Tuesday, November 26, 2019

Whats the Average College GPA By Major

What's the Average College GPA By Major SAT / ACT Prep Online Guides and Tips If you’re still in high school, you might be curious about how college GPAs work and what you can expect for grades given your major of choice. Just like high schools, colleges vary in how they calculate GPA. Grade inflation also significantly affects college GPA at most schools, causing many students to end up with higher GPAs in college than they had in high school. In this article, I’ll give you the facts about average GPAs at different types of colleges and within a variety of college majors. What's the Average College GPA? The average GPA for students at four-year colleges in the US is around 3.15, or a B average. This is much higher than it’s been in the past, a trend that demonstrates that grade inflation is a very real phenomenon for colleges. For example, a C used to be the standard average grade, but now a B is considered average. Why is this? One factor might be that professors are more vulnerable to student critiques in online forums and are sometimes forced to answer to angry parents if they give poor grades. The job of a professor can partially depend on how pleased his or her students are with the class, which is inevitably tied to what grades students get. As college becomes more and more expensive, both students and parents expect high grades so they can feel as though they're getting their money's worth. This is also a likely reason for grade inflation, especially considering the disparity in average GPA between public and private colleges: according to GradeInflation.com, public schools have around a 3.1 average GPA, whereas private schools have around a 3.3 average GPA. Grade inflation might also be happening because professors don’t want to jeopardize students' future chances at grad school or job opportunities by doling out low grades in an academic environment that has now come to expect Bs as the norm. However, telling you the overall average GPA across colleges and majors is somewhat meaningless as a statistic since GPAs vary so drastically by school and by major. Many schools give students two different GPAs: a cumulative GPA that takes into account all their classes, and a major GPA that only includes classes that count toward their major. In the next few sections I’ll get more specific about the average GPAs you can expect for different major fields and types of schools. GPAs by Major Science majors tend to have lower GPAs on average, with chemistry being the major with the lowest average GPA. Meanwhile, education majors earn the highest GPAs on average. Why this disparity? Grade inflation is more rampant in non-STEM fields because assignments are usually more open to interpretation, and there aren’t always clearly defined right or wrong answers. Professors tend to give students the benefit of the doubt due to the factors I mentioned previously (i.e., the impact of student evaluations, the expectations of high grades by students and parents, and professors being "too nice"). If a student gets a problem wrong or follows incorrect procedure in gathering data, it’s clear that he or she will earn a lower grade. If the student doesn’t write a clear enough thesis for an English paper, on the other hand, it’s a more subjective situation. The majors I’ve listed here come from a 2010 report by Dr. Kevin Rask of Wake Forest University. It’s difficult to say what the average GPA for one major is when you’re looking across a bunch of different schools. Each program is different, so the average GPA for these same majors at your college might be much higher or lower than indicated in the table. Major Average GPA Education 3.36 Foreign Language 3.34 English 3.33 Music 3.30 Religion 3.22 Arts 3.19 History 3.19 Computer Science 3.13 Political Science 3.11 Physics 3.10 Geography 3.09 Philosophy 3.08 Geology 3.03 Biology 3.02 Psychology 2.98 Economics 2.95 Math 2.90 Chemistry 2.78 Bonus: Curious about what the easiest college majors are? Read more here! Chemistry is a tough subject (except when it's between u and me, baby). GPAs by School Below, I've listed 10 schools for each category of selectivity (highly selective, selective, and less selective) and their average GPAs so you can get a sense of the distribution of college GPA. Here's what I mean by these levels of selectivity: Highly selective schools are schools that have a less than 15% acceptance rate Selective schools are schools that have a 20-50% acceptance rate Less selective schools are schools that have an acceptance rate higher than 50% You’ll notice that the most selective colleges have higher average undergraduate GPAs. This could be because they are more vulnerable to the factors I listed earlier that contribute to grade inflation. Moreover, because these colleges are admitting increasingly higher-achieving students, it’s more difficult to set standards in classes that are high enough to prevent most people from earning As. I consulted GradeInflation.com to find these GPAs. The years next to the GPAs indicate the most recent GPA data available from the school. All schools are arranged alphabetically. Highly Selective Colleges College Acceptance Rate Average GPA Brown University 9.3% 3.63 (2012) Columbia University 6.1% 3.45 (2010) Cornell University 12.7% 3.36 (2006) Dartmouth College 10.4% 3.46 (2014) Duke University 10.8% 3.51 (2014) Harvard University 5.2% 3.65 (2015) MIT 7.2% 3.39 (2015) Princeton University 6.4% 3.39 (2014) Stanford University 4.8% 3.57 (2011) University of Pennsylvania 9.3% 3.44 (2015) Selective Colleges College Acceptance Rate Average GPA Bates College 21.9% 3.36 (2006) Boston University 25.1% 3.16 (2014) Carleton College 21.2% 3.42 (2004) Emory University 22.0% 3.38 (2012) Grinnell College 28.9% 3.34 (2007) Kenyon College 33.8% 3.42 (2015) Lehigh University 25.2% 3.17 (2012) Spelman College 40.1% 3.16 (2013) UC San Diego 34.2% 3.14 (2015) Vassar College 23.8% 3.58 (2015) Less Selective Colleges College Acceptance Rate Average GPA Butler University 65.1% 3.25 (2007) Drury University 72.4% 3.30 (2013) Furman University 61.2% 3.20 (2014) Hope College 84.0% 3.39 (2009) James Madison University 75.2% 3.15 (2013) Portland State University 92.0% 3.14 (2011) Rutgers University 57.8% 3.09 (2013) University of Alabama 53.3% 3.13 (2015) University of Northern Iowa 80.8% 3.02 (2014) University of Utah 66.2% 3.10 (2013) Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. What Do Average College GPAs Mean for You? Average college GPAs won't mean much for you if you're still in high school, but it's good to know how GPA works in college because it can impact your future career. If you end up going through a job recruiting process toward the end of college, your GPA will likely be one of the factors that is strongly considered by recruiters. As I've said, however, GPA varies quite a bit across different schools and majors. Recruiters will be looking at how your GPA compares with that of other students at your school who are in the same field. Overall, your experiences with projects and other jobs will carry more weight than will your GPA in most hiring decisions. It's safe to say that if your college GPA ends up being at least a 3.0, most employers won't be concerned with it. Another matter to take into consideration is grad school. You'll have to be a little more serious about keeping your GPA up in college if you plan to go to grad school (especially if you have your sights set on law school or medical school). Grad programs want dedicated students who are passionate about the field of study they've chosen. A high college GPA in relation to your peers in the same field will demonstrate that you were able to consistently exceed expectations. If grad school might be on the horizon for you, don't slack off during your freshman year of college! You should make sure your GPA is solid from the beginning so you don't mess up your plans later on (but also try and have fun sometimes because college is awesome). Let's face it, we all kind of want to be lawyers just so that we can be as cool as Saul Goodman (aka James McGill ... you should really watch Better Call Saul) Conclusion: What's the Average College GPA? Figuring out the average college GPA is not as straightforward as you might assume it is. Because students take such different classes at a wide variety of institutions, it’s difficult to compare one GPA directly with another if both students aren’t attending the same college and taking similar classes. Overall, college GPAs have risen in recent years due to grade inflation caused by a variety of factors, including the easier accessibility of professor reviews, parents' expectations of students' grades, and grad school competition. Don’t choose a major or a college because you think you’re going to be able to get a higher GPA in that program. If you work hard in a field you truly enjoy, the good grades will most likely follow! What's Next? Trying to figure out where you should apply to college? Check out our complete guides on how to choose a school that's right for you and how to figure out what you should go to college for. If you just want to start exploring what's out there in terms of college offerings, read our guide to the best college search websites and our breakdown of how long a bachlor's degree takes. Aiming for the top schools? Learn how to get into Harvard and the Ivy League. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Friday, November 22, 2019

Important Facts About the Plateosaurus

Important Facts About the Plateosaurus Plateosaurus was the prototypical prosauropod, the family of small-to-medium sized, occasionally bipedal, plant-eating dinosaurs of the late Triassic and early Jurassic periods that were distantly ancestral to the giant sauropods and titanosaurs of the later Mesozoic Era. Because so many of its fossils have been unearthed across the expanse of Germany and Switzerland, paleontologists believe Plateosaurus roamed the plains of western Europe in sizable herds, literally eating their way across the landscape (and staying well out of the way of comparably sized meat-eating dinosaurs like Megalosaurus). The most productive Plateosaurus fossil site is a quarry near the village of Trossingen, in the Black Forest, which has yielded the partial remains of over 100 individuals. The most likely explanation is that a Plateosaurus herd became mired in deep mud, after a flash flood or a severe thunderstorm, and perished one on top of each other (in much the same way the La Brea Tar Pits in Los Angeles have yielded numerous remains of the Saber-Toothed Tiger and the Dire Wolf, which likely got stuck while trying to pluck out already-mired prey). However, its also possible that some of these individuals accumulated slowly at the fossil site after drowning elsewhere and being carried to their final resting place by the prevailing currents. Features One feature of Plateosaurus that has caused raised eyebrows among paleontologists is the partially opposable thumbs on this dinosaurs front hands. We shouldnt take this as an indication that the (fairly dumb by modern standards) Plateosaurus was well on its way to evolving fully opposable thumbs, which are believed to have been one of the necessary precursors of human intelligence during the late Pleistocene epoch. Rather, its likely that Plateosaurus and other prosauropods evolved this feature in order to better grasp the leaves or small branches of trees, and, absent any other environmental pressures, it wouldnt have developed any further over time. This presumed behavior also explains Plateosaurus habit of occasionally standing on its two hind legs, which would have enabled it to reach higher and tastier vegetation. Classification Like most dinosaurs discovered and named in the mid-19th-century, Plateosaurus has generated a fair amount of confusion. Because this was the first prosauropod ever to be identified, paleontologists had a hard time figuring out how to classify Plateosaurus: one notable authority, Hermann von Meyer, invented a new family called platypodes (heavy feet), to which he assigned not only the plant-eating Plateosaurus but the carnivorous Megalosaurus as well! It wasnt until the discovery of additional prosauropod genera, like Sellosaurus and Unaysaurus, that matters were more or less sorted out, and Plateosaurus was recognized as an early saurischian dinosaur. (Its not even clear what Plateosaurus, Greek for flat lizard, is supposed to mean; it may refer to the flattened bones of the original type specimen.)

Thursday, November 21, 2019

Lesson Plan Analysis Essay Example | Topics and Well Written Essays - 500 words

Lesson Plan Analysis - Essay Example They start connecting to what they already know and prepare themselves to process new information; as well it encourages them to begin to formulate correct responses in L2. In assessing this part of the plan, students are evaluated as to active participation in the discussion, ability to comprehend and interpret new idioms by responding correctly to discussion questions and the general flow of the discussion, and their degree of peer engagement in L2. Provide alternative learning outcomes by revising the expectations and reducing the number of expectations. (p.260) By reading some selections aloud to students, it models pronunciation and helps students develop a feel for rhythm and intonation of English sentences. ( p.222) It is important for all teachers to guide students through texts, demonstrating effective reading strategies and focusing on specific text. This teacher-directed intensive reading known as â€Å"guided reading†; it helps students develop strategies that they can use to read independently challenging texts.

Tuesday, November 19, 2019

Management - Psychological Contract Essay Example | Topics and Well Written Essays - 2000 words

Management - Psychological Contract - Essay Example Most employers try to retain employees is through making promises. However, most of the promises made may not be achievable. This process through which organizations makes promises is termed as psychological contract (O'neill, Krivokapic-Skoko & Dowell, 2010). The case provided is a clear example of the psychological contract. Failing to meet the promises lead to a phenomenon that is called psychological contract breach. Psychological contract breach is a significant problem mainly because it fosters a belief within employees that the organization does not support them. It is a main obstacle facing the employees in most of the organization today (Chen, Tsui & Zhong, 2008). Psychological contracts are those perceptions that employees have on employer related to the training, promotion, or any other promise not explicitly recognized in formal contract. These forms of psychological contract are normally used by most of the employers to entice the employees into accepting the job being o ffered by the employer. Principally, under normal situation, the employer-employee relationship is expected that the employer offer compensation to the employee for the performance of the job duties. Chen, Tsui & Zhong (2008) describes the psychological contracts as mental templates that sum up the perceived promises that employees believe that the organization has made to them in exchange for their efforts on behalf of the organization. As mentioned above, psychological contracts are beneficial and useful to both the employer and employee. For the employer, psychological contract constitute the best way in which an organization can advertise for the job vacancies. Psychological contracts are used to attract the attention of the applicant and make them loyal to the company. For the side of employee, psychological contract becomes beneficial only if they are fulfilled (Tyagi & Agrawal, 2010). Psychological contract breach is a term used to describe the inability of the employer to fu lfill the psychological contracts or the promises that he or she made during the recruitment period. The case study is a typical example of psychological contract breach. This is because the employer did not fulfill what he had promised the recruited. Just as the case depicts, psychological contract breach results in reduced performance, negative attitudes and more importantly, withdrawal behaviors. The problems associated with the psychological contract breach pose particular concern for organizations (Bordia, Restubog & Tang, 2008). Fundamentally, most organization tries their best to fulfill their psychological contracts but a number of factors limit them from meeting this objective. These factors include downsizing, outsourcing and rapid change. Consequently, avoiding psychological contract breach is a difficult task for the current organizations. The case presented in the case study implies that employees had higher expectation form the company. However, as they starts working in the company, they realized that they are not getting what they expected. They found out that the kind of jobs or duties they are given are below their standards. They end up becoming psychologically tortured. They also loss confidence in the organization. As they plan to leave their job, they feel that they may not get another job. This means that these employees need to be advised on what they should

Saturday, November 16, 2019

Cultural Competence Essay Example for Free

Cultural Competence Essay Cultural and linguistic competence in nursing can be defined as a set of related behaviors and attitudes that integrate together within a healthcare system or institution and among the professionals that work within the system or institution with the purpose of enabling effective and efficient delivery of health services in cross-cultural scenario (Jeffreys, 2006). Below is a brief description of the eight principles of cultural competence: †¢ Broadly defining culture This involves identifying the other factors besides race, language and ethnicity that determine an individual’s sense of awareness in relation to other people (HRSA, 2001). This is because health services are delivered to an individual, and group characteristics may not be a reflection of a person’s attitudes and life experiences (Lundy Janes, 2003). †¢ Valuing Clients’ Cultural beliefs This involves caregivers or professionals in healthcare sufficiently learning the attitudes, knowledge and belief of their target population regarding healthcare and applying what is learned for the delivery of culturally competent care (HRSA, 2001). †¢ Recognizing complexity in Language interpretation This is identifying any hindrances to effective communication and targeted group due to language differences; and laying down strategies to address the same (HRSA, 2001). †¢ Facilitating learning between caregivers and communities This is the creation of environments under which caregivers can learn about the beliefs and attitudes of the targeted cultural group and their impact on healthcare; while the targeted community learns more about how healthcare works (HRSA, 2001). †¢ Involving the community in the defining and addressing healthcare needs This is getting the community to fully participate in the formulation of health policies in the system that serves them so that managed care can be fully culturally competent (HRSA, 2001). †¢ Collaborating with other agencies This is forging working alliances with groups that are familiar with the needs of the targeted community to boost the chances of delivering culturally competent services (HRSA, 2001). †¢ Professionalizing staff hiring and training This is setting cultural competence standards for new caregivers getting into the system; and continually training serving staff in emerging standards of cultural competence (HRSA, 2001). †¢ Institutionalizing cultural competence This is making cultural competence standards an integral part of healthcare planning and optimizing hiring, training and funding to meet these standards (HRSA, 2001). In conclusion, the above principles are very vital to the delivery of holistic healthcare services for healthcare professionals working in cultures different from them (Lundy Janes, 2003). ? References Health Resources and Services Administration, HRSA (2001). Cultural Competence Works. Retrieved on 14/5/2010from ftp://ftp. hrsa. gov/financeMC/cultural-competence. pdf Jeffreys, M. R. (2006). Teaching Cultural Competence in Nursing and Health Care: Inquiry, Action and Innovation. Springer. Lundy, K. S. Janes, S. (2003). Essentials of Community-based Nursing. Jones Bartlett.

Thursday, November 14, 2019

What makes a good video game? :: essays research papers

It's getting late. Around 11:30PM. I know I should be getting to bed soon; I have to get up at 8:00AM to get ready for class. But, I figure I'll just pop FIFA 2004 into my PC and play for a little bit. Just to get past the next section. I'll save at the next save point, turn it off, and go to sleep. Video games are one of my favorite pastimes. I enjoy playing any kind of video game as long as it’s fun and has an interesting concept. Over the years video games technology has improved immensely. Since the early days of Pac-Mac, video games have become more realistic and interactive. The first thing that captures my attention about a game is its graphics. I love a game that looks nice. A story that pulls you into another world is also very important. Is important to have that connection with the character you're moving around your screen. How you move that character, game play, is also extremely important. So what makes a good video game? For many people video games are a matter of tastes. While some people prefer adventure games such as Super Mario and Zelda I like realistic games such as Grand Theft Auto and FIFA soccer. A great game doesn’t need to have the most incredible graphics or the best sound. All a game needs to keep you playing is a good concept. One thing that draws me into a game is the storyline. The story must keep you on your toes, waiting for what will happen next. The story must keep you interested and make you want to play. If the story doesn’t capture you, then there’s no real motive to play. An interesting story is what gets you coming back for more. There has to be a purpose to the game, whether it’s a money reward, new weapons or unveiling a new level. The story is what has the most effect on a viewer; an original plot with a few twists and some dramatic moments usually does it for me. The first thing that always catches my attention in a game is the graphics. Whether a person searches for good looks in a game or not, if the game does look good, it will be remembered. While graphics, and to a lesser extent sound, are advertised excessively by the media and game publishers, no game can be based purely on spectacular graphics.

Monday, November 11, 2019

Racism In Sports And Its Impact On Managers And Coaches

ABSTRACT This paper explores on racism in British sports. It will consider the extent to which racism in sports continues to prevail and the impact that racism may have on a sports coach or manager. This will include a brief review of the history of British sports, in particular, the presence of ethnic diversity in the British society and the involvement of this diversity in British sports. The paper will also examine the main currents of sociological thought which have informed research in this field. It will consider some of the common perceptions of sports in the discussion of racism in sports and argue against the notion of any one body of thought being viewed as universal. The paper will point out that Success in sports is a result of a complex interplay of factors including motivation and access to opportunities and that the physiological differences between races have very little bearing on the performance of the individual. INTRODUCTION Sport is often known to many people as a place where normal problems of the â€Å"real† world cease to exist. Many believe the sports world to be a model of race relations. Through display via the television and any other media coverage, it is seen by most fans that it doesn’t matter whether one is black or white, what matters in the playing field is one’s ability. Hence, sport is seen by many as a paradigm of how an integrated society should look (Bradley 2006). However, a closer look at sports reveals that this idyllic picture is misleading. Although majority of the players in professional sports are the African-Americans, this doesn’t imply absence of racism. For example, the African -Americans are underrepresented in administrative ranks and coaching (Jarvie & Reid 1997). Also some popular arguments serve to contribute to prejudices, myths and stereotypes about different racial groups hence leading to their discrimination. In this analysis we explore on the extent to which racism in sports continues to prevail and the impact that racism may have on a sports coach or manager. We shall begin our analysis by defining what we mean by racism and conduct a review of the history of British sports, in particular, the presence of ethnic diversity in the British society and the involvement this diversity in British sports WHAT IS RACISM? Racism is defined as any form of discrimination which may be in the form of restriction, distinction, exclusion or preference of a group of individuals based on their race, colour, descent and ethnic origin. This has the effect of impairing or nullifying enjoyment, recognition or exercise on the same footing of fundamental rights in various fields of public life (CRE 2004). HISTORICAL BACKGROUND The British society has long been characterized by ethnic diversity. This diversity is attributed to historical reasons such as invasion, expansion and the role of Britain as a haven for those fleeing from persecution (British council 2003). In order to understand the relationship between ethnicity and sport, we must first review the history of Black and Asian immigrants into the UK. The black presence in the UK can be traced back to the Roman times. During the 3rd century, a small group of the Roman army, an African division, was deployed at Hadrian’s Wall and the Blacks entering Britain were limited to a small number by the Elizabethan parliament (British council 2003). Till the mid-20th century, Immigration into ports like London, Bristol, Cardiff and Liverpool was limited to a small number blacks, Asians, and Chinese people (British council 2003). Blacks’ involvement in British sports was first noticed after America gained its independence (1775-1783) (British council 2003). In boxing, for example, Randolph Turpin who emerged as the world middleweight champion in 1951, following his victory over the great Sugar Ray Robinson was known to be the black boxer of the era (British council 2003). In athletics, the British Caribbean gave a name to their sprinters towards the end of the 19th century up to the late 1950’s. Cricketers too were there including Learie Constantine for Trinidad, who played between the wars in Lancashire (British council 2003). IMPACT OF POST-WAR IMMIGRATION (1945-70) After World War II, Britain experienced several waves of immigration, with 492 jamaicans migrating to Tilbury Docks in 1948 followed by the Asians and West Indians (British council 2003). By 1958, the number of West Indians and Asians in Britain were about 125000 and 55000 respectively (British council 2003). These immigrants were largely welcomed by the National Health Service, and the transport, textile and service industries in efforts to rebuild Britain’s shattered economy. A final major phase of immigration occurred during the periods between 1968 and 1974 which saw over 70,000 Kenyan and Ugandan Asians immigrating to Britain (British council 2003). By 1974, the number of Black and Asian immigrants in Britain was more than one million (British council 2003). Today, it is claimed that the official government figures for minority ethnic groups in the UK stands at around 3.3 million Britons, a figure just below 6% of the British population (British council 2003). RACIAL TENSIONS With new immigrants in Britain, accommodating them then became a major problem with most of them settling in poor and inner-city areas. Prejudice and discrimination then became a feature of the immigrant experience. With immigrants concentrated in the poor and inner-city areas, racial tensions then became a feature of the British society with areas such as Notting Hill and Nottingham having the worst riot experiences of 1958 (British council 2003). Subsequent racial tensions were later seen during the 1979 and 1985 in parts of Liverpool, Bristol, and London as well as in many poor inner-city areas (British council 2003). Up to date, verbal abuse, harassment and oppression are still features of experiences of some minorities in Britain. More insidious, are the stereotypes, racial comments and racist beliefs that continue to become prevalent in British sports. RACISM IN SPORTS Both the law and common morality require all citizens in the public sphere to be provided with equal opportunities regardless of the race, sex, gender, national origin, age, creed or disability; yet racism continue to remain a common feature of the day (Bauman 1997). Racism still remains prevalent in most fields of public life, sport is no exception. Common arguments have often suggested sports as producing prejudices, myths and stereotypes that lead to discrimination and under-representation of certain groups of individuals in sports. Racial stereotypes remain firmly rooted in sports with a popular notion that the Blacks are in general more masculine and athletic than the whites (McDonald & Birrell 1999). Their over-representation in certain sports is indicative of this and the media representation emphasizing their inherent physicality reinforces this perception. This has resulted in the view that the black and white are biologically different and that the dominance of the Blacks in certain sports is a result of their perceived genetic advantages, yet there is no convincing scientific proof of this (McDonald & Birrell 1999). These stereotypical notions do not recognize wide with-in group variations and falsely make fixed and unambiguous assumptions of biological divisions. SUBTLE RACISM IN SPORTS The tendency to providing an explanation of the success of Black in sports solely in terms of inherited factors, thereby devaluing their achievements, is indicative of subtle racism (Garland & Rowe 2001). The success of the Blacks in sports is often attributed to their physicality and a lack of cognitive endeavor while, on the other hand, the success of whites in sports is equated with dedication, intelligence, qualities of character, dependability and work ethics (Bradbury 2003). These apparent assumptions serve to reinforce some form of subtle racism in sports. REVERSE RACISM There is a general consensus that racism against the Blacks remains prevalent and that the white players rarely experience any form of racism in sports. This is however not true as there is a growing body of evidence that contradicts this belief. In fact, there are certain identity codes within the football culture that carry with it racial meanings. An illustrative example is the song â€Å"I’d rather be a paki than a scouse† which is often sung to Liverpool fans by fans from Manchester United, Chelsea and Arsenal (Back et.al. 2001). The song is directed at Merseyside fans with the intention of demoting the status of those that come from Merseyside from being a normal English society to one that is frowned upon (Back et.al. 2001). CRITICAL RACE THEORY Attempts have however been made to confront racial distinctions in the society. One of the frameworks established to challenge racism in the society is the Critical Race Theory (CRT). This framework has some utility for anti-racism in sport. CRT is an important theoretical tool that provides antiracists with a framework that challenges narrow race thinking, orthodoxies and under-theorized approaches in sport, hence strengthening their praxis in what critical race theorists view as a racist world (Hylton 2008). In simple terms, the CRT provides antiracists with a framework from which they can examine the prevalence of racism in the society where in the whites are privileged to the disadvantage of the blacks. It recognizes and acknowledges the voice of the blacks who are often marginalized in practice and mainstream policy (Hylton 2008). Two areas of convergence between anti-racists and critical race theorists are the focus on social justice and transformation. The CRT challenges institutional arrangements in sport, both present and past, that subjugate, racially discriminate and oppress (Hylton 2008). ETHNIC AND RACIAL DIVERSITY IN SPORTS As we have identified in the previous sections, there is the popular notion of the blacks as more inherently superior in physical ability than the whites. This is evident in their over-representation in high profile sports. For example, distance running is dominated by Kenyans and an African American is 28 times more likely than a white individual to reach NBA and 15 times to reach the NFL (Turner & Rasmussen 2003). The trend is also reflected within the contemporary British society where, despite accounting for less than 2% of the overall population, the Blacks dominate with at least 50% of the British athletic squad, boxing champions, and first division basketball players (Turner & Rasmussen 2003). Also, one in five professional soccer players is more likely to be an African American (Turner & Rasmussen 2003). Their overrepresentation is even more notable in athletics. Until the 1960s, most of the sprint champions came from the white group (Turner & Rasmussen 2003). Today, however, sprinting is dominated by the Blacks who hold 95% of the top times globally (Turner & Jones 2010). Majority of the gold winners at the Atlanta games of 1996 were the Blacks. Also, almost all of the runners who have broken the 10-second barrier for 100 metres have been the Blacks (Turner & Rasmussen 2003). On the contrary, however, they have underachieved in swimming relative to the whites. Inevitably, people draw conclusions from what they see, resulting in popular mythology and stereotypical views about the blacks. Research into group or individual differences have in general concentrated around the issue of nature vs nurture (Sugden & Bairner, 1999). That is, the extent to which difference between groups can be explained from the biological perspective or as a result of environmental conditions such as access and opportunity. Where emphasis is placed on the environmental factors, the assumption is that the difference can be modified. Where emphasis is on the biological factors, it is assumed that the differences are stable and unchangeable (Sugden & Bairner, 1999). However, actual evidence for genetic superiority in sports is scant and often flawed. The running superiority in Blacks has been speculated as a result of less subcutaneous fat and larger muscle mass (Daryl & David 2010). This has also been used to explain their lack of success in swimming due to buoyancy. However, had this theory of buoyancy been valid, then we would have more women superior to men, and endomorphs to ectomorphs (Daryl & David 2010). Clearly, this is not the case. In the actual sense, success can be attributed to the adaptive qualities resulting from strenuous training and cultural values (Roche 1998). There is need for an approach that recognizes that a range of factors must come into play including motivation and access to opportunities. The physiological differences between races have very little bearing on the performance of the individual. IMPACT OF RACISM ON SPORTS COACHES Racism in sports certainly creates insurmountable problems as they exert powerful influences on a person’s perception, sports coaches are no exception. For example, sports positional roles may be allocated depending on racial stereotypes. Racial stereotypes, within the sport dynamics, are apparent through stacking, a phenomenon where athletes are assigned certain playing positions by the coach based on the supposed racial attributes such as power and speed rather than actual achieved performance (Turner & Jones 2010). More often, the Blacks have been relegated to positions associated with physical rather than mental prowess, while the white athletes have been relegated leadership positions (Turner & Jones 2010). Research has shown that the stacking of the Black players to positions that emphasize physical rather than mental prowess, especially in games such as rugby and soccer, has become a common occurrence in the UK (Turner & Jones 2010). Public pronouncements of managers and coaches have tended to perpetuate crude racial stereotypes. For example, in 1993, Ron Noades-chairman of Crystal Palace at the time- made some racial remarks in an infamous television documentary about his football team which was predominantly black (Bose 1996). As quoted in Bose (1996: p.84), Ron stated that â€Å"when you are getting into midwinter in England, you need a few of the maybe hard white men to carry the artistic black players through†. While manager at Queens Park Rangers (QPR), Jim Smith was noted claiming that the black players used very little intelligence and that their success in sports was due to their sheer natural talent (Cashmore 2003). These stereotypes are further perpetuated by the media through their reporting that emphasizes on the physicality rather than qualities such as effort, courage, and intelligence. The most notable example can be seen when the tabloid press picked on Linford Christie’s photograph in a tight fitting shorts and ran a crude sexual reference to his anatomy, based on the stereotype that blacks were more masculine and physically fit than the whites (British council 2003). Racism in sports is also evident through the underrepresentation of blacks in management positions. Despite the large representation of blacks in British sports, it is apparent that management and leadership positions are rarely made available to them. Only a few of them hold management positions, for example John Barnes who was previously the Liverpool winger is now in charge of managing Celtic (British council 2003). Similarly, very few positions are made available to the Black and Asian referees, with an exception of Uriah Rennie, who is currently on the Football League list (British council 2003). CONCLUSION As identified above, racial stereotypes remain firmly rooted in sports with the popular notion that the Blacks are naturally athletic and more masculine than the whites. These stereotypical notions do not recognize wide with-in group variations and falsely make fixed and unambiguous assumptions of biological divisions. Moreover, these stereotypes are further perpetuated by the media through their reporting that emphasizes on physicality before qualities such as intelligence, courage and effort. In addition, public pronouncements of managers and coaches have tended to perpetuate crude racial stereotypes. More often, the Blacks have been relegated to positions associated with physical rather than mental prowess, while the white athletes have been relegated leadership positions. Also some popular arguments serve to contribute to prejudices, myths and stereotypes about different racial groups. Clearly, racism is still a feature of the British sports. REFERENCE Back, L., T. Crabbe and J. Solomos, 2001. The Changing Face of Football: Racism, Identity and Multiculture in the English Game. Oxford: Berg Bauman, Z., 1997. Postmodernity and its Discontents. Cambridge: Polity Bose, M., 1996. The sporting alien: English sport’s lost Camelot. Edinburgh: Mainstream. Bradbury, S, 2003. Racisms and Anti-Racism in English Football. Unpublished PhD thesis, University of Leicester Bradley, J.M., 2006. Sport and the Contestation of Ethnic Identity: Football and Irishness in Scotland. â€Å"Journal of Ethnic and Migration Studies†, Vol 32 (7), pp. 1189-1208. British Council, 2003. Ethnicity and sport. {Viewed on 23rd February 2012}. Available from http://www.pages.drexel.edu/~rosenl/sports%20Folder/Ethnicity%20and%20Sport.pdf Cashmore, E., 2003. Encyclopedia of race and ethnic studies. London: Routledge Commission for Racial Equality (CRE), 2004. Racial Equality in Football. CRE: London Daryl, A. and R. David, 2010. Beyond Boundaries‘Race’, ethnicity and identity in sport Garland, J. & M. Rowe, 2001. Racism and Anti-Racism in Football. London: Palgrave Hylton, K., 2008. Race and sport: Critical Race Theory. Routledge: Taylor & Francis Group Jarvie, G. and I. Reid, 1997. Race relations, sociology of sport and the new politics of race and racism. Stirling, Univesity of Stirling: E& FN Spon Turner, D. and I. Jones, False startUK sprint coaches and black/white stereotypes. Hatfield: University of Hertfordshire. {Viewed on 23rd February 2012} Available from https://uhra.herts.ac.uk/dspace/bitstream/2299/2407/1/900739.pdf Turner, D. and R. Rasmussen, 2003. On your marks, get stereotyped, go! Novice coaches and black stereotypes in sprinting. {Viewed on 22nd February 2012}. Available from https://uhra.herts.ac.uk/dspace/bitstream/2299/487/1/101603.pdf MacClancy. J. (ed.), 1996. Sport, Identity and Ethnicity. Oxford, Berg, pp.203. McDonald, M. and S. Birrell, 1999. ‘Reading sport critically: a methodology for interrogating Power’. Sociology of Sport Journal, 16, pp.283–300. Roche, M. (ed.), 1998. Sport, Popular Culture and Identity. Aachen, Meyer & Meyer Sport, pp.224 Sugden.J and A. Bairner (eds.), 1999. Sport in Divided Societies. Aachen, Meyer & Meyer Sport, pp.234

Saturday, November 9, 2019

Why slavery was abolished

There are many things that have created slavery but also many things to abolish it. Historians have identified a number of factors that contributed to the abolition of slavery, but here are the most important ones that I will talk about in this essay; middle class whites, black slaves, working class whites and economics. The white middle class people played a huge part in the abolition of slavery. William Wilberforce was a highly respected MP; he played a huge part in the abolition by forming a group opposing slavery. He campaigned by making lots of speeches and studied the terrible conditions on board the slave ships. Granville Sharp was a surgeon in east London, when he met a slave named Jonathan Strong. Strong had been whipped and badly beaten by his master David Lisle. Sharp took him to hospital where he recovered. Strong was working as a healthy messenger boy when Lisle had him recaptured. When Sharp heard of this, he took Lisle to court to regain Strong his freedom. Sharp won the case and it got him a lot of good publicity, which Sharp later used, for his further campaigns. William Pitt was a prime minister at the time and he also heavily opposed slavery, he got parliament to make the law that to improve conditions on the plantations in the West Indies but unfortunately this had very little effect. Josiah Wedgwood was the younger son of Thomas Wedgwood. Josiah created a plaque to try and change people's minds about slavery, the plaque was of a black slave in chains and around the sides read: ‘Am I not a man or a brother?' This saying helped abolish slavery because it made people realise that slaves are human beings and are men or brothers not cargo. He also joined with Thomas Clarkson and Granville Sharp to form the society for the abolition of the slave trade. It was not just the middle class whites but also the working class whites too, they signed thousands of petitions to abolish slavery and in 1814 1.5 million people signed a petition. Lots of speeches were made after work outside on the streets. Usually there would be huge groups of workers all gathered round to hear debates. After the law in 1807 abolished the slave trade, middle class whites still kept on protesting until slavery was abolished altogether. Slavery was also abolished because the money that was being made from it was decreasing rapidly. Adam Smith who was an economist said that slaves who are forced to work for free would put very little effort into there work but if they had something to be motivated by like a pay check they would want to work harder for more money, this results in better business because more work is being done. As time went by places apart from the West Indies, started producing sugar. Places like Cuba and Jamaica made their sugar very cheap and did not have slaves to do the work. This forced a lot of the British sugar plantations in the West Indies to close down, which brought a reduction in the demand for slaves. The black slaves themselves also took upon there human rights and helped to abolish slavery. Lots of black slaves who worked in Britain started to demand wages from their owners and to be treated like normal servants. Some slave owners would have taken this badly and the slave would have been beaten. This would have only caused the slave owner more trouble by being taken to court by his slave so the slave could fight for his/her freedom. The slave would do this by getting help from someone like Granville Sharp. In every case the judges made a different decision each time because the judges did not want to seem biased. The black slaves who worked in the sugar plantations in the West Indies, did not have the chance to go to court so they rebelled! One of the biggest rebellions was at the British plantation of St Domingue; the slaves killed their owners and set fire to all the sugar canes. British troops were sent out to stop them but the slaves defeated them. This made the British see how badly the slaves wanted freedom. Olaudah Equiano probably had the biggest impact on the abolition of slavery. He was a slave who brought his own freedom and wrote his autobiography on his past experiences as a slave. This turned many people against slavery and Olaudah soon found he working with the likes of Wilberforce. He also helped slaves gain their freedom and brought cases like the zong to the public's attention. Some people like Elizabeth Heyrick only played a small part in the abolition but they still got something done. In 1824 Elizabeth Heyrick published her pamphlet immediate not gradual abolition. In her pamphlet Heyrick argued in favour of the immediate freedom of the slaves in the British colonies. This was different from the official policy of the anti slavery society that believed in gradual abolition. The leadership of the organisation attempted to stop information about the existence of this pamphlet and William Wilberforce gave out instructions for leaders of the movement not to speak at women's anti-slavery societies. At the conference in May 1830, the anti slavery society agreed to drop the words â€Å"gradual abolition† from its title. It also agreed to support Elizabeth heyrick's plan for a new campaign to bring about immediate abolition. The following year the anti slavery society presented a petition to the House of Commons calling for the â€Å"immediate freeing of newborn children of slaves†. As you can see slavery was abolished for so many reasons but what I think the most significant are a combination of the middle class whites and Olaudah Equiano. These were what I think the most important factors where because firstly the middle class whites like Wilberforce where very highly respected people and were the sort not to be ignored at parliament. I think especially Wilberforce because him being an MP meant that parliament would listen to what he had to say which they would not do with a working class white for example. Olaudah Equiano played a big part because he spoke about slavery from a personal experience and when something as bad as the horrific tales of slavery has come straight from a person who has experienced it has a greater effect rather then if it came from a MP who had not experienced it.

Thursday, November 7, 2019

I.T. System to Track Share Prices Essay Example

I.T. System to Track Share Prices Essay Example I.T. System to Track Share Prices Essay I.T. System to Track Share Prices Essay My dad has asked me to create an Excel Spreadsheet, which will track his share prices, as currently the quotes are only being recorded on paper, making it extremely difficult to plot graphs etc and manage it efficiently. However hopefully I will overcome this problem and allow easy automatic calculations through MS Excel. Also my user is not certain when to sell and buy shares so I will make an automated process in which my spreadsheet will decide when to take action by informing the user.Hyperlinks will be used to take the user to news on shares etc, to help make decisions on whether to buy and sell. A yearly graph on the companys shares will be present with the visual basic program, which will be updated automatically. My user is new to MS Excel, so I will need to make it as automatic as possible.I am going to use Microsoft Excel for a number of reasons, as this package has many functions.As my user is new to Excel I will need to make use of Command buttons. Below I have illustrated some other important functions in MS Excel. Cells can easily be identified. Formulas can easily be entered. As shown above, calculations can be easily done in Excel, making it user friendly. Finally to make my spreadsheet more attractive I can use the below simple tools. MS Word Art Drawing Tools Shapes ClipArts Shadow and 3d style Free rotate Basic drawing shapes Fill ColourWhat other packages can also do the job? Software Name Advantages Disadvantages MS Excel Simple user interface with many facilities. If data in one cell is changed accidentally all results may be altered. MS Access This software is a relational database and is not a spreadsheet so cannot be compared. Lotus 123 Simple user interface with many facilities. In some ways better than Excel. Same as excel. Claris Works Spreadsheet Simple to use with common basic functions. Not a familiar interface and lacks the power of macros etc. MS Works SpreadsheetSimilar to MS Office software as MS Works suite provides a Word Processor and a database. Not enough advanced features. Star Office Spreadsheet Software suite is free. Also has a word processor. Extremely basic, lacks to many key features, which Excel contains. From the above table I can see that MS Excel and Lotus 123 are best suited to my task, as they have a simple layout with great advanced features, including macros, which other packages fail to provide. Both packages seem extremely versatile and powerful. MS Excel has a great help facility also. VBA code and forms can be created in Microsoft Excel, making it very unique.I will use MS Excel to create the spreadsheet, as I am most familiar with it and also currently the user has a tight budget and is not willing to invest any more money. With excel I will also be able to edit any macro visual basic code, as this will be required later on in the project. What am I personally hoping to achieve? I am aiming to expand my Excel knowledge and VBA knowledge and create a 90 % automated system, in which my user just has to click a button.Analysis My approach to the task: As currently the share prices and quotes are only being extracted from one site, which is www.netscape.com, I have decided that my user will be requiring other resources and sites for the latest news and decisions. Also the user is uncertain which data and text applies to which company so by adding comments to cells I will hopefully resolve the issue. My users data is also extremely unorganised, as weekly he receives his share prices and quotes through the mail and how much profit etc he is making. My worksheet however will hopefully make the mail prices obsolete, as the calculations will be done through Excel more regularly. So in this project I will be creating the following.Worksheets Different aspects of the shares will be put on multiple worksheets, which will all be linked to one another. Quotes Will be taken from visual basic program. News Will be taken from real player and CNBC channel through a TV Card and also other various sites. Graphs Quotes will be plotted automatically as data is entered. Hyperlinks Take my user to my VB program and relevant sites or cells. This information will consists of the following Data Structures Type Of Data Structure

Tuesday, November 5, 2019

12 High Paying Entry Level Jobs

12 High Paying Entry Level Jobs Just starting out, but disheartened by the measly pay at most entry-level positions? Daunted by the amount of time it would take you to become financially solvent and start living the life you really want? While it pays to remain humble, realizing you’ll have to work hard to ascend any ladder, there are a few jobs out there that pay surprisingly well, even for someone just starting out.Here are 12 primo examples.Video Game Design – Starting Pay $60KLove video games? DREAM CAREER. You might not even need an undergraduate degree, just design sense and coding mastery. If you’ve got both the artistic and technical merit (a hard-to-come-by combination!), you can be rewarded from the get-go, with a salary upwards of $60k.Air Traffic Control – Starting Pay $64KYou might be resigning yourself to a career of at times excruciating stress, but the pay starts high and can more than double in the course of your career. If you’re comfortable holding hundreds of t housands of lives in the balance every day you go to work, you might be looking at as much as $64k in your first year.Nurse Midwifery – Starting Pay $80KLove healing? Not squeamish? Being a nurse midwife might be a great career for you. It does require an advanced degree, but it’s much less intense than full-blown med school. Plus, the starting salary is over $80k, so loans aren’t quite so daunting. The demand is extremely high; salaries will continue surging as you build your practice.Hardware Engineering – Starting Pay $65KAgain, you have to have the skills. Computer technology is geeky, intricate, and extremely demanding. But the compensation is high. $65k will turn into closer to $100k in just a few years.Podiatry – Starting Pay $116kSure, you have to get your doctorate. And not be weirded out by feet. But you might be looking at six figures in your first year of practice- more if you specialize. Your med school loans shouldn’t be a prob lem with that kind of cash.Dentistry – Starting Pay $180kYears of training, then an astronomical income. School, school, and more school, plus four years and a handful of professional exams for licensure and certification. But the money is a dream: think about $180k in the first year.Psychiatry – Starting Pay $80kYou’ll need med school, a residency, licenses and certifications- years and years of expensive training, but you’ll make about $80k a year to start. And that will continue going up.Actuary – Starting Pay $60kYou can make up to $60k a year at the entry level- provided you can synthesize math and statistics skills with financial theory and find work for an insurance or pension company.Landscape Architecture – Starting Pay $60kThis is not  just a fancy way of saying â€Å"gardener.† Landscape architects usually have at least one degree in the field and know a lot more than how to prune a rosebush. It’s a great career fo r someone who loves the outdoors and the environment, and has that extra aesthetic sense to make things beautiful. First-year salaries hover around $45k, but with bonuses usually tip the scales at $60k.Pharmacology – Starting Pay $100kThe lady who fills your prescriptions might be just about your age, but chances are she’s making twice the money. After undergrad, there’s a four-year â€Å"PharmD† program to get through, but starting salaries are over $100k.Market Research Analysis – Starting Pay $50kYou can easily net over $50k in your first year if you can work with numbers, patterns, trends, and work with focus groups to read markets and corporations. This job requires at least a bachelor’s degree.Pharmaceutical Sales – Starting Pay $50k – 85kIf you’ve got charisma and can sell, it hardly matters what you’re selling. You might not even need a degree if you can supply prior (and successful) sales experience. Youà ¢â‚¬â„¢ll have to travel quite frequently and memorize a bunch of scientific and financial details, but you can make between $50 and $85k right away.

Saturday, November 2, 2019

Television Addiction Essay Example | Topics and Well Written Essays - 750 words

Television Addiction - Essay Example TV viewing becomes more than a relaxing activity but a mere way of passing time. One’s ability to concentrate on an activity when TV is on remains low as even one cannot sustain the conversation. The response is equally the same when the conversation is either of substantial importance or not. Over the years, scholars have tried to ascertain whether watching of violent movies influences an individual to act out violently, but the focus has never been on the addictive aspect of a television. Primarily, television addiction is the spending of too much time in watching television or watching it more than initially intended. It can also be the constant thinking about how to reduce watching it or the making of unsuccessful continuous attempts to reduce the hours spent in front of it. Tentatively, those with this form of addiction tend to exhibit withdrawal symptoms once deprived off their frequent viewing (Large 98). On the contrary, watching too much television does not necessaril y imply an addiction to the same. Television is an informative tool mostly used to educate and pass relevant information across a wide audience. However, it becomes addictive when they feel that they need to minimize the time they spend watching it and instead engage on something useful. This is often an inward drive and not external. Primarily, watching of television is a leisure activity that does not derail one from their normal routine or activities. Arguably, others tend to speculate that time that the time devoted in front of a TV set portrays the love for TV and not the addiction. However, the reaction to emergencies tends to be slow in those who devote their time to television viewing rather than those who are doing other things (Large 98). This is high because people tend to switch off their responses and become passive as they indulge in television viewing. Similarly, the effects displayed in watching TV and those of a tranquilizer tend to relate. The two make the body be in an inert state that with the effects wearing slowly offs the body. According to Kubey and Mihaly, members of the middle class tend to feel the guilt more than the lower class, as they tend to feel that time they spent on TV should have been on something constructive. For the lower class addicts, the hours spent on watching TV tend to de rewarding rather than satisfying (Large 98). In essence, there emerge the heavy viewers and the light viewers. First, the heavy viewers are those who spend more than four hours of their day in front of a TV while the light viewers are those that watch it for only two hours a day. Essentially, the viewer content is what keeps the viewer glued to a TV screen for a great number of hours. The images displayed make the brain remain glued to TV screen for hours. For one to continue viewing in A conscious manner they need not give in to electric response of the brain that is switching off when television switches off. This would mean that their sense of relaxation ended when they switched off TV (Large 97). In addition, the two scientists found out that a greater number of adults viewed themselves as addicts rather than the teenagers. They also found out that the adult’s ability to concentrate on a different activity after the switching off was hard, as it affected their moods. In conclusion, television addiction is the mind perception of an individual. The verdict on whether one is addicted to TV or not, solely lies with an individual and not on any external influences. In my view, people’s addiction on TV amounts to the levels of judgments portrayed when glued to screen of a TV