Authors can now accept quotes from Freelancers

Authors can now accept quotes from Freelancers Reedsy now allows authors to receive quotes from professional editors and illustrators Reedsy is already making waves in the publishing industry. Last month, we gave authors the best marketplace to find publishing professionals. Today marks a new milestone with Reedsy: we’re allowing authors to request quotes from freelance editors and illustrators. Browse the marketplace Reedsy allows you to browse our curated network of publishing professionals. Access to these people is no longer the sole privilege of publishing houses. Now indie authors can find them in a single click. We’re very proud of the people we have on board. We’ve lost track of how many bestsellers we’ve seen in their portfolios.

Whelps are Puppies

Whelps are Puppies Whelps are Puppies Whelps are Puppies By Maeve Maddox A lot of people use the word whelp informally in the sense of a raised place on the skin. On the left side [of my face] †¦ I had over 20 whelps (not bumps), and they were red and hot. Recently my 12 year old daughter has been breaking out in large whelps. I have red whelps on my arm my side and down my legs Both the OED and Merriam-Webster acknowledge the dialect use of whelp to mean welt, but seeing the nonstandard use in a formal context is jarring, as in this example from a news item written by a reporter for a state daily: [the husband] grabbed a broom and hit her on the back, leaving a large red whelp†¦ whelp: 1. The young of the dog. Now little used, superseded by puppy. welt: a raised area, ridge, or seam on the body surface (as from scarring or a blow) The word welt originated as a shoemaking term for a rolled over strip of leather. The meaning ridge on the skin from a wound is first recorded 1800. Whelp can also be used as a verb, either transitively or intransitively: Red Girl whelped a litter of seven puppies. Three of the fox hounds whelped on the same day. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Fly, Flew, (has) FlownFlied?Cannot or Can Not?Preposition Mistakes #3: Two Idioms

Dealing with Reality Essay Example | Topics and Well Written Essays - 1250 words

Dealing with Reality - Essay Example She just arrives in New Orleans to stay with her elder sister Stella who is now pregnant and lives with her husband, Stanley whom Blanche finds to be a pain in her neck. From the investigations made by Stanley, he reveals that she is far from the chaste and respectable woman that she pretends to be because she has had affairs with several men she barely knows, especially with a 17-year old student that led to her dismissal from school. Her actions and dialogues also reveal other characteristics of Blanche. She is a middle-aged woman from the South who formerly taught in high school. Coming from the South, Blanche carries with her the old customs and attitude of her place including her idealistic treatment of women, which she tries to impose on the men she meets including her brother-in-law, Stanley and her suitor, Mitch. When Mitch wants to make love with her, she declares, â€Å"I guess it is just that I have--old-fashioned ideas!† but while she says this, she rolls her eyes, implying that she is doing lip-service. Blanche tries to cover up the ugly realities of her life. She declares, â€Å"Yes, yes, magic! I try to give that to people. I misrepresent things to them. I don't tell truth, I tell what ought to be the truth.† With this, Blanche confirms her tendency to deny reality. However, she prefers to submit herself to fantasy and denial. Instead of facing her problems squarely and trying to overcome loneliness by focusing on her career and getting married, she keeps on drinking liquor to cover up her feelings. This leads to her tragic ending when Stanley rapes her and she loses her sanity. Blanche tries to hide reality in order to fool people. She tells Mitch that if this act is â€Å"sinful, then let me be damned for it! - Don't turn the light on!† (Scene 9). Blanche always meets Mitch in the dark so that she could cover up the truth about her.

International Business Research Paper Example | Topics and Well Written Essays - 1250 words

International Business - Research Paper Example In those assembly lines and distribution centers the cars get manufactured and prepared before being dispatched to their destined markets and customers. Each of those countries has more than one motor vehicle brand and each of those brands significantly contributes to the economic development and status of its mother country. The presence of constant market for the automotive industry is a very fundamental element in establishing efficient and effective economic performance and in ensuring that the companies continue thriving in this fast changing and extremely competitive industry. Major Markets/ Importers China imports the highest units of cars annually, which is estimated at 2,206,929.0 units of automobile vehicles (Williams and Donnelly 2012, p.21). Germany also imports 19,640 cars, 215 trucks and 8,152 parts which make the total of 28,007 units. Additionally, Japanese imports 29,977 cars, 580 trucks and 15, 242 parts and this makes the total of 45, 799 units of automobile vehicl es imported annually (Williams and Donnelly 2012, p. 28). On the other end of the spectrum, China seems to be one of the best auto bazaars in the world. Generally speaking, China has the highest population growth around the world with an estimated current population of about 1.4 Billion people; and for this simple fact they potentially can well be the major market for any company that wants to pursue international and global quest. China does not only have a huge population size but their economy is growing at the highest rate than any other country or region around the world; hence it is an attractive market to many multinational companies (Hilmersson and Jansson, 2012). China has a favorable environment and a relatively stable political structure, which is also good for businesses because those are simply enabling factors that contribute to carrying out effective and streamlined business activities. Furthermore, in 2011, China accounted for 4.6 percent of the worldwide car export destinations as close to 850,000 vehicles were shipped to China then (Gokmen and Ozturk 2012, p.85). This is due to China’s growth rate which jumped upto 7.8 percent becoming the highest rate anywhere around the world, not only that but this rate was expected to grow even further to an astonishing 8.2 percent by 2013 (Thornton 2013, p.9). These numbers give an insight on the opportunities abundant within the Chinese market for ABC Ltd to potentially capitalize on. References Chung, Ji Y. (2011). The National Innovation System (NIS) and the automobile industry in South Korea. Fraunhofer ISI, Karlsruhe, p. 1-26.Retrieved on 9 May, 2013 from http://www.isi.fraunhofer.de/isi-media/docs/p/de/diskpap_innosysteme_policyanalyse/discussionpaper_29_2011.pdf?WSESSIONID=91190fa2a032a2f766f53940b84d4376 Thornton, G. Global Economy In 2013: Uncertainty Weighing On Growth, An Instinct for Growth, p.1-32. Retrieved on 9 May, 2013 from http://www.gtcayman.com/assets/global%20economy%20in%2020 13%20-%20final.pdf JAMA. (May 2010). The Motor Industry of Japan 2010. Japan Automobile Manufacturers Association, Inch. Retrieved on 9 May, 2013 from http://www.jama-english.jp/publications/MIJ2010.pdf Williams, B.R & Donnelly, & J.M. (October 19, 2012). U.S. International Trade: Trends and Forecasts, Congressional Research Service, p.1-33 Retrieved on 9 May

The Use of Scientific Games in Teaching Science Essay Example for Free

The Use of Scientific Games in Teaching Science Essay The study of science is essential. Science is the study of the world around us. Everything around us concerns science. Without it, it is impossible to get into medicine, engineering, architecture and other fields requiring technical expertise. Every sector recognizes an increasing contribution of the discipline to the progress of the modern world as well as its traditional standing as an element of humanistic and scientific education. Its importance as the key subject is common knowledge. Science has been recognized as a patent means of sharpening our competitive edge. Thus, science holds a dominating place in the curriculum. As mandated in the Philippine Constitution, it is the duty of the schools to develop scientific and technology efficiency among the pupils and the students. Thus, it is necessary to evolve a strong science program in all levels. So, the teaching of science should be effectively earned out so as to satisfy the National Development Goals. Science is a multifaceted subject, limitless in extent and depth, vital for science and technology, and rich in the cultural import. It offers a lot of challenges to an individual. In school, however, some students find the subject dull and difficult. More so, science in general, is even considered by many as uninteresting or boring subject if not difficult or not applicable into their daily lives. The performance of the pupils depends largely on quality of the teaching competencies of their teacher. A competent teacher learns to build effective learning situation and to select teaching methods/strategies to guarantee maximum retention and application of the earning that are achieved. According to Wikipedia, strategy refers to all techniques by which the teachers structure the learning environment so that the students are led to discover what they are supposed to discover. Teachers use a wide variety of techniques to elicit information from the students. In view of this, the teacher must determine effective strategies that would suit to the interest, abilities and needs of the students. The researcher believes that the games could be an effective strategy in teaching science in elementary schools. Statement of the Problem The study aims to find out the effectiveness of using games in teaching selected topics in Science to Grade VI pupils of Matanao Central Elementary School for the incoming School Year 2012-2013. Moreover, it seeks to answer the following research questions: 1.) Is there a significant difference on the pre-test scores of the control group and the experimental group? 2.) Is there a significant difference on the post-test scores of the control group and the experimental group? 3.) Is there a difference between the pre-test and post-test scores of pupils in both control and experimental group? Hypotheses Null Hypothesis 1.) There is no significant difference on the pre-test scores of the control group and the experimental group. 2.) There is no significant difference on the post-test scores of the control group and the experimental group. 3.) There is no significant difference between the pre-test and post-test scores of pupils in both control and experimental group. Alternative Hypothesis 1.) There is a significant difference on the pre-test scores of the control group and the experimental group. 2.) There is a significant difference on the post-test scores of the control group and the experimental group. 3.) There is a significant difference between the pre-test and post-test scores of pupils in both control and experimental group. Significance of the Study This study would like to help elementary grade pupils to develop better understanding of the abstract concepts and ideas in science as they prepare for higher learning in science. The findings of this study may likewise motivate and challenge science teachers in their determination to help majority of the grade VI pupils who experience learning block in science primarily due to less effective in teaching science concepts, with the use of various learning strategies, students may develop a deeper understanding of the concepts and process to science that will consequently lead to higher achievement. Lastly for educators, the useful and relevant information acquired from this study may provide insights on how they can promote higher academic achievement using effective strategy in teaching abstract concepts and ideas in science. Moreover, this study would like to help them achieve their long sought goal of development of effective understanding of the science processes and concepts. Limitations of the Study This research will be limited and will be conducted only at Matanao Central Elementary School for the incoming School Year 2012-2013. The respondents of the study will be the Grade VI pilot class. The instrument which is going to be used will be an achievement test which will serve both as a pre-test and a post-test. This will be used to classify the pupils’ performance and learning outcomes. Different scientific games will be used to motivate and arouse the interests and attention of each pupil. The class will be divided into two groups, namely, the control group and the experimental group. The experimental group will be subjected to scientific games used as motivation in teaching science, while the control group will be exposed to the traditional method. Broadly speaking, the social scientific approach has concerned itself with the question of â€Å"What do games do to students?†. Using tools and methods such as surveys and controlled laboratory experiments, researchers have investigated both the positive and negative impact that using games in teaching could have on students learning. Among the possible effects of game play, perhaps the one most commonly raised by media and general public has to do with violence in games. What are the possible effects that playing videogames, in particular those that feature aggressive or violent elements might have on children and youth? Social learning theory (Bandura,1986) suggests that playing aggressive videogames would stimulate aggressive behaviour in players in particular because the player is an active participant (as opposed to passive observer as the case of aggression in film and television). On the other hand, catharsis theory ( Feshback and Singer, 1971) implies that playing aggressive videogames would have the opposite effect by channelling latent aggression resulting in positive effects on players. Numerous reviews of existing literature have been written and there is not a clear picture of the effects of playing violent videogames might have (Griffiths, 1999; Sherry, 2001). As for positive effects, educators and learning scientists sed as motivation have also debated how to leverage the motivation students had for playing games as well as exploring th e medium of videogames for educational and pedagogical purposes. Malone explored the intrinsically motivating qualities that games have and how they might be useful in designing educational games (Malone, 1980; Malone 1981) while Kafai utilized the design of games by schoolchildren as the context for them to learn computer programming concepts and mathematics (Kafai, 1995; Kafai 1996). Similarly, Squire has explored the use of commercial games as means for engaging disenfranchised students in school (Squire,2005). In addition to their motivational factors, Gee and Shaffer have argued that certain qualities present in the medium of videogames provide valuable opportunities for learning (Gee, 2003; Shaffer, 2006). In her book, Life on the Screen, Sherry Turkle explored how people that participated in online multiplayer games such as MUDs used their experiences with the game to explore personal issues of identity (Turkle, 1995). In her book Play Between Worlds, T.L. Taylor recounts her experiences playing the massively multiplayer online game Everquest. In doing so, she seek to understand â€Å"the nuanced border relationship that exists between MMOG players and the worlds they inhabit† (Taylor, 2006). Swiss educator Johannes Heinrich Pestalozzi (1746-1827) agree with the view that a school should be adapted in an atmosphere of general permissive where physical experience, play activities and nature study walk should be part of the learning experiences against the dullness deadening memorization and recitation. German educator and philosopher, Friedrich Froebel (1782-1852) also a naturalist, believes that the teacher must become an active instructor instead a taskmaster and hearer of active recitations. He introduced the school for early childhood education, the kindergarten or child garden that emphasized games, play, songs and crafts. He urged teachers to look back of their childhood days that could help them understand the needs of the child. Other significant studies that relate the games to improved achievement is in the hand of biology (Bleitan, 1989) and in Genetics concepts (Garcia, 1993). Nueva Espana et al (1990) stated that our country depends on Science and Technology. A great number of its problem can be solved by developing its greatest resource: people. Our people must develop skills in Science and Technology. Sufficiency in scientific and technological expertise is a characteristic of countries that have become progressive and rich no matter how small they are. Our country still has a long, long way to become self-sustaining. Knowledge of Science and the efficient use of its principle can help a lot toward making our society self-sufficient in turn making us masters of our own science and technology and not servants of society. (Philippine Graphics, May 19, 1997 p.8). Senator Ernesto Maceda made alarming news about the results of our students performance in mathematics and science competence in the elementary, high school and even college levels that the Philippines is in the bottom ranked 37 out of 39 countries in Asia. He said that we have to respond to the t ruth which tells us with greater sense of urgency to help our students in several dimensions of the educational process: retraining our teachers, lengthening classroom work, improving classroom facilities, reviewing the textbooks now in use and supplementing the resources available in our school libraries. Allan C. Ornstein (Strategies for Effective Teaching, New York: Harper-Collins publishers 1990 p.213) said that â€Å"to understand why and how to use instructional objectives result should be obtained in more effective teaching and testing. The use of instructional objectives helps the teachers focus on what students know at the end of the lesson. Likewise, it helps students know what is expected of them. On the international scene, a number of educational research projects have investigated science teachers’ classroom practices. One of the established projects is the large scale National: The Survey of science and Mathematics Education, conducted in the USA over a number of years to gauge the status of science and mathematics education in the USA. Reports from these studies written by Weiss (1987, 1988, 1994), Weiss, Banilower, McMahon, Kelly Smith (2001) and Weiss, Pasley, Smith, Banilower Heck (2003) have attempted to answer the following questions using data from questionnaires distributed to stratified random samples of teachers from all states in the USA : 1) How well prepared re science and mathematics teachers in terms of both content and pedagogy? 2) What are teachers trying to accomplish in their science and mathematics instruction, and what activities do they use to meet these objectives? 3) To what extent do teachers support reform notions embodied in the National Research Council’s National Education Standards and the National Council of Teachers of Mathematics’ Principles and Standards for School Mathematics ? And 4) What are the barriers to effective and equitable science and mathematics education? It is worth noting that no classroom observations were conducted in these studies and all data sources were based on teachers’ self-reports. Analysis of the trends between 1993 and 2000 in the above studies showed that science teachers’ classroom practices have seen some changes. These changes include the reduction in the amount of time spent on reading about science during class and doing textbook/worksheet problems. Approximately 50% of teachers at all grade levels reported in 2000 that their students completed textbook/worksheet problems in the most recent lesson, representing a small decrease from 1993. Moreover, while there was some increase in the use of hands-on activities at the Grade 1-4 level (from 41% to 50% of classes), the percentage of classes in which hands-on and laboratory activities took place have remained stable and amounted to approximately two thirds of the classes. There does not seem to be a change in the percentage of classes in which computers were used: teachers reported that 10% or fewer science lessons included students using computers in 1993 and 2000. However, many more teachers reported using other instructional technologies such as CD-ROMs in 2000 than in 1993. Another international project that has investigated science and mathematics teachers classroom practices in science and mathematics is the TIMSS 1999 video study, the science result of which were released in 2006 ( Roth, Druker, Garnier, Lemmens, Chen,Kawanaka, Okamoto, Rasmussen, Trubacova, Warvi, Gonzales, Stigler, Gallimore,2006). This study examined patterns of science and mathematics teaching practices in 439 videotapes of eighth grade science lessons in five countries: Australia, the Czech Republic, Japan, the Netherlands, and the United States. Results of the study showed that there were variations across the five countries in the organization of science lessons, development of science content for students, and student involvement in doing science. For example, the study results showed that students in Czech Republic were required to master challenging and theoretical science content and that classes were mostly focused on talking about science in whole class settings. In Japan, the focus was on presenting science in conceptually coherent ways while stressing the identification of patterns, making connections among ideas, and the interplay between evidence and ideas in an inquiry-oriented approach to teaching. Australian students were mostly involved in making connections between ideas, evidence, and real-life situations using inquiry approaches to teaching similar to those used in Japan. Students in the Netherlands were held accountable for independent learning of science content with emphasis on homework and independent seatwork. Finally, in the United States, students experienced variety in instructional approaches, organizational structures, content, and activities with less emphasis on developing coherent science ideas and content. The focus of the activities was on engaging and motivating students rather than on developing challenging content knowledge. As evident from the above, there is important research on classroom practices being conducted worldwide; research that has the potential to provide useful recommendations for improving science teaching and learning. In the Philippines, a related study on the use of games as learning in mathematics was conducted by Aragon (1991). She discovered the greater attention of students to the lesson and there is interest where enhanced. She also found the strategy as a very effective motivational learning material that makes recreational and learning objectives easily attainable. Letting the study of grade V, Aragon agreed that the games are useful in assisting the learning process by providing opportunity to see familiar materials in new setting; that makes them excellent motivation tools in acquiring new skills that breaks the classroom routine in a pleasant way, making uninterested students become a part of the chase in permanent learning. Aragon also found that games enables students to appreciate the value of sportsmanship, fair play, how to follow rules, team work, cooperation, respect for authorities and selflessness, sharing of skills for the success of the group. Salandahan G.G. (1985), The Teaching of Science, Quezon City Phoenix Publishing House. Many science educators recognize the positive outcomes of inquiry teaching despite the limited experimental evidence as to its effectiveness in leading children to acquire a deeper understanding of science knowledge, encouraging children to learn by such a method insures the attainment of one of the most s ignificant outcomes of science developing a scientific mind as well as desirable social values. Cognitive Development and Achievement in Science Through Traditional and Inquiry Approaches Of Teaching General Chemistry by Rosalinda T. Agton (1991). Most of the students in today’s colleges and universities have to be exposed to a method of teaching which is best described as exposition, or the formal, or the commonly called traditional method in which the teacher tells the students what they are expected to know. The assumption is made by curriculum planners that if the student are to learn the concepts from the content, they have to rely on printed materials. Traditional procedures in the classroom are those that used to present in a logical sequence, facts, principle, and data needed thoroughly to expose the students to concepts. The other various classroom procedures that could be used in the traditional method are oral explanation sessions, demonstrations, motion picture and film strips, textbooks, supervised studies or boardworks.

African American Slang Essay -- Communication Language Essays

African American Slang African American Slang has had many other names: Ebonics, Jive, Black English, and more. The Oxford English Dictionary defines slang (in reference to language) in three different ways: 1) the special vocabulary used by any set of persons of a low or disreputable character; language of a low and vulgar type 2) the special vocabulary or phraseology of a particular calling or profession; the cant or jargon of a certain class or period 3) language of a highly colloquial type, considered as below the level of standard educated speech, and consisting either of new words or of current words employed in some special sense. Whatever one’s perspective on slang, it is a natural and inevitable part of language. In this paper I will discuss examples of current slang being used that some people may not understand. The African influence of American English can be found as far back as the Seventeenth century. Although its influence may have began that far back, the influence of African American slang has arguably reached its peak (so far) in the last half on the 20th century. Evidence of this can be seen in magazines, music, television, and films. Perhaps more importantly, evidence can be seen in the way that people of ethnic groups, other than African American, have changed their speech due to this influence. The Equal Rights Movement lead to a paradigm shift in African American linguistic consciousness due to Black intellectuals, scholars, activists, artists, and writers deliberately engaging in a search for a way to express Black identity and the particular circumstances of African American life. Although there had been strides in Black pride in the past, this was the first one to call for linguistic Black p... ...at this is a desired result. Ebonics is a fun variation on the standard, and as stated in the beginning of this paper, Ebonics has an influence; many would say a positive one, on the mainstream dialect. Works Cited Green, Jonathon. The Cassell Dictionary of Slang. London: Cassell, 1998. Klein, Ernest. A Comprehensive Etymological Dictionary of the English Language.Volume 1 A-K. Amsterdam: Elsevier Publishing Company, 1966. Major, Clarence. Dictionary of Afro-American Slang. New York: International Publishers, 1970. New York - - -. Juba to Jive: A Dictionary of African American Slang. London: Penguin Books, 2000. Oxford English Dictionary Online. 2nd ed. May 2001. http://www.oed.com Scotti, Anna and Paul Young. Buzz Words New York: St. Martin’s Press, 1997. Smitherman, Geneva. Black Talk. 2nd ed. Boston: Houghton Mifflin Company, 2000.

Gender Differences in Computer Literacy Essay

Information Technology (IT) has had a positive impact on health care delivery system worldwide, particularly in the areas of disease control, diagnosis, patient management, teaching and learning. Anuobi (2004) pointed out that man has scientifically placed himself in an environment that is global and digital, which predisposes him to constant use of information, its location notwithstanding. Shanahan (2006) believes that the health care industry is in a state of constant and rapid change and due to the increase in scientific knowledge and rapid technological advances, there has been a growing emphasis on the physicians need to efficiently access, retrieve, and use scientific evidences to improve patient care ( Li, Tan, Muller & Chen, 2009). Masood, Khan & Waheed (2010) noted that the availability of affordable computers and the advancement of information technology have resulted in our ability to rapidly and effectively access, retrieve, analyze, share, and store large volumes of information pertinent to patient care and for learning process in a teaching hospital . According to Poelmans, Truyen & Deslà © (2009) during the learning process, students are responsible for the management of their own information processes. After their graduation, the job market expects them to function as mobile knowledge-workers. It is therefore vital that students acquire the right attitudes and skills in order to survive in this information society and to deal with the ceaseless information flood. As Masood, Khan & Waheed (2010) observed, computer skills are vital for medical practitioners of the future. With the medical field being an information intensive profession, to use technology effectively for the advancement of patient care, the medical student must possess a variety of computer skills. However, scholars like Luan, Aziz, Yunus, Sidek, Bakar, Meseran & Atan (2005) have observed that there is a gender gap in the use of ICTs. Accordingly, the purpose of this study was to determine if there is a gender difference in the computer literacy levels of clinical medical students by looking at how they have access to computers, the frequency with which they use computers, if there is gender difference in the use of various software and look at problems they face when using computers. Literature Review Computer literacy has been a subject of educational research for recent years. Computer literacy is defined as the knowledge and ability to use computers and related technology efficiently, with a range of skills covering levels from elementary use to programming and advanced problem solving Lynch (1998). Computer literacy can also refer to the comfort level someone has with using computer programs and other applications that are associated with computers (Wikipedia 2010). Anuobi (2004), described computer literacy as having a basic understanding of what computer is and how it can be used as a resource. To Lynch (1998), computer technology literacy deals with an understanding of an infrastructure that underpins much of today’s life, it also means knowing some basic things about ICT, for example, how to save and open a file, or how to use a word processor (Tella & Mutala, 2008). The needs of a medical student of the millennium generation in a rapidly changing information society has changed, he now has to confront new challenges which are vital to his survival in the information age. Idowu, Adagunodo, & Idowu (2004) indicated that knowledge, skills and confidence with computer technology are now an asset for those entering the competitive employment market. They further pointed out that every aspect of life from education, leisure, and work environment to social interactions is being influenced by computer technology. Moreover, with the increasing use of ICT in education the world over, new skills and competencies are needed by students to be better equipped with the requisite digital literacy competencies. Essentially, gender refers to sets of relationships attributes, roles, beliefs and attitudes that define what being a man or a woman is within the society. It is a socially ascribed attribute as opposed to sex which is a biological attribute ( Oghiagbephan & Asamaigo, 2010). As a result of gender roles assigned by different cultures many women have been brought up to see technology and its use as reserved for on the male gender. According to Munusamy & Ismail (2009) women look at computers and see more than machines, thus considering computers as masculine and complicated to use. According to Asuquo & Onasanya (2006), many factors in and outside the classroom result in girls being turned away from computer technology. These factors include the media depicting men as experts in technology, societal expectations of different goals for boys and girls, the structure of learning tasks, the nature of feedback in performance situations, and the organization of classroom seating. Because these factors are often subtle, they go unnoticed. It is little wonder why girls are not interested in computer technology. This situation has led to what scholars have termed the gender digital divide. Explaining this, Ikolo (2010), stated that the gender digital divide is manifested in the low number of female users if ICTs compared to men. Gurumurty (2004), observed evidences that points towards gender imbalance in the use of computers and other technologies. According to Tella & Mutula (2008), the issue of gender equity as far as access to and use of ICTs continues to be a topical subject not only in developing countries but the world over. However, available indices have began to suggest that, although there is a gender gap in all countries, with the significant growth in access to and increased educational opportunities for more women, the relative difference between men and women is diminishing (Sorenson, 2002, Kay, 2008 & Munusamy & Ismail, 2009). In the 1980s, research on computer literacy focused on the question of whether medical students were ready for the foreseeable omnipresence of computers in the future of doctors’ professional environment and if they possess necessary computer skills Link & Marz (2006). When Poelmans, Truyen & Deslà © (2009) compared the mean scores of computer literacy and its subscales by gender. The results showed a clear pattern in both the global scale and the subscales: male students report a significant higher degree of perceived computer literacy. In a similar study carried out by Link & Marz (2006) to examine the level of computer literacy of first year clinical students in Vinna, the study showed that although 94% of the student attested to accessing and using computers, of this number only 26% of the female students used computers frequently. Citing Ong & Lai, Luan, Aziz, Yunus, Sidek, Bakar, Meseran & Atan (2005) reported that males had more positive attitudes towards ICTs. Gupta’s (2001) study also found significant gender difference in the way females and males rated themselves in their ability to master technology skills. Even though both genders were positive about their computer abilities, males rated themselves higher than females. Kay (2006) reviewed 36 studies on gender and computer use and concluded that the male correspondents have significantly higher perceived computer literacy On whether there was equality of access between the women academics and their male counterparts, 199 (97.1%) answered in the negative while only 6 (2.9%) respondents confirmed that there was equality of access. (Olatokun, 2007). Again, Link & Marz’s (2006) study showed that more male medical students (72%) had access to personal computers (laptops). Respondents were also asked to indicate what computer applications they used. The results depicted that there is marked significant gender difference in application use of computer by male and female subjects. It was clear that male students engaged in applications like word processing, Internet browsing, e-mail, data analysis, programming, and CorelDraw more than the female, except that the females engage in chat and games more than their male counterparts. This result as well can be linked to the issue of fear and anxiety attributed with computer by the female subjects, and may be responsible for their lower engagement in using computer software and applications. Tella & Mutula, 2008). In a survey, Tella & Mutula (2008) found out that, when respondents were asked to state the number of hours that they used computers in a week, the results showed that there were differences in the male and female number of hours spent using computer per week with male medical students spending more hours than the female medical students. While a considerable number of male students spent from 10-25 hours per week, female students spent between 1-4 hours per week. In another study by Rajab & Baqain (2005), a significant difference was found between males and females in the length of time they used computers. When asked about the frequency of computer use, male respondents (56%) were found to use computers more than female respondents (37%) (Munusamy & Ismail, 2009). Rajab & Baqain, (2005) concluded that although both gender of clinical students’ believed themselves to be competent in word processing, more males than females used multimedia presentations (power point). Luan, Aziz, Yunus, Sidek, Bakar, Meseran & Atan (2005), in their study found out that females were better at word processing and presentations and emailing than males. Olatokun (2007), in his study reached the conclusion that 70.7% female used computers for word processing; 98.5% indicated not using ICT for games at all and a total of 84.9% respondents used ICT very often for Internet browsing. Methodology The study employed a descriptive survey method which affords the researcher the opportunity to study the present condition of the computer literacy skills of the clinical medical students. The population of the study comprised of 93 clinical medical students of Delta State University and University of Benin who are in 400 level. The total population was used as the sample size for the study. Data were collected using a self constructed, structured questionnaire that was divided into two sections. Section A was designed to gather bio data while B was meant to obtain data on computer literacy skills of the students. A total of 86 questionnaires were returned. The demographic characteristics of the respondents revealed 50(58.1%) as males and 36 (42%) as females. Data was analyzed using simple percentages.

Coffee Bean Essay

The Coffee Bean & Tea Leaf was founded by Mona and Herbert Hyman and it is established in Los Angeles, California in the year 1963. The first Coffee Bean & Tea Leaf were established here in Malaysia in 1997. The company offers a wide variety of its own signature beverages that ranges from coffee to non-coffee drinks and launched their very own signature drink; â€Å"The Original Ice Blended† in 1989 and has been the main highlight of its company ever since. We will take a look into the possibility of bringing in a new product that could be a mainstay for the Ice Blended range that is already available here in Malaysia. Currently, the range of its Ice Blended drinks is limited to several coffee and non-coffee drinks. Although from time to time Coffee Bean has been introducing promotional and seasonal Ice Blended drinks, none of these drinks will be served in the main menu after that the promotion is over. With this. Although a majority of Malaysians like to drink coffee oriented drinks, With the introduction of the Honeydew Ice Blended to the market, it will help boost the challenge of bringing in new flavors for the market. Situation Analysis The Coffee Bean & Tea Leaf is entering its fifteenth year of operation in Malaysia with many of its products ranging from its well known â€Å"The Original Ice Blended† beverages which carries coffee and non-coffee drinks have been well received by the public. However. 2.2 SWOT Analysis The following SWOT analysis captures the key strengths and weaknesses for the proposed product and describes the opportunities and threats that it will face. 2.2.1 Strength The Honeydew Ice Blended drink is offered during the summer seasons and it is well known as the refreshing summer drink in United States. With summer all year long in the South East Asia region, this product has also been proven as a main-stay in the Philippines and Singapore’s The Coffee Bean & Tea Leaf. This product carries a cool, chilling and refreshing sweet taste which suits the pallets of the South East Asian region. 2.2.2 Weaknesses This product may not be suitable for coffee drinkers as the drink does not offer any coffee taste and it’s a fruit oriented drink. It’s also not suitable for those who are watching their calories and diet as the drink carries a high calorie range due to the sweetness and the cream that the drink offers. As this product targets the youth which comprises of teens and working adults in their twenties, some may be price sensitive to this beverage offer as it may be expensive compared to the local. 2.2.3 Opportunities Younger generations, whom fell under the legal drinking age, are known as one of the fastest-growing segments of the beverages market. These generations prefer fresh and upcoming products rather than stagnant products that they have consumed daily. With a brand new product being introduced, it will trigger the targeted younger generation with the enthusiasm to go. The lifestyle factors converger. 2.2.4 Threats Global coffee and tea market have been increasingly growing and it has since been an extremely competitive sector. Coffee Bean & Tea Leaf goes up against its closest rivals such as Starbucks, Dome, Cha Time and Old Town Cafà © here in Malaysia. Competition The Coffee Bean & Tea Leaf has been a powerhouse brand in providing its ice blended beverages. However, there are companies that do make similar ice blended beverages such as Starbucks and Cha Time. The Coffee Bean & Tea Lead has the upper hand because of the creation of the â€Å"The Original Ice Blended† line which gives the company the extra edge. Although the mentioned competitors have been making ice blended beverages, The Coffee Bean & Tea Leaf has its own signature way of making these beverages special and cannot be matched with its competitors.   

Coal Mining in the UK During the Industrial Revolution

Coal Mining in the UK During the Industrial Revolution The state of the mines which boomed throughout the United Kingdom during the industrial revolution is a passionately argued area. It is very hard to generalize about the living and working conditions experienced in mines, as there was great regional variation and some owners acted paternalistically while others were cruel. However, the business of working down the pit was dangerous, and safety conditions were often far below par. Payment Coal miners were paid by the amount and quality of the coal they produced, and they could be fined if there was too much slack (the smaller pieces). Quality coal was what owners required, but managers determined the standards for quality coal. Owners could keep costs low by claiming the coal was of a poor quality or rigging their scales. A version of the Mines Act (there were several such acts) appointed inspectors to check the weighing systems.   Workers received a relatively high basic wage, but the amount was deceptive. A system of fines could quickly reduce their pay, as could having to buy their own candles and stoppages for dust or gas. Many were paid in tokens which had to be spent in shops created by the mine owner, allowing them to recoup the wages in profits for overpriced food and other goods.   Working Conditions Miners had to cope with hazards regularly, including roof collapses and explosions. Starting in 1851, inspectors recorded fatalities, and they found that respiratory illnesses were common and that various illnesses plagued the mining population. Many miners died prematurely. As the coal industry expanded, so did the number of deaths, Mining collapses were a common cause of death and injury.   Mining Legislation Government reform was slow to take place.  Mine owners protested these changes and claimed many of the guidelines meant to protect the workers would reduce their profits too greatly, but the laws passed during the nineteenth century, with the first Mines Act passing in 1842. Although it contained no provisions for housing or inspection. It represented a small step in the government taking responsibility for safety, age limits, and wage scales. In 1850, another version of the act required regular inspection in mines throughout the U.K. and gave the inspectors some authority in determining how the mines were run. They could fine owners, who violated the guidelines and report deaths. However, at the start, there were only two inspectors for the entire country.   In 1855, a new act introduced seven basic rules about ventilation, air shafts, and the mandatory fencing off of unused pits. It also established higher standards for signaling from the mine to  the surface, adequate breaks for the steam-powered elevators, and safety rules for steam engines. Legislation enacted in 1860 banned children under twelve from working underground and required regular inspections of the weighing systems. Unions were allowed to grow. Further legislation in 1872 increased the number of inspectors and made sure they actually had some experience in mining before they began. By the end of the nineteenth century, the industry had gone from being largely unregulated to having miners represented in Parliament through the surging Labour Party.

Debunking Ring a Ring a Roses

Debunking Ring a Ring a Roses There is a myth that the British children’s rhyme Ring a Ring a Roses is all about the plague- either the Great Plague of 1665-6 or the Black Death centuries earlier- and dates from those eras. The words describe the contemporary practice in treating it, and refer to the fate so many befell. The Truth The earliest known use of the rhyme is the Victorian era, and it almost certainly doesn’t date back to the plague (any of them). While the lyrics can be interpreted as being loosely connected to death and disease prevention, this is believed to be just that, an interpretation given in the mid-twentieth century by overeager commentators, and are not a direct result of plague experience, or anything to do with it. A Children’s Rhyme There are many variations in the words of the rhyme, but a common variant is: Ring a ring a rosesA pocket full of posesAtishoo, AtishooWe all fall down The last line is often followed by the singers, usually children, all falling down to the ground. You can certainly see how that variant sounds like it might be something to do with the plague: the first two lines as references to the bundles of flowers and herbs which people wore to ward away the plague, and the latter two lines referring to illness (sneezing) and then death, leaving the singers dead on the ground. It’s easy to see why a rhyme could be connected to the plague. The most famous of these was the Black Death, when a disease swept across Europe in 1346–53, killing over a third of the population. Most people believe this was the bubonic plague, which causes black lumps over the victim, giving it the name, although there are people who reject this. The plague was spread by the bacteria on fleas on rats and devastated the British Isles as much as continental Europe. Society, economy, and even war was changed by the plague, so why wouldn’t such a massive and horrifying event have ingrained itself into the public consciousness in the form of a rhyme? Robin Hood’s legend is about as old. The rhyme is linked to another outbreak of plague too, the Great Plague of 1665-6, and this is the one which was seemingly stopped in London by the Great Fire burning a huge urban area. Again, there are surviving stories of the fire, so why not a rhyme about the plague? One common variant in the lyrics involves ashes instead of atishoo, and is interpreted as either cremation of corpses or skin blackening from the diseased lumps. However, folklorists and historians now believe that the plague claims date only from the mid-twentieth century, when it became popular to give existing rhymes and sayings older origins. The rhyme began in the Victorian era, the idea it was plague-related began only a few decades ago.  However, so widespread was the rhyme in England, and so deep in children’s consciousness did it lodge, that many adults now connect it to the plague.

Literary theory is an organon of methods. Discuss this statement Essay

Literary theory is an organon of methods. Discuss this statement - Essay Example From this line of thinking, someone can deduce the meaning of synonyms/unethical words, the meaning of homonymous/equivocal, and the meaning of paronymous/denominative words. These facts lead to the divisibility of speech into either simple, or structured with composition1. Only structured forms of speech can be false or true. What is said of a subject can be said to be the description of the subject as a whole. Under normal circumstances, what is said about a subject is always meant to answer the question of exactly what the subject is. What is said to be contained in a subject is always meant to describe the content of the subject. These are things whose existence completely depend on the existence of the subject. What is contained in a subject can also be referred to as inherence. Some things can be predicated of a subject, but do not exist in any subject. For instance, â€Å"man† might be predicated of John or James, but fail to be in any subject. Some things can be in a subject, but cannot be predicated of a subject. In such cases, a certain specific point of grammatical knowledge is in the subject but cannot be predicated of any subject because of its individuality. Some things have the ability to be predicated of a subject and be in a subject. A good example of such a case will be science. Science is in the mind as in a subject while at the same time can be predicated of geometry. There are also things that cannot be in any subject, neither can they be predicated of any subject. The reason as to why they cannot be predicted is that they are individuals. They cannot be in a subject because they are substances2. Organon can also help in the comprehensive, explicit, and formal understanding of the relationship between logic and language. Basic linguistic formscan be classified into prepositions and simple terms, verbs and nouns, negation, the number of simple propositions, on modal propositions, and studies on the excluded