A Wrinkle in Time Book Report Tips

A Wrinkle in Time Book Report Tips A Wrinkle in Time was written by Madeleine L’Engle and published in 1962 by Farrar, Straus, and Giroux of New York. Setting The scenes of A Wrinkle in Time occur in the home of the protagonist and on a variety of planets. In this type of fantasy novel, the willing suspension of disbelief is essential to a deeper understanding of the story. The reader must embrace the other worlds as symbolic of larger abstract ideas. Main Characters Meg Murry, the protagonist of the story. Meg is 14 and considers herself a misfit among her peers. She is an adolescent lacking in maturity and confidence who embarks on a quest to find her father.Charles Wallace Murry, Meg’s five-year-old brother. Charles is a genius and has some telepathic ability. He accompanies his sister on their journey.Calvin O’Keefe, Meg’s close friend and, though popular at school, also considers himself odd next to his peers and family.Mrs. Whatsit, Mrs. Who Mrs. Which, three angelic aliens who accompany the children on their journey.IT The Black Thing, the two antagonists of the novel. Both creatures represent the ultimate evil. Plot A Wrinkle in Time is the story of the Murry children and their search for their missing scientist father. Meg, Charles Wallace, and Calvin are guided by three aliens who act as guardian angels, and who battle the force of The Black Thing as it tries to overcome the universe with evil. As the children move through space and time with the Tesseract, they are met with several challenges that require them to prove their worth. Most important is Meg’s journey to rescue her brother as it is during this time that she must overcome her fears and self-serving immaturity to succeed. Questions and Themes to Ponder Examine the theme of maturity: How does Meg transform over the course of the book?How does Charles Wallace act as a foil to Meg?Why does Charles Wallace become susceptible to the influence of IT? Examine the theme of good vs. evil: Archetypes are recurring symbols that are used repeatedly in art and literature.What archetypes are found in this book and how do they contribute to the development of this theme? What roles do the Murry parents play? How do the goals of IT threaten the Murry family and society at large? Consider the role of religion in the novel: Is there irony in the fact that one of the main characters is named Calvin? Why?How is the Christian ethic depicted? Possible First Sentences â€Å"Good and evil are concepts that transcend the finite regions of time and space.†Ã¢â‚¬Å"Fear keeps individuals from succeeding and societies from evolving.†Ã¢â‚¬Å"Physical journeys often parallel journeys taken within oneself.†Ã¢â‚¬Å"Maturation is a common theme in children’s literature.†

Black History - Index of Inventors and Patent Holders

Black History - Index of Inventors and Patent Holders Black history inventors are listed alphabetically: use the A to Z index bar to navigate and select or just browse the many listings. Each listing has the name of the black inventor followed by the patent number(s) which is the unique number assigned to an invention when a patent is issued, the date the patent was issued, and a description of the invention as written by the inventor. If available, links are provided to in-depth articles, biographies, illustrations and photos on each individual inventor or patent. How to submit to the database. R Sammons to Scottron, Shaw to Smith, Smoot to Sweeting T Walter H Sammons #1,362,823, 12/21/1920, Comb Adolphus Samms #3,000,179, 9/19/1961, Rocket engine pump feed system#3,199,455, 8/10/1965, Multiple stage rocket#3,257,089, 6/21/1966, Emergency release for extraction chute#3,310,938, 3/28/1967, Rocket motor fuel feed George T Sampson #312,388, 2/17/1885, Sled propeller#476,416, 6/7/1892, Clothes drier Henry Thomas Sampson #3,140,210, 7/7/1964, Binder system for propellants and explosives#3,212,256, 10/19/1965, Case bonding system for cast composite propellants#3,591,860, 7/6/1971, Gamma-Electrical Cell, (co-inventor George H Miley, this patent is not for cell phone tecnology) Dewey S C Sanderson #3,522,011, 7/28/1970, Urinalysis machine Ralph W Sanderson #3,362,742, 1/9/1968, Hydraulic shock absorber Richard L Saxton #4,392,028, 7/5/1983, Pay telephone with sanitized tissue dispenser Virginia Scharschmidt #1,708,594, 4/9/1929, Safety window cleaning device Henry Scott #4,881,528, 11/21/1989, Spinal traction and support unit used while seated Howard L Scott #3,568,685, 3/9/1971, Treating human, animal and synthetic hair with a waterproofing composition J C Scott #D 212,334, 10/1/1968, Shadow box Linzy Scott #4,275,716, 6/30/1981, Knee brace Robert P Scott #524,223, 8/7/1894, Corn silker Samuel R Scottron #224,732, 2/17/1880, Adjustable window cornice#270,851, 1/16/1883, Cornice#349,525, 9/21/1886, Pole tip#481,720, 8/30/1892, Curtain rod#505,008, 9/12/1893, Supporting bracket R Sammons to Scottron, Shaw to Smith, Smoot to Sweeting T Â   Earl D Shaw #4,529,942, 7/16/1985, Free-electron amplifier device with electromagnetic radiation delay element Glenn Shaw #5,046,776, 9/10/1991, Fascia protector for fuel tank filler Jerry Shelby #5,328,132, 7/12/1994, Engine protection system for recoverable rocket booster Dennis W Shorter #363,089, 5/17/1887, Feed rack Wanda A Sigur #5,084,219, 1/28/1992, Method of fabricating composite structures Esteban Silvera #3,718,157, 5/27/1973, Ram-valve level indicator Joycelyn Simpson look under Joycelyn Harrison Stephen Chambers Skanks #587,165, 7/27/1897, Sleeping car berth register Isadore Small #3,814,948, 6/4/1974, Universal on-delay timer Brinay Smartt #799,498, 9/12/1905, Reversing-valve#935,169, 9/28/1909, Valve gear#1,052,290, 2/4/1913, Wheel Bernard Smith #4,544,535, 10/1/1985, Method or preparing nonlaminating anisotropic boron nitride John Winsor Smith #647,887, 4/17/1900, Game Jonathan S Smith #3,432,314, 3/11/1969, Transparent zirconia composition and process for making same Joseph H Smith #581,785, 5/4/1897, Lawn sprinkler#601,065, 3/22/1898, Lawn sprinkler Mildred E Smith #4,230,321, 10/28/1980, Family relationships card game Morris L Smith #3,389,108, 6/18/1968, Printing fluid comprising an aqueous solution of a water-soluble dye and a thermosetting vinylsulfonium polymer#4,882,221, 11/21/1989, Chemically treated paper products - towel and tissue#4,883,475, 11/28/1989, Chemically treated paper products - towel and tissue Peter D Smith #445,206, 1/27/1891, Potato digger#469,279, 2/23/1892, Grain binder Robert T Smith #1,970,984, 8/21/1934, Spraying machine Samuel C Smith #3,956,925, 5/18/1976, Hardness tester R Sammons to Scottron, Shaw to Smith, Smoot to Sweeting T Â   Lanny S Smoot #4,565,974, 1/21/1986, Optical receiver circuit with active equalizer#4,890,314, 12/26/1989, Teleconferencing facility with high resolution video display#4,928,301, 5/22/1990, Teleconferencing terminal with camera behind display screen William Snow #437,728, 10/7/1890, Liniment Harde Spears #110,599, 12/27/1870, Improvement in portable shields for infantry and artillery Richard Bowie Spikes #972,277, 10/11/1910, Self-locking rack for billiard cues#1,590,557, 6/29/1926, Combination milk bottle opener and cover#1,828,753, 10/27/1932, Method and apparatus for obtaining average samples and temperature of tank liquids#1,889,814, 12/6/1932, Automatic gear shift#1,936,996, 11/28/1933, Transmission and shifting means therefor#3,015,522, 1/2/1962, Automatic safety brake system Osbourne C Stafford #3,522,558, 8/4/1970, Microwave phase shift device Elbert Stallworth #1,687,521, 10/16/1928, Electric heater#1,727,842, 9/10/1929, Electric chamber#1,972,634, 9/4/1934, Alarm clock electric switch Arnold F Stancell #3,657,113, 4/18/1972, Separating fluids with selective membranes George B. D. Stephens #2,762,377, 9/11/1956, Cigarette holder and ash tray John Standard #413,689, 10/29/1889, Oil stove#455,891, 7/14/1891, Refrigerator Albert Clifton Stewart #3,255,044, 6/7/1966, Redox couple radiation cell#3,255,045, 6/7/1966, Electric cell Earl M Stewart #2,031,510, 2/18/1936, Arch and heel support (co-inventor Seymour Shagrin) Enos W Stewart #362,190, 11/27/1887, Punching machine#373,698, 5/3/1887, Machine for forming vehicle seat bars Marvin Charles Stewart #3,395,271, 7/30/1968, Arithmetic unit for digital computers#3,605,063, 9/14/1971, System for interconnecting electrical components Thomas Stewart #375,512, 12/27/1887, Metal bending machine#499,402, 6/13/1893, Mop#499,895, 6/20/1893, Station indicator Henry F Stilwell #1,911,248, 5/30/1933, Means for receiving mail and other matter on aeroplanes while in motion Rufus Stokes #3,378,241, 4/16/1968, Exhaust purifier#3,520,113, 7/14/1970, Air pollution control device Edward H Sutton #149,543, 4/7/1874, Improvement in cotton cultivators James A Sweeting #594,501, 11/30/1897, Device for rolling cigarettes#605,209, 6/7/1898, Combined knife and scoop Continue black history database T

Women and children in mesopotamia Research Paper

Women and children in mesopotamia - Research Paper Example Many cultures have continually improved upon equality for women throughout time, and thus it seems that the ancient world would provide some of the most dangerous and unfair societies for women to live in. However, in Daughters of Isis: Women of Ancient Egypt, Joyce Tildesley argues that women in Ancient Egypt actually experienced a great deal of political and financial freedom (Tildesley, 2005), particularly when compared with its contemporary cultures. A number of goddesses (including Isis herself) played a huge role in Egyptian culture and there were also a huge number of ruling Pharaoh women who were able to take power without marriage to a man. This situation may be due to a huge number of factors, including the unusual geographical features of Egypt, which will be covered within this paper. However, despite the fact that women in Ancient Egypt experienced a number of freedoms that women in Mesopotamia, Ancient Greece and Rome did not have access to (Tildesley, 2005), it is clea r that men still dominated society, and some of the assumptions of fairness are based upon documents that may not be accurate. Geographical Features Ancient Egypt was subject to a number of geographical constraints, mostly related to its place on the river Nile. This is often suggested to have made a difference to the lifestyles that people led within the area and the constraints on what they were allowed to do. As an arid landscape, the Nile River provided the only source of water in the area, and the people relied upon this to grow crops. If the Nile did not flood as expected, food could be scarce for the next year (Stearns, Gosch & Grieshaber, 2008). In this way, the Egyptians placed a lot of emphasis on the way that the river worked and could only work in certain areas dependent on the seasons. It is perhaps this need for flexibility for living and working arrangements that meant that women could have a more flexible attitude towards work and property ownership, which would depe nd on the Nile (Stearns, Gosch & Grieshaber, 2008). Although Ancient Egypt is generally considered to be a separate culture than those surrounding it, it must be noted that there were several visitors to the region who may have had an influence on Egyptian culture (Stearns, Gosch & Grieshaber, 2008). Those from the Greek empire often came, and wrote many observations about the Egyptian way of life. Assyria and Canaan were neighbors, and it is military campaigns between these cultures and the Egyptians that may have played a role in the attempt to eradicate female pharaohs in the New Kingdom. Mesopotamia was also a hugely important ancient culture, and the status of women here represents well the treatment of women in the majority of the ancient world, and thus will be covered in more detail later. Women in Ancient Egypt It is often argued that women held a prized place in Ancient Egyptian society for a number of reasons. There were a huge number of influential female Pharaohs in Anc ient Egypt, including Cleopatra (Tildesley, 2005). The ability of women to hold a ruling position seems to go against much of what occurred within the Ancient World and even within modernized Europe and America. However, it could be argued that there were still a majority of male pharaohs and many of these ruling women did not take part in the same number of administrative duties as the men (Stearns, Gosch & Grieshaber, 2008). Both men and women in ancient Egypt did have the right to own property, as well as take this property with them as part of divorce proceedings. In this area, Egyptian women did seem to have a much more positive role in legal proceedings, particularly when it is noted that these freedoms were not part of

The World is Flat Essay Example | Topics and Well Written Essays - 500 words - 1

The World is Flat - Essay Example However as we analyze the economic competitions, we come to know that there are other different variables to the overall economic competition in the globalized world also. Since information technology provide just one aspect of growth, the availability of skilled labor force, the availability of indigenous sources of raw materials etc are some of the core issues which define the competition within any industry whether at the local and regional level or at the globalized level. The arguments put forward in this should also be analyzed in terms of the arguments put forward by Joseph Stieglitz in his book â€Å"Globalization and its discontents†. The supposed exploitative power of globalization has not in fact flattened the world however it has allowed few more countries to come into its folds to exploit those who lack that capability. It is also further be noted that the writer has quoted the examples of China and India while citing the reasons for flattened world however as of now the Indian economy is sliding back. The brief period of Euphoria seems to be ending as the external events such as surge in oil prices, food inflation as well as shortages of essential commodities have forced to kneel down. This suggest that the flattened world have not allowed to grow in economic terms rather allowed it to grow for brief period of time through speculative activities through stock exchange and real estate boom. Author has largely relied on the development into information technology as well as tele-communication technologies as the main events which have connected the world and created an opportunity for the flattened world. The author has however defined ten most important events which have flattened the world. The fall of the Berlin wall is the first major event which has allowed the start of the flattening of the world

Business Communication Assignment Example | Topics and Well Written Essays - 750 words

Business Communication - Assignment Example In the high-context cultures of Japan, China, Arab nations, and most of Latin America, the use of ambiguity and a polite language is the preferred way of conveying a message, while in low-context countries of Scandinavia, the United States of America, Germany, and most of Europe, direct and often frank or confrontational ways of communication are much preferred (â€Å"say what you mean!†). Verbs, metaphors, aphorisms, similes, anecdotes and even silence are used in the high-context cultures to deliver a strong message without diluting its importance (Norales 25). Some key elements of text messaging which should be avoided in electronic mails or e-mail messages are writing informally (since an e-mail is considered more formal than a text message sent by a cellular phone or any mobile device) such as not putting proper headings or proper greetings to the recipient/s, using shortened versions of commonly-used words, usually not checking for proper grammar or spelling mistakes, an d not crafting a good subject line. A person's professionalism shows through in his or her work output; any spelling or grammar mistakes is indicative of a lousy work attitude by not properly checking for these mistakes or errors and having a hectic or busy schedule is no excuse for committing them. A really professional office worker takes time to proofread everything before sending them out, and it is reflective of a good work attitude such as giving due attention to details. It forms part of being a professional such as wearing proper office attire or having a cheerful attitude to all colleagues. So it is a fair basis for making judgment about a person and his work habits as any error-free document shows that person took time to be diligent (Lindsell-Roberts 18). Comprehension implies knowledge and understanding to denote the fact of grasping the meaning, importance, significance, or nature of a thing or an event. In this regard, the idea of comprehension is usually universal bec ause it indicates that if everybody comprehends the same thing or event, there is a general agreement on what it means or its overall significance. On the other hand, interpretation is the act or process of explaining something, such as natural phenomena that was observed, and the way it was comprehended or understood but with the additional layer of being subjective, because the person who interprets something does so in a way that is colored by his own beliefs, customs, knowledge, skills, and even prejudice or bias. There can be different interpretations of the same thing but only one comprehension of it. A provocative question is any question which seeks to instigate or cause arguments, actions, discussions, or even problems and quarrels from the other party to which a question has been addressed to. A provocative question can either be good or bad, depending on the context and intent for which it was originally posed or asked. It is good if it aims to promote a new line of think ing, for example. It is bad if it creates dissension or division or even anger. A question is authentic

Management Of Strategic Policy In Education Education Essay

Management Of Strategic Policy In Education Education Essay What is sport. According to the Concise Oxford Online Dictionary, sport is being described as an activity which involves the physical exertion and skill in which a person or team competes against one another. Sports should be included as part of a whole in a students life. Sports can actually benefits in health and also train one to develop skills like teamwork as they can be the leaders among the students in the sport team. As such, Berry Berry Easy blog claimed that their readers have actually benefitted from their participation in various sports which they most voluntarily participated in the sports of their choice. But in the current era, students are not being active in sports and they need to be forced in order to get them into sports. They prefer playing online games where there is no much physical exertion involves. As so, taking this matter into the consideration, our Ministry of Education in Malaysia have come up with a policy. We would like to highlight the latest 1Student 1Sport policy which is being introduced by the Ministry of Education in Malaysia. This policy is being introduced in the hope that we can produce more students who are well balanced in both academic and sports. Policy implementation, Dye (2002) indicates that implementation involves all of the activities designed to carry out the policies enacted by the legislative branch. These activities include the creation of new organizations like departments, agencies, bureaus, and so on, or the assignment of new responsibilities to existing organizations. These organizations must translate laws into operational rules and regulations. They must hire personnel, draw up contracts, spend money, and perform tasks. All of these activities involve decisions by bureaucrats decisions that determine policy. Definition According the 1M1S Guidebook, it states that One Student One Sport Policy (1M1S) requires all the students to participate in at least one sport activity in schools. This policys main aim is to support the implementation and in line with the National Education Philosophy that focuses to produce individuals who are physically, spiritually, intellectually and emotionally balanced. This policy is in line with the National Sport Policy, which emphasized on the Sports for All and Sports for Excellence. 1M1S policy program requires every student from Standard 4 in primary schools up to Form 6 in secondary school to complete at least one sporting activity conducted in a planned and systematic way. 1S 1M policy is based on the basic principles of physical development of pupils. Hence, 1S 1M policy is created to provide access for all pupils to benefit from participation in sports in particular to those who were less active or not; develop a school sport towards increasing the participation rate of students in at least one sport in schools; and to provide opportunities for all students who are talented and have the potential to be polished to a higher level. (1M1S Guidebook, 2011) According the 1M1S Guidebook, a sport is very important in building up the physical ability of pupils to support and in line with the phrase Minda yang Cerdas terletak pada Tubuh yang Sihat which means an intelligent mind lies within a healthy body. In this circumstance, sports play an important role in nurturing an active, productive and healthy human in order to be able to contribute to the economic development as well as to the social welfare. Thus, a variety of sports were introduced in order to attract the students practicing an active and healthy lifestyle. Ministry of Education (MoE) implemented 1S1M policy so that every student benefits and gets to enjoy the sports in hope of forming the next generation of sports culture in line with the academic requirements (1M1S Guidebook, 2011). Theory and Concept In short, the elite theory is viewed as the preferences and values of governing elite. As said by Dye (2002), public officials and administrators merely carry out the policies decided on by the elite. Policies flow downward from elites to masses; the policy does not arise from mass demands. This elite theory instigates the top-down approach in the policy implementation process. Educational development and policy in Malaysia have always been characterized by governments effort to adapt education to address to social, economic and political development needs of the country. The Malaysian education system is a highly centralized and bureaucratic system where most of the important policy decision making occurs outside the schools. The MoE decides on the allocation of funds to schools, prescribes and standardizes what should be taught in schools, transfers teachers in and out of schools and formulates top-down school reforms (Zabidi, 2012). Approaches and Models According to PÃ ¼lzl and Treib (2006), there are three generations of implementation research that can be categorized into three distinct theoretical approaches in order to study the implementation. The first model described by PÃ ¼lzl and Treib (2006) will be the top-down models in which their emphasis rely on the ability of the decision makers to produce unambiguous policy objectives and on controlling the implementing stage. The second will be the bottom-up models in which it critiques and view the local bureaucrats as the main actors in the policy delivery and conceive of implementation as negotiation processes within networks among the implementers. And lastly the synthesizer theories in which it tries to overcome the divide between the two approaches by incorporating elements of top-down and bottom-up theoretical models. In this case study, we are considering the Top-down theory as we believe that all policies implemented in Malaysia are based on the Top-down theory. It is always been that the policy makers who are the government will annouce the policy that they have planned and let the implementers who are the teachers to implement the policy accordingly. In an article taken from TheStar online dated 18th March 2010, The Deputy Prime Minister Tan Sri Muhyiddin Yassin, said that sports will be introduced to school timetables in year 2011 as a new subject. He also mentioned that under the 1Student, 1Sport policy, secondary school students would get 90 minutes a week to play a game of their choice, while primary pupils would spend 60 minutes weekly. He emphasized that the Physical Education subject would still be taught as it had a specific syllabus. This shows that the Minister is giving the suggestion and also assurance of what the students will get out of the 1M1S policy when it is being implemented. In an article taken from TheStar online dated 14th July 2010, Tan Sri Muhyiddin Yassin mentioned We have informed our officers on the appropriate ways to implement this at both primary and secondary school levels, as students of different ages have a different approach to sports, at a press conference after opening the Second Asean Schools Games at the Kuala Lumpur Football Stadium. This shows that the Malaysia uses the Top-down theory in implementing the 1M1S policy. This excerpt defines that the Ministers cabinet was told on how to implement this policy in schools to cater the needs of different levels of students. Above mentioned articles shows the scenario happening in Malaysia where the Deputy Prime Minister also the Education Minister, Tan Sri Muhyiddin Yassin announces the 1M1S policy in public behalf of the Education Ministry board. This claim can be supported by the top-down theories started from the assumption that policy implementation starts with a decision made by central government as said by PÃ ¼lzl and Treib (2006). As PÃ ¼lzl and Treib (2006) mentioned, the top downers essentially followed a prescriptive approach that interpreted policy as input and implementation as output factors. The author also mentioned due to their emphasis on decisions of central policy makers, deLeon (2001) describes top-down approaches as a governing elite phenomenon. PÃ ¼lzl and Treib (2006) also claimed that Press and Wildavsky started from the assumption that policy objectives are set out by central policy makers in which it refers to the the Ministry of Education. The authors also underlined the linear relationship between agreed policy goals and their implementation. Implementation therefore implied the establishment of adequate bureaucratic procedures to ensure that policies are executed as accurately as possible. To this end, implementing agencies should have sufficient resources at their disposal, and there needs to be a system of clear responsibilities and hierarchical control to supervise the actions of implementers (PÃ ¼lzl and Treib, 2006). This can be seen that the Malaysia Education Ministry assumes the 1M1S policy formation and execution as disticnt activities in which the 1M1S policy is set at the higher levels and then sent out the order of implementation to their lower level bureaucrats who are the implementing agencies; the ed ucation officers in all levels (state,district and school) which are then charged with the managerial, administrative and technical tasks of putting the 1M1S policy into practice. The MoE also gives the time to accomplish the implementation without considering the sufficient resources that needed to ensure the implementation to succeed. Some selected models of policymaking are taken into consideration before implementing the 1M1S policy via top-down approach. The first model that is taken into consideration is the institutionalism model where the model treats the policy as institutional output. According to Dye (2002), the relationship between the public policy and government institutions is very close in which the policy is authoritatively determined, implemented and enforced by government institutions, namely Parliament, Prime Minister, bureaucracies and so on. In accordance to this model, 1M1S policy is being authoritatively determined and enforced by the MoE. The second model that counts is the rationalism model which treats the policy as maximum social gain. Dye (2002), stated that no policy should be adopted if its costs exceed its benefits. The policy is considered rational when the difference between the values it achieves and the values it sacrifices is positive and is greater than any other policy alternatives. Reflecting from this models point of view in this 1M1S policy, the outcome in future will be beneficial to the country as this policy will produce more talented sports people in various sports activities, get participated in many international games and making our country proud by winning more medals in various games. Implementation Techniques Utilized In the case of 1 Student 1 Sport (1M1S) policy, information provision technique is highly utilized. The provision of information is an essential element of the functioning of any community. Providing information in a timely and targeted manner can be a huge benefit. Without a means to provide facts and data, policy implementers would not be able to make well-considered decisions about how the policy should be operated. The 1M1S Policy Implementation Handbook was published in order to help policy implementers with the dispersion of the policy. Through the handbook, the states education office, the districts education office, the schools sport development committee, the teachers, as well as the Parents Teachers Associations, are given guidelines on how to employ the policy. School sports program implementation under 1M1S policy is to be conducted throughout the year. However, schools are encouraged to plan the implementation of sports programs in accordance with the availability, affordability and creativity and innovation the schools. There are a total of 42 different sports/games intended for the implementation of the 1M1S. The policy makers also proposed some sports activities to be carried out throughout the year. For example general sports programs which includes cross-country, and track and field. In the handbook, 15 strategies in carrying out the 1M1S policy were also presented. Every school is recommended to follow the strategies presented depending on the facility and the existing infrastructure in schools. Schools are given the flexibility to choose, determine or modify the method of execution as appropriate, means and needs of the school. Schools may also plan other methods if deemed appropriate. Some examples of those strategies would be to undertake survey to identify student interest in certain sports, survey of sports facilities in and outside the school that can be used by students, and scheduling school sports program activities in accordance with the appropriate time based on the background and school facilities. The Ministry of Education also provided sports training modules for school sports club advisory teachers. Currently there are 20 training modules for 10 different sports are made available for both primary and secondary schools through the MoEs website. These modules are helpful as guidelines for sports club advisory teachers and trainers, and are also useful as visual aids for students in the course of their training. The management guideline for track and field (athletics) championships in school is also made available in the MoEs website. This is useful as it will aid teachers especially novice teachers in managing athletics championships in school, as it provides proper guidance. Professional circulars, and sports and co-curriculum press letters are also given out by the MoE from time to time, in order to steer policy implementers towards achieving the goal of the policy. Thus it is evident that, in the implementation of 1M1S, the policy makers rely heavily on information provision as an instrument of policy implementation. Implementers Involved There are many implementers involved in the diffusion of 1 Student 1 Sport. As the students are the target group for the policy, the school itself is the main implementer of the policy. The school must hold competitions between levels, classes, sports houses, dorms, and sports clubs of schools. The students participation in the District School Sports Council (Majlis Sukan Sekolah-Sekolah Daerah [MSSD]) or State School Sports Council (MSSM) competitions as well as on international level are counted as 1Student 1Sport activities. But who is the school? Who is responsible for all those competition? Every school has a School Sports Development Committee. Teachers are a big part of the implementers involved. Teachers are appointed as heads of smaller managing committees, sports/club advisors, and also trainers. This is indeed a great challenge for teachers, as they are already laden with other school tasks. The Co-curricular Senior Assistant Teacher is also an important implementer figure. The Co-curricular Senior Assistant Teacher is responsible for the smooth administration of the co-curricular activities, enhancing student performance as well as the involvement and participation of teachers in extra-curricular activities. Moreover, they are also responsible to work with the Parents Teachers Association (PTA) of the schools regarding co-curriculum matters, who are the implementers involved as well. Parents Teachers Associations are also integral to the implementation of the policy. With support and provisions by the PTA, it can provide insights and lessen the burden of the teachers in the diffusion of the policy. The Chairman of the School Sports Development Committee is the principal/headmaster of the schools. The District Education Office acts as the advisor, while the State Education Office is the Patron of the School Sports Development Committee. The Principal monitors the operation of the policy at the school level. They then report to the District Education Office, and then the District Education Office reports to the State Education Office. These policy implementers face the reality of promoting the learning of sports to groups of students, with all their diversity and complexity. Moreover each context creates a set of variable with which policy implementers must contend, and policy initiators are often unaware or unimpressed. Policy makers and policy implementers want the same things the best possible educational sports experience for students. These implementers are important in assuring the success of the 1M1S policy diffusion. Monitoring Monitoring helps to access degrees of compliance, discover unintended consequences of policies and programs, identify implementational obstacles and constraints, and locate sources of responsibility for departures from policy. (Dunn, 1994). According to Dunn, there are 2 levels of monitoring: Macroimplementation Monitoring and Microimplementation Monitoring. Macroimplementation monitoring consists of tracing the process by which a policy progresses from legislation to action in order to determine: (i) what is being implemented, (ii) why is it taking a particular form, and (iii) what actions can be taken to influence implementation. Microimplementation monitoring consists of collecting information to describe the a policy has taken in various implementing jurisdictions in order to determine: (i) the extent of compliance, (ii) the adaptation a policy has undergone, (iii) reasons for noncompliance and adaptation, and (iv) manipulatable aspects of implementation. Monitoring of the implementation of the management of 1M1S by the school management is part of the strategy to evaluate and ensure the success and effectiveness of sporting activities undertaken. This aims to examine aspects of management and use of equipment, regulatory compliance, health, safety and welfare and student participation in school sports program. The monitoring process shall be conducted by the school management throughout the year. Improvements are to be carried out by the school from time to time to ensure the implementation of the 1M1S. Policy Problems Policy problems are unrealized needs, values, or opportunities for improvement that may be pursued through public action, as defined by David Dery. According to Russell A. Ackoff, policy problems are products of thought acting on environments; they are elements of problems situation. William N. Dunn also stated that policy problems are the products of subjective human judgment. There are three questions to be considered about the nature of policy problems, as suggested by William N. Dunn. How well do we understand the problem? Have we identified the right objectives? Are we solving the wrong formulation of problem when we should be solving the right one? Problems Encountered in One Student One Sport The availability of school infrastructure School infrastructure is the prior fundamental requirement for the success implementation of the policy One Student One Sport. Schools should have provided adequate sports facilities and equipment to maximize the opportunities of physical activities. Lacking of space, playing fields, sports equipment will cause the deficiency of the policy. Moreover, the variation of sports and its equipment is much limited in schools. Schools in Malaysia which have already established for years inevitably needed an upgrading. The readiness of teachers as sports trainers Teachers are undoubtedly the implementers of the policy, which is to be the sports trainers in schools. Their readiness in terms of physically, mentally or technically is dubious indeed. Most teachers who are involved are assigned by the management of schools. They do not have relevant qualification in sports coaching or physical education. It is a setback for them to coach students instructionally appropriate. The implementation of this policy should not be just letting students to play any sport they wish as usual. The choices of sports in schools The choices of sports in schools are limited as the sports facilities and equipment are not adequate. For those existing sports facilities and equipment in schools, some of them are not well maintained too. As the policy One Student One Sport focuses on students, it is crucial to take in students personal interest of the particular sports into consideration. Hence, the choices of sports in schools are most probably in short supply to cater for students need in their selected physical activities. The different abilities of students Students physical ability is one essential factor to be reflected in the policy of One Student One Sport. Students with strong physical ability or competence will be motivated to participate actively in sports and thus bringing this policy a success. Nevertheless, students who have low physical competence will be marginalized as they are not able to enjoy the sports activities in schools. As a result, they lose interest in sports and this policy becomes an extra burden in their schooling days. The ratio between the number of students and teachers The ratio between students and teachers is an influence factor towards the policy attainment. In most schools, the number of teachers is far more exceeding the number of students. The number of students as participants is not meeting the expected amount. Students tend to defend their absence or nonparticipation by giving all sorts of excuses. The lack of support from parents Parents support directly impacts on the policy of One Student One Sport; either it is a bane or boon. Parents support helps students in developing their interest in sports. However, parents nowadays place a strong emphasis on academic excellence of their children. Students who are examination oriented failed to be beneficial from the policy. Solutions of the policy problems Solution of the policy problems produce information about the likelihood that future courses of action will result in consequences that are valuable to some individual, group or society as a whole, as stated by William N. Dunn. He added that this process engages between the transformations of information about policy futures to action which will then come in valued results. Any solution to the policy problems must be actionable, that is going beyond the fact and involving actions that aim to satisfy need, values and opportunities for improvement, (Alexander George, 1980). Solutions to the Problems Encountered in One Student One Sport Increase the allocation of sports fund in schools Allocation of sports funds in schools should be increased in order to improve on the schools infrastructure. Sports facilities and equipment have to be expanded in terms of quantity, whereas the existing facilities and equipment should be upgraded, especially in their quality. Variation of sports activities should be added in as well as introduced in schools for students. By having a variety of choices, students can have better chance to develop their interest in sports. As a result, the number of students who participate in sports will be raised. Select the right teachers as sports trainers Teachers have to be equipped with high quality coaching skills for the particular sports that they are in charged with. Students need to master the basic skills in their chosen sports as a kick start for their development of interest in sports through teachers coaching. Therefore, teachers as sports trainers have to be instructionally skilled in certain sports. Expertise and technical skills of sports trainers make a difference in students life. Schools management can provide sufficient supports to teachers as a mean to enhance their enthusiasm of being sports trainers in schools. Incorporate sports as part of academic Sports can be incorporated as part of academic as a way to encourage students to be more actively engaged in it. Sports can be integrated in schooling hours, but not to be in the extension of schooling hours. This is hopefully to re-gather the support of parents to encourage their childrens participation. It is intended to minimize the inconvenience of sending their children back to school after schooling hours. Furthermore, sports activities can be accountable for higher percentage in students academic as to counter the problem of examination oriented mindset, either of the students or the parents. Conclusion Every policy started off with a noble purpose. However, the process of implementing it in reality is what it really matters after all. It is not to say that the noble purposes are there to defend any deficiency of the outcomes. Hence, policy in action is what to be the main focus. Undeniably, the evaluation of policy comes after the implementation over a period of time. Problems are identified and then followed by recommended solution. It is a process, a cycle which keeps going on. Sport is an integral part in ones life. One Student One Sport is a policy with the vision of creating a balance and healthy lifestyle among students. It is indeed a well plan policy which seen to be a complete one for the society, schools, teachers and students. Nevertheless, to implement any policy in Malaysia, it has to be confronted with all aspects considering the fact of every school where it will be the setting of the policy implementation. One policy is not to be able to fulfil every ones need.

The International Space Station Essay -- Science Space Exploration

The International Space Station is the doorway to the future of mankind and the world as it is known. The scientific and medical discoveries that will be made on the station could create billions of dollars annually. A plan like this, arranged to benefit the whole world economy, should sound like a good idea to every person, but some believe that the ISS is too risky, too ineffective, or too costly to create. Whether or not the space station is worth the money, time, and effort, one thing is clear, everyone is interested in this virtual floating laboratory and what assets or liabilities it will bring. The future of scientific experimentation and exploration may be located, not on earth, but on the man made island called the International Space Station. Of all the factors that go into building a space station, construction of the massive object is the most tedious objective. During the building of the ISS, tensions have run high several times when deadlines were missed or funds were not available. This space station is the most expansive mission the world has ever encountered. The International Space Station will be a fifteen country mission. When finished, it will boast over an acre of solar panels for heating and energy, have a volume roughly sizable to two jumbo jets, and contain four times the electrical power of the Russian space station, Mir. It will take approximately forty-five flights over the next five years to assemble the one hundred pieces of the station while circling the orbit of the earth (Goldin 11). This floating station, the size of a large football stadium, which is traveling at over 17,500 miles per hour around the earth, will have a minimum life expectancy of only ten years, although scientists hope for a muc... ... to tell anyone the outcome of the experiments on the International Space Station. It is a complex machine that may create fantastic results or become a large waste of time and effort, but until the world tries, it will never know which might be the most disappointing thing of all. For now, all anyone has is hope for a brighter future, and the chance that the International Space Station may bring them a step closer to that reality. â€Å"The orbiting laboratory serves as a symbol of our future. A future that embodies the dreams of our children and that promises untold discoveries for the next millennium. One that fulfills our innate human nature to explore. And one that benefits all people of all nations.† (Goldin 11) The International Space Station is the beginning. It is the beginning of a world that is working towards a better understanding of everything around it.