Hamlet :: essays research papers

Great literary works retain their popularity as a result of many different factors. One such factor which can lead to popularity of a work, current or consistent discussion of a work's merits, can come into play when an author or playwright leaves questions unanswered in his work. In Hamlet, William Shakespeare creates such a situation. As a result of the ambiguity of clues given throughout this play, critics may argue for or against the idea that Prince Hamlet's "antic disposition" put on as a facade to mislead the royal family pales in comparison to the disposition of Hamlet's lunatic mind, or in other words, that Hamlet in fact truly succumbs to insanity. Evidence for this opinion can be derived from Hamlet's erratic mood changes, careless slaughter of those not directly involved in the murder of his father, and interactions with the ghost of King Hamlet. For a man thought to be feigning insanity, Prince Hamlet seems to have very little control of his emotions. In fact, Hamlet admits this to Horatio, his confidant, when he says, "Sir, in my heart there was a kind of fighting / That would not let me sleep" (5.2. lines 4-5). This lack of restraint leads to Hamlet's unpredictable mood swings throughout the play. Hamlet's relationship with Ophelia easily spawns such dramatic alterations in the prince's attitude. For example, when Hamlet first suspects Ophelia acts only as the pawn for Polonius's ploys, he reacts rashly, bitterly denying that he ever loved her. "You should not have believed me, for virtue cannot so / inoculate our old stock, but we shall relish of it. I loved / you not" (3.1.117-19). This massive reversal in disposition is later contrasted by another reversal when Hamlet leaps into Ophelia's open grave at her funeral to dispute Laertes and claim, "I loved Ophelia, forty thousand brothers / Could no t with all their quantity of love / Make up my sum" (5.1.252-54). These abrupt mood changes also appear in Hamlet's relationship with his mother. He seemed to believe in his mother's purity and goodness, but eventually Hamlet seems to hold a great mount of contempt for Gertrude, especially when he mocks her words, and then snidely proclaims: "You are the queen, your husband's brother's wife, / And would it were not so, you are my mother" (3.4.15-16). Such mood swings as these definitely prove, if anything, that Hamlet could not keep adequate control of his emotions.

Mahiganting Langit

The poem Mahiganting Langit is from the literary work of Francisco Balagtas entitled Florante at Laura and this was considered as one of the masterpiece on Philippine Literature. Francisco Balagtas wrote several poems but what makes him well-known is the poem Florante at Laura. Florante at Laura is a depiction of the unconditional love between two people despite of all the hardship given by the situation.The selection Mahiganting Langit focuses on the struggle of Florante in trying to explain the agony he experienced in pursuing his love to Laura. It shows the detailed of his sufferings to the point that he started questioning forces above. The entire stanzas in the selected poem I find it interesting but what I like the most on the poem Mahiganting Langit is, â€Å"Bakit Kalangita'y bingi Ka sa akin?Ang tapat kong luhog ay hindi mo dinggin? ‘di yata't sa isang alipusta't iling sampung tainga mo'y ipinangunguling?†I interpreted this as Florante’s questioning of wh y his grievances in life cannot be heard. As shown in the stanza Florante’s having a doubt on the goodness of God. He considered the situation befallen upon him as a direct ill-treated by the God. And God not even pay attention to his plea. This particular stanza can happen to anyone most of the time that we felt that there is no one is listening to us not even God. When we are having hard times in life we always tend to ask why. We question why God is doing this to us not thinking that God give us challenges to be a strong person and God don’t give us test for us not to overcome.For my reaction about the given poem, though the fact that it is written in our native language but still it’s very hard to comprehend the thought conveyed by the author. Nevertheless, having it read a couple of times the meaning of every stanza starts to become clearer, on this point a person reading it will understand and relay it to the current situation especially when it comes to r eal life love scenario, this characteristic of the poem made by the author amaze me the most.

Christian Education Essay

I. The Definition of Education 1. We affirm that in its most basic meaning, education is the triune God teaching His truth to mankind. (Genesis 1:27-31; Psalms 19:1-9; 94:8,9; John 1:1-9). We deny that education is solely mental or physical activity associated with learning the thoughts and experiences of other human beings. (Psalm 119:99). 2. We affirm that education is the action or process by which a person comes to know and use God’s truth, and the education is learning to think God’s thoughts after Him and to see things as He sees them. (Isaiah 55:8,9; John 5:19,20). We deny that education is merely the action or process by which a person acquires knowledge or skills. 3. We affirm that education is lifelong and that it incorporates every thought, experience, and activity of man. (Deuteronomy 6:7-12; 11:18-20; Isaiah 29:24; Matthew 9:13; 24:32; Mark 13:28; 1 Corinthians 4:6; 14:31). We deny that education is confined to formal schooling in traditional classroom settings or to tutorial relationshi ps. (Matthew 5:1-48; 6:1-34; 7:1-29; 11:29) II. The Purpose of Education 4. We affirm that the purpose of education is both to reveal God and to bring students into conformity with His revealed will. (Luke 24:27; John 7:17; 14:21, 23,24). We deny that the sole purpose of education is to accomplish human perfection and understanding of the material world. 5. We affirm that the ultimate goal of education should be to orient human beings Biblically toward the knowledge of God, humanity, and the rest of God’s creation, in order to prepare them to take their places in family, Church, and society to the glory of God and in the service of Christ’s Kingdom and their fellowman. (2 Kings 22:8-23:26; Malachi 4:4-6; Matthew 20:26-28; Acts 16:30-34). We deny that the ultimate purpose of education should be human self-development and self-fulfillment. (Acts 2:37-47). III. The Nature and Role of God in Education 6. We affirm that God is the Creator and Sustainer of all things and is the Source of all truth. (Genesis 1:1-27; Psalm 55:22; 119:151; 121:1-8). We deny that human beings, society, or the external world are sources of truth in and of themselves. (Psalm 14:1). 7. We affirm that God created, sustains, and will consummate all things through His Son, the Lord Jesus Christ. Therefore, education must focus on the Person of Jesus Christ. (Hebrews 1:3; Colossians 1:15-17). We deny that â€Å"education† that omits reference to Jesus’ role in this world is education at all. (John 14:6). 8. We affirm that the Holy Spirit of God teaches and enlightens every believer in Jesus Christ and leads that person into all truth. (John 14:26; 15:26; 16:13).We deny that human beings can find or understand all truth through human effort alone. (Romans 3:11,12) 9. We affirm that the existing personal God has communicated truth to all mankind through personal revelation of Himself in Jesus Christ and through propositional, verbalized revelation of Himself in the Old and New Testaments of the Bible. (Genesis 15:1; 17:1; Exodus 3:2-15; Isaiah 6:1-8; Mark 9:7; Luke 3:22; 24:27; John 1:1,2; 12:28; Acts 9:4,5; Hebrews 1:2,3). We deny that the individual person is capable of learning all truth from within himself or from human teachers and secular learning materials. (John 7:15,16; 1 Timothy 6:3-5) IV. The Nature of Truth and Reality in Education 10. We affirm that truth is what is known to God about Himself and all of His creation, and that it is absolute, eternal, and objective. (Deuteronomy 32:4; Psalms 25:10; 57:3; 119:142,151). We deny that truth is solely what is known to one or more individuals or to mankind collectively, and that is relative, temporal, or subjective. (Romans 1:25; 3:3,4; 2 Thessalonians 2:9-12) 11. We affirm that the existing, personal-infinite God has chosen to reveal truth to us both through special revelation, which is communicated to us by means of the Bible and God’s Son, Jesus Christ, and through general revelation, which is communicated to us by means of His rational and nonrational creation; and that education should entail the pursuit of learning, which is derived from all of these sources of revelation. (Genesis 1:28; 2:19,20; Daniel 4:37; John 1:14,17; 14:6; 2 Timothy 3:16,17; Hebrews 1:1,2). We deny that truth is found only in human beings, in nature, or in a combination of the two, and that a person’s sole purpose in education should be to attain learning apart from God’s revelation. (I Kings 17:24; 1 John 2:27). 12. We affirm that in God’s design all of the particular elements of the universe are united into a meaningful whole; that it is one purpose of education to help learners to find relationships among these elements and, thus, to find their meaning; and that Biblical revelation is the ultimate criterion for this meaning. (Genesis 1:1-31; Psalm 19:1). We deny that the particular elements of the universe exist without rationality, order, and meaningful relationships derived from the Supreme God. (Genesis 3:1-24) 13. We affirm that true reality originates with God and is spiritual and eternal, as well as material and temporal, and that the content of education is complete when it includes all true reality. We deny that true reality originates with mankind; that it is limited to what is material and temporal; and that the content of education is complete when it is limited to the study of material reality. (I John 2:27). V. The Content of Education 14. We affirm that freedom of inquiry is central to man’s innate desire for truth, and that all truth is God’s truth. Therefore, we encourage inquiry into all fields of knowledge not forbidden in the Bible. (John 8:31,32; 2 Corinthians 3:17). We deny that public and private schools ought to restrict freedom of investigation into religion by teachers and students so long as that investigation does not interfere with the legitimate duties of teaching and learning. 15. We affirm that freedom of inquiry and academic freedom have a legitimate place in the pursuit of truth and in the framework of the learning and teaching process. (John 8:32,36). We deny that academic freedom implies the right to disobey or contradict the Scriptures as the embodiment of God’s truth in this world, or to violate a contractural agreement with an employer. (James 3:14; 5:19) 16. We affirm that all curriculum content must be integrated with and interpreted by God’s truth as revealed in the Bible. (John1:9; Romans 1:20; 2 Timothy 3:15-17). We deny that there is any real separation between secular and sacred truth, and that secular learning should be treated in isolation from God’s revealed truth. (Philippians 4:8,9). 17. We affirm that scientific investigation is a valid and necessary means of studying the universe and of discovering its orderly operation. (Genesis 1:14; Psalms 19:1,2,4,6,7,8; 104:19; Daniel 2:21; Matthew 16:2,3; Luke 21:25,26). We deny that scientific investigation is incompatible with any truth revealed in the Bible, and that science education may rightly reject or ignore all non-empirical sources of truth. (Romans 1:19,20) 18. We affirm that God is the Author of all true ethics; that true ethics is based on absolute truth and unchanging principles of right and wrong, as revealed in the Bible; that there are ethical absolutes that apply equally to all people everywhere; and that one purpose of education should be to help students to discover these unchanging Biblical standards of right and wrong and to reflect on the logical consequences of departing from these standards. (Exodus 20:1-17; Deuteronomy 7:7-11; Matthew 5:17,18; Romans 1:19,20). We deny that students should be taught that neutrality with regard to ethics is either possible or desirable in any sphere of human activity; that people can choose what is right behavior for themselves without regard to the absolute standards of moral behavior revealed in the Bible; that ethics is situational; and that ethics can properly be based on the assumption that truth and morality are relative and changing. (Deuteronomy 28:14,15; 30:8-10; Matthew 5:19,20; Romans 1:25-32; 2 Thessalonians 2:4, 10-12; 2 Timothy 3:2,70 4:3,4). VI. The Nature and Role of the Learner 19. We affirm that a human being has worth because he has been created in the image of God. (Genesis 1:27; Romans 8:29,30). We deny that a person has worth merely because he exists or because he says it is so. (Psalm 33:16; 53:1-3; Proverbs 12:15; 14:9). 20. We affirm that every human being is created in the image of God and is, therefore, in need of development in the spiritual areas of existence as well as in the intellectual and physical areas, and that true education of the whole person must include attention to all three aspects of human life. (Genesis 1:26). We deny that human beings are merely higher animals without soul or spirit, and that any education that addresses only the intellect and body, while ignoring the spiritual aspect of human beings, is appropriate to their nature. 21. We affirm that, though we are created in the image of God, because of the fall of Adam we are born sinful and need to experience salvation through the redeeming work of Jesus Christ in order to r each our full potential. (Romans 5:8,10). We deny that we are born perfect and uncorrupted, and that we are inherently good by nature and in need of education alone to achieve our highest potential and to attain a state of fulfillment. (Romans 3:10-12,23). 22. We affirm that education must include the consideration of sin as a fact of human behavior. (Acts 2:38; Romans 1:28-32; 3:23-25; 6:23). We deny that textbooks and curricula should ignore the fact of sin or rebellion against God in human behavior. (Luke 3:7,8; Romans 6:12) 23. We affirm that people who are restored to a proper relationship with God must receive instruction from the Word of God—the Bible—concerning the rights and responsibilities of this privileged position, and that providing such instruction is one of the most important responsibilities of education. (Proverbs 9:9). We deny that people can learn the rights and responsibilities of the Christian life without studying the revelation of God’s truth in the Bible. (2 Timothy 3:14,15) 24. We affirm that students have the responsibility to attend to and to apply effort to a learning task. (Proverbs 23:12; Colossians 3:23; 2 Timothy 2:15). We deny that students are absolved from cooperating with a teacher and from exercising personal effort to learn. (Proverbs 5:12,13; 6:4-11; 13:4; 20:4) VII. What Education Should Produce in Learners 25. We affirm that education ought to cultivate in students the four basic skills of cognition, communication, imagination, and valuation. (2 Corinthians 10:5; Ephesians 4:29; Philippians 4:8,9). We deny that complete education can occur without attention to these four skills. (2 Timothy 2:15,16; 3:13; 4:3,4). 26. We affirm that education ought to promote development of the learner in at least three areas, viz., spiritual and moral growth, academic growth, and personal and social development. Examples of specific results in each area follow: 26.1 In spiritual and moral growth, learners should: (Psalm 143:10; Romans 10:9; 1 Corinthians 2:16; Colossians 3:23; 1 Thessalonians 4:7; 2 Timothy 3:16) 26.1.1. consider the Bible God’s inspired Word and develop attitudes of love and respect toward it. 26.1.2. know the basic doctrines of the Bible. 26.1.3. have a desire to know and obey the will of God as revealed in the Scriptures. 26.1.4. make a decision to receive Jesus Christ as Savior and Lord. 26.1.5. develop an understanding of a Christian’s role in the Church. 26.1.6. develop the mind of Christ toward right and wrong conduct. 26.1.7. develop self-discipline and responsibility bases on submission to God and all other authority. 26.1.8. develop a Christian world view. 26.2 In academic growth, learners should: (Philippians 4:8,9; Colossians 2:23; 3:16; 2 Timothy 2:15, 3:16,17) .26.2.1. reach their full academic potential. 26.2.2. gain a thorough command of the fundamental processes used in communicating with others, such as reading, writing, speaking, and listening. 26.2.3. develop a thorough comprehension and command of science and mathematics. 26.2.4. develop an appreciation for and understanding of the humanities. 26.2.5. develop the use of good study habits. 26.2.6. pursue independent study and perform independent research. 26.2.7. be able to reason logically. 26.2.8. use critical thinking and Biblical criteria for evaluation. 26.2.9. develop good citizenship through understanding and appreciating the Christian basis of freedom, human dignity, and acceptance of authority. 26.2.10. develop understanding of and appreciation for God’s world and man’s responsibility to use and preserve it properly. 26.2.11. develop an appreciation of the fine arts through study and personal expression. 26.2.12. develop physical skill and coordination through participation in physical education and athletic activities 26.3. In personal and social development, learners should: (Isaiah 54:13,14; Matthew 6:19-21; 19:4-6; John 13:34, 35; Romans 8:14-17,31,32; 1 Corinthians 6:13,15,19,20; 7:10-16; 9:27; Ephesians 1:3-6; 5:15,16,22-33; 6:1-4; Colossians 2:10; 1 Thessalonians 4:8-12; 2 Thessalonians 3:10-13; 1 Timothy 6:10,17; Hebrews 13:5) 26.3.1. develop a healthy personality based on properly understanding and accepting themselves as unique individuals created in the image of God. 26.3.2. learn to respect others because they are also made in God’s image. 26.3.3. become contributing members of society, realizing the interdependence of one person on another. 26.3.4. appreciate time as a God-given commodity and the individual’s responsibility for using it effectively. 26.3.5. develop a Biblical view of work and the prerequisite attitudes and skills for success in employment. 26.3.6. develop Biblical attitudes toward marriage and the family. 26.3.7. develop physical fitness, good health habi ts, and wise use of the body as the temple of God.26.3.8. develop a Biblical attitude toward material things. VII. The Nature and Role of the Teacher 27. We affirm that a teacher is a presenter of God’s truth and a guide to its discovery by students through the ministry of God’s Holy Spirit. (Isaiah 30:20,21; Jeremiah 3:15; 1 Corinthians 12:4-11,28-31; Colossians 1:28,29). We deny that any teacher can, without the cooperation of the Holy Spirit, guide others adequately to an understanding of God’s truth. 28. We affirm that a teacher who is a good example in the spiritual realm must consciously and deliberately have accepted Jesus Christ as personal Savior and Lord. (1 Timothy 4:11,12). We deny that a teacher who denies Jesus Christ as personal Savior and Lord can be a suitable example in spiritual matters. (2 Timothy 3:5-7). 29. We affirm that a teacher is one who models the learning process by being a seeker of God’s truth as revealed in the Bible and by applying that truth to his own life. (Ezra 7:10; Jeremiah 29:13; Luke 6:40). We deny that a teacher should avoid seeking God’s truth or should seek the truth solely in ways others than through the Bible and a personal relationship with Jesus Christ and God the Father. 30. We affirm that teachers must know the content or subject matter to be taught. (Luke 4:4,8,12,16-22; 1 Timothy 6:2-5). We deny that it is possible to teach adequately without a thorough knowledge of the subject matter to be learned by students. (1 Timothy 1:7; 2 Timothy 2:1,2). 31. We affirm that teachers must create conditions that result in learners’ desire to learn. (Luke 2:46,47,49,52). We deny that it is possible to produce adequate learning in students who are not motivated to learn. (Proverbs 5:12,13,22,23) 32. We affirm that verbal communication used by teachers must be understood by and have the same meaning for both teachers and learners. (Ephesians 4:29; 2 Timothy 1:13). We deny that it is possible for teachers to produce adequate learning in students when they use language or ideas outside students’ daily life and language. (Ephesians 4:29) 33. We affirm that teachers must teach what is unknown through what is already known by learners. (Mark 11:12-14,20-24). We deny that it is possible for learners to learn adequately that which is not based on previous learning or experien ce. (Matthew 6:26-31). 34. We affirm that teachers should give students the opportunity to produce in their own minds the ideas or truths, and to become skillful at performing for themselves the acts or skills, to be learned. (Luke 9:1,2,6; 10:1,9,17). We deny that teachers should require students to acquire knowledge or skills without encouraging original thinking and applications of what they learn to other situations. 35. We affirm that teachers should confirm and test learning by review, repetition, and practical application, where necessary. (Luke 24:44; John 21:15-17). We deny that learning is adequately established generally by having students go once through a learning experience and then be tested for a mark or grade. (Matthew 14:15-21; 15:32-34). IX. Methodology of Education 36. We affirm that there is a variety of teaching and learning methods that may be appropriate for specific curriculum content with a particular learner or group of learners. A limited list of examples follows: 36.1. Demonstration (Matthew 6:9-15: Mark 6:41) 36.2. Involvement of students in learning (Mark 6:7-12) 36.3. Discipline and correction (Mark 11:15-17; 2 Timothy 3:15) 36.4. Discovery (Mark 14:66-72)36.5. Familiar Illustrations (Luke 6:4) 36.6. Individualized instruction (John 3:2-21; 4:5-26; Luke 19:1-8) 36.7. Lecture, formal teaching (Luke 6:20-49; 1 Timothy 4:13) 36.8. Memorization (2 Timothy 3:15) 36.9. Practice (Matthew 10; Luke chs. 9,10; 1 Timothy 5:4) 36.10. Questions and answers (Matthew 16:13-18; Luke 6:39) 36.11. Repetition (Matthew 16:21; 17:22,23; 20:18,19; 26:1) 36.12. Review (Luke 24:44) 36.13. Small group activity (Matthew 17:1-9; Mark 6:7-12; Luke 10:1-11) 36:14. Visual aids (Matthew 22:19-21; Luke 13:19) We deny that there is one teaching method that should be used consistently to the exclusion of others. 37. We affirm that learning is most effective for all learners when more than one instructional modality is used, such as visual, auditory, and kinesthetic modalities. (Matthew 14:27-33). We deny that learning is effective for all learners when one instructional modality is used exclusively. X. Responsibility for Education ROLE OF PARENTS 38. We affirm that God entrusts children to their parents for their nurture and education; that parents have both a right and a duty to raise their children in a manner consistent with Biblical standards of responsible moral conduct; and that parents have the right, therefore, to educate their own children at home or to delegate the task to schools. (Deuteronomy 4:9; 6,7; 11:19; Proverbs 6:20,21; Ephesians 6:4) We deny that civil government or any other entity has legitimate authority to supersede parents in the nurture and education of their children, and that governing agencies have legitimate authority to compel students to attend public schools. (1 Timothy 5:4)39. We affirm that parents have both a right an a duty to teach their children about biological reproduction and sexual health and morality. (Genesis 35:22; 49:4; Leviticus 20:10-21; Deuteronomy 6:6,7; 22:22-30; 23:17; Proverbs 6:20-29) We deny that civil government on any level has legitimate authority to usurp parents’ responsibility to teach children about sexuality and reproduction or to establish mandatory sex education classes for children. ROLE OF SCHOOLS 40. We affirm that it is a schools’ responsibility to assist and to cooperate closely with parents in every aspect of a student’s education. (Mark 9:17-27). We deny that schools have no responsibility to assist and to cooperate with parents in the education of their children. 41. We affirm that it is the responsibility of the schools to be sensitive to the wishes and values of parents with respect to the content and methodology of their childrens’ education. (Philippians 3:5,6). We deny that it is the right of schools to decide arbitrarily and unilaterally what values system shall be the basis for the content and methodology of their students’ education. 42. We affirm that a school is an extension of the home, existing to supplement parent’s primary responsibility to educate their children. (Ephesians 6:1-4; 1 Timothy 3:4,5). We deny that schools have the right to supplant parents’ primary responsibility to educate their children.

Qualitative Study of Reasons for (Non) Participation in Physical Recreation Essay Example

Qualitative Study of Reasons for (Non) Participation in Physical Recreation Essay Example Qualitative Study of Reasons for (Non) Participation in Physical Recreation Essay Qualitative Study of Reasons for (Non) Participation in Physical Recreation Essay Griffith University Department of Tourism, Leisure, Hotel and Sport Management 1002HSL Introduction to Research Assessment 1 Qualitative Study of Reasons for (Non) Participation in Physical Recreation Part 1a) Introduction: The objective of this qualitative study is to investigate and compare the responses of single and married women that do not participate in physical recreation. Lack of physical activity from married and single women has been studied less extensively than men’s physical activity. Vehoef, Love Rose 2003) The issue of non-participation in physical activity can affect the quality of life and health of women globally. It is important to address this issue and understand why some women do not participate in leisure activities. The qualitative research in this report discusses the major themes or reasons for non-participation from women and compares these themes between married and single women. Firstly this report will give a brief review of some previous resear ch in this field mainly the reasons for not participating in physical activity. Secondly this report will give a short description of the research method used to gather the data for the quantitative research and thirdly it will discuss and describe the major reason for the non-participation in physical recreation of married and single women. Part 1b) Literature Review There has been some research on the topic of non-participation of women in physical recreation. Married women have less time to participate in physical activity due to work are childbearing responsibilities. (Nomaguchi Bianchi 2004) These days there are a lot more women working full time. Furthermore these women are working longer hours per day. (Nomaguchi Bianchi 2004) With longer working days women are spending less time doing recreational activity. Women are not motivated to spend their only free time exercising a lot would much prefer to relax and forget about work. Work and study along with other issues like family responsibilities are the main reasons that some married and single women are not involved in physical activity. (Erickson Gillespie 2000) One of the main reason for non-participation for married women is family and their role in the family. Nomaguchi Bianchi 2004) The majority of married women are working full time and caring for children. (Nomaguchi Bianchi 2004) Having a full time job and being a mother takes up a very large amount of time in ones day. After finishing a long work day and then tending to the needs of children such as transportation and hunger it does not leave very much time for a woman to exercise. A busy schedule like this can b e very mentally tiring and motivation to perform physical activity can decrease. Research shows that after all her work and family responsibilities are finished it is usually too late to start to exercise or they are simply too exhausted. This can affect the health and quality of life for a woman. (Nomaguchi Bianchi 2004) Single women have issues finding time to participate in physical activity. They may not have kids to look after in some cases but work and study issues can limit their time for exercise. Middle aged single women are slightly more active than married women the same age but the overall participation rate is small. Vehoef, Love Rose 2003) This small participation rate of married and single women is a concern for society with health issues such as obesity and depression increasing. Part 2) Research Methods The research methods used in this study were In-depth interviews. A number of interview were conducted with married and single women. In-depth interviews are primarily used when the number of subjects is rather small. The advantage of using a in -depth interview in a quantitative study is that it is an unstructured process that allows the interviewer to gain more depth of answers when compared to a questionnaire. The informal structure gives the freedom of the interviewer to change the direction of the interview and engage with the interviewee much more personally, this allows more extensive and detailed data. (Kwek 2011) It is important when conducting a in-depth interview to not lead the interviewee but to probe them for more information. The person conducting the interview must not agree with of disagree with the interviewee this is vital so the interviewee does not feel induced into to answering a question in a certain way. The interviewer must se more open questions to gain more in-depth information from the interviewee and then confirm this in-depth by using closed questions to ensure the data being collected is on track. The open, axial and reflective coding method was used to analyse the data. Open coding is the first coding method used in analysing the in-depth interview data. Open coding helps to make sense of the process and identify the root of the issue. The interviews were evenl y split between married and single women. Some of the issues for married women in the open coding stage were things such as; * Age – feeling too old Body image – being embarrassed by their body * Housework – having to cook and cleaning the house * Kids – transporting and caring for children * Work – working long hours and irregular hours * No motivation – finding it hard to feel motivated to exercise * No friends to exercise with – not having a partner or group to exercise with * Poor knowledge of physical activities – not knowing the best methods to participate in physical activity * Low energy levels – feeling exhausted * No time – having no spare time to partake in regular physical recreation Some of the issues for single women were; * No time Lack of funds – not having the money to be able to pay for and travel to physical activities of their interest * No friends to exercise with – not having a partner or group to exercise with * Low energy levels – feeling exhausted * Poor location of facilities – not having the transport options available to get to recreation facilities * Poor knowledge of physical activities not knowing the best methods to participate in physical activity * Other social activities – wanting to spend time socialising with friends going to the movies or eating together For the axial coding stage the data was analysed to find a more whole view of he issues for non-participation of married and single women. Axial coding minimalises the number of statements made by the interviewees and identifies the more common themes. Common themes for married women in the axial coding stage were; * Family and housework * No energy and poor body image * No motivation due to lack of friends to exercise with and poor knowledge * No time due to work Common themes for single women in the axial coding stage were; * Money * No time due to work and study com mitments * No motivation due to lack of friends to exercise with and poor knowledge * Relaxation and socialising At this stage of the coding process some common themes are visible for both married and single women. The majority of married and single women stated that time commitments was a major issues for not exercising. The reasons for the lack of time may vary from the married to the single women. This takes us into the third stage of the coding process, reflective coding. Reflective coding aims to seek any inter-relationship that may exist in the major themes. (Kwek 2011) This stage of the coding process paints an overall picture of the data collected and the major themes. The main themes in this research for married women are; * Lack of time * Family commitment * Lack of motivation Due to family and work commitments married women in this study seem to have insufficient time to participate in physical activity. The main themes in this research for single women are; * Lack of time * Lack of motivation * Lack of funds Like married women most single women in this study believe they do not have enough time to regularly partake in physical activity. A lack of motivation is also a common theme amongst married and single women. Single women in this interview process also claim that a lack of sufficient funding to engage in physical recreation is a big factor in their non-participation. Part 3) Discussion of Findings It is important to note that all the interviewees are non-participant in physical exercise. The reason for this study is to find out why these ladies are not exercising on a regular basis. The main issue that this qualitative research has found is time. Examination of the respondents both the married and single felt that lack of time is the main reason for the not to doing physical activity on a regular basis. There are some similar themes for both married and single women in relation to time constraints. One reason for lack of time that is evident in both groups is work or study commitments. For example, one respondent (Worker) noted that â€Å"I work five days a week and I have three children to look after so there isn’t usually much time left over for myself†. One single woman stated that â€Å"If I had more time I would be much more likely to do something active† (Kylie) It is clear here that both married and single women if they had more time would be more inclined to participate in physical activity. Another common reason for non-participation is lack of motivation. The majority of married and single women in this study feel no motivation to exercise. One similar reason for married and single women to hove low motivation is the lack of company to perform the physical activity with. Jane a married woman claims that she would be â€Å"more inclined to go if someone came with me, it would keep me motivated† Kylie a single woman also states that she would be â€Å"more inclined to do something like that if I had someone to go with†. Sheree feels the same, â€Å"I feel if I work less hours I would feel less exhausted and therefore more motivated to exercise† Working less and having a friend or friends to exercise with are big factors in motivating both married and single women to engage in physical activity on a regular basis. Married women in this study believe that their family commitments are a large contributing factor for them not to participate in physical activity. Most married women in this research both worked and had children. With work and family comes a very busy life in which women are finding it hard to find time to exercise. When I had my first child my priorities changed from looking after myself to looking after my family† This from Shazza who now is more interested in looking after the needs of her family than looking after her own health and quality of life. Married women with kids have a hard time to allocate any time to exercise because family is a full time job. What little time they do get they often would rather spend it with their husbands or just relaxing in general â€Å"my weekends are made up of transporting my kids to sport, spending time with my husband and doing work around the house†. Shazza) Single women in this qualitative study are shown to have issues with money in relation to the funding of physical activities. It is hard to find an activity that is fun and motivating without having to pay something. Even walking will cost a participant in the form of correct shoes. A Large portion of the single women that were interviewed for this study claim that they do not have enough money or cannot justify spending a large amount of money on physical activity. â€Å"Joining a gym is so expensive these days and sometime I can’t justify paying that much†. Kylie) It is easy to understand that Kat who is aged only eighteen has not enough money to invest in her physical recreation. Eighteen is such a young age where a girl is trying to find her feel and begin a independent life away from school and possible family. Although some of the time constraint and motivational reasons for non-participation are similar between married and single women it is also apparent that other issues such as family and funding can be found for both married and single women but generally in the bulk of cases family was an issue for married woman and funding was an issue for single woman. It is important to understand that the major issues discussed can be related and compound one another. Part 4) Conclusion In summary the research suggests that the major reasons for single and married women involved in this study are time and motivation. The vast majority of all the women interviewed found that motivation and time constraints were the biggest issues stopping them from being involved in physical activity on a regular basis. A number of respondents specifically noted that if they had more spare time they would in fact be involved in exercise of some description. Another stand out problem for married women was family commitments. Looking after a family took up a lot of the interviewees time and drained them of motivation linking the issues together. It is similar for the single women that also had lack of financing as a stumbling block to physical activity. Not having enough money deprives the respondent of motivation to regularly exercise. Although the major issues are very similar for both married and single women it is the finer details that make them different. For more women to begin and continue to partake in regular physical activity there needs to be some change in society. This research shows that women need more time and motivation for this to become a reality. One way to gain more time for future women would be to reduce the hours of a normal working week. Another would be to introduce some government funded recreational activities targeting women in their communities. It is important that more research is done in this field to further understand these major issues and work towards an increase in exercise from all women. Part 5) Reference List Erickson, J. Gillespie, C. (2000) Reasons women discontinued participation in an exercise and wellness program. The physical educator, 57 (1), 2-7. Retrieved from Google Scholar Kwek, A. (2011). 1002HSL Week 4 Lecture: Qualitative research methods. Retrieved from Griffith University, Department of Tourism, Leisure, Hotel Sport Management, [emailprotected] Website. Nomaguchi, K. Bianchi, S. (2004) Exercise time: Gender differences in the effects of marriage, parenthood, and employment. Journal of marriage and family, 66, 413-430. Retrieved from ABI/Inform Global. Verhoef, M. , Love, E. Rose, S. (2003) Women’s social rules and their exercise participation. Women Health, 19 (4), 15-29. Retrieved from ABI/Inform Global.

Prehistoric Life During the Pliocene Epoch

Prehistoric Life During the Pliocene Epoch By the standards of deep time, the Pliocene epoch was relatively recent, commencing only five million years or so before the start of the modern historical record, 10,000 years ago. During the Pliocene, prehistoric life around the globe continued to adapt to the prevailing climatic cooling trend, with some notable local extinctions and disappearances. The Pliocene was the second epoch of the Neogene Period (23-2.6 million years ago), the first being the Miocene (23-5 million years ago); all of these periods and epochs were themselves part of the Cenozoic Era (65 million years ago to the present). Climate and Geography During the Pliocene epoch, the earth continued its cooling trend from previous epochs, with tropical conditions holding at the equator (as they do today) and more pronounced seasonal changes at higher and lower latitudes; still, average global temperatures were 7 or 8 degrees (Fahrenheit) higher than they are today. The major geographic developments were the reappearance of the Alaskan land bridge between Eurasia and North America, after millions of years of submersion, and the formation of the Central American Isthmus joining North and South America. Not only did these developments allow an interchange of fauna between three of the earths continents, but they had a profound effect on ocean currents, as the relatively cool Atlantic ocean was cut off from the much warmer Pacific. Terrestrial Life During the Pliocene Epoch Mammals. During large chunks of the Pliocene epoch, Eurasia, North America, and South America were all connected by narrow land bridges- and it wasnt all that difficult for animals to migrate between Africa and Eurasia, either. This wreaked havoc on mammalian ecosystems, which were invaded by migrating species, resulting in increased competition, displacement, and even outright extinction. For example, ancestral camels (like the huge Titanotylopus) migrated from North America to Asia, while the fossils of giant prehistoric bears like Agriotherium have been discovered in Eurasia, North America, and Africa. Apes and hominids were mostly restricted to Africa (where they originated), though there were scattered communities in Eurasia and North America. The most dramatic evolutionary event of the Pliocene epoch was the appearance of a land bridge between North and South America. Previously, South America had been much like modern Australia, a giant, isolated continent populated by a variety of strange mammals, including giant marsupials. Confusingly, some animals had already succeeded in traversing these two continents, before the Pliocene epoch, by the arduously slow process of accidental  island-hopping; thats how Megalonyx, the Giant Ground Sloth, wound up in North America. The ultimate winners in this Great American Interchange were the mammals of North America, which either wiped out or greatly diminished their southern relatives. The late Pliocene epoch was also when some familiar megafauna mammals appeared on the scene, including the Woolly Mammoth in Eurasia and North America, Smilodon (the Saber-Toothed Tiger) in North and South America, and Megatherium (the Giant Sloth) and Glyptodon (a gigantic, armored armadillo) in South America. These plus-sized beasts persisted into the ensuing Pleistocene epoch, when they went extinct due to climate change and competition with (combined with hunting by) modern humans. Birds. The Pliocene epoch marked the swan song of the phorusrhacids, or terror birds, as well as the other large, flightless, predatory birds of South America, which resembled meat-eating dinosaurs that had gone extinct tens of millions of years earlier (and count as an example of convergent evolution.) One of the last surviving terror birds, the 300-pound Titanis, actually managed to traverse the Central American isthmus and populate southeastern North America; however, this didnt save it from going extinct by the start of the Pleistocene epoch. Reptiles. Crocodiles, snakes, lizards, and turtles all occupied an evolutionary backseat during the Pliocene epoch (as they did during much of the Cenozoic Era). The most important developments were the disappearance of alligators and crocodiles from Europe (which had now become much too cool to support these reptiles  cold-blooded lifestyles), and the appearance of some truly gigantic turtles, such as the aptly named Stupendemys of South America. Marine Life During the Pliocene Epoch As during the preceding Miocene, the seas of the Pliocene epoch were dominated by the biggest shark that ever lived,  the 50-ton Megalodon. Whales continued their evolutionary progress, approximating the forms familiar in modern times, and pinnipeds (seals, walruses, and sea otters) flourished in various parts of the globe. An interesting side note: the marine reptiles of the Mesozoic Era known as  pliosaurs  were once thought to date from the Pliocene epoch, hence their misleading name, Greek for Pliocene lizards. Plant Life During the Pliocene Epoch There werent any wild bursts of innovation in Pliocene plant life; rather, this epoch continued the trends seen during the preceding Oligocene and Miocene epochs: the gradual confinement of jungles and rain forests to equatorial regions, while vast deciduous forests and grasslands dominated higher northern latitudes, especially in North America and Eurasia.

Human Resource Management Report Essay Example | Topics and Well Written Essays - 4000 words

Human Resource Management Report - Essay Example different through the accumulation of relevant information and data; and (4) to write up the report in a way which relates evidence to theory, to provide an appropriate analysis and explanation of the situation described. The case of St. Luke’s Medical Center is hereby proffered to comply with the abovementioned requirements. People constitute an organization’s most important and vital factor in its success or failure. In order to function efficiently and effectively, people must be managed well. Human resources management is the art and science of dealing with people at work for the optimum achievement of individual, organization and society’s goals. While general management is the orchestration of all the resources, human resource management is limited to people management – their motivation, acquisition, maintenance and development. Human resources management solely involves man. Through and by men, the other m’s are acquired and utilized. The quality and utilization of the rest of the resources are almost always affected by decisions about and by human resources. Indeed, the accomplishment of the goals of an organization depends upon the availability and utilization of all these ingredients, the interaction of which, are people-caused. Due to the intricate and diverse characteristics, personalities, values, and preferences of people in the organization, it is only natural that problems on human behavior in organization exist. In this regard, this case report is written to address the following objectives, to wit: (1) ) to identify some HR situation which appears to be amenable to analysis using the course material wherein the situation must be sufficiently complex to generate enough material for the writing of a case which meets the indicated specifications; (2) to consider the concepts and general ideas discussed in class, and see which help make sense of the situation being described; (3) to engage in research activity which allows you to test

Charater notebook Essay Example | Topics and Well Written Essays - 1000 words

Charater notebook - Essay Example This one-act play comes in eight episodes with six characters, exemplifying the antagonism that existed between the business class community and working class. This discussion bases on the character of Joe and the ways it is portrayed by the playwright. The play starts at a Labor Union meeting, where the striking members are addressing their issues regarding the strike to the fellow audience. Harry Fatt, the corrupted union leader, favors the employer and tries to quell the strike by silencing the workers’ protest. However, the demand for strike is high and the workers are eagerly awaiting the arrival of their elected committee chairman, Lefty Costello. Meanwhile, Fatt tries to convince the seekers of the strike proposal by stating that the president is taking care of their interests, and so the strike seems to be unnecessary and unproductive in various regards. He even spies and intimidates the workers, accusing those who oppose his opinion as communists or cowards. While waiting for Lefty, the members are allowed to express their views on the necessity of the strike. Each of the character addresses their economic necessity - the primary reason for them to take the job as a cab driver. They explain their intentions behind t he strike proposal and how they are involved in the union. Firstly, Joe Mitchell takes his stand on the strike issue by defending the courage and conviction of Lefty. He also denies and opposes being called as a ‘Red’ by showing his war wounds as a symbol of patriotism. He speaks out about the poverty and exploitation of the working class by arguing that the strike is the only way out for them. He even persuades the workers to make up their minds in support of the strike, referring to his wife, Edna’s persuasion. The conversation between Joe and Edna reflects the tedious life of the cab drivers and their desperate households. Edna taunts Joe for his reluctance and persuades him to go on strike for higher wages.