and contradictions and transitions in the narratives (Ryan Bernard, 2003); emerging themes were categorized according to the four structures of the lifeworld. Interpretation and meanings were proposed for each statement employing words as close as possible to those voiced by the participants. Common themes were integrated into the four existential structures that describe the phenomenon , thereby generating a clear structured cognitive framework of the emergent themes; a distinction was made between incidental themes versus essential themes(van Manen, 1997). Constant comparison of the text was undertaken to identify negative cases and compare thematic patterns and commonalities that characterized the phenomenon being studied, and to explain individual variations within each interview as well as all interviews as a whole (Thorne, Kirkham, OFlynne-Magee, 2004). Phenomenological investigation entails the art of sensitivity to the subtle undertones of language; this requires the researcher to be a true listener to attune to the deep tonalities of language that normally fall out of the range of accustomed hearing (van Manen, 1997). Data Analysis 5.3.1 Thematic Analysis This study employed thematic analysis to describe and interpret the internal meaning structures of lived experience or lifeworld. In qualitative research, thematic analysis is the most common approach for data interrogation (Creswell, 1998). According to Luborsky (1993), the significant benefit of utilizing thematic analysis is its direct representation of an individual‟s point of view and descriptions of experiences, beliefs and perceptions. In phenomenology, themes, or existential themes, are viewed as the structures of experience and often described and interpreted within the structures of the four existentials of lifeworld lived space (spatiality), lived time (temporality), lived body (corporeality), and lived relation (relationality) as the means to ground human experience (van Manen, 1997). In other words, recognizing how and where the data was to be categorized thematically not only helped to integrate the themes into a structured meaning, but also provided a clear structured cognitive framework for the researcher and the reader to understand the textual data (Vis, 2005). Unlike quantitative research which seeks causal determination, prediction and statistical generalization of findings, the aim of a naturalist, constructive and interpretative inquiry is to solicit rich illumination, understanding and extrapolation from the data generated (Hoepfl, 1997; Polkinghorne, 1989). The issues of validity and reliability are just as important in qualitative studies as in quantitative research to establish truth-value; in qualitative investigations, however, validity and reliability are achieved through the concepts of credibility, transferability, dependability and confirmability (Guba Lincoln, 1985). For hermeneutical research, the multiple stages of interpretation that allow patterns to emerge, the discussion of how interpretations arise from the data, and the interpretive process itself are critical ways to ensure rigor (Koch, 1995).Rigor was further enhanced by having two English transcripts randomly selected and reviewed by the thesis supervisor (CW) and a committee member (DH). They each read the transcripts to verify coding accuracy, reviewed the extracted statements as well as the formulated meanings and themes, and provided additional interpretation of the coded data as necessary. In this study, trustworthiness was addressed through reflexivity, prolonged engagement, interdisciplinary triangulation, negative case analysis, peer debriefing/support and audit trail (Padgett, 1998). Prior to detailed discussion of the techniques employed to establish trustworthiness, I pause to acknowledge the current debate and tension regarding the appropriateness of applying quantitative terminology to establish rigor in qualitative research (Golafshani, 2003) . While prolonged engagement, triangulation and negative case analysis are acceptable techniques to establish rigor in qualitative research (Guba Lincoln, 1985), there is, however, an acknowledged need for qualitative researchers to define the meanings of these techniques within the paradigm (Babour, 1998). Therefore, interpretation of the techniques applied in this hermeneutic phenomenological research is explained. Ethical Considerations Ethics approval was sought and obtained from the Research Ethics Board to conduct the thesis research at Spire Cardiff Hospital. Administrative ethics approval was also sought and obtained from the Office of Research Ethics in Wales for thesis research. Participants who met the inclusion criteria were contacted by the researcher to introduce the study, provide written details of the investigation and obtain their consent to participate in the study. The consent form in English described the study and its objectives, the potential risks and benefits to participants, and the safeguards to maintain confidentiality of data. The consent form also advised participants that they could withdraw from the study at any time without compromising their clinical care. The risk to the participants in this study was limited to possible psychological or emotional discomfort when sharing their experiences; in such cases, the interview would be suspended and participants offered the option of continuing or terminating the interview, as well as a referral to the Spire Cardiff Hospital Psychosocial Oncology and Palliative Care Program for professional support. Benefits of the study are its contribution to both the development of culturally sensitive psychosocial/supportive care interventions and the knowledge-building process regarding the women’s experiences after breast reconstruction. To protect the confidentiality of participants, an identifying number was assigned to digitally recorded interviews. All patient identifying information was deleted before they were forwarded to a secured e-mail account for transcription. To ensure security, digital audio recordings were stored in the researcher’s locked office and transcribed data password protected. Participants were assured that their decision to participate, or not would in no way affect their follow up or future treatment and care at the hospital. Participants were referred to another breast site social worker for psychosocial care as appropriate. van Manen, M. (1997). Researching lived experience: Human science for an action sensitive pedagogy (2nd ed.). London, Ontario: The Althousen Press. Oiler, C. (1982). Phenomenological approach in nursing research. Nursing Research, 5, 49-63. Vis, J.-A. L. (2005). Exploring the lived experience following trauma: A hermeneutic phenomenology study. Unpublished Dissertation, University of Calgary, Calgary, Alberta, Canada. Morse, J. (2000). Determining sample size. Qualitative Health Research, 10(1), 3-5. Starks, H., Trinidad Brown, S. (2007). Choose your method: A comparison of phenomenology, discourse analysis, and grounded theory. Qualitative Health Research, 17(10), 1327-1380. Creswell, J. W. (1998). Qualitative inquiry and research design. Thousand Oaks, CA: Sage Publications. Mathieson, C., Stam, H. J. (1995). Renegotiating identity: Cancer narratives. Sociology of Health Illness, 17(3), 283-306. McConnell-Henry, T., Chapman, Y., Francis, K. (2009a). Husserl and Heidegger: Exploring the disparity. International Journal of Nursing Practice, 15, 7-15. Sandelowski, M. (1994). Notes on Transcription. Research in Nursing Health, 17, 311-314. MacLean, L., Meyer, M., Estable, A. (2004). Improving Accuracy of Transcriptsin Qualitative Research. Qualitative Health Research, 14(1), 113-123. Drisko, J. W. (1997). Strengthening qualitative studies and reports: Standards to promote academic integrity. Journal of Social Work Education, 33(1), 185-197. McLellan, E., MacQueen, K., Neidig, J. L. (2003). Beyond the Qualitative Interview: Data Preparation and Transcription. Field Methods, 15(1), 63-84. Ryan, G. W., Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85-109. Thorne, S., Kirkham, S. R., OFlynne-Magee, K. (2004). The analytic challenge in interpretive description. Retrieved November 12, 2008, from Http://www.ualberta.ca/~iiqm/backissues/3_1/pdf/thorneetal/pdf Luborsky, M. R. (1993). The identification and analysis of themes and patterns. In J. Gubrium A. Sankar (Eds.), Qualitative Methods in Aging Research (pp. 189-210). Thousand Oaks, CA: Sage. Hoepfl, M. (1997). Choosing qualitative research: A primer fpr technology edcuation researchers. Retrieved April 2, 2008, from http://scholar.lib.vt.edu/ejournals/JTE/jte-v9n1/JTEv9n1.pdf#page=49 Polkinghorne, D. E. (1989). Phenomenological research methods. In R. S. Valle S. Halling (Eds.), Existential Phenomenological perspectives in psychology (pp. 41-60). NY: New York: Plenum Press. Guba, E., Lincoln, Y. S. (1985). Naturalisitc Inquiry. Newbury Park, CA: Sage Publications, Inc. Koch, T. (1995). Interpretative approaches in nursing research: The influence of Husserl and Heidegger. Journal of Advanced Nursing, 21, 827-836. Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607. Padgett, D. (1998). Qualitative methods in social work research. Thousand Oaks, CA: Sage Publications, Inc. Babour, R. S. (1998). Mixing qualitative methods: Quality assurance or qualitative quagmire? Qualitative Health Research, 8(3), 352-361. Levine, E. G., Eckhardt, J., Targ, E. (2005). Change in post-traumatic stress symptoms following psychosocial treatment for breast cancer. Psycho-Oncology, 14, 618-635. Smith, M. Y., Redd, W. H., Peyser, C., Vogl, D. (1999). Post-traumatic stress disorder in cancer: A review. Psycho-Oncology, 8, 521-537. Kornblith, A. B., Herndon, J. E., Weiss, R. B., Zhang, C., Zuckerman, E. L., Rosenberg, S., et al. (2003). Long-term adjustment of survivors of early-stage breast carcinoma, 20 years after adjuvant chemotherapy. Cancer, 98(4), 679-689.

Illustrious Case Essay Example for Free

Illustrious Case Essay The key inputs to implement a Material Requirement Planning come from three sources: a Bill of Materials (BOM), a Master Production Schedule and Inventory Records. The Bill of Materials contain information on every item or assembly required to produce end items, this includes raw materials, component parts, and subassemblies. The Master Production Schedule anticipates how much of each item is wanted and when is wanted. The Master Production Schedule is developed from forecasts and firm customer orders for end items, safety stock requirements, and internal orders. The Inventory Records provides information of how much inventory is already on hand or on order, and thus should be substracted from the material requirements. These records must be kept up to date. The outputs expected from MRP inlude three primary reports and three secondary reports. The primary reports consist of: planned order schedules, which outline the quantity and timing of future material orders; order releases, which authorize orders to be made; and changes to planned orders, which might include cancellations or revisions of the quantity or time frame. The secondary reports include: performance control reports, which are used to track problems like missed delivery dates and stock outs in order to evaluate system performance; planning reports, which can be used in forecasting future inventory requirements; and exception reports, which identifies major problems like late orders or excessive scrap rates. The bills of materials for two finished products (D and E), inventory status, and other relevant information are given below. Compute the planned order releases and projected on-hand inventory balances for parts D, E, and F.

Why I Am Learning English Myself English Language Essay

Why I Am Learning English Myself English Language Essay Im learning English because I want to get the information by myself which have not been interpreted yet. In the world many information havent been interpreted. I like American movies, comedies and TV dramas. So when I want to get a lot of information about those, it is better to be able to understand English, which is a common language of the world, than to be not able to. If I could get much information, I can be more enjoyable those entertainments and share the information about those things with people all over the world who have same interests. The second reason of learning English is to survive in other countries. I like a trip abroad. In other countries I often have many troubles. For example, imagine that you go shopping in other country. If you cant speak English, you may be not able to buy things which you need because you cant tell a clerk what you want to buy. Being able to listen to and speak English is the one of the best way to solve those troubles. And by learning Engl ish, I can have many chances to feel other cultures and histories because English is the only common language of the world. I may be able to bring up and discover new myself by knowing other cultures and histories. So, learning English is important thing for understanding many cultures and histories. This is the last reason. So I am learning English. The skill of English I would like to strengthen most is listening and speaking. When I was a high school student, I stayed an Australian familys house for a month. I was full of confidence with my English skill. However, I couldnt listen to what they were saying. And even when I could do, I couldnt speak because I didnt know the right grammar and was afraid of making a lot of mistakes. Now Im so regretting because I didnt take advantage of the chance to polish my English skill. So I think that listening to and speaking English are the most important things for me. There are two ways of improving my listening skill. One way is listening to American music with understanding words and means. And another way is watching American movies with focusing on sound of speaking. I dont like studying, so I want to enjoy studying. These ways of improving listening skill are the best for me. And for improving speaking skill, I speak with myself, the wall or the mirror about what happened at the day or what I think. This way of practicing speaking skill may be strange, but I think that this way is very effective to polish speaking skill. I was taught this practice way by my English teacher, who I respected. Thanks to him, I had a great interest in studying languages and other countries cultures and came to like English. And thanks to him, I could pass the exam of Osaka University, where I wanted to enter for a long time. So I believe the way of studying which he taught to me. Now I am interested in Korean idol singers and Korean dramas. At first, I wondered why Japanese people were absorbed in the culture. However, the more I get to know about it, the more I come to like it. Korean idol singers not only are handsome but also sing and dance very well. And most of them can speak their mother tongue and many foreign languages. They are hard to study everything. Therefore they are more fascinating than Japanese idol singers. Korean dramas are different from Japanese one. Most Japanese dramas are ordinary love dramas, but construction of story of Korean drama is interesting because themes take various forms. We can learn difference of the culture between Japan and Korea from dramas. I think that when I study the culture and the custom about a country, the best way to know about them is to live in the country, but it is difficult. So, seeing a drama is a good way because we can find a life style of people who live in the country. And by being interested in Kore an idol singers and dramas, I get to want to know about the country, Korea, and learn about the Korean language. Therefore, Im learning about Korean history and the Korean language by oneself. Learning other culture is very fun. So, Im interested in Korean idol singers and Korean dramas.

World Rulers :: essays papers

World Rulers Alexander the Great, Julius Caesar, and Genghis Khan This paper will explore the lives of three of the most well known rulers in human history, Alexander the Great, Julius Caesar, and Genghis Khan. This will first consist of an examination of the personalities and gifts of each of these rulers. Details of the course and extent of the conquests and achievements of each individual will follow this. The lasting contributions made by these three men will then be noted. The first ruler under consideration is Alexander the Great. He was the son of Philip II , King of Macedonia, and his wife Olympia, in the year 356 B.C. (^Alexander^). He was a student of Aristotle, and gained interests in the areas of philosophy, medicine, and scientific investigation (^Alexander^). Aristotle took great care in providing Alexander with a very structured and disciplined education (Williams 7-9). However, Alexander^s father, Philip II, would not allow Alexander to form the habits of a recluse. Philip initiated Alexander early with the duties of his high station. It was in this role that Alexander showed his ability to lead men, and be a great administrator. At age sixteen, Alexander was appointed Regent of Macedonia, while Phillip was detained at the siege of Byzantium (Williams 10). It has been noted that Alexander, by this point, had already astonished some Persian deputies by the pertinency of his questions, and the acuteness of his intellect (Williams 10). By the time he was eighteen, Alexander had commanded the left wing of the army at the battle of Chaeroneia, and defeated the Thebans (Williams 10-11). The following is an account of the words of Arrian, an acquaintance of Alexander. He spoke these words Alexander^s death on June 13, 323 B.C.: Let him who would vilify Alexander, not select a few blameworthy acts, but sum up all his great deeds and qualities, and then consider who and what he himself is who would thus abuse the man who attained the pinnacle of human felicity^who was the undisputed monarch of both continents^and whose name has pervaded the whole of the earth^ My own opinion, therefore, I will profess, that not without especial purpose of the deity such a man was given to the world, to whom none has ever yet been equal (Williams 409). The date of Julius Caesar^s birth is in dispute. The probable date was July 12 or 13, 100 B.C. (David 12). His father was Gaius Caesar, who died when Julius was only sixteen.

Essays --

â€Å"Ilmu pengetahuan tanpa nilai-nilai yang mulia belum tentu dapat melahirkan masyarakat yang baik dan berjaya. Nilai-nilai yang mulia tanpa ilmu pengetahuan juga tidak akan melahirkan masyarakat yang berjaya†. Begitulah ungkapan kata-kata bestari oleh mantan Perdana Menteri kita, Tun Dr. Mahathir bin Mohamad, Bapa Pemodenan Negara yang merupakan salah satu daripada pencetus kegemilangan dunia pendidikan negara. Selamat pagi dan Salam 1 Malaysia saya ucapkan kepada: Pengerusi Majlis, Yang Amat Berhormat Datuk Johan Ashaari bin Murti, Menteri Pendidikan merangkap Timbalan Perdana Menteri. Yang Berhormat Datuk Romario Ansam anak Rungah, Timbalan Menteri Pendidikan. Yang Amat Berhormat Pehin Sri Maher Zain, Ketua Menteri. Yang Berhormat Freddy Jabu anak Jugah, Timbalan Ketua Menteri. Yang Berhormat Datuk Halimah, Menteri Tugas-tugas Khas Dalam Negeri berkaitan Pendidikan. Yang Berhormat Datuk-datuk dan Datin-datin. Yang Berbahagia Datuk Ariffin Faiq, Ketua Pengarah Pendidikan. Yang Berbahagia Datuk Sabri bin Rahmat, Rektor IPGM. Yang Dihormati Encik Hafiz Azman, Pengarah Pendidikan Negeri. Yang Berusaha Puan Saftuyah binti Safri, Pengarah Institut Pendidikan Guru Tunku Abdul Rahman. Pengarah-pengarah IPGK dan Wakil-wakil Pengarah IPGK. Yang Berusaha Encik Amir bin Jamal, Timbalan Pengarah Institut Pendidikan Guru Tunku Abdul Rahman. Ketua-ketua Jabatan Persekutuan dan Negeri. Ketua-ketua Jabatan dan Ketua-ketua Unit Institut Pendidikan Guru Tunku Abdul Rahman. Pensyarah-pensyarah Kanan. Para Pensyarah. Staf-staf Sokongan. Para Graduan. Para Ibu Bapa. Tuan-tuan dan Puan-puan dekat di hati. Tegak rumah kerana tiangnya, tegak bumi kerana paksinya, tegaknya saya di sini adalah untuk menyampaikan sebuah pidato yang bertajuk â€Å"Kecemerlan... .... Kesimpulannya, corak pendidikan yang diaplikasikan di Malaysia adalah lebih menyeluruh kerana ia merangkumi aspek fizikal dan rohani. Pendidikan di Malaysia bukan sahaja ingin membentuk pelajarnya yang aktif dan cemerlang dalam kurikulum dan kokurikulum malah ia juga memberi fokus kepada kelengkapan rohani dan moral agar pelajar yang dilahirkan sempurna dari segala segi. Maka dengan itu hadirin, saya sekali lagi menegaskan, pendidikan ini bukan sahaja penting untuk mengembangkan minda dan bakat manusia, malah ia juga penting untuk memacu legasi pembangunan negara. Ini adalah kerana pendidikan merupakan nadi kepada pencetus kegemilangan dan martabat sesebuah negara tersebut. Oleh itu, penting sekali untuk kita sebagai rakyat Malaysia dalam melancarkan aspirasi negara iaitu mencapai kecemerlangan dalam pendidikan untuk menaikkan nama negara di persada antarabangsa.

Human Nature in Sebastian Faulks Birdsong and Arthur Millers The Cruc

Human Nature in Sebastian Faulks' Birdsong and Arthur Miller's The Crucible Both The Crucible, a play written by Arthur Miller, and the novel, Birdsong, by Sebastian Faulks, are pieces of literature based around historical events. Miller's play is set during the Salem Witch trials of 1692 and Birdsong concentrates primarily on characters involved in the First World War which took place from 1914 to 1918. Both of these periods in history are examples of times when human beings have displayed the darker side to their nature: the capacity to kill. Both Faulks and Miller have attempted to explore the reasons behind their character's actions along with the mechanisms and strong emotions within humans that make ordinary people capable of committing atrocities. However, the authors also highlight the positive aspects of human nature, the great love, courage and loyalty which manages to emerge unscathed out of the most horrific circumstances. As I have already mentioned both The Crucible and Birdsong explore man's capacity to kill other human beings. The two pieces, however, approach this subject in very different ways. Arthur Miller's play, set during the Salem Witch hunt, concentrates on the various emotions, such as fear, greed and revenge, driving individuals to accuse their friends and neighbours of witchcraft. Birdsong, on the other hand, depicts a much larger conflict and focuses more on the ability of the soldiers to withstand the horrors that they are witnessing and committing everyday. In his play, The Crucible, Arthur Miller illustrates a great number of human emotions and tensions within the Salem community which, when combined, result in the execution of many people on the grounds that they are... ...he dangers of forgetting the past. Elizabeth's life seems so tranquil compared to that of Stephen Wraysford but the fact that the Second World War followed so shortly after the First demonstrates how easy it is for mankind to repeat the errors of the past. Equipped with this knowledge the reader realises that even Elizabeth's comfortable, peaceful lifestyle is vulnerable and at risk. The Crucible and Birdsong, in their different ways, both highlight the complexity of human nature where love, loyalty and honesty co-exist with hatred, fear and suspicion. This means that even in times of conflict and slaughter people display the ability to love, trust and make sacrifices. However the greatest flaw in mankind's makeup is the ability to forget the horrors of the past, therefore allowing the continual repetition throughout history of the same, fatal mistakes.

Contemporary studies in physical education Essay

There are many ways in which the sport of football is controlled and organised, a majority of the sport is monitored and controlled by governing bodies that distribute funds, organise competitions, present awards and ultimately promote the sport so that football can be accessible to everyone. One of the main football governing bodies is UEFA. The Union of European Football Associations governs football all over Europe and makes sure the rules that are formed by this organisation are enforced and abided by, as well as organising competitions and so on. Moreover, as I live in Wales I will talk about the Football Association of Wales or FAW. The FAW are more of a regional organisation that relay rules etc. from UEFA and make sure that there are competitions, and matches taking place all over Wales, as well as distributing limited funds to grass roots schemes and to various clubs in the region. The FAW are based in Cardiff, the capitol, of Wales, which is, in itself relevant as it means that it is easily located. Here are some details I obtained from UEFA.com: Personnel: Communications: President Address Desmond W. Shanklin. Plymouth Chambers, 3 Westgate General Secretary Street GB – David George Collins. Cardiff CF10 1DP Head Coach Telephone Leslie Mark Hughes. +44 29 2037 2325 Press Officer Fax David George Collins. +44 29 2034 3961 As you can see there are quite a number of personnel working at the top of the FAW, these people make sure that everything goes as much to plan as possible and also make sure that there is some sort of authority associated with the sport. This governing body organises a lot of competitions around Wales resulting in leagues and league tables being formed, one such league is the Welsh Premier. There are many football clubs associated with this league ranging from Aberystwyth, Llanelli and Newtown, to Bangor, Caernarfon and Welshpool. All of these teams are entered into the Welsh Premier and compete against each other throughout the season all in the hope of winning and coming top of the table. The way to find out information on the Internet is to log on to www.uefa.com and then look out for the titles reading Welsh football Associations. Regional structure. Although UEFA are a huge organisation, they cannot control every single aspect of the game in all European countries, such as Wales. It is therefore essential that regional, intra-national organisations or governing bodies take as much control as possible and are aware of as much as possible in their area. Wales uses a pyramid system to organise its football events/competitions. The Welsh Premier is Wales’ national league and the only national competition and all leagues below it operate on a regional basis, the leagues become more localised the further down the pyramid you go. Governing bodies need to structure leagues into regional leagues so that they are more easily managed and are more organised. Like the British Premier League, many foreign countries have adopted segmented or divisional type football leagues. Wales uses this tiered league system to organise many competitions. The Welsh Premier is the top tier or first division and all those below this division are on lower tiers. The second tier consists of two leagues that each covers half of the country. The first represents South Wales and the second, central and North Wales. The champions of both these leagues are promoted to the League of Wales. However although this may sound quite simple, it gets much more complicated the further down the system you go. The similarity is that the teams that come top of the lower leagues are also eligible for promotion. As I’ve said, the system gets a lot more mixed up and complex the further down the pyramid you go, with teams having less professional players, and a lower status. The lower less well known teams face a larger competition and less chance of getting promoted due to the larger number of teams. Coaching Awards. It is obvious that if a team succeeds in a particular league and win matches, then, as well as the skill and professionalism of the players being a contributor to their success, the coach of the team must be doing a good job as well. Many organisations present awards to coaches who are seen as successful and who are leading their club well. Without coaches, teams would stand little chance of playing as a team, keeping fit and developing skills, coaches maintain the levels of professionalism whatever the status of the club. Many coaches have to go through training to acquire qualifications in order to coach at the highest level and receive award after doing so. The FA present awards to qualified coaches after they complete training courses at different levels. One such award is the FA Level 1 which is a certificate in coaching football, the course can be taken by anyone over the age of 16 and is an intensive 20 hour course that involves the person dealing with practical coaching, child protection, emergency first aid, over use injuries, child development and growth spurts. Another coaching award is from the NGB or National Governing Body of football. People who have obtained qualifications through their NGB normally go to work shops to further their experience and become better at their job. When someone has obtained qualifications and coaching awards they can pursue a career in coaching their chosen sport and can apply their knowledge acquired through previous courses to coach at various levels. Once in a part time job a coach earn anything from à ¯Ã‚ ¿Ã‚ ½6 to à ¯Ã‚ ¿Ã‚ ½20 an hour and full time jobs can pay from à ¯Ã‚ ¿Ã‚ ½12,000 to à ¯Ã‚ ¿Ã‚ ½20,000 per annum. Promotional/grass root schemes. It is essential for professional and semi-professional teams to be able to pick or select the next best players in order to maintain the reputation of the club and the skill levels required to reach the top of their league. Without grass root schemes young players would not be able to develop their skills or play enough to get recognised by larger clubs. Grass root schemes also make sure that young children are made aware of the benefits of football or any sport and are also taught rules, and the value of teamwork from a very young age. Sports such as football are huge and although the sport does benefit from promotional and grass root schemes, the sport does have a huge following, it is estimated that there are around 70,000 boys playing football for either schools or clubs between the age ranges of under 11 to under 16 and that over 500,000 play between the ages of 9-16. Grass roots football in the United Kingdom is the responsibility of the 43 county football associations that are affiliated with the FA and make sure everything is organised at a local level. Within the individual county associations there are technical directors that oversee the development of football players from their grass roots all the way up to the highest level of the game. There are centres all over the UK that the FA manages and that develop players at grass root levels. Promotional schemes arise all the time around the country and may take the form of celebrity appearances that may boost the turnout of the event and thus the chance of the sport appealing to more young children is increased. The ability to promote a sport such as football depends largely on the willingness of children to participate at grass roots levels and their eagerness to participate at higher levels. Ultimately the children need to have the drive or enthusiasm to take part at low levels of the sport and maintain that ambition so that they will achieve the highest possible level of success in the sport. In Wales, grass roots schemes such as Dragon Sports help to promote football and get more young children involved by using players that can be used as examples of what you can achieve if you persevere. Dragon Sports organise events where the children can turn up and spend the day being taught by professional players and obviously having fun. Regional and national competitions Throughout the country there are various leagues that I talked about previously in my work, these leagues area made up of various teams that compete for promotion to a higher, more competitive league. Regional competitions or matches, are held between more localised teams which compete to win matches in order to gain points and status within their league. If a team win a majority of their games within their own league and against localised opponents, of inter-county matches, they move on to play against the victors from other leagues in various other counties. Ultimately, the teams that are the best in each area of a country will move into a position where they have to play against each other in order to proceed to the next level. After all of the county matches have been played the victorious teams may be promoted into a larger more advanced league that caters for the best regional teams. Theses teams will then play against one another in a national league that offers bigger more prestigious rewards. The teams/clubs at this level are the cream of all the inter-county teams and all compete for national recognition. Doping control and testing. Over the years there have been numerous incidents where athletes have been tested for drugs and were found to have been abusing illegal, performance enhancing narcotics. It is now the norm for most athletes, including footballers, to be tested for doping and drugs that may affect their performance. There are many different ways in which drug testing can be performed, namely, urine samples, hair samples, perspiration and residues found on the athlete or on items of their possession. The urine sample involves the footballer giving a urine sample just before a game, which is tested for the existence of drugs or any evidence of doping. If the results come back positive then the footballer will be suspended and will not be allowed to play in the match or matches following the test until a governing body tells them they are allowed to play. Hair testing involves the footballer/athlete giving a sample of their hair, which, like the urine is tested for evidence of drugs, again, if the test shows that that person has drugs in their system, then appropriate action will be taken. The perspiration test involves the sweat of the athlete being analysed for the presence of any performance enhancing drugs. This is an effective way of doping control and testing, as there are not many ways in which you can avoid this sort of test, or any of the others for that matter. Residue testing involves the footballer giving an item of theirs to the drug analyst that may have residue from the footballers body on it, this could include a drinking flask, mug etc. that may have the persons saliva on it, or a towel that may have hair on it that could be analysed, i.e. anything that may have any residue on it that could be analysed in order to prove the existence of drugs or doping. Here is an example of how the FA intends to deal with the increase in drug abuse in football; The FA is conducting random drug testing of gifted footballers as young as nine years old. These unannounced spot-checks on 9-16 year olds is being carried out at 147 centres of excellence across England and Wales. However, what I find amazing is that each of these drug tests costs the FA à ¯Ã‚ ¿Ã‚ ½230, but I do think that it is necessary as the drug problems with youth football is escalating. Assessment of development and placement on the performance pyramid. There are five levels to the performance pyramid, these are: 1. Grass roots. Here, everyone is encouraged to take part in the sport and anyone can play it. At this level young children are the focal point as trying to get children involved and interested in a sport from a young age is essential if they are to develop into a potential professional player. This is the stage that many governing bodies and organisations are now becoming interested in in-order to develop players of the future. 2. The second stage is recreation. At this stage, players have developed an interest in the sport and are playing quite frequently. This is also the stage where the player will have developed their interest enough to join a club or team. 3. The third stage is sport. This stage involves the person playing at higher levels and their standards have risen to such a point that means that they have become competitive and driven to win. They will also be playing in some sort of league with aspirations of success. 4. If a football player reaches this level they have entered a stage of excellence. The player probably would have been selected for their talent as a player and will be provided with support so that they can train without much hassle etc. They would be sent to train at a centre of excellence where they will receive professional help from qualified coaches in order to play to the best of their ability. Furthermore, the player will probably be playing at county level with the best players in the area who were also selected for their talent. 5. The final level or stage is elitism. At this stage the player is playing at the highest level and has a desire for winning. Moreover, the chances are that the player is at a professional level and is getting paid to play for a particular team. This is the highest of levels that you can reach in any particular sport. Considering all of the stages I would place myself at stage three, sport. I play football at a competitive level and at quite a high standard. I would say that my interest for the sport has developed into one that I can play football at a level where I feel that winning is important but losing is an inevitable factor. With this in mind I can say that there is little chance of moving to the excellence stage and therefore the elitist stage, as I do have other interests and I do not see football as the only sport that I can play. I believe that I am at this level because I have been playing football since I was seven, and I have developed a love for the sport and can appreciate the effort that is put into playing for such a long period of time. Discussion of the effects on my progress. There are many ways in which I have been helped through my time playing football, there are also many ways in which without extra help, I would not have been able to progress. Without a football organisation such as the FA, there would be little order or organisation in the development of football, such as football clubs at grass root levels. I can also say that the funding that these organisations distribute to various clubs is essential for their survival and maintenance of most equipment and grounds etc. At grass roots level, there is emphasis placed on playing for the enjoyment of the sport, which puts little pressure on players. This way of thinking allows players of the future to develop a love of the sport and thus will tend, like myself, to carry on playing football into their teens and beyond, some will eventually develop their natural abilities to such an extent that they can play football professionally and at an elite level where they can live from the money they are paid by their team/club. From a young age I learnt to play by the rules from grass roots football during matches, I learnt how to control myself in various situations and developed a lot of skills. All of this would have been extremely difficult, if not impossible to do, without the help of governing bodies and organisations such as the FA and FIFA distributing funds and carrying out administrative procedures that ensured players, such as myself, the opportunity to play in a controlled manner in supervised games etc. During my time playing football at club level and at grass roots, I had to pay subscriptions, or â€Å"subs† that would be paid into the FA who would recycle the money and put it back into the various football clubs in the country. This money is used by the FA to fund training camps and centres of excellence throughout the country in order to develop the players of future teams and representatives of our country. Furthermore, without these governing bodies and organisations, lower level clubs, like those at grass root levels, would not be able to support themselves as well as with the assistance of such bodies. The transition from level to level throughout the life of a footballer relies not only on the willingness to pursue the sport, but on the dedication of the governing bodies and organisations to help young players and athletes move on with the most support that they need.