Formatting Columns in Microsoft Word

Formatting Columns in Microsoft Word Formatting Columns in Microsoft Word Much like ancient Greek architecture, some forms of writing would fall apart without columns. Newspapers, websites, journals, magazines and newsletters, for example, all present text in neat columns to increase readability and ensure professional presentation. Column formatting in action. If you are writing something along these lines in Microsoft Word, then, you’ll need to know how the column formatting options work. Read on to find out. Column Formatting in Microsoft Word Quick options for basic column formatting. To use the pre-set column options in Microsoft Word, all you need to do is: Select the text that you want to format using the cursor Go to Layout Page Setup Columns on the ribbon Pick the number and style of columns required If you do not select any text first, the column formatting will be applied to the entire document. Custom Column Formatting You can also create custom columns for more control over how text is presented. To do this: Go to Layout Page Setup Columns and click More Columns†¦ In the new window, select: The number per page Whether to use a line between columns The width of each column Which parts of the document to format (selecting This point forward will apply a section break at the cursor position) Additional column options. When you are done, click OK to apply the selected options. This will format all selected text (or the entire document) according to your preferences. Adding a Column Break You can also add a â€Å"column break.† This is useful if you want to end one column part way down and start a new one at the top of the page. To do this, place the cursor where you want a column to end and go to Layout Page Setup Breaks Column. This will add a column break in the place selected. Adding a column break. When to Use Columns Finally, a brief word on when to use this formatting style. It would be unusual in most documents printed at portrait A4 size, such as college essays or business reports. Typically, you would only do so if a style guide requested that you format part or all of a document in this way. However, for anything that will be printed or displayed in a wider format (e.g., on landscape A4 or larger paper), column formatting can make text easier to read by reducing the line length.

How To Get Started Designing Games for Mobile

How To Get Started Designing Games for Mobile Its a Whole New Mindset Mobile gaming is a booming market right now, and it seems everyone wants to dive in and grab a chunk of the market. However, getting started in mobile gaming isnt just about porting your Windows or Xbox title over to iOS. Design for Your Current Platform, Not Your Previous One This seems like common sense, but a lot of games out there will attempt to shoehorn the design of a console onto a multi-touch gaming device. While, yes, this can work, frequently the player is reminded that theyd rather be playing the game on a console gamepad than on an iPhone. When it comes to artwork, remember that tiny fonts may be readable on a Retina display (and allow you to fit a lot of text on the screen), but they are not very enjoyable to read. The same goes for highly detailed textures. You dont need a massive, high-resolution texture for all your assets. The detail can actually make the game more visually noisy, detracting from the artistic feel and causing eyestrain. While sound can make or break a game on a desktop computer or console, on mobile, its an entirely more complex matter. Most gamers would love to have sound in every game they play, either for the aesthetic or gameplay value. However, there is a matter of practicality to mobile gaming, in that many people cannot play the game with sound due to being in public spaces. By all means, include sound if youre able; many mobile users have headphones, or arent limited by environment. Optimized code. Yes. The power of current desktop computers allows a lot of un-optimized code to slip by, hogging extra system resources without anyone taking notice. Mobile is far more unforgiving than even a game console. Mobile OSes have a variety of techniques for handling background processes, battery management, resource allocation, etc. If your game bludgeons the systems battery to death in an hour, your game is going to get bad reviews, and you wont make any money. Slow performance is one of the first reasons people will choose to shelf a game forever. Optimizing Tips Weve covered what not to do. Now, lets look at a few places to improve. Interface Are you using a single multi-touch screen? If so, is it a tablet or a phone-sized screen? Are you using something more exotic like the PS Vitas front and back touchscreens and physical controls? How about camera-based augmented reality? Touch is very intuitive. Do not fight that. As I mentioned above, many games simply superimpose gamepad controls on a touch screen. This works in some cases, but frequently is problematic. One of the most important things you can do in this area is play other games and see what works and what doesnt. Specifically, what works without you having to think about it. The more instant immersion for the player, the more chance you have of them staying with the game, and either recommending it to others, or purchasing in-game items through microtransactions. If you cant find an existing scheme that works for your game, think about how you would manipulate your avatar in the real world, and find some way to translate that to the screen. Art As stated above, massive textures on mobile arent a great idea from the design point of view. They are also horrible about growing the size of your game in the devices storage or sucking up available RAM. You need to do everything you can to shrink your textures to the smallest size that will look good on the device. (Always keep high-res originals though, for when next-generation devices are released with higher-resolution screens.) Learn how to create a texture atlas, or find a good tool for the engine youre using/creating to build them automatically. Sound Audio is brutal, and pains many a good sound designer at the requirements placed on them. High-quality audio can cause an apps size to balloon incredibly. Be sure to listen to your final audio on every compatible device. Mobile phone speakers demolish audio, so dont just judge on how it sounds through headphones. Code Use an engine or framework that lets you go as close to bare metal as your programming skills allow. High-level managed code is frequently all you can do, but depending on the engine/framework you use, it may go through several layers of interpretation which can really slow down well-written high-level code. Final Words First impressions on an app store are critical! While you may have the urge to just get it out there and be done, then update it later, dont. With the way app stores work, you may only get one shot at that front page where people pick you up out of the crowd. Marketing and PR only go so far; if the first hundred people who checked out your game give it a 1-3 star review, odds are you wont get another chance. Take your time, do it right, and ship it when its done.

Critique qualitative Essay Example | Topics and Well Written Essays - 1000 words - 1

Critique qualitative - Essay Example Unhealthy diets are the consumption of foods containing low levels of nutrients. In the article, the researchers conducted a qualitative study. In the study, they used interviews, which is one of the methods of data collection in a qualitative study. The data was recorded in form of audios. The research demanded induction form of analyzing the data because the research was supposed to give the exact situations as they were. Therefore, the researchers decided to use a critical incident technique as a method of doing data analysis. However, the researchers failed because they did not use the observation methods of data collection. The research was supposed to get exact data from the participants and not conclude I from another perspective or generalization of the data collected. Before conducting the research, the researchers seek consent from their institution. However, the research does not fully indicate on the procedures followed during the study. They did not indicate how they seek consent to conduct the study from the participants. There must have been ethical issues apart from the schedule of data collection. Using the CIT method, the situations mentioned by the participants made up the results. Therefore, there was very little to be analyzed because the analysis was not complex. In fact, the researchers used all the data collected and came up with the final analysis. Therefore, the researchers came up with categorization technique to analyze the data. That was the most important subjectivity of the research done. Research question for the study was how night shift working amongst community nurses influenced their eating and exercising habits both positively and negatively. In addition, the question addressed all the situations that affected and influenced healthy diet and exercising habits of the nurses in question. The question aimed at finding out how the nurses’ lifestyle influences their

CHAPTER 8 DISCUSSION EXERCISE- THE WORLD HEALTH ORGANIZATION HEALTHY Assignment

CHAPTER 8 DISCUSSION EXERCISE- THE WORLD HEALTH ORGANIZATION HEALTHY WORKPLACES MODEL - Assignment Example In this context, a healthy workplace is an environment filled with sustainable strategies and resources meant to create and maintain suitable levels of physical, emotional and psychological well-being among the workforce. One of the key underlying principles of WHO workplace health model is leadership involvement. In addressing health issues within a workplace, leaders and managers should be at the forefront. Primarily, subordinate employees work under strict directions provided by leaders. Actually, subordinate employees have limited influence in the formulation and structuring of workplace practices (World Health Organization 21). Contrarily, leaders have the freedom and permission to integrate health objectives in workplace practices. Besides leadership involvement, another paramount core principle in the model is sustainable representation of workers. Technically, employees possess practical knowledge on the depth and breadth of health challenges within their respective workstations. In this case, democratic representation of workers in decision making and policy formulation will enhance the representativeness of healthy workplace practices (World Health Organization 21). Personally, I would inco rporate both principles of leadership engagement, and sustainable representativeness in my future workplace. As a participant in strategies of improving workers’ health, I would actively engage in awareness campaigns, especially charity runs and related community outreach programs. Undeniably, the first step in addressing health problems within a workplace is awareness creation. Most workers and community members may be oblivious of unhealthy workplace practices. In this case, awareness campaigns will not only highlight the presence of undesirable workplace practices, but also elaborate on the probable impacts of those practices. In this context, I would participate in the planning and staging of awareness marathons, and offer any

Child and Young Person Development Essay Example for Free

Child and Young Person Development Essay Understand child and young person development Understand the expected pattern of development for children and young people from birth to 19 years It is important to remember that development is holistic, and each child is unique and will develop in their own way. Many skills and areas of development overlap with one another. A child does not learn the skills needed to play football, for example, which may be considered as a physical skill, without having social, communication and cognitive skills as well. Aspects of development include physical, communication and language, intellectual/cognitive, social, emotional and behavioural and moral. Physical development This is an important area of children`s development and one often assumed will take place automatically as they grow and mature. Although children will develop many skills naturally as they get older. * 0-3 years. This is a period of fast physical development. When they are first born, babies have little control over their bodies. There movement are dependent on series of reflexes (for example, sucking and grasping) which they need to survive. In their first year they gradually learn to control over their bodies so that by 12 months, most babies will have a degree of mobility such as crawling or rolling. In the second year babies will continue to develop quickly and it is at this stage most children will start to walk. Their ability to control their movements will mean they will start to use their hands for pointing, holding small objects and will start to dress and feed themselves. They will be able to play with a ball and will enjoy climbing. In their third year, children will start to have more control over pencils and crayons and will enjoy turning pages in books. They should be able to use cups and feed themselves. They will start to walk and run with more confidence, and will be exploring toys such as tricycles. * 3-7 years. At this stage children will be able to carry out more co-ordinated movements and will be growing in confidence as a result. They will be refining the skills developed so far and will he more control over fine motor skills such as cutting, writing and drawing. They will be become more confident in running, hopping, kicking a ball and using larger equipment. * 7-12 years. Children will continue to grow and develop many of their skills. They may start to have hobbies and interests which mean that they are more practised in some areas, for example, sport or dance. Girls in particular will start to show some of the early signs of puberty from the age 10 or 11. In boys, puberty usually starts later, when there will be another period of rapid physical growth. * 12-16 years. At this stage of development, young people will be growing stronger. Boys will be starting to go through puberty and many girls have completed this process and have regular periods. Girls will experience breast enlargement and increase fat layers. Boys will experience enlargement of their testes and penis and muscle strength. Their voice will become deeper. Boys and girls may experience a growth spurt at this time also. * 16-19 years. This is the stage which young people become adults and often at their peak of their physical performance. Although many girls may have reached physical maturity, boys will continue to grow and change until their mid-20s. Communication and language development * 0-3 years. From the earliest stages adults will usually try to communicate with babies even though they are not yet able to understand what is being said. This is because it is important for babies to be stimulated and have an interest shown in them. Babies will be listening to language from those around them and will enjoy songs and games. Most will try to speak around 12 months although pronunciation will not be clear and words will usually be used in isolation. Between 1 and 2 years they will start to put words together and their vocabulary will start to increase fairly rapidly so that by 2 years, most children will know 200 words. Between 2-3 years children will be starting to use negatives and plurals in their speech. * 3-7 years. As children become more social and wider experiences they will start to use familiar phrases and expressions. They will also ask a large number of questions. * 7-12 years. By this stage most children will be fluent speakers of a language, and will be developing and refining their skills at reading and writing. Intellectual and cognitive development Children`s intellectual development will depend to a wide extent on their own experiences and the opportunities they are given from the earliest stages. It is also important that children will learn in a variety of ways. * 0-3 years. Babies will start to look at the world around them and will enjoy repetitive activities in which they can predict the outcome. For example, when something is hidden from they are able to find it. They may start to recognise colours. * 3-7 years. This is the period of development in which the children are becoming more skilled at the aspects of numbers and writing, as well as continuing to learn about their world. They will also start looking for adult approval and will start to learn to read. * 7-11 years. Children will start to develop activities or subjects which they enjoy. They will still be influenced by adults and will become fluent in reading and writing skills. They will develop their own thoughts preferences. * 12-16 years. Young people will usually now have a clear idea about their favourite subjects and ideas. They will be reflecting on their achievements and choosing their learning pathway. They also lack in confidence or avoid situations in which they have to do less popular subjects, to the extent they may truant. * 16-19 years. by the time they come to leave school, they will be thinking about a career and college choices based on the pathway and subjects they have selected. Social, emotional, behavioural and moral development * 0-3 years. Very young children will be starting to find out their own identities. They will need to form a strong attachment, the earliest of which will be the parents and carers. At this stage of development children may start to have tantrums through frustration and will want to start doing things for themselves. * 3-7 years. Children will still be developing their identities and will be starting to play with peers and social using imaginative play. This helps them to develop their concept of different roles in their lives. It is also important they are able to learn boundaries and why they are necessary. They will also be given a responsibility, for example, a class helper. * 7-12 years. Children`s friendships now will become more settled and they will have groups of friends. They will also require more independence to carry out activities such as problem solving. They will continue to need praise and encouragement and will be increasingly aware of what others may think of them. * 12-16 years. At this stage the self-esteem of children and young people can be very vulnerable. They still want to be independent of adults and spend more time with friends their own age, but continue to display childish behaviour. It maybe they are unsure how to behave in different situations. * 16-19 years. As young people enter adulthood they may still need advice and guidance from other adults. They will lack experience and individuals will vary in emotional maturity and the way which they interact with others. Personal factors Pupils` health If pupils suffer from poor health or a physical disability or impairment, this may restrict their development opportunities. For example, a pupil who has a medical condition or impairment may be less able to participate in some activities than other children. This will effect physical development but may also restrict social activities, for example, participating in sports. The child`s emotional development may also be affected depending on their needs and the extent they are affected. It is important that as I as an adult I`m aware of how pupils may be affected by these conditions and circumstances, so I can support them by ensuring them that they are included as far as possible. External factors Poverty and deprivation are likely to have a significant effect on pupil development. Statistics show that children who come from deprived backgrounds are likely to thrive and achieve well in school, as parents will find it more difficult to manage their children`s needs, which will in turn impact on all areas of development. These will all affect the way in which pupils are able to respond in different situations. Pupils will come from a range of different family environments, cultures and circumstances. Many families go through significant changes during the child`s school years. These may include a family break-up or a new partner, bereavement, illness, moving house or changing country. The personal choices of pupils will affect their development as they grow older, as they decide on friendship groups, extra-curricular activities, academic involvement and so on. They may need advice and support from adults to enable them to make the right choices. If a child is looked after or in care, this may affect their development in different ways. However, they will be usually monitored closely and there will be regular meetings with the school to ensure that they are making expected levels of progress. Where there are any issues, these will then be addressed straight away. In some cases children may come to school without any previous education- for example, if they are from another country where formal education may begin later. Alternatively they may come from a home schooling environment or a different method of schooling, so they may need to have some additional support until they become settled. Theories of development include Cognitive Piaget believed that the way children think and learn is governed by their age and stage of development, because learning is based on experiences which they build up as they become older. As children`s experiences change they adapt what they believe. For example, a child who sees only green apples will believe all apples are green. Children need to extend their experiences in order to extend their learning, and will eventually take ownership of this themselves so that they can think about experiences that they have not yet developed. Psychoanalytic Freud stated that our personalities are made up from three parts- the id, the ego and the superego. Each of these will develop with the child and each will develop in a subconscious way driven by psychological needs. The id is the instinctive part of our personality; in other words, it is based on biological needs such as hunger. A baby will cry if it is hungry and will not consider the needs of others around it. * The ego starts to develop as the child realises thats its behaviour may affect how its needs are met. For example, if it is hungry, it may not decide to cry for food but to wait, as food will come anyway. * The s uperego develops later on in childhood and it is based on the development of the conscience, the superego may develop conflicting views to that of the ego, and may punish the individual through guilt. Alternatively if the ego behaves well the superego will promote pride. Humanist Maslow was originally interested in behaviourism and studied the work of Watson. He also acknowledged Freud`s belief in the presence of the unconscious-however he did not think that individuals were driven by it. He felt that knowledge of ourselves were driven by it. Humanistic psychology is based on our free will, although we have a hierarchy of needs without which we will be unable to continue to progress. Social learning Bandura`s approach was also one of behaviourism, in other words, it was accepted the principles of conditioning. However Bandura stated that learning takes place through observing others rather than being taught or reinforced. Children sometimes copy the behaviour or activities of adults or peers without being told to do so, meaning learning is spontaneous. Operant conditioning Operant conditioning theory states that our learning is based on consequence which follows a particular behaviour. In other words we will repeat those experiences which are enjoyable and avoid those that are not. This is relevant for for learning experiences as it is for behaviour. For example, a child who is praised well at a particular task again. B. F. Skinner called this positive reinforcement. This work closely linked to that of John Watson, discussed below, although it differs from Watson`s in that individuals are more active in the process of learning and will make their own decisions based on the consequences of their own behaviour. Behaviourist Watson believed that we was all born with the same abilities and that anyone can be taught anything-it dies not depend on innate ability but on watching others. His idea `classical conditioning` and was born out of Ivan Pavlov`s research using dogs. Pavlov devised an experiment by ringing a bell when dogs were about to be fed, which made them salivate, as associated it with food appearing. The bell was then rung repeatedly with no food and gradually the dogs stopped salivating. Watson discounted emotions and feelings while learning and based on his theories purely on how individuals can be `trained` to behave in a particular way. Social pedagogy Social pedagogy is a humanistic framework to support development. It refers to holistic approach to the needs of the child through health, school, family and spiritual life, leisure activities and the community. Through social pedagogy the child is central through their involvement and interaction with the wider wide. The framework is socially constructed and may vary between cultures, contexts and the time it takes place. Methods of assessing development needs: * Assessment frameworks * Observations * Standard measurements * Information from carers and colleagues It is important to understand the purpose of observations as part of my role. This is because I will need to report back to the teacher, who will in turn report to parents and carers on the pupil progress. Parents and teachers should share information about pupils to enable them to work together in the pupil`s interest. These observations may be carried out formally and informally, these have advantages and disadvantages. Informal observations will be those which I carry out each day as work with pupils. These may be small but over time it will enable me to build a picture of each pupil. I may notice, for example, that individual is able to understand a new concepts very easily. A disadvantage to informal observations is that it may not be recorded and you might forgot. I may also be asked to carry out formal observations on pupils to support the teacher in assessing pupils` Standard measurements are used to measure a child`s physical development and to determine whether they are growing at the expected rate for their age. It is unlikely that I will be required to carry out this kind of check, as it will be done by health visitors. The Assessment Framework of Assessment Triangle is the term given to the way in which a child is assessed, to determine whether they are in need and what the nature of those needs is. In his way the child`s best interests can be planned for with regard to their stage of development. Standard measurements and assessment frameworks will be useful in deciding on whether the child is reaching expected milestones of development in different areas. I should not to be required to use these without the guidance and support form teacher or SENCO. Disability may affect development in a number of ways. Depending on the pupil`s needs, it may cause a delay in a particular aspect of their development – for example, a physical disability may affect their social skills if they become more withdrawn, or their behaviour if they become frustrated. Development may also be affected by the attitudes and expectations of others – if we assume that a disabled person will not be able to achieve and do not allow to take part, we restricting their development in all areas. When I am working with pupils who have special educational needs (SEN), you will find that many professionals and parents speak about the danger of `labelling` pupils. This is because it is important that we look at the needs of the individual first, without focusing on the pupil`s disabilities or impairment. How different types of intervention can promote positive outcomes As a teaching assistant I am involved in intervention groups and other group work on order to support pupils who are not progressing at the same rate as others. This is advised by either the SENCO or another professional who links with the school. * Social worker – a social worker might be involved if a child has been a cause of concern in the home environment or if the parents have asked for support. They will liaise with school regarding Looked After Children (LACs). Occasionally schools may contact social services directly if they have concerns about a child and their home environment. * Speech and language therapist – they will give a diagnosis of a particular ommunication delay or disorder and will also advise school and parents about ways in which they can support the child. Speech and language appointments will usually be delivered in blocks, followed by activities for pupils to work on before their next review. * Educational psychologist – they may become involved if, following intervention and action from speech and language therapists and teaching staff, the child is still not making progress. They will carry o ut an assessment and suggest next steps * Psychiatrist – may be asked to assess a child if there is serious concerns about their emotional development. Children will usually have been referred through a series of assessments before this takes place. * Youth justice – this form of intervention is a public body which aims to stop children and young people offending. The youth justice team may be involved in a partnership with schools and the community where there are cases of offending behaviour. It also acts in a preventative way by running youth inclusion programmes, which are targeted towards those who may be at high risk of offending. Physiotherapist – will advise and give targets to pupilsto work on around the development of their gross motor skills. They give exercises for school staff and parents to work on each depending on the needs of the child. * Nurse/health visitor – these medical professionals may be involved in supporting the development of some children where they have physical and health needs. They will usually come into school to advise and speak to staff generally with parents present. * Assist ive technologies – these are technologies which enable pupils who have specific needs to access the curriculum. They range from computer programmes to specific items such as a speech recognition device or a hearing aid and will give the individual an increased level of independence. How play/activities are used to support speech, language and communication We need to encourage children and young people to develop language and communication skills as much as possible, as this is a key area of their development. Adults will need to give children and young people opportunities to take part in speaking ang listening for different purposes and in different situations. It is important that pupils use language both in whole class and small group activities and I encourage them to talk about their own ideas. In early years play experiences can enhance all areas of development and can be directly specifically to address individual areas such as speaking and listening or can be used more generally to support all. Through play children will learn both about themselves and about others, and will use their speech, language and communication skills in order to interact in a non-pressured environment. As children grow older their play takes on rules which require skills of negotiation. Children and young people still need to receive the chance to enjoy self-directed activities and equipment which support their creative and investigative skills. It is important that they have opportunities to use their own initiative and at times work collaboratively. Project work particularly when problem solving, can support children and young children to develop their personal, learning and thinking skills. A great deal of our communication with others is expressed non-verbally. It is important for children and young people who are autistic for example may well have difficulty in recognising and interpreting non-verbal signs, when working with a pupil who has communication and interaction needs, you will to be using different non-verbal strategies to support them. Through using this foem of communication you will be giving pupils additional aid to understand. The kind of strategies to use include: * Using gestures – this could be something as simple as thumbs up or beckoning the pupil to come over. Pointing to objects – you can help pupils to understand by giving concrete examples of what you are discussing and encouraging pupils tp point to different objects in a similar way * Through facial expressions – a smile or a nod can show approval while you also indicate excitement, disapproval, happiness and other emotions * Through the use of body language – you show that you are giving the pupil attention through the way the way in wh ich you sit or stand A number of visual and auditory approaches can also be used to enhance communication * Pictures can be used to initiate or supplement conversation as they are a good starting point. The pupils can also use pictures to illustrate their ideas. * Games are often used successfully to initiate pupil`s speech and involve them in social interaction * Signs support pupils who are unable to communicate verbally. However, they should not be used exclusively by these pupils; other children will enjoy learning different signs as well as teaching them to one another * Technology such as CDs, computer programs and interactive white boards are useful means of stimulating pupil`s communication skills * Modelling language is important as it gives hildren the chance to hear the correct use of language * Music and singing are excellent ways of reinforcing language for all age groups * Drama and movement activities can provide alternative ways to communicate ideas Understanding the potential effects of transition on the children and young people`s development Whatever age group I am supporting at some stage I will be working with children or young people going through a transition phase. The term `transition` is applied in different situations in which children and young people will pass through a period of change. As well as more obvious school-based transitions, such as starting school, changing classes or key stage, or passing on to secondary school, children will pass other periods of transition with may lead to long or short term. These may include changes in personal circumstances or experiences, passing through puberty or simply a change in activity i the classroom. Different types of transition include: * Emotional – for example, bereavement, entering/leaving care * Physical – for example, moving to a new educational establishment, a new home/locality from one activity to another * Physiological – for example, puberty, long-term medical conditions * Intellectual – for example, moving from pre-school to primary or post-primary It is important that children have positive relationships during periods of transition, as they will need to feel secure in other areas of their lives. They may need to talk to someone about how they are feeling and make sure that there is opportunities for them to do this.

Religion as a Method of Improvement for Gender Equality Essay -- Chris

Religion as a Method of Improvement for Gender Equality Although women were still viewed and treated as second-class citizens, the status of women seemed improve under Christianity, especially in regard to social interaction and Islam, especially in regard to legal rights such as inheritance laws. The improvement of women’s situation was particularly pronounced when compared to the even lesser status of women during the Greek and Roman periods. Improvement in the treatment of women under Christianity and Islam is evident in the religious texts of both of the religions. Christianity’s The Gospel According to Mark and The First Letter of Paul to the Corinthians and Islam’s central religious text, The Koran, provide concrete evidence as to how women’s treatment under Christianity and Islam was relatively progressive. During the Greek period, women were viewed as inferior citizens, with no real rights. Although Greek drama portrayed many strong, remarkable women, like Antigone, what women in Greece actually experienced was much different. The role of free women in Athens, and many other places in Greece, was confined to the private sphere of the household. Women were restricted to childbearing and supervising the work done in the household; a woman’s value was based on her ability to produce legitimate heirs and to be a homemaker. Young girls were confined to their homes and received no formal education. Instead, their mothers taught them domestic skills, which were viewed as the only appropriate education for a woman at the time. Athenian women were considered unintelligent and submissive, and thus could not vote, buy or sell property, or press legal charges. Thus, Athenian women were viewed as ‘idiots’ because they were unable to... ...ren (Cow 2:233). Letting a man dictate a woman’s personal choices like this may seem surprising in today’s society; however, at the time, Islam was viewed as relatively progressive for women. Like with Christianity, Islamic women are not men’s equals, but instead are provided by Islam with additional rights than before. Under Islam, women experienced more progress than complacency. Thus, women’s situation under Islam is more beneficial than their situation under Greek and Roman rule. Overall, women’s status in society improved in many different aspects—social, legal, and otherwise—under both Islam and Christianity, especially when compared to the Greek and Roman periods. However, women’s strive toward equality did not stop with the improvements that came from the religions. Women today are continually struggling worldwide to receive rights equal to that of men.

Part Two Chapter IV

IV Samantha's dinner invitation to Kay had been motivated by a mixture of vengefulness and boredom. She saw it as retaliation against Miles, who was always busy with schemes in which he gave her no say but with which he expected her to co-operate; she wanted to see how he liked it when she arranged things without consulting him. Then she would be stealing a march on Maureen and Shirley, those nosy old crones, who were so fascinated by Gavin's private affairs but knew next to nothing about the relationship between him and his London girlfriend. Finally, it would afford her another opportunity to sharpen her claws on Gavin for being pusillanimous and indecisive about his love life: she might talk about weddings in front of Kay or say how nice it was to see Gavin making a commitment at last. However, her plans for the discomfiture of others gave Samantha less pleasure than she had hoped. When on Saturday morning she told Miles what she had done, he reacted with suspicious enthusiasm. ‘Great, yeah, we haven't had Gavin round for ages. And nice for you to get to know Kay.' ‘Why?' ‘Well, you always got on with Lisa, didn't you?' ‘Miles, I hated Lisa.' ‘Well, OK †¦ maybe you'll like Kay better!' She glared at him, wondering where all this good humour was coming from. Lexie and Libby, home for the weekend and cooped up in the house because of the rain, were watching a music DVD in the sitting room; a guitar-laden ballad blared through to the kitchen where their parents stood talking. ‘Listen,' said Miles, brandishing his mobile, ‘Aubrey wants to have a talk with me about the council. I've just called Dad, and the Fawleys have invited us all to dinner tonight at Sweetlove – ‘ ‘No thanks,' said Samantha, cutting him off. She was suddenly full of a fury she could barely explain, even to herself. She walked out of the room. They argued in low voices all over the house through the day, trying not to spoil their daughters' weekend. Samantha refused to change her mind or to discuss her reasons. Miles, afraid of getting angry at her, was alternately conciliatory and cold. ‘How do you think it's going to look if you don't come?' he said at ten to eight that evening, standing in the doorway of the sitting room, ready to leave, wearing a suit and tie. ‘It's nothing to do with me, Miles,' Samantha said. ‘You're the one running for office.' She liked watching him dither. She knew that he was terrified of being late, yet wondering whether he could still persuade her to go with him. ‘You know they'll be expecting both of us.' ‘Really? Nobody sent me an invitation.' ‘Oh, come off it, Sam, you know they meant – they took it for granted – ‘ ‘More fool them, then. I've told you, I don't fancy it. You'd better hurry. You don't want to keep Mummy and Daddy waiting.' He left. She listened to the car reversing out of the drive, then went into the kitchen, opened a bottle of wine and brought it back into the sitting room with a glass. She kept picturing Howard, Shirley and Miles all having dinner together at Sweetlove House. It would surely be the first orgasm Shirley had had in years. Her thoughts swerved irresistibly to what her accountant had said to her during the week. Profits were way down, whatever she had pretended to Howard. The accountant had actually suggested closing the shop and concentrating on the online side of the business. This would be an admission of failure that Samantha was not prepared to make. For one thing, Shirley would love it if the shop closed; she had been a bitch about it from the start. I'm sorry, Sam, it's not really my taste †¦ just a teeny bit over the top †¦ But Samantha loved her little red and black shop in Yarvil; loved getting away from Pagford every day, chatting to customers, gossiping with Carly, her assistant. Her world would be tiny without the shop she had nurtured for fourteen years; it would contract, in short, to Pagford. (Pagford, bloody Pagford. Samantha had never meant to live here. She and Miles had planned a year out before starting work, a round-the-world trip. They had their itinerary mapped out, their visas ready. Samantha had dreamed about walking barefoot and hand in hand on long white Australian beaches. And then she had found out that she was pregnant. She had come down to visit him at ‘Ambleside', a day after she had taken the pregnancy test, one week after their graduation. They were supposed to be leaving for Singapore in eight days' time. Samantha had not wanted to tell Miles in his parents' house; she was afraid that they would overhear. Shirley seemed to be behind every door Samantha opened in the bungalow. So she waited until they were sitting at a dark corner table in the Black Canon. She remembered the rigid line of Miles' jaw when she told him; he seemed, in some indefinable way, to become older as the news hit him. He did not speak for several petrified seconds. Then he said, ‘Right. We'll get married.' He told her that he had already bought her a ring, that he had been planning to propose somewhere good, somewhere like the top of Ayers Rock. Sure enough, when they got back to the bungalow, he unearthed the little box from where he had already hidden it in his rucksack. It was a small solitaire diamond from a jeweller's in Yarvil; he had bought it with some of the money his grandmother had left him. Samantha had sat on the edge of Miles' bed and cried and cried. They had married three months later.) Alone with her bottle of wine, Samantha turned on the television. It brought up the DVD Lexie and Libby had been watching: a frozen image of four young men singing to her in tight T-shirts; they looked barely out of their teens. She pressed play. After the boys finished their song, the DVD cut to an interview. Samantha slugged back her wine, watching the band joking with each other, then becoming earnest as they discussed how much they loved their fans. She thought that she would have known them as Americans even if the sound had been off. Their teeth were perfect. It grew late; she paused the DVD, went upstairs and told the girls to leave the PlayStation and go to bed; then she returned to the sitting room, where she was three-quarters of the way down the bottle of wine. She had not turned on the lamps. She pressed play and kept drinking. When the DVD finished, she put it back to the beginning and watched the bit she had missed. One of the boys appeared significantly more mature than the other three. He was broader across the shoulders; biceps bulged beneath the short sleeves of his T-shirt; he had a thick strong neck and a square jaw. Samantha watched him undulating, staring into the camera with a detached serious expression on his handsome face, which was all planes and angles and winged black eyebrows. She thought of sex with Miles. It had last happened three weeks previously. His performance was as predictable as a Masonic handshake. One of his favourite sayings was ‘if it's not broke, don't fix it'. Samantha emptied the last of the bottle into her glass and imagined making love to the boy on the screen. Her breasts looked better in a bra these days; they spilled everywhere when she lay down; it made her feel flabby and awful. She pictured herself, forced back against a wall, one leg propped up, a dress pushed up to her waist and that strong dark boy with his jeans round his knees, thrusting in and out of her †¦ With a lurch in the pit of her stomach that was almost like happiness, she heard the car turning back into the drive and the beams of the headlights swung around the dark sitting room. She fumbled with the controls to turn over to the news, which took her much longer than it ought to have done; she shoved the empty wine bottle under the sofa and clutched her almost empty glass as a prop. The front door opened and closed. Miles entered the room behind her. ‘Why are you sitting here in the dark?' He turned on a lamp and she glanced up at him. He was as well groomed as he had been when he left, except for the raindrops on the shoulders of his jacket. ‘How was dinner?' ‘Fine,' he said. ‘You were missed. Aubrey and Julia were sorry you couldn't make it.' ‘Oh, I'm sure. And I'll bet your mother cried with disappointment.' He sat down in an armchair at right angles to her, staring at her. She pushed her hair out of her eyes. ‘What's this all about, Sam?' ‘If you don't know, Miles – ‘ But she was not sure herself; or at least, she did not know how to condense this sprawling sense of ill-usage into a coherent accusation. ‘I can't see how me standing for the Parish Council – ‘ ‘Oh, for God's sake, Miles!' she shouted, and was then slightly taken aback by how loud her voice was. ‘Explain to me, please,' he said, ‘what possible difference it can make to you?' She glared at him, struggling to articulate it for his pedantic legal mind, which was like a fiddling pair of tweezers in the way that it seized on poor choices of word, yet so often failed to grasp the bigger picture. What could she say that he would understand? That she found Howard and Shirley's endless talk about the council boring as hell? That he was quite tedious enough already, with his endlessly retold anecdotes about the good old days back at the rugby club and his self-congratulatory stories about work, without adding pontifications about the Fields? ‘Well, I was under the impression,' said Samantha, in their dimly lit sitting room, ‘that we had other plans.' ‘Like what?' said Miles. ‘What are you talking about?' ‘We said,' Samantha articulated carefully over the rim of her trembling glass, ‘that once the girls were out of school, we'd go travelling. We promised each other that, remember?' The formless rage and misery that had consumed her since Miles announced his intention to stand for the council had not once led her to mourn the year's travelling she had missed, but at this moment it seemed to her that that was the real problem; or at least, that it came closest to expressing both the antagonism and the yearning inside her. Miles seemed completely bewildered. ‘What are you talking about?' ‘When I got pregnant with Lexie,' Samantha said loudly, ‘and we couldn't go travelling, and your bloody mother made us get married in double-quick time, and your father got you a job with Edward Collins, you said, we agreed, that we'd do it when the girls were grown up; we said we'd go away and do all the things we missed out on.' He shook his head slowly. ‘This is news to me,' he said. ‘Where the hell has this come from?' ‘Miles, we were in the Black Canon. I told you I was pregnant, and you said – for Christ's sake, Miles – I told you I was pregnant, and you promised me, you promised – ‘ ‘You want a holiday?' said Miles. ‘Is that it? You want a holiday?' ‘No, Miles, I don't want a bloody holiday, I want – don't you remember? We said we'd take a year out and do it later, when the kids were grown up!' ‘Fine, then.' He seemed unnerved, determined to brush her aside. ‘Fine. When Libby's eighteen; in four years' time, we'll talk about it again. I don't see how me becoming a councillor affects any of this.' ‘Well, apart from the bloody boredom of listening to you and your parents whining about the Fields for the rest of our natural lives – ‘ ‘Our natural lives?' he smirked. ‘As opposed to – ?' ‘Piss off,' she spat. ‘Don't be such a bloody smartarse, Miles, it might impress your mother – ‘ ‘Well, frankly, I still don't see what the problem – ‘ ‘The problem,' she shouted, ‘is that this is about our future, Miles. Our future. And I don't want to bloody talk about it in four years' time, I want to talk about it now!' ‘I think you'd better eat something,' said Miles. He got to his feet. ‘You've had enough to drink.' ‘Screw you, Miles!' ‘Sorry, if you're going to be abusive †¦' He turned and walked out of the room. She barely stopped herself throwing her wine glass after him. The council: if he got on it, he would never get off; he would never renounce his seat, the chance to be a proper Pagford big shot, like Howard. He was committing himself anew to Pagford, retaking his vows to the town of his birth, to a future quite different from the one he had promised his distraught new fiancee as she sat sobbing on his bed. When had they last talked about travelling the world? She was not sure. Years and years ago, perhaps, but tonight Samantha decided that she, at least, had never changed her mind. Yes, she had always expected that some day they would pack up and leave, in search of heat and freedom, half the globe away from Pagford, Shirley, Mollison and Lowe, the rain, the pettiness and the sameness. Perhaps she had not thought of the white sands of Australia and Singapore with longing for many years, but she would rather be there, even with her heavy thighs and her stretch marks, than here, trapped in Pagford, forced to watch as Miles turned slowly into Howard. She slumped back down on the sofa, groped for the controls, and switched back to Libby's DVD. The band, now in black and white, was walking slowly along a long empty beach, singing. The broad-shouldered boy's shirt was flapping open in the breeze. A fine trail of hair led from his navel down into his jeans.

How to Write an Executive Memo

Writing an Executive Memo Your strategy professors have asked the English faculty to cover the executive memo, which you will use in your strategic management class, for two reasons: * The ability to write a short, informative, well-written memo like this will serve you well in your future careers. * Writing a good memo is difficult and requires practice. Students in past strategic management classes have had trouble with the guidelines you’ll see in the following paragraph. Please read this document carefully and be prepared to demonstrate your understanding during the next class session.An executive memo is a short (no more than 500 words) internal document whose purpose is to make strategic recommendations to a company. The executive memo has 4 parts: the issue, the recommendation, the action plan, and the discussion of alternatives, in that order. When you write your executive memo, there are several important guidelines to keep in mind: * The memo is short, so every word should count. Don’t waste time giving the company information it already has (i. e. , what the company does, how much it’s sold, etc. * It’s important that you present the material in the order given here. This is not creative writing! * Everything in the memo should be connected to the issue at hand: the recommendation, the action plan, and the alternatives should all serve to resolve the issue. * Since the memo focuses on the issue, it is crucial that you state the issue clearly. Starting your memo: the subject line Make sure your subject line encapsulates the main issue of your memo. Section 1: The Issue * The memo should begin with a statement of the strategy problem you will address (i. . , you are defining the problem). This definition is key because it determines the direction which the rest of the memo will take. * It is vital to distinguish between observational information and the problem you want to solve. Be crystal clear and specific about the issue you will address. Your issue section should do the following: * Identify the root problems associated with the issue. * Provide a measure of how significant the problem is. * Provide a sense of how urgent the problem is. * Identify the risk if the issue is not addressed.Section 2: Recommendation(s) This section comes early in the memo because it’s more important that the reader see it than the alternatives. Nevertheless, it’s best to write your alternatives first and choose from among them. * Your recommendation must be one of your alternatives and must relate back to the issue and causes you have defined initially. * State CLEARLY what solution you recommend and briefly why it represents the best alternative. * Normally, the recommendation will be one alternative; however, sometimes it may incorporate one aspect of a second option. Indicate briefly that you understand whatever drawbacks may exist to the solution you have chosen. * Make sure your recommendation is rea listic given physical and economic limitations. Section 3: Action plan This section should be a brief bullet list. The action plan is a schedule for the implementation of the recommendations you have made. * The goal of the action plan is to show the reader (your boss) the scope of the activity involved and demonstrate your understanding of what has to be done to complete it. * Since someone else will probably carry out the recommendations, your action plan gives that person a template to follow. Break it up into activity periods – Immediate, Short term, etc. , with days in brackets. This gives the reader a sense of the time period the program will be finished in. Section 4: Discussion of alternatives This section helps the reader understand how you came to your decision and demonstrates that you considered the issue thoroughly. Be sure to present three reasonable alternatives. * The section should begin with a brief introductory paragraph for background; this paragraph shoul d include the basic criteria which the alternatives are judged on. You should then move on to discuss THREE alternatives, which should all have a similar focus: 3 on a new target market, 3 on a marketing strategy, 3 on new distribution channels, etc. * For each alternative, you need to give factors in its favour and the reasons for your rejection, in other words, the pros and cons of each alternative. As you analyze each alternative, keep in mind the risk factor(s) you identified for the issue. * Remember that alternatives and the arguments you make for it must address the issue you have defined.

Ludwig van beethooven essays

Ludwig van beethooven essays 1. Mozart's finest opera, The Magic Flute is a comic German opera which is so lively with elements of fantasy and free-flying imagination. The Magic flute has an enormous complex plot and multilevel story The opera encompass variety of styles such as fugue, folk songs, comedy and hymn that describes autonomy of individual, self-determination, appalling sexism, the ideals of power, wisdom, and beauty. Mozart wrote The Magic Flute in 1791, just after the French Revolution and tragically just two months before his death it was premiered in Vienna. The opera is so rich with elements, it portrays different characters and expresses their every emotion and feelings that changes and evolves throughout the piece. Mozarts ability to express music in a way that it portrays human emotions and feeling so clear that it relates the audience in a personal level and where the audience becomes one with the music is indescribable. Mozart music and passion has inspired composers in his era and the m usic history after him. Countess Natalie Clarinet you are cardinally invited to a concert featuring the music of Herr Ludwig van Beethoven. The concert will begin at 7:30 and will take place at Theater-an-der-Wien. A premiere of Herr Ludwig van Beethoven new work, Symphony No. 5, will be included on the program. Also included will be the following works: Ah perfido, Mass in C major, the Fourth Piano Concerto, and Choral Fantasy. It was a cold dready winter of 1808, in Vienna, the year that has changed my life. It was the year when Napoleon occupies Rome and invades Spain, taking Barcelona and Madrid where he became a King of Spain. The Spanish king and his son were removed from power and replaced by Napoleon's brother Joseph. As news of this affront to their national pride spread, Spain's population exploded into a spontaneous revolt. It was a time of war, despair, and revolution. My family has already lost two brothers in the battle f...

F-86 Sabre - Korean War Fighter

F-86 Sabre - Korean War Fighter Designed by Edgar Schmued at North American Aviation, the F-86 Sabre was an evolution of the companys FJ Fury design. Conceived for the US Navy, the Fury possessed a straight wing and first flew in 1946. Incorporating a swept wing and other changes, Schmueds XP-86 prototype first took to the skies the following year. The F-86 was designed in answer to the US Air Forces need for a high altitude, day fighter/escort/interceptor. While design began during World War II, the aircraft did enter production until after the conflict. Flight Testing During flight testing, it is believed that the F-86 became the first plane to break the sound barrier while in a dive. This occurred two weeks before Chuck Yeagers historic flight in the X-1. As it was in a dive and the speed was not accurately measured, the record was not officially recognized. The aircraft first officially broke the sound barrier on April 26, 1948. On May 18, 1953, Jackie Cochran became the first woman to break the sound barrier while flying an F-86E. Built in the US by North American, the Sabre was also built under license by Canadair, with a total production run of 5,500. Korean War The F-86 entered service in 1949, with the Strategic Air Commands 22nd Bomb Wing, 1st Fighter Wing, and 1st Fighter Interceptor Wing. In November 1950, the Soviet-built MiG-15 first appeared over the skies of Korea. Vastly superior to every United Nations aircraft then in use in the Korean War, the MiG forced the US Air Force to rush three squadrons of F-86s to Korea. Upon arriving, US pilots achieved a high level of success against the MiG. This was largely due to experience as many of the US pilots were World War II veterans whereas their North Korean and Chinese adversaries were relatively raw. American success was less pronounced when F-86s encountered MiGs flown by Soviet pilots. In comparison, the F-86 could out dive and out turn the MiG, but was inferior in rate of climb, ceiling, and acceleration. Nevertheless, the F-86 soon became the iconic American aircraft of the conflict and all but one US Air Force ace achieved that status flying the Sabre. The most famous engagements involving the F-86 occurred over northwestern North Korea in an area known a MiG Alley. In this area, Sabres and MiGs frequently duelled, making it the birthplace of jet vs. jet aerial combat. After the war, the US Air Force claimed a kill ratio of around 10 to 1 for MiG-Sabre battles. Recent research has challenged this and suggested that the ratio was much lower. In the years after the war, the F-86 was retired from frontline squadrons as the Century Series fighters, such as the F-100, F-102, and F-106, started to arrive. Overseas While the F-86 ceased to be a frontline fighter for the US, it was exported heavily and saw service with over thirty foreign air forces. The first foreign combat use of the aircraft came during the 1958 Taiwan Straight Crisis. Flying combat air patrol over the disputed islands of Quemoy and Matsu, Republic of China Air Force (Taiwan) pilots compiled an impressive record against their MiG-equipped Communist Chinese foes. The F-86 also saw service with the Pakistani Air Force during both the 1965 and 1971 Indo-Pakistani Wars. After thirty-one years of service, the final F-86s were retired by Portugal in 1980. Selected Sources US Air Force: F-86 SabreGlobal Security: F-86 SabreBoeing: F-86 Sabre

Orporate law Essay Example | Topics and Well Written Essays - 1000 words

Orporate law - Essay Example This software is directly connected to ASIC. However if a person doesn't wish to engage in this and instead wishes to contact ASIC directly, they will need to do the following: Once the same is selected, it needs to be reserved with ASIC. This is done by completing 'Form 410' that is meant for this purpose. Once the form is completed, ASIC would reserve the name for a period of two months. Names are not indefinitely reserved and extension can be requested. Reserving a name is important because once you have decided on a name and you do not want anyone to use it and there is still some time before you can register the firm then ASIC protects your name for the period. e) The Banned and Disqualified Registers contains information about persons who have been disallowed by the government to engage in the management of a company. Some of them are banned from participating in the financial services industry completely. The registers would contain information such as person's full name, his address, the date when banning order was passed and the date when it would end. These registers are divided into four categories namely: This register contains information only about persons who have been disqualified from managing a corporation under the Corporations Act. The notices about such persons are sent to the ASIC and their names are then added to the register. However it must be carefully noted that there are other persons who are not allowed to manage a corporate because they are bankrupt or have a criminal record. The notices may not reach ASIC in these cases and thus their names do not appear on the list. Banned Securities Representatives Register This registers contains names of pre-AFS licensees. The people who hold these licenses act as authorized representatives of licensed advisers. In the case the adviser or a representative is prohibited by the ASIC for giving advice, their names will appear in this register. These people are also part of the Banned and Disqualified register but their names may not be duplicated there. Banned Futures Representatives Register: The people on this register are those who have the pre-AFS license but are not allowed to practice as advisors in future. AFS Banned/Disqualified Persons Register Any person who works in the financial services sectors needs to have AFS license or work as a representative of someone who has this license. These people are authorized dealers and their names can be found on the list of authorized advisors. However under FSR legislation, which commenced on 11 March 2002, there are

Data Collection Proposal Essay Example | Topics and Well Written Essays - 250 words

Data Collection Proposal - Essay Example (2006). The difference between primary and secondary sources of data is crucial in social research. Primary sources are data which are unpublished; that is, the researcher has gathered them directly from the target individuals or organization. Primary data include data from fieldwork, interviews, and unpublished documents like minutes of meetings. On the other hand, secondary data are any data which a researcher has gathered that have been published before. Secondary data include previously published books, journal articles, and newspaper articles. Mixed method that includes qualitative and quantitative data will be used in this research. Qualitative data will used determine if Bariatric surgery put patient at long term risk and complications of weight. Quantitative data will be used in determining the number of patients who responded differently when put under Bariatric surgery. Primary data will be collected from healthcare providers with information on new devices, drugs, delivery systems, and software for managing patients who have undergone Bariatric surgery. All the legal and ethical issues were taken into consideration as stipulated by law. 50 patients who had undergone Bariatric surgery will be randomly sampled from the information provided by the healthcare providers. This will provide a sufficiently large but feasible number to use in the analysis. Descriptive statistical analysis will be used to analyze the data. This will help in explaining how the data look, (by giving the minimum and maximum values), the what the centre point of the data is (by giving the mean), and how spread out the data may be related to one of more aspects (by giving the standard