The greatest inventions Essay Example for Free

The greatest inventions Essay Introduction to Second Language Studies (ONLINE). Hudson This course introduces students to second language studies, as represented in the MA in SLS program at the University of Hawai‘i at MÄ noa, and to the field(s) of applied linguistics more generally. This course also serves as an introduction to the kinds of work that will be expected of students as they progress through the MA in SLS program. Students will become familiar with the following: 1. The scope of second language studies/applied linguistics, including central issues and problems, key concepts and terminology, and work done by applied linguists in society 2. Professional issues and expectations for second/foreign language educators 3. The major domains of second language studies as they are addressed specifically by the UH SLS 4. A wide variety of research approaches employed by applied linguists The course will be online. There will be extensive online discussion group activity. SLS Course Descriptions Fall 2014 600- ­Ã¢â‚¬  through 700- ­Ã¢â‚¬ level SLS 610 (1). Teaching Second Languages. Hudson This course provides a survey of current theory, research and practice in the major components of second and foreign language pedagogy and teaching programs. These components include needs and means analysis, syllabus and curriculum design, materials writing, methodology and pedagogy, skills and skills integration, student assessment, and program evaluation. Consideration will also be given to the changing social, economic, and political roles of language teaching and the profession in the world today. Both theoretical and practical dimensions of classroom teaching will be treated. By the end of the course, the students will have an understanding of the following: 1. Current theory, research and practice in second/foreign language teaching and teacher training 2. The socio-cultural, psychological and linguistic factors that have an impact on language teaching 3. Issues involved in teaching and integrating the different skill areas as and approaches to curriculum design and language teaching SLS 614 (1). Second Language Writing. Gilliland The course aims to provide insights into theories of teaching writing, with particular emphasis on the experiences of student writers composing in a second language. Consideration of various approaches to the teaching of writing in second and foreign languages is included as well as consideration of response to student writing. Students will: †¢ Identify current and historical theories of teaching SL writing. †¢ Discuss and critique approaches to teaching SL writing. †¢ Describe and analyze contexts for teaching SL writing in US and internationally. †¢ Assess the instructional needs of a given writing class and/or student. †¢ Evaluate and respond to student writing. †¢ Plan appropriate and effective syllabi, units, and lessons in SL writing courses. Required text: Ferris Hedgcock (2013). Teaching L2 Composition (3rd edition). Routledge. SLS 618 (1). Language and Learning Technologies. Zheng What is language? How do we understand language and language learning in the light of learning technologies? How do we make sense, make meaning and realize values when technologies are involved in the learning environment. Learning technologies, ranging from vernacular use of Skype, to sophisticated virtual world technologies, and to ubiquitous mobile devices, bring us new challenges and opportunities for communication and social networking, as well as learning teaching. What are the roles of learning technologies in learning, instruction and communication? Do they function as an input to aid learning, such as acquisition of lexicogrammer? Do they function as tools to help with problem solving, such as looking up a new word while reading an article? Do they function as a media to make distance communication and interaction possible? Do they function as objects that have potential to change the way we live so that our communication (language) is becoming inherently different? We will explore these questions as central themes of the course, so that we can gain a deeper understanding and be tuned to affordances of technology in the most broad sense. Explore dialogical perspectives of language and its implications for sharing, coconstruction, co-authoring and co-creation of identity and meaning in technology supported learning environments. Investigate the affordances of technologies as indicated by members of the  class (through dynamic needs analysis) for language learning and teaching. Design and conduct studies of a specific technology that you are interested in. A range of research questions are encouraged by using quantitative methods, ethnography, discourse analysis, conversation analysis and multimodal analysis. Develop a mini curriculum that has major components of technology integration. Develop materials using the Web as a major resource for your target learners. SLS 650 (1). Second Language Acquisition. Ziegler This course is designed to provide a review of current theory and research in child and adult second language acquisition. In addition, it will review relevant research in first language acquisition and explore relationships between theory and practice in the second and foreign language learning classroom. Various theoretical perspectives and issues are addressed, including cognitive-interactionist, emergentist, social, and psycholinguistic approaches, and principal areas of research such as age effects, cognition, development of learner language, and individual differences will be discussed. We will also examine the available  quantitative and qualitative research methods and how they might be used in second language (L2) research. Suggested reading: Ortega, L. (2009). Understanding second language acquisition. Oxford: Oxford University Press. This course covers basic concepts and issues in sociolinguistics with a focus on multilingual language learning and teaching. The initial course readings (Davis, 2012a, 2012b) provide an overview of the theoretical foundations and diverse research methods of sociolinguistics, including the work of sociologist Goffman (presentation of self in everyday life); sociolinguists Sacks, Schegloff, and Kasper (conversation analysis); sociolinguist Gumperz (interactional sociolinguistics), anthropologist Hymes (ethnography of communication); language and education anthropologists Cazden, Philips, Heath, Erikson, Geertz, and Anzaldua (ethnography of communities and schools); and critical anthropologists Hornberger, Davis, Valdà ©s, Zentella, and McCarty (language policies and practices). Subsequent course readings and the final project then focus on the most recent trends in sociolinguistics that include: multilingualism/super diversity; interdisciplinarity, fluidity, and multiplicity in langu age use, identity, and learning (translanguaging, multiple identities); neoliberalism/ideological analyses; public and counter public discourses;  and engaged language policy, practices, and ethnography. The final course project assignment involves designing and presenting a proposal for either research or instruction that draws on current sociolinguistic theories and language learning practices. SLS 673 (1). Applied Psycholinguistics and Second Language Acquisition. Grà ¼ter This course provides an introduction to the psychological processes involved in language behavior, with a particular focus on those relevant to speaking and understanding a non-native language. Areas covered include speech perception and accent, lexical access in bilinguals, structural and discourse processing by native and non-native speakers, the role of working memory, neurological correlates of (non)native language processing, and language disorders and bilingualism. Experimental methods used in psycholinguistic research on second language acquisition will be introduced and discussed. SLS 675 (1). Second Language Qualitative Research. Kasper The course will introduce students to the principles and practices of qualitative research and their application to research problems in the domains of social institutions, multilingualism, and learning and development, including the development of language and professional competencies. The course pursues two aims: (1) to develop students’ ability to critically appraise reports of qualitative (L2) research and (2) to prepare students to conduct a qualitative study on an applied linguistic topic of their choice, or to further develop a study that is already under way. In order to meet both of these goals, particular emphasis will be given to the articulation of theory and methodology, i.e., the coherent transformation of theory into method. Students will get first-hand experience with practices of observation and interviewing, visual analysis, document analysis, and multimedia analysis. Course requirements will include reading and discussion of methodological texts, reviews of reports on qualitative studies, and practical activities. SLS 680P (1): Philosophy of Teaching. Crookes Participants will explore philosophical positions underlying S/FL teaching. We will address philosophical systems and procedures (including critical, moral and ethical thinking) in the contexts of S/FL teaching, and in respect to the decisions teachers are faced with daily, as well as long-term, as they shape their careers and their positions in society. Since all of the ideas about S/FL teaching and their philosophical dimensions have historical contexts, a historical perspective will be emphasized in the initial sessions. The concept of a philosophy of teaching can be set in practical terms because a philosophy of teaching statement is often called for in employment actions, such as job applications, contract renewals, and job interviews. It also falls into the area of professional development and personal growth, since it assists with that reflection without which efforts at a consciously constructed professional practice are not possible. SLS 680R (1). Narrative Analysis. Higgins This course introduces students to narrative analysis as an analytical framework for the exploration of research questions in sociolinguistics and applied linguistics. Most centrally, narrative analysis is used to explore questions of identity by examining how speakers construct their social worlds in and through telling stories. Narratives are also useful for examining ideologies on any number of topics. Because people tell narratives in their everyday interactions with others, researchers can also examine the role of stories in conversation and in various forms of institutional talk, including classrooms, courtrooms, clinics, and workplaces. This course will provide students with the foundation for analyzing narrative data by focusing on both ‘big stories,’ or, narratives which relate to speakers’ life histories, as well as ‘small stories,’ or narratives which take place in everyday settings. As the focus of the class is on the analysis of narrative s, students will be expected to contribute narrative data in the form of data workshops in class and to write a 20-page term paper on data they have collected. A final presentation will also be required. Required text: De Fina, Anna Georgakopoulou, Alexandra (2012). Analyzing narrative: Discourse and sociolinguistic perspectives. Cambridge University Press. Additional readings will be in the form of journal articles and book chapters, available on Laulima or through UH library. SLS 680R (2). Classroom Action Research. Gilliland This course is a companion to the summer SLS 690 Teaching Practicum in Ubon Ratchathani, Thailand. All students must have participated in the practicum during Summer 2014. Required text: Burns (2010) Doing Action Research in English Language Teaching: A Guide for Practitioners. Routledge. SLS 730 (1). Seminar in SL Pedagogy: Literature in the L2 Classroom. Day This seminar explores the use of literature in the second and foreign (L2) classroom. The primary goal is to help you develop a systematic and principled approach to using literature in your teaching. In addition to a focus on the major theoretical and research issues, the seminar explores how a literature component might be integrated into the L2 curriculum. Assignments provide opportunities to use and evaluate a variety of tasks and activities designed to incorporate literature into the L2 classroom. You will develop your own classroom materials and explore how those materials might be utilized in ways relevant to your own situations. The learning outcomes include being able to discuss the concerns and issues involved in using literature in L2 classrooms and to develop, adapt, and evaluate various literature genres and activities for the L2 classroom. SLS 750 (1). Ecological and Sociocultural Approaches to Second Language Learning. Zheng This seminar is designed to explore second language acquisition and language learning from perspectives that classical SLA does not usually take into consideration, namely ecological, sociocultural approaches. Topics regarding both epistemological and ontological orientations will be organized into the following modules: †¢ Learners: Are they truly individual beings cognizing or processing learning only in the brain, or are they only social beings who learn through socialization and interaction? Or are they ecological and dialogical beings who appropriate biological substrate, sociocultural values, semiotic resources for sense making? †¢ Environments/contexts: All research paradigms and pedagogical treatments consider the relationship between the learner and environments. Are environments considered as containers that function in the background? Are learners and environments reciprocally co-defining and co-changing? How are learners and environments connected? What are the roles of teacher, technology, community and personal biography in language development? †¢ Unit of analysis: Unit of analysis is the major entity that defines the ontological nature of your research and ultimately determines the values of finding in pedagogical practices and phenomenological discoveries. We will consider and compare a wide array of approaches on unit of analysis from different research paradigms, such as individuals, groups, tasks, t-units, turns, agent-environment coupling, communicative projects, etc. †¢ Methods and Analytical tools: technological prevalence and advancement pushes the envelope of human limitations on data management, such as data collection, analysis and report. We will examine readily available tools that can advance conducting research from ecological and sociocultural approaches. †¢ Pedagogical Implications: Synthesizing the first 4 topics, this module explores what an ecologically and socioculturally oriented classroom looks like. This includes such topics as action-based learning, place-based learning, pedagogy as multimodal design, studentteacher relationships that are beyond the segregation between teacher-centered and learner-centered dichotomies. This seminar is dedicated to the legacy of Leo van Lier’s work on The Ecology and Semiotics of Language Learning. Required texts:  van Lier, L., 2004. The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Kluwer Academic Publishers, Norwell, MA. Additional journal articles, book chapters/sections and website will be available in Laulima and course website. SLS 750 (2). Child L2 Acquisition. Schwartz The purpose of this seminar is to examine research on child L2 acquisition, with particular emphasis on syntax and morphology. Research into child L2 acquisition has the potential to inform our understanding of adult L2 acquisition as well as L1 acquisition. We will examine some of the very few studies that directly compare L2 (and L1) children and L2 adults in the acquisition of particular grammatical phenomena. Students will become familiar with the theoretical issues at stake as well as the empirical base of recent work. We start off by focusing on the critical period issue, or more neutrally, on age-dependent effects of L2 acquisition in terms of ultimate attainment. We next consider the issue of endstate (ultimate attainment) vs. development for L2 children and L2 adults. The third area is research on child L2 acquisition itself, where exposure to the nonnative language starts approximately between the ages of 4 and 7; this is likely to be the crucial age range, because it is after the native grammar has been (more or less) established and yet falls clearly within what is  traditionally considered to be the critical period for language acquisition. Of special interest here are three issues: (1) whether child L2 acquisition replicates L1 acquisition; (2) whether child L2 acquisition exhibits features of adult L2 acquisition, in particular L1 influence; and (3) whether there are characteristic differences between L2 child and L2 adult acquisition, especially with respect to different domains, specifically syntax vs. inflectional morphology. The course will be a combination of lectures and student presentations of readings. While familiarity with introductory syntax is highly desirable, time will be taken in class to ensure understanding of the necessa ry linguistic background. SLS 760 (1). Intercultural Communication. Higgins Within a sociocultural linguistics framework, this seminar focuses on how the constructs of ‘culture’ and ‘cultural difference’ are enacted by speakers of more than one language in conversational interactions. The course will pay equal attention to the ways that cultural difference is associated with miscommunication and the ways that culture can be used as a resource in interactions among multilingual speakers. The course will emphasize the perspective that culture and cultural difference are social constructs that cannot be presumed, but rather are the result of active processes in interaction among conversational participants, processes which sometimes  point to the relevance of cultural models, interpretive schemas, discourses, and ideologies. Students will examine seminal work in the field, starting with cross-cultural communication studies, followed by an examination of the developments in the field that have led to the reconceptualization of this ar ea of inquiry. Following a seminar format, students will regularly lead discussions of readings and present data for analysis in workshop format during the semester. A final term paper of 20-25 pages (with deadlines for proposal and first draft) will also be required for the course. SLS 760 (2). Language Ideologies, Policies and Practices: An Engaged Ethnographic Approach. Davis While language policy (LP) scholars increasingly explore policies as shaped by global sociopolitical and economic ideologies, LP and applied linguistics scholars are increasingly calling for on-the-ground language practices that resist, negotiate, and appropriate inequitable policies (Davis, 2009, 2014; Johnson, 2013; Wyman, McCarty, Nicholas, 2014). This course takes an  engaged ethnographic approach that is designed to draw teachers, students, community members, and others into dialogic exploration of language education policy as an interactive process; covert ideologies and policies as potentially marginalizing; and plurilingual policies as desirable, effective and possible (Davis, 2014; Phyak Bui, 2014). While challenging dominant neoliberal ideologies (Gegeo Watson-Gegeo, 2001; Tollefson, 2013; Warner, 2002), the course explores ways in which to support practices that meet local language, education, economic and human welfare needs. Thus, the course takes an interdisciplina ry approach in exploring societal and schooling issues such as multilingualism, translanguaging, and identities while considering the agency of individuals and communities as the epicenter of language policy reform (Davis, 2014; Pennycook, 2013). The course draws on the above theoretical perspectives in exploring engaged dialogic and participatory efforts to promote equitable education in both developed and developing countries. Through readings, course activities and discussion course participants will develop both ideological analytical and engaged ethnographic abilities that can guide current and future work in schools, communities, and with education administration. Course participants will further gain insight into engaged ethnographic research methods through designing research proposal and/or documenting engaged efforts with teachers, parents and/or concerned others in promoting equitable language education policy and practices. These efforts can focus on research and/or documentation in one or more of the following areas: 1) Conducting ideological analyses with parents, educators, and concerned others towards raising awareness of harmful neoliberal commodification and standardization language education policies; 2) Exploring and planning resistance and alternatives to marginalizing and ineffective national, state, and regional language ideologies and policies; 3) Developing community and school based language and education policies that are locally relevant, educationally forward-looking, and serve to provide models for wider change and 4) Developing relevant and engaging instructional practices through supporting teachers and building on local knowledge for schooling that is studentcentered and engaging. In sum, this course actively involves course participants in drawing on current theories and utilizing engaged  ethnographic methods towards promoting equitable policies and practices.

Synthesis and Characterization of Nylon-6,6 Polymer

Synthesis and Characterization of Nylon-6,6 Polymer Abstract Synthesis and characterization of nylon-6,6 polymer was performed in this experiment. Nylon-6,6, was obtained from adipoyl chloride and 1,6-hexanediamine monomers, dissolved in cyclohexane and water. Employing interfacial polymerization technique, thin film of nylon product was formed and collected. The final product were white peaces of small fragile strings with a total mass of 0.0694 g and 4 cm in length. Infrared spectroscopy then characterized the final product and confirmed successeful synthesis of nylon-6,6 polymer due to the appearance of N-H stretching, C=O stretching, and N-H bending from the secondary amide group and from the nylon polymer. Introduction Polymers are macromolecules consisting of smaller subunits, called monomers.4 There are two main types of synthetic polymers, according to the mechanism by which they are synthetically made: step- growth and chain-growth polymers.4 One of the most popular synthetic polymers is nylon-6,6 due to low cost and ease of synthesis. There is no human activity where plastics are not used on a daily basis. Nylon in particular is widely used, due to variety of properties such as: elasticity, flexibility, lightweight and strength.5 Clothing, electronics, packaging, cars, airplanes, medical supplies, cookware, ropes all examples of nylon fabrics.5 In this experiment nylon is made by step- growth polymerization and condensation reaction. The monomers involved in this polymerization reaction are adipoyl chloride and 1,6-hexanediamine dissolved in cyclohexane, respectively. The chloride from the acid and the hydrogen proton from the amine group form a hydrochloric acid.4 The rest of the adipoyl chloride and hexanediamine will link together to form a larger polymer molecule. In each end of this polymer is a primary amine group in one end or an acid chloride group in the other end.4 These groups can act in a similar way with other acid/amine groups from the adipoyl chloride and hexanediamine. If many steps of this process are repeated, nylon-6,6 polymer will be formed.4 Hydrochloric acid is generated as a byproduct upon nylon formation, therefore a strong base must be added to neutralize the acidity of HCl, and maintain the pH of the solution. In this experiment sodium hydroxide was used as base. Infrared (IR) spectroscopy will be applied as method of characterization. It will provide information regarding   functional groups present in a molecule because the location of the absorption peaks observed have been associated with specific types of chemical bonds.6 It could be determine which functional groups from the starting monomers, are present in the nylon spectrum. Results Table 1: Nylon-6,6 Polymer Mass of nylon-6,6 0.0694 g Length 4 cm Appearance White fragile strings Table 2: IR spectrum of adipoyl chloride Functional Group Molecular Motion Observed Wavenumber (cm-1) Literature Value Range(cm-1) Peak Intensity Peak Shape   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Alkane C-H Stretch 2952.44 3000-2850 Weak Broad Acyl chloride C=O Stretch 1779.80 1820-1780 Weak Sharp Alkane C-H in plane bend 1404.56 1480-1350 Medium Sharp Acyl chloride C-Cl Stretch 681.43 800-600 Strong Sharp Table 3: IR spectrum of 1,6- hexanediamine Functional Group Molecular Motion Observed Wavenumber (cm-1) Literature Value Range(cm-1) Peak Intensity Peak Shape 1 ° amine N-H Stretch 3323.78 3300-3250 Medium Sharp Alkane C-H Assym. Stretch 2921.17 3000-2850 Strong Sharp Alkane C-H Sym. Stretch 2846.91 3000-2850 Strong Sharp 1 ° amine N-H Bend 1603.91 1640-1530 Medium Sharp Table 4: IR spectrum of nylon-6,6 polymer Functional Group Molecular Motion Observed Wavenumber (cm-1) Literature Value Range(cm-1) Peak Intensity Peak Shape 2 ° amide N-H Stretch 3299.0 3300-3250 Strong Sharp Alkane C-H Assym. Stretch 2932.0 3000-2850 Medium Sharp Alkane C-H Sym. Stretch 2859.0 3000-2850 Medium Sharp 2 ° amide C=O Stretch 1636.0 1680-1640   Ã‚   Strong Sharp 2 ° amide N-H   Bend 1538.0 1560-1530 Medium Sharp Discussion In this experiment, sythesis of nylon-6,6 was carried out. The final product had an appearance of white pieces of small fragile strings with a total mass of 0.0694 g and 4 cm in length. A way of improving the yield could be: different molar ratios of water to solvent; changing the solvent. No theorytical yield could be calculated for this reaction because all the polymer chains will have   variety of different lengths.1 The ability of nylon-6,6 to undergo hydrogen bonding results in high molecular order and high degree of interchain interaction as shown below2 (Figure 1). Each single chain of nylon fiber will interact with the adjacent one, forming a hydrogen bond between the nitrogen proton of the secondary amide and the lone pairs of the oxygen on the carbonyl, thus making the nylon polymers strong, difficult to separate and resistant to outside reaction.2 The signals for the IR spectrum of adipoyl chloride, are presented in Table 2. The spectrum shows the characteristic weak and narrow alkane peak, C-H stretch at 2952.44 cm-1. This value was within the range 3000-2850 cm-1 for the secondary alkane functional groups.   The weak and sharp C=O stretch appeared at 1779.80 cm-1 thus correlating with the literature value 1820-1780 cm-1. A C-H bend for alkanes should appear at 1480-1350 cm-1, which did appear at 1404.56 cm-1 as a medium and sharp peak. A C-Cl stretch was observed at 681.43 cm-1, within the expected range of 800-600 cm-1. This peak appeared weak to strong and sharp. The IR spectrum for 1,6-hexanediamine exhibits the following stretches: N-H stretch; N-H bend; alkane C-H asymmetric stretch; and an alkane C-H symmetric stretch. The primary amine is causing the N-H stretch. The literature value for this stretch is from 3300 to 3250 cm-1, which corresponds to the experimental value of 3323.78 cm-1. The peak intensity is medium and the shape is sharp. There is another sharp peak with medium intensity caused by the primary amine as well, which appear to be a N-H bend. The experimental value of 1603.91 cm-1 correlates well with the literature value range of 1640-1530 cm-1. There is C-H asymmetric stretch observed at 2921.17 cm-1 and it corresponds to the literature value range of 3000-2850 cm-1, caused by the alkane. It exhibited strong intensity. The C-H symmetric stretch falls in the appropriate range of literature values 3000-2850 cm-1 and it is caused by the alkane as well (See table 3). Analysis of IR spectrum of nylon-6,6 polymer showed successful synthesis. There were five distinct peaks associated with this compound include the following: N-H stretch; C=O stretch; C-H symmetric stretch; C-H antisymmetric stretch; and N-H bend. The N-H stretch had an observed peak value of 3300.81 cm-1 and its caused by the secondary amine. It correlates well with the literature values of 3300-3250 cm-1 and with the N-H stretch of 1,6-hexadiamine at 3323.78 cm-1. The two peaks have the same shapes, just slightly different intensities. Nylon-6,6 has strong intensity whereas the 1,6- hexanediamine, medium one. The C=O stretch had an observed peak value of 1634.04 cm-1. It falls within the expected literature values for this peak 1300-1100 cm-1. It appears at lower wavelength, compared to the adipoyl chloride. The proximity of the carbonyl to the nitrogen, lowers the energy of that stretch, due to interchain molecular interactions3. The alkane C-H assymetric and symmetric stretches e vident at 2932 cm-1 and 2832 cm-1 are nearly identical with the C-H stretches of 1,6- hexanediamine (See Tables 2 and 3). Differing only in their intensities- medium for the nylon and strong for the 1,6- hexanediamine.   All of the observed values fall within their literature range. The N-H bend at 1538 cm-1 with medium intensity and sharp peak, is caused by the secondary amide. It is in the accepted literature data of 1560-1530 cm-1. The major peak not present in the nylon-6,6 spectrum and evident in the starting material spectra for adipoyl chloride is the C-Cl stretch. The acyl chloride stretch is missing because there is no chlorine in the nylon composition, thus explaining why there are no observed stretches below 1000 cm-1. The other major difference is the N-H stretch observed at 3323.78 cm-1 in the hexanediamine spectrum, which appears at lower wavelength and becoming one peak for a secondary amide in the nylon spectrum. Conclusion This experiment demonstrated successful synthesis of nylon-6,6 polymer. It was accomplished using infrared spectroscopy technique. The IR analysis revealed the appearance of N-H stretching, C=O stretching and N-H bending from a secondary amide group and from the nylon polymer. It showed that there is no C-Cl stretch explaining the absence of chlorine in the nylon polymer as well as the N-H observed on the hexanediamine spectrum, appears on a lower wavelength as a secondary amide in the nylon spectrum. The final product had an appearance of white pieces of small fragile strings with a total mass of 0.0694 g and 4 cm. However, this experiments allows for multiple errors; such as improper pipetting technique; improper washing technique; incorrect rate of taking out the nylon product from the reaction beaker.   A chemical error could be not adding enough sodium hydroxide to neutralize the acidity of HCl, not allowing the reaction to be pushed towards the product.

Retirement Issues In Malaysian Workforce Health And Social Care Essay

Retirement Issues In Malaysian Workforce Health And Social Care Essay Increasing life expectancy of Malaysians has raised the concern incredibly on retirement issues. In 2006, the Organisation for Economic Co-operation and Development (OECD) findings indicate that Malaysians life expectancy has increased from 1960 to 2006. Women life expectancy has increased from 55.9 to 76.5 years, a 20.6% increment, while men increased from 52.8 to 71.8 years, or 19.0% (OECD, 2007). More, latest statistical findings from United Nation Statistical Division (2010) provide that life expectancy at birth of Malaysians for women and men in 2005 to 2010 has increased from 72 to 76.7 years. With the longer life expectancy among Malaysian means without extending the retirement age, a typical Malaysian will have longer time to spend in their retirement life. According to United Nations data reviews, Malaysia are expected to have total number of 3.2 million individuals who aged 60s and above by 2020 (Yip, 2010). Furthermore, the Global Demographics Ltd also estimates that a 10% increment in the number of grey citizens will take place in coming 20 years from now (Hunt, 2009). These figures tell us that more Malaysians will be reaching retirement age and it is important to raise their awareness towards the importance of retirement planning now. Recently, Malaysian Governments announced that inclination of increasing the retirement age among civil servants in Malaysia is high. Retirement age may be set to 60 due to Governments plan of keeping experience civil servants to contribute for more human capital in nationals performance (Sarban Singh, 2010). This projection was made because it is estimated that Malaysia will lose up to one million civil workers in the early of 2011 (Sarban Singh, 2010). Despite changes made on the retirement age of government servants to 58, the mandatory retirement age for private sectors remain at 55 (Sarban Singh, 2010. In view of this, postponement issues on the public and private servants means that longer retirement life may by experience by most Malaysians (Sarban Singh, 2010). As life expectancy has increased much faster compared to retirement age, our country will have more retirees. If this happens, more challenges are coming ahead and different approaches must be taken on retirement plann ing as Malaysians are expected to have longer retirement life. As humans are bound with nature of biological aging process, shrinking in physical and mental strength is reality that no one can change (Yip, 2009). For that, continuous working becomes undesirable as age increases. Knowledge workers might be able to substitutes the physical strength with crystal knowledge and tacit knowledge gained through years of experience. However, for workers that rely much on physical strength might be a problem. Postponement of retirement age is not suits the physical strength workers because the physical body is unable to perform hard work in old age. Sometimes, they are not only having limited income but they only have limited education level. Retirement planning may serve as dreams but their income limit them to do so. Income earn is not enough for savings or investments. Proper preparation is needed financially to ensure that low income earners at least able to have minimum requirements to live and to ensure a bright future for them in retirement age. Existing retirement planning practices among Malaysians are basically relying much on savings, Employee Provident Funds (EPF) and children. Majority of them are not actively involved in retirement planning (HSBC, 2010). Although there are as much as 72 % of Malaysians having high propensity to save for retirement, 41% of them do not have a solid plan on how to build their retirement fund (Hunt, 2009). In addition, 77% of those who save for retirement rely much on fixed deposit and savings accounts which give low interest yield to them. Also, they failed to segregate part of their savings for retirement needs (Hunt, 2009). Monies put on the savings are in essence for all purposes without specific purposes for retirement (Hunt, 2009). What is alarming here is that majority of Malaysian might not insufficient source of income and there might be some risk involve if retirement planning is not done correctly during their retirement life (HSBC, 2010). Constant income scheme provided by EPF may seem adequate in the long run but it will never happen. Recent studies indicate that, 90% of EPF holders hold less than RM 100,000 in their accounts and almost 99.9% of the retirees withdraw their lump sum of EPF funds when they reach retirement years and surprisingly almost 70% of the retirees use up the money within 3 years (Hunt, 2007). EPF savings withdrawal in the early stage of retirement may create some risks during retirement (HSBC, 2010). In order to match with future insecurities, this action will without notice causes a poor retirement life. Solely depends on EPF savings may cause retirees to have a vulnerable financial position in their old age. To avoid this problem from happening, retirees awareness to act on retirement planning is strictly vital for an upcoming comfort and satisfaction in retirement life. Revolutions from ancient Asian culture to modern world today have changed the structure of a family mostly in the way how children treat their parents and expectation of taking care of them. Old forks are view as burden. Additionally, employing maids to take care of old parents will indirectly raise the living expenses. Thus, tendencies for some aging parents end up spending their life in old folks home is high. Family members or children supporting rate is relatively low today (Lee Law, 2004). Generation gap which indirectly affects the sense of belonging, responsibility, relationships and love towards aging parents has also lead to changes in cultural value (The Star, 2010). Late marriage and gap exist between children age is another issue affecting children support to their parents. Unique characteristics of each family have created different views on old parents retirement. Only strong family relationships may have higher chances to get financial aids and support from family mem bers (The Star, 2010). Therefore, it is advisable for pre-retirees to pay more attention on retirement planning to avoid end up living in old forks home. Worry-free retirement life cannot be easily reachable today compare to the past. Various impacts from macroeconomic events such as inflation, unemployment, and global recession may trigger the retirees in their retirement age. In 2008, due to increase in petrol price and global recession, Malaysias inflation rate was surged up to 5.4% high, a 0.6 % in year 2009 and now it is forecasted to be 2.0 % this year (International Monetary Fund [IMF], 2010). The impact from high inflation rate has lead to depreciation in value of ringgit, reduction in the consumers spending, and increases in cost of living over time (HSBC, 2010). No doubt, these will give a huge impact on pre-retiree of having insufficient money to spend or to save for the future reserves (The Star, 2010). Immeasurable increment in the medical fees and medical services are likely to reduce spending power and quality of retirees life over time (The Star, 2010). Addition to that, the MasterCard Asia Pacific predicts that old population will have to spend more next 5 years and will surpass RM 35 billion compared to last 10 years (The Star, 2009). These spending not only cover existing daily usage on products and services but also huge cost on medical fees and medical services (The Star, 2009). If this situation continues to trigger the pockets of each individual, greying population may have tendencies to live in financially poor conditions. Risk from all these unpredicted future events or increase in medical fees can be reduced if retirees do early retirement preparation to hedge for unfavourable events to happen. Without a proper retirement planning, increasing number of retirees might become a burden to government and society. Population restructure process not only increases the cost of government spending but may also serve a potential loss in human resources in labour force and affect the development of economy. Thus, consistent with the facts and issues raised above, preparation of retirement planning is important. Failure to derive proper retirement plan may cause various issues and impacts either to the individual, society, or government. Thus, the aim of this study is to examine the on the Malaysian awareness towards retirement planning, their plan for retirement, reasons for their retirement planning, barriers they face in planning for retirement and information and assistances they need for proper retirement planning. Through this study, more knowledge and understanding about planning behaviours in the context of Malaysian will be created. Background of the Research and Research Question Growing life expectancy among Malaysians over the past few decades have signalled that Malaysian will have longer time to spend in their retirement life (OECD, 2007; Yip, 2010; Hunt, 2009; United Nation Statistical Division 2010). Problems rise today for the preparation of retirement plan are generally due to natural biological aging process, types of workers, retirement age incremental policy, family cultural changes, unpredictable macroeconomic events, medical cost increases and many more. Pointing to existing poor retirement planning practices among Malaysians which relying much on savings, Employee Provident Funds (EPF) and children, proper actions must be done (Hunt, 2009; HSBC, 2010). These facts and figures highlight the raising concern and awareness of retirement planning among Malaysians is much needed. Through the view of all the poor or lack of retirement planning behaviour and challenges ahead that are going to affect the life of retirees, this research is important in cr eating new knowledge of better understanding of the underlying problems, barriers and factors face when doing retirement planning. Issues on retirement planning have been well studied in more developed countries such as in United States (e.g. Joo Grable, 2001; Taylor-Carter et al., 1997; Duflo Saez, 2002), United Kingdom (Sargeant, 2003), Hong Kong (Lee Law, 2004), and Singapore (Lim, 2002). These studies are targeted more to the Baby Boomer generation (e.g. DeVaney, 1995; Glass Kilpatrick, 1998; Josloski, Ekerdt DeViney, 2001; Lusardi Mitchell, 2007). On the other hand, wide scope interest mainly on issues related to women in retirement planning such as the longevity life of women compared to men, economic and psychological issues on women, factors affecting retirement planning and financial literate among women have been done and the result shows that majority of women do not plan for retirement (Glass Kilpatrick, 1998; Lusardi, 2006; Lusardi Mitchell, 2008). Findings found that women are less financial literate and are economically and psychologically weak in retirement planning (Glass Kilpatrick, 19 98; Lusardi Mitchell, 2008). Besides, some findings has also been directed on retirement income (Jing Lakshmi Malroutu, 1995), level of retirement planning preparation (DeVaney, 1995; Lee Law, 2004), antecedents or factors associate with retirement planning (Taylor-Carter et al., 1997; Kosloski et al., 2001; Duflo Saez, 2002; Lim, 2003; Lusardi Mitchell, 2008), retirement planning and satisfaction of retirement life (Elder Rudolph, 1999), retirement educational programs (Joo Graman, 1998; Hershey, Mowen Jacobs- Lawson, 2003), retirement planning information search (Joo Grable, 2001), marketing of retirement planning (Ekerdt Clark, 2001), and developing guideline for retirement planning (Greninger, Hampton, Kitt Jacquet, 2000). In light of the piece of evidence from the previous research focuses on retirement planning, there are lack of retirement planning can be observed in Malaysia (Hunt, 2009). There is no research has been done to access how Malaysian plan for their retirement in Malaysia till today. The relativity low per capital income among the Malaysians might limit the applicability of the studies conducted in more developed countries to Malaysia context (Muzaffar, 2010). Therefore, this study is paramount important, in particular, to explore or fill the research gap exist and to gain insight into a proper understanding on how Malaysians plan for their retirement. To address the research gap, this study focuses on the extent to which how Malaysians plan for retirement, reasons for their retirement planning, barriers they face in planning for retirement and information and assistances they need for proper retirement planning. Through this study, more knowledge and understanding about planning behaviours in the context of Malaysian will be created and a proper guideline to assist Malaysians in retirement planning and retirement preparation will be developed. To address this issue, the following research question is constructed: How Malaysians plan for retirement and why? Research Objectives The research objectives for this study include: To examine the Malaysian awareness towards retirement planning. To investigate how Malaysian prepare for their retirement life. To study factors affecting the type of retirement planning. To understand barriers or difficulties faced by Malaysians in planning for retirement. To understand type of assistance or information needed for Malaysian to properly plan for retirement. Significance and Justifications for the Study This study is important to explore more knowledge about retirement planning among Malaysians. As retirement planning is complex and personalizes, it is important to recognize a standard guideline or procedures to assist an individual to plan for retirement can hardly be effective. Therefore, this study opt for qualitative study to better understand the current retirement planning, reasons for retirement planning, barriers face during retirement planning and information needed for proper retirement planning among Malaysians. By exploring these knowledge and information collected from their heart and soul, these knowledge may use to identify different retirement needs and challenges face by Malaysians during their retirement planning, more effective and efficient information and guideline can be developed to accommodate different needs of individuals in planning for retirement. The outcomes of this study can be used by policy makers to identify the readiness and willingness of Malaysians in retirement planning. This information is important in helping Malaysians to facilitate and formulate better planning which ensure retirees to be independent in their financial support during their retirement age. Pre-retirees, retirees or individual may know how and what direction they must take to complete the journey of a successful retirement planning through the outcomes from this study. Addition to that, this will indirectly reduce the government burden to support them. Not only that, results from this study can also provide additional insights for policy makers to consider for the development of new policies to promote welfare of future retirees and better retirement life especially for economically and socially weaker group in Malaysia. Finally, information gathered from this research can be crucial for banks, insurance companies and other financial institutions in designing and marketing their future retirement planning products and services. Proper customer segmentation can ensure the products or services being delivered to the market more effectively. Fulfilments on special needs of different market segment the different can satisfy more demand and thus, facilitate better retirement planning among Malaysians. Research Scope and Limitation This study is conducted with the purpose of examine the retirement planning among Malaysians. As different people have different retirement needs and expectations, qualitative interviews are used to capture in-depth and rich information on Malaysians. Face-to-face interviews method is use in this study to focus on Malaysians awareness towards retirement planning, their plan for retirement, barriers they face in planning for retirement, reasons for retirement planning and information or assistance they need for proper retirement planning. At first, approximately 10 respondents made up from working adults in any part of Malaysia will be selected for convergent interviews. The interview will be audio recorded and transcribed. Next, another 20 to 30 interviews will be conducted for main data collection comprising semi-structured interviews will be conducted in Northern Malaysia, Central Malaysia, Southern Malaysia, and East Coast of Malaysia. Definition of the Key Terms Provide in the following format: Table 1: Definition of the Key Terms Key Terms Definition Source Financial Education Program A program designed purposely to give inform knowledge on ways and skills to perform financial-related decisions. Adapted from American Association of Retired Persons. (1992). Fact Sheet. Washington D.C. Peer Effects Retirement planning Will be further update on this on chapter 2 is complete. Organizational of Research This research is being organised into 3 main chapters which provide details for better flows of the topic under study. Chapter 1 gives the idea of how the current issues emerge real life situation on retirement planning and preparation for retirement planning. Also, it tends to identify the problems and research gap that exist in this study. Research objectives or research aim highlights the achievement needed towards this study. Other sub parts of this chapter are likely to find the importance of this research in fulfilling knowledge gaps exist in previous studies and knowledge creation in the end of this study. Justifications and limitation for this study emphasizes the importance of this study and how this study can fill up the knowledge gap exist. Finally, a table describing some key variables terms covered on this study is given for the sake of reference. Chapter 2 reviews related literatures from previous finding in the field of retirement. Next, the main context of the literature review such as the important issues on retirement planning is also being discussed here. Dependent variable and independent variables discuss the important variable exist in previous study. Summary gives a compact preview of what have been discussed earlier in this chapter. Chapter 3 emphasize on research framework development. First few parts explain what research methods, research instrument, sampling plan use in this study. The next part of this chapter provides comprehensive overview of the data collection method. How actually this data is collected throughout this study. Data analysis method further explains the tool or software used in the analysis part of this study. Chapter 2 Literature Review Introduction Retirement represents a stage of life where involvement in certain social activities and desirable conducts become narrow or fewer roles when the person reached the old ages (Parsons, 1942). Adequate retirement planning and preparation is needed to anticipate the new roles involve with the changes in major life activities (Atchley, 1982). Retirement life without planning requires continuous employment or working, lifestyle remains same with young age although that individual reaches retirement age (Lee Law, 2004). Lack of retirement planning preparation will generally bring some disappointment during retirement and yet preparation for retirement planning is not an easy task (Lee Law, 2004). Thus, planning for retirement is important (Volpe et al., 2006). Much of the literature on retirement planning focuses on studies to identify the relationship of socio-demographic factors to be related to the retirement planning (Lee Law, 2004; Joo Garman, 1998; Yakoboshi Dickemper, 1997; DeVaney, 1995; Joo Garman, 1998). Previous study emphasizes that income (Mitchell Moore, 1998; Kim, et al., 2005), age (Richardson Kilty, 1989; Joo Pauwels, 2002; DeVaney, 1995), gender (Yakoboshi Dickemper, 1997), education level (DeVaney, 1995; Joo Pauwels, 2002; Hogarth, 1985; Bernheim Garrett, 1996) and marital status (Glass Kilpatrick, 1998) are all important factors for ones behaviour towards retirement planning. DeVaney (1995) identified that income and age are important to guild pre-retirees in groundwork process of planning. In addition, gender differences also influence the early preparation for retirement planning (Yakoboshi Dickemper, 1997). Retirement education and certain related programs also affect the retirement planning behaviours (Joo Grable, 2001). There are number of studies have been conducted pertaining to retirement planning as discussed above. The sections below summarize further description on dependent and independent variables which are important to retirement planning. Summary parts provide a compact preview of what have been discussed in the whole literature reviews on retirement planning. Retirement Planning Over the past few decades, life expectancy has risen drastically of about 2 to 3 years for each decade and this number is expected to further increase in the future (Selene, 2005). As for the rising figures, financial planning for retirement becomes more important (Glass Kilpatrick, 1998; Grace, et al. 2010; DaVaney, 1995; Volpe et al., 2006). Retirement planning is vary from one another but can be observed by integrating individuals intention and behaviour that are partially different or unknown to one another (Hanisch, 1995). According to Parsons (1942), retirement is defined as a stage of life where involvement in certain social activities and desirable conducts become narrow or role less. Ming and Xiao (1995, p.17) found that having adequate income is the key to minimizing some of the problems during retirement. Income level is an important determinant for retirement wealth growth (Selene, 2005). Different types of planning will lead to different ways of wealth accumulations and lifestyle during retirement (Lusardi Mitchell, 2007). At the same time as retirement planning involves awareness and understanding of the problem underlies in life, individuals perception is strictly important to achieve the highest retirement satisfaction (Ming Xiao, 1995). Besides, Taylor-Carter, Cook and Weinberg (1997) identified that planning improves ones confidence and self-efficacy towards uncertainty typically in short or long time frame in retirement age. Although there are much researches interest on retirement planning, focus given to obtain a retirement planning guidelines in relations to the retirement planning is even more imperative to achieve a successful retirement plan (Greninger et al., 2001). Study concluded by Greninger, Hampton, Kitt, and Jacquet (2001) on retirement planning guidelines found that families should have completed their first 50 to 60% successful retirement savings goal by age of 50 and about 85 to 90 % by the age of 60. Moreover, asset allocation on more conservative investment is expected to be done within 3 to 5 years before retirement. With this, Taylor-Carter, Cook and Weinberg (1997, p. 286) found that Planning may enhance affective reactions to the financial and activity-oriented aspects of retirement, and informal transition. Earlier saving or planning for retirement may assure one to live with truly ideal and better quality life in retirement (Elder Eudolph, 1999). Demographic Variables Among the factors related retirement plans and decision, age, education level, gender, and household income are characterized as important demographic factors towards individual retirement preparation. Following parts will further discuss the demographic variables from the review of literature in details. Age A number of studies examine the effect of age on retirement shown that age to be related to retirement plan and decisions. Age has emerged as an important and consistent factor in human behaviour towards retirement planning (Richardson and Kilty, 1989; Joo and Pauwels, 2002; DeVaney, 1995). A procedural assumption found throughout the literature found that age help to guide pre-retirees in groundwork process of planning (DeVaney, 1995), lead to attitude and perception changes on retirement and also help to raise retirement confidence (Joo Pauwels, 2002). Lee and Law (2004) concluded that as age and income increases, individuals are more motivated to take action for retirement. This is supported by Montalto, Yuh and Hanna (2000) where as they found that planned retirement age are guided by reinforcement given from constant visit or review on the information needed for planning. Besides, age and income are found to be correlated in influencing ones behaviour towards retirement plannin g (Lee Law, 2004). DeVeney (1995) concluded that age and other demographic variables such as household income, educational level and household size are inter-related to guide pre-retirees in groundwork process of planning. Age has also shown to be important in the area of future educational program (Joo Garman, 1998). On the other hand, Malroute and Xiao (1995) uncover more compelling evidence on the factors affecting perceived adequacy of retirement income among pre-retired household, the finding suggest that different respondents age is likely to give different perception on income adequacy. Normally, on average individual tend to retire 3 years before the expected age (Zappala and Depolo, 2008) and the different between preferred and expected retirement age are: chronological age, perceive of income adequacy, work condition variables, and retirement attitudes. Education Level There are extensive studies on retirement covering education in general. The findings suggest that education is an important factor in affecting retirement planning preparedness (Hogarth, 1985; Joo Pauwels, 2002). Education enables individuals to explore more information relating to their retirement planning and that sources of information will influence their decisions, attitude and intention to do retirement planning (Hogarth, 1985; Joo Pauwels, 2002). Also, DeVaney (1995) addressed that the effect of education level may serve as a motivator or guidance for individuals to start the preparation for retirement planning. With the increase in age and educational level, individual tends to be more motivated to work on retirement planning preparation or take some action for their retirement (DeVaney, 1995). Joo and Pauwels (2002) found that higher educational level allows ones to experience and achieve greater confidence level in their retirement planning life. Men who had received higher education tended to be more confident in their retirement planning compared to those who had lower levels of educations (Joo Pauwels, 2002). The level of education and confidence found to be positively related (DeVaney, et al., 1995). On the other hand, older women are found to be less likely to have higher education in general because of limited education which had been given to them in the past (Lusardi, 2004). The effects of education on womens retirement makes women to be less financial literate or having knowledge on retirement and retirement planning (Lusardi, 2004; Lusardi Mitchell, 2008). Joo and Pauwels (2002) suggested that women participation in retirement planning increases as they receive education. In addition, Joo and Garman (1998) provide a good overview that education levels are significant to focus topic for future financial education programs. Highly educated people generally tend to posses and receive more knowledge relating to investing and knowledge on retirement planning compared to those who are less educated. According to Bernheim and Garrett (1996), education makes the possible of enhancing and exploring more knowledge and information on retirement for individuals and workers. Gender Gender differences are a significant predictor in retirement planning studies. According to Yakoboshi and Dickemper (1997), gender differences are the major influential factor for early preparation in retirement planning as male and female are generally will think and act differently upon their expectations and views. Males are found to be more ready and well prepared for retirement planning compared to women in general (Lusardi and Mitchell, 2008). In addition, Glass and Kilpatrick (1998) addressed that women are less prepared for retirement and this is generally due to women are lack of financial resources than men. Women are commonly found to be more economically and psychologically weak in retirement and are influenced by factors such as limited economic accessibility, low wage, pension scheme, gender prejudice and selection of career options in their intention towards effective planning (Glass Kilpatrick, 1998). Previous findings reveals that individuals either men or women who are more financially literate, richer, more tolerance to risk, and attitude towards retirement are among important factors in affecting an individual decision to engage in assistance in planning for retirement (Duflo Saez, 2002; Lusardi et al., 2007) and seek professional assistance in planning for retirement (Joo Grable, 2001). Gender differences do not bring any effect to the decision making on retirement as Joo and Grable (2001) highlight that the likelihood of both genders behaviour on professional retirement help-seeking are the same, but women involvement rate on professional help-seeking are slightly higher compare to men if they are given a chance. Women are more likely to seek financial advice from experts and those women who equipped with well financial knowledge tends to do well and more successful in their planning (Lusardi, 2004; Lusardi Mitchell 2008). Lusardi and Mitchell (2008) also pointed out that women are less financially literate to retirement planning compared to men. Majority of women do not have any plan to do their retirement planning and they depend much on the support from their family and friends in retirement age. On the other hand, Sunden and Surette (1998) identified that gender differences and marital status have significant relationships with investment decision on retirement planning. These factors will generate different level of assets distribution among women and men in retirement planning (Sunden Surette, 1998). Recent finding by Grace, Weaven and Ross (2010) indicates that males and females do not perceive and act for retirement planning in the similar way. Of an amount of 21 exploratory semi-structured interviews has been conducted to explore and identifying the differences, the result shows that males are likely to go for individual choice perspective while women tend to adopt life course perspective when it comes to retirement planning. Males tend to assume retirement as another stage of life in the future while women make no prediction on future life stages. Household Income A number of factors influence the individuals preparedness towards retirement planning. Kim, Kwon and Anderson (2005) identified that attitude and behaviour towards retirement are generally influence by household income. Household income is a critical measurement in some matter relating to retirement especially in retirement education program (Joo Garman, 1998) and professional financial help-seeking (Joo Grable, 2001). The findings by DeVaney, Gorham, Bechman, and Haldeman (1995) identified that household income is associated with the savings and investing behaviours in retirement preparation. Retirement preparation can only work when ones have enough money or wealth resources t

Personal Narrative- Girls Basketball Game Preparation Essay -- Persona

Personal Narrative- Girls Basketball Game Preparation Basketball seems to get into your blood. It is said by those who play, "You eat, you sleep and you play basketball." When I was a little girl all I wanted to be was a professional basketball player. I couldn't count how many times I pounded that dumb ball in our driveway until it was too dark to see, then I would play for hours more by the porch light. Now I realize that was only childish insanity. Back then they didn’t even have a girls’ profession basketball league in the states. However, that didn't stop me from walking away empty handed. One thing I learned was how to prepare oneself for life. Well, at least, how to prepare oneself for a game. "Offense, defensive rebound-all five. Fast break into secondary. Plays we can run; Motion, Mexico, and Jordan in man defense. Navy and Red against zone. Out of bounds plays; 88, 8 Stack, Box 1 and 2. Remember to offensive rebound, four and one," I said quietly out loud to remind myself while sitting on the sweaty locker room bench. "Now defense, I need to press, stop fast break, and box out. We can do man hard, man soft, zone 2-3 or 3-2." I went on rambling as I finished getting ready. "I can't believe this is our last home game," whined Mindy. Shannon added, "Yeah, the season flew by so fast this year," while tying her lace up. "Well, at least this isn't your last game. You guys all have another game to play," I complained as usual. "Hey, I see no one is twisting your arm off, making you go to Florida, where it is such a dreadful place, always sunny and warm. What a pity. I feel so sorry for you," my best friend Rachel said teasingly. Just then Coach popped her head in the locker room. "All right girls, you ... ...ft," Coach said as we hurried out of the health room. She was right. There was only half the time left. Warm ups seemed to fly by, and before I knew it there were only 35 seconds left on the clock. Murray's team had already headed for the bench for their coach’s last second instructions. "Let's bring it in girls," yelled Coach Moore from our bench. We all ran over not wanting to miss any important last minute words of wisdom from Coach. "OK, starters check in, you know who you are. As I have said, they are about equal in ability with us. We need to go out there and play our hearts out tonight, girls. Enjoy this, it is your last home game this season," Coach said. With that the Ref. blew his whistle to signal the start of the game. I, with the rest of the starters, walked out onto the court and got ready for the tip off, knowing I was completely prepared for the game. Personal Narrative- Girls Basketball Game Preparation Essay -- Persona Personal Narrative- Girls Basketball Game Preparation Basketball seems to get into your blood. It is said by those who play, "You eat, you sleep and you play basketball." When I was a little girl all I wanted to be was a professional basketball player. I couldn't count how many times I pounded that dumb ball in our driveway until it was too dark to see, then I would play for hours more by the porch light. Now I realize that was only childish insanity. Back then they didn’t even have a girls’ profession basketball league in the states. However, that didn't stop me from walking away empty handed. One thing I learned was how to prepare oneself for life. Well, at least, how to prepare oneself for a game. "Offense, defensive rebound-all five. Fast break into secondary. Plays we can run; Motion, Mexico, and Jordan in man defense. Navy and Red against zone. Out of bounds plays; 88, 8 Stack, Box 1 and 2. Remember to offensive rebound, four and one," I said quietly out loud to remind myself while sitting on the sweaty locker room bench. "Now defense, I need to press, stop fast break, and box out. We can do man hard, man soft, zone 2-3 or 3-2." I went on rambling as I finished getting ready. "I can't believe this is our last home game," whined Mindy. Shannon added, "Yeah, the season flew by so fast this year," while tying her lace up. "Well, at least this isn't your last game. You guys all have another game to play," I complained as usual. "Hey, I see no one is twisting your arm off, making you go to Florida, where it is such a dreadful place, always sunny and warm. What a pity. I feel so sorry for you," my best friend Rachel said teasingly. Just then Coach popped her head in the locker room. "All right girls, you ... ...ft," Coach said as we hurried out of the health room. She was right. There was only half the time left. Warm ups seemed to fly by, and before I knew it there were only 35 seconds left on the clock. Murray's team had already headed for the bench for their coach’s last second instructions. "Let's bring it in girls," yelled Coach Moore from our bench. We all ran over not wanting to miss any important last minute words of wisdom from Coach. "OK, starters check in, you know who you are. As I have said, they are about equal in ability with us. We need to go out there and play our hearts out tonight, girls. Enjoy this, it is your last home game this season," Coach said. With that the Ref. blew his whistle to signal the start of the game. I, with the rest of the starters, walked out onto the court and got ready for the tip off, knowing I was completely prepared for the game.

Medieval Battle Tactics Essay -- History Battles Weapons Essays

Medieval Battle Tactics   Ã‚  Ã‚  Ã‚  Ã‚  Medieval tactics were essential for an attack or siege of a castle. Many tactics and strategies helped develop much-improved version of an attacking artifact, like weapons and sieging machinery. The knights of Medieval England which were the cavalry, improved as the years went by, but never actually had any tactics or strategies. The usual knight would just go out there and fight. The knights were the counter offensive against a small siege, but they were ineffective against a large siege of a castle. A siege was very essential for medieval warfare. Siege was like the most important part of an attack; that is if you’re attacking a castle.   Ã‚  Ã‚  Ã‚  Ã‚  As you know no one inhabited New England back then in the Medieval Ages, so many nations were competing for it. One of them was Rome. Rome inhabited New England first, and as being the first settlers they left some of their customs, which among them was the key to war. The Roman legion composed of a huge amount of infantry and some cavalry was an important factor in Roman War. However, if Rome and England were compared then the cavalry of Rome later developed into the Knight. The well trained infantry of Rome’s legion for attacking and invading now was set to defend in Medieval England as it more compares to the castle. Now that you know some about the origination of the Knight and the castle, let’s get into the tactics used by the land units of Medieval England like the knight and the archers.   Ã‚  Ã‚  Ã‚  Ã‚  The knight, being the cavalry of the castle, and also the last line of defense between invaders and the castle, were inferior to a well trained army of foot soldiers. Usually, it was the knight’s ability and bravery decided the medieval battle. The Medieval Knight was trained from childhood. However, they were never taught any strategies. So, when it came to fighting in the battlefield, they used a guerilla warfare method where they would engage the enemy. This was nothing like the disciplined lines of musket men (soldiers with rifles) of the later British; but rather just went out there and everyone fought on their own like a free hand anything goes melee match. When traveling, the medieval knight traveled in a group, however the group was open to attacks because it was not arranged in a strategic way. Soon the knights, who had superior life, and had an advantage towards a one on ... ...troying the defender’s buildings.   Ã‚  Ã‚  Ã‚  Ã‚  The Trebuchet, on the other hand, was the biggest of all the siege weapons. Trebuchet lives up to its name meaning slinging machine. The trebuchet had a long arm that had a big end so that the end would help it propel when released. The arm was buckled down to one side, while the big end would hang in the air until the buckle was released. At the top of the arm you would find a sling with a rock inside. When the buckle was released there were usually soldiers at the other side with ropes attached to the weight, and helping it propel by pulling the ropes.   Ã‚  Ã‚  Ã‚  Ã‚  England came a long way from just plain foot soldiers with minimal padding, to armored knights and siege weapons. Perhaps it was because Feudalism must have affected the way that the medieval forces were and developed along the medieval era of England. Medieval War and War Tactics played a very important role in medieval life because it helped shape future generations of empires. With out war in the medieval ages of England, they would have probably not been prepared for their future role in war among other countries focusing on conquest and expansion of other parts of the world.

Life of a Sensuous Woman Essay

Throughout the story the narrator describes several intimate moments she has shared with men in her past, which is seemingly braggadocios, but as it continues, it’s actually about a woman who desires to love herself. She begins by explaining how she is not from a low class family because her dad descended from middle ranking, stated on page 594, but by the age of 13 years old she had experienced many lovers. How ironic, because aristocrats are held in such high regards, and would never be caught being so promiscuous, but she somehow seems to blame the reason for her tenacious desire for lovemaking on the aristocratic woman and men she witnessed. Another proud moment for the narrator was when she spoke about being the only woman, in a village of 170 attractive women, that was thought to be pretty enough to be taken back to the domain lords attention. As stated on page 598,†When I got there, the old retainer thought I was even better than the woman in the painting, so the search was called off. She continues to emphasize her abilities regarding lovemaking with the monk on page 601, the man she wrote letters for on page 605, and finally the 500 disciples on page 610. Ultimately, the narrators decides to abandon her commitment to be of pure mind and heart to meditate and enter the way of the Buddha, as stated on page 611, because she is overpowered by her eminent desire to relive all o f the adventures she experienced though her lovemaking, the proudest moments of her existence.

Describe what can happen in the society without law, especially in the field of business Essay

– Fraus omnia corrumpit  (theory of fraud), according to which one can never rely on a fraudulent act to justify the application of a rule of law to its own profit. The scope of application, the conditions of application, and the legal effects thereof will be defined, since they are subject of debate. Further, the relation between the principle Fraus omnia corrumpit and other concepts or general principles of law will be examined. For this, the discussed principle can fulfil three possible functions (with each time different legal effects): a mere explanatory function for other concepts of law; a corrective mechanism which excludes the application of rules of law in case of fraud; or the function of a fully autonomous concept of law. The results of this research will provide a new insight into the role of general principles of private law in the hierarchy of sources of law. The correct scope and function of the principle Fraus omnia corrumpit are still uncertain in law due to a lack of fundamental research, contrary to other systems of law. Innovative research (according to internal and external comparative law and a functional-inductive approach) will result in fixing the contours of this principle, which will lead to higher legal certainty. – Non bis in idem, Ne bis in idem, which translates literally from Latin as â€Å"not twice in the same [thing]†, is a legal doctrine to the effect that no legal action can be instituted twice for the same cause of action. It is a legal concept originating in Roman Civil Law, but it is essentially the equivalent of the double jeopardy (autrefois acquit) doctrine found in common law jurisdictions. – In dubio pro reo The principle of in dubio pro reo (Latin for â€Å"when in doubt, for the accused†) means that a defendant may not be convicted by the court when doubts about his or her guilt remain. It is often used specifically to refer to the principle of presumption of innocence that dictates that when a criminal statute allows more than one interpretation, the one that favours the defendant should be chosen. The Latin phase in dubio pro reo translates as in doubt, for the accused. A more expanded definition is that courts and  juries must take the side of an accused party when there are doubts about the charges. This is connected to reasonable doubt and to presumed innocence, which are a foundational part of many justice systems. It also affects the rule of lenity, when judges must make interpretive decisions about ambiguous laws in favor of someone who is accused.