INtroduction Essays (691 words) - Sports, Basketball Statistics

INtroduction Introduction BASKETBALL Bill Buggey Hailey Kellerman Period: 7 Basketball Then Basketball was first invented in 1891 in Springfield. The creator was Dr. James Naismith (Nov 6 1861-Nov 28 1939) It consisted of peach baskets and a soccer style ball Rules in 1861 The ball may be thrown in any direction with one or both hands The ball may be batted in any direction with one or both hands. A player cannot run with the ball. The player must throw it from the spot on which he catches it, allowance to be made for a man who catches the ball when running at a good speed if he tries to stop The ball must be held in or between the hands; the arms or body must not be used for holding it No shouldering, holding, pushing, tripping, or striking in any way the person of an opponent shall be allowed; the first infringement of this rule by any player shall count as a foul, the second shall disqualify him until the next goal is made, or, if there was evident intent to injure the person, for the whole of the game, no substitute allowed A foul is striking at the ball with the fist, violation of Rules 3, 4, and such as described in Rule 5 If either side makes three consecutive fouls, it shall count a goal for the opponents consecutive means without the opponents in the mean time making a foul A goal shall be made when the ball is thrown or batted from the grounds into the basket and stays there, providing those defending the goal do not touch or disturb the goal. If the ball rests on the edges, and the opponent moves the basket, it shall count as a goal. Rules in 1861 When the ball goes out of bounds, it shall be thrown into the field of play by the person first touching it. In case of a dispute, the umpire shall throw it straight into the field. The thrower-in is allowed five seconds; if he holds it longer, it shall go to the opponent. If any side persists in delaying the game, the umpire shall call a foul on that side The umpire shall be judge of the men and shall note the fouls and notify the referee when three consecutive fouls have been made. He shall have power to disqualify men according to Rule 5 The referee shall be judge of the ball and shall decide when the ball is in play, in bounds, to which side it belongs, and shall keep the time. He shall decide when a goal has been made, and keep account of the goals with any other duties that are usually performed by a referee The time shall be two 15-minute halves, with five minutes rest between The side making the most goals in that time shall be declared the winner. In case of a draw, the game may, by agreement of the captains, be continued until another goal is made Top 10 biggest names of basketball of all time Michael Jordan #23 Kareem Abdul-Jabbar #33 Lebron James #23 Magic Johnson #32 Wilt Chamberlain #13 Larry Bird #33 Bill Russell #6 Tim Duncan #21 Shaquille ONeal #34 Kobe Bryant #24 or #8 How basketball came about It came about from James Naismith when he was told to invent a new game for the young men at a physical education class he taught at a YMCA. He thought of a game that he used to play called Duck on a rock Duck on a rock was a game where you tried to knock a large rock off of a boulder by throwing smaller rocks. James then recalled watching rugby players tossing a ball into a box at a gymnasium. He had the idea of nailing boxes up into which players would throw a ball into. How basketball came about Once he couldnt find boxed he then used baskets. After he had the game materials he made up the rules in about an hour. The game was created for you to do something indoors during the winter season. The spread of basketball How basketball got popular was because of all the graduates that went to YMCA widely traveled and spread the word of the newly invented game.

Gender and Sexulaity Essays

Gender and Sexulaity Essays Gender and Sexulaity Paper Gender and Sexulaity Paper Jackie Pappas Professor Winchock ENWR 106-AN March 5, 2013 Paper #2 – Middle Draft Gender Sexuality Our everyday lives are greatly affected by ones gender and sexuality. They shape who we are and define our identities. Society expects a certain gender to behave in a specific way and if this does not happen, one is seen as shameful and wrong, leaving the individual to feel defeated and out of place. In society only a few decades ago, women were meant to be silent and restricted. Men were the superior ones who had a voice. They freely got to do whatever they pleased. In Julia Avarez’ â€Å"Daughter of Invention and Judith Ortiz Cofer’s poem â€Å"The Changeling,† women were restricted of their true identities and their voices were silenced by the Ppallogocentric order. As a female in society, one was not permitted to speak freely of her opinions because of men. She must remain silent. It is evident that the narrator, often referred to as Cukita, in â€Å"Daughter of Invention† cannot speak what she wants. She reads poems from a book her father bought her written by Walt Whitman. She reads his free words; words he can openly speak. These are words of â€Å"a flesh and blood man† (Alvarez 14). : Because Walt Whitman was a man, he could speak and write what he so choose. However, when Cukita â€Å"plagiarizes† his words, because she was a woman, she was not â€Å"permitted† to read her work at the assembly for which she was writing. When she read her speech to her mother, her mother beamed with pride. It was quite the opposite when she read this speech to her father. He was shocked that his wife would let their daughter read the speech she wrote. â€Å"You will permit her to read that? † (Alvarez 15) Cukita’s father said as if she needed permission to speak what she believes. As your father, I forbid you to say that eh-speech! † (Alvarez 15). Since he was a man, he had the final say in what his daughter said. He could say whatever he liked but his daughter, because she was a woman, could not. Women were expected to be silent and could only speak in the male voice. We see the silence of a girl in Cofer’s â€Å"The Changeling. † I n this poem, the speaker recalls a memory of when she was a young girl. She dressed in her brother’s military clothes which â€Å"[molded her] into boy shape† (Cofer 725). Her father found it very amusing. He would listen with a smile† (Cofer 725). She loved dressing up as a boy and pleasing her father because it was the only time he noticed her. The speaker pretended to tell stories of her times in the war as a man and this was the time that her father would pay attention to her. The only time he would listen to her words was when she was speaking in his voice in a man’s voice. All other times, her words were not important to her father; they did not matter to him because she was not his son, she was his daughter. Females were restricted in what they could say and do. Women were not allowed to do as they pleased. They were limited not only in what they said but what they could do. In â€Å"Daughter of Invention,† Cukita’s mother liked to work on her inventions. â€Å"She always invented at night, after settling her house down† (Alvarez 10). The mother could only work on her projects after she had completed her obligations as a woman. It was a woman’s responsibility to take care of the house and keep her husband and family happy; putting her wants and wishes aside until these are taken care of first. Even her inventions were restricted. She would not invent things that would help the world as a whole but come up with ideas that would only help with your everyday life, particularly for the typical American woman. When discussing her inventions and why they did not help the greater good, â€Å"she would have said that was for men to do† (Alvarez 10). This shows that she was not allowed to create what she really wanted to invent. American women were not the only women who were restricted. It was common for women to be restricted all over the world. The narrator, Cukita, talked about the fact that her mother did not want to return home. She did not want to go back to the old country where she was only a wife and a mother† (Alvarez 14). In the Dominican Republic under Trujillo’s rule, women were only expected to be two things: a wife and a mother. They were restricted to being anything but. They did not have permission to explore their interests such as inventing. Women were expected to take care of t he house and the family and if they did anything else, saying they’d be in trouble is an understatement. Women were not allowed to be free to be who they are. Women were expected to only take care of the family and the house even if they wanted to do something else. It is still joked about today all over the Internet that women belong in the kitchen. While it is meant as a harmless joke, it is a reality for others. For example, it was a reality for the speaker in â€Å"The Changeling. † While her father was very amused with his daughter dressing as a man, her mother was not. When it was time for the family to sit down for dinner, the mother â€Å"[forbad her] from sitting down with them as a man† (Cofer 725). The mother felt that when her daughter dressed in her brother’s clothes, it was distracting her from being a girl. She is forced to go back into the closet to change back into her expected outfit. The speaker, who once saw a closet full of adventure, then saw the same closet as a dark space (Cofer 725). When she emerged from the closet, back into reality, she walked back into â€Å"the real world of her [mother’s] kitchen† (Cofer 725). For the speaker, a woman belonging in the kitchen was no laughing matter; it was her reality. She longed to be able to do the things a man did but she could not because she was a restricted woman. She wished to have the same power that a man did. After explaining about how powerless a woman was, it is clear that men were the superior ones. In â€Å"Daughter of Invention† after the father disapproved of his daughter’s speech, the mother and daughter felt the need to â€Å"rebel† and â€Å"join forces† (Alvarez 16) against the father. They knew that he was the man in charge. They could not simply tell him what he was doing was wrong and they certainly could not do it alone. It took two women to stand up to one man and they still lost, the father tearing his daughter’s speech to shreds, tearing her to shreds in turn. As the father, he had the final say on what happened. After calling her father the hated nickname of their former dictator Trujillo, the narrator ran to her room. Her father â€Å"ordered [her] on his authority as [her] father to open that door† (Alvarez 16). Because he was a man, he held the power in the house. He got free reign to tell his daughters and wife what to do and they must obey. In Dominican Republic, men were so superior that giving birth to a daughter was not as great as giving birth to a son. A mother was seen as a failure if she did not give birth to a son. When Cukita and her mother went into the father’s room, â€Å"his face rightened as if at long last his wife had delivered a son† (Alvarez 15). Fathers were happier when their wives bore them a son. There were fathers who did not pay attention to their children if they were not a boy. In â€Å"The Changeling,† the speaker must â€Å"[vie] for [her] father’s attention† (Cofer 725). Because she was not a man, the only way she co uld get her father to notice her was to dress, speak, and act like the son he always wanted her to be. After he mother made her change back into the girl she was supposed to be, she â€Å"return[ed] invisible† (Cofer 725). Since she was no longer dressed as the superior man her father so wanted her to be, he did not pay any mind to her and she felt as if she was no one; as if she was invisible. It is because of her gender that she did not fit into society. Gender plays a major role in our everyday lives. Men and women were expected to act in a specific manner or otherwise they end up defeated. Women were meant to keep their thoughts and opinions silent. They were also not allowed to act as freely as they would like. Women were restricted in what they said and did. Because women were so repressed, it was evident that men were the superior ones. In modern society, women have earned the right to be treated as equally and as fairly as men. However, there are still some areas in society where women are more oppressed than men are. Alvarez, Julia. â€Å"Daughter of Invention. † Approaching Literature. Eds. Peter Schakel and Jack Ridl. Boston: Bedford/St. Martin’s, 2012. 10-19. Cofer, Judith Ortiz. â€Å"The Changeling. † Approaching Literature. Eds. Peter Schakel and Jack Ridl. Boston: Bedford/St. Martin’s, 2012. 725.

Differentiated Instruction Teaching Learners with Varying Abilities Research Paper

Differentiated Instruction Teaching Learners with Varying Abilities - Research Paper Example Teachers who adopt differentiated instruction often give children choices. They are flexible in the way they deliver content and exhibit creativity within the classroom. Availability of choice is only possible through an understanding of the knowledge that is needed to complete tasks. The educator must combine this knowledge with the children’s ability to develop and process skills and concepts. Catering to the needs of students with divergent abilities is at the heart of this teaching strategy. Historical summary of literature Differentiated instruction is nothing new in teaching circles. It has been in practice from as far back as the 1970s. However, at the time, educators that implemented the model had not identified a universal name for it. They were simply catering to the needs of their students. Therefore, the literature on the subject during this decade mostly focuses on the learning theories that support differentiated instruction. Some educational theorists wrote a lo t about the need for differentiated instruction. One such individual was Lev Vygotsky, who established the zone of proximal development theory (Logan, 2012). It was his work that formed some of the theoretical foundations of this teaching practice today. Vygotsky, in 1978, states that every learner has a zone of proximal development. At this level, the child will experience learning in a manner that is challenging but not too difficult for the child. An educator who meets the child at their zone of proximal development will promote teaching in the most effective way. They will provide instruction in a context that matches the readiness level of the child. Writers in the subsequent decade also examined the plausibility of differentiated instruction. Some looked at its effects while others counterbalanced this with a number of arguments. In 1987, Slavin highlighted the dangers of grouping students according to their ability. He studied analyses done in various schools and found that r egrouping of math students led to poorer achievement in schools that maintained the practice. The debate over differentiated teaching was just picking up momentum in the 1980s. During the 1990s, most literature on the subject revolved around proving that differentiated instruction can work. Sternberg and Grigorenko carried out a study to assess the impact of differentiated instruction in 1999. The investigators used students’ grade performance to determine whether this teaching model was effective. In order to sufficiently assess whether differentiated instruction had taken place, they looked at whether teachers attempted to match thinking styles with content. The two authors explained that a student could belong to one of three thinking styles. They could be practical thinkers who thrive in active-forms of delivery. Alternatively, creative thinkers require a different approach because they tend to look for hidden meanings. Thirdly, a student could be an analytical thinker wh o can find solutions in a seemingly complex set of variables. Matching instruction to these individuals’ thinking styles is what made the difference in their learning outcomes (Watts-Taffe et. a.l., 2012). One of the most influential theorists in this field is Carol Tomlinson. Differentiated instructions were spreading throughout various schools in the 90s.  It was necessary to look at the obstacles to implementation, which this writer studied intensely.     Ã‚  

Zara Clothing - Available Strategic Options and Methods of Essay

Zara Clothing - Available Strategic Options and Methods of Implementation - Essay Example The paper describes the key organizational strategy of the company which revolves around responding swiftly to customer demands. Zara identifies trends and delivers products to customers through its proficient value chain model as well as its autonomously planned structure. This model of business has been quite effortlessly maintained; causing the company’s executives to disregard any thoughts of change for the near future. Moreover, one of Zara’s biggest problems is in updating its approaches towards online sales. Upgrading the current system will contribute towards increasing the networking as well as functionality abilities of the fashion house. This will bring about additional improvements to Zara’s operational functions such as improved inventory replenishment and customer demand forecasting. Investing in new technology will provide Zara with the capacity to be a trend-setter in the fashion industry. A new and technologically improved system would permit rea l-time inventory management. This would contribute to the enhancement of the service level and increase the cross-selling functions between stores, thus giving better service to the targeted consumers. Zara’s other major challenge lies in containing its huge maintenance expenses. The main challenge that the firm may have to face in adapting to a technologically improved system would be in purchasing a readymade system or creating it. As the need for the new system is not immediate, creating an in-house system may be the financially responsible option. However, due to the lack of present workers who are skilled in this subject, purchasing the necessary software is the ideal

Explain what is work force planning and what are the steps that involve in work force planning Essay Example for Free

Explain what is work force planning and what are the steps that involve in work force planning Essay Work force planning is a continuous process and one of the important activities in an organization. The work force planning process starts by analyzing the company’s strategy. The result of this analysis is then taken to forecast the required demand for labor and how this is likely to be supported. Thereafter the human resource plan would be implemented which aims to deliver the right number, the right people for the business. There are 8 steps that are followed in work force planning; 1. Work force planning- Where, when and how many people are going to be needed. A company would gain many advantages if it acts strategically, proactively, correctly and efficiently. Also by thinking how it affects the strategy of the organization. For Ex: some companies in USA do not think in strategic manner. They will just meet up in a bar and just discuss how many people are required without thinking much ahead. This would lead to failure. 2. Candidate profiling- This means who do we need, what is the profile of that person that we are looking for, what should be the competency, what are the soft skills or hard skills that the company is looking at of a person etc. This comes through the process of bench marking, profiling, work of science. The company also has to really understand the position of the company, and what advantages it gives the company. It also involves predicting the person’s success in doing the job. 3. Employ branding- It involves the organization culture, which has things like how do we speak to our candidates, how we look after them, how do we brand ourselves etc. This is part of the strategic process of the organization. It matters as to how our organization differs from other company brandings how do we compete with them by this branding etc. 4. Source the Candidate- Most companies don’t source the right candidate. They don’t use the right way, or don’t brain the right people. As a result the wrong, candidate would remain in the organization and it becomes a burden to others and the department. Sourcing means how does a company go to the market and do the sourcing of candidates and how do they define it, company’s approach of doing it. How does the company strategically go to the market, consistently over time, where when the company needs it, ensuring that all the potential candidates that has the skill background the company is looking for is been approached. 5. Screening and Assessing –screening is looking at the hard skills and assessment is looking at the soft skills. 6. Selection- This is processes of bring down the number 100,200 odd applicants to a small number by assessing through different demarcations. A methodology should be outlined in doing so. 7. Retention- after hiring them how do we keep them. The best talent acquisition strategy, the talent management strategy is to grow people. Ex: onboarding/ orientation process, 360 degree review, training initiatives, career path, career development, exit interviews, leadership development strategy, work place study strategy, are the components of what we look at after hiring somebody to keep them engaged and to make them part of the organization. 8. Technology- HRIS, time attendance, background checks etc to make that process automated. This should be given least HR time, as much attention should be given to people aspect as this can operate fully outmodedly.

Love is Blind :: Essays Papers

Love is Blind Do you remember your first kiss? If you’re like most people, you would describe it as a magical occasion. Were you so certain you loved that person that you wouldn’t listen to anyone who said that you didn’t know the true feeling of love? This is what happened to Edie, the main character and narrator of Alice Munro’s â€Å"How I Met My Husband†. [."] After her first kiss, her eyes were so filled with love they didn’t see the pitfalls, twists, and turns ahead. The theme of the story is because love is blind, it can take you on a journey full of unexpected turns. Like Edie, Alice Kelling, Chris Watter’s fiancee, doesn’t recognize that her love life is falling apart. Her characterization seems of a high society type because of her nice clothes- â€Å"a pair of brown of brown [Ouch] and white checked slacks and a yellow top† (775). However, Alice is also described as being â€Å"Nothing in the least pretty or even young-looking about her†(775). Blinded by her feelings for Chris, Alice is quick to judge before she knows all the facts. For instance when she gets upset at Edie for being intimate with Chris Watters. [Frag -1] (Edie of course doesn’t realize what being intimate includes.) â€Å"Girls like you are just nothing, they’re just public conveniences, just filthy little rags† (779). To any objective observer, the lack of love would be clear when after a night out, â€Å" Chris got out of the car on one side and she got on the other and they walked off separately†¦Ã¢â‚¬  (777). Obvi ously though, Alice’s judgement was also clouded over with love’s blindness. Even though Edie and Alice were two very different people, they both succumbed to love’s blindness. Since the story is a recollection of Edie’s life, it only makes sense that she is telling the story from her point-of view as a major character. The audience learns of the narrator’s identity in the following conversation: â€Å"Would you Edie?, Heather said. I said I didn’t know† (770). [They don't know this from the title?] Because Edie is telling the story, the audience is able to gather important subjective emotions and thoughts such as how she felt when she received her first kiss â€Å"†¦those little kisses, so soft†¦Ã¢â‚¬ (778) and when the letter from Chris Watters didn’t come.

Mary Shelley’s Frankenstein Essay

The excerpt begins with Frankenstein wandering amid the ice of a mountain glacier where suddenly, the Creature approaches him with â€Å"super human speed† (2) and prevents Victor from escaping the confrontation he wishes to avoid. Without a positive identity in society, the Creature is incapable of attaining self-knowledge and thus, serves in Victor’s hidden scheme of being an omniscient, god-like figure. Consequently, the creature demonstrates the desire to participate in his creator’s world, attempting to construct his prejudice by employing language to seek the least recognition from his long-lost â€Å"parent.† This meeting is metaphorically the site of confrontation between son and father with a rhetorical argument, designed to persuade Victor of his duties as a creator to his creation. The encounter takes place in the Alpine setting of the Montanvert Glacier. This cold, hostile, and isolated setting symbolises the Creature’s reception by both his creator and society as a whole. Shelley links the landscape to the Creature’s feelings of rejection through commiserating comments, such as â€Å"the bleak skies I hail for they are kinder to me than your fellow beings† (48). As a result, the Creature craves human companionship and refers to his loneliness several times in the extract: â€Å"All men hate the wretched; how, then, must I be hated who am miserable beyond all living things!† (16) The Creature, a flash of fire on the ice, ruptures the coldness because he embodies the feelings and instincts he represses. On the other hand, the fact that Victor also seeks solace in the mountains makes us wonder if the Creature is Frankenstein’s double; just like a son grows up to be a spitting image of his father. This appears to be a reoccurring theme in Shelley’s Frankenstein. On the surface, Victor and his creature seem drastically different, but ultimately there is not so much of a vast rift. Both inhabit cold, isolated places as they become alienated from society; Victor as a result of his choosing and the Creature as a result of society’s prejudice. Another dominating theme in this extract is injustice. The Creature, appeals to Victor’s humanity stating that legal law allows a man a fair hearing before he is judged: â€Å"The guilty are allowed, by human laws, bloody as they are, to speak in their own defence before they are condemned.† (56) He both demands and begs for the right to tell his story; a combination of pleading a legal case and redeeming himself before his father. Furthermore, Shelley’s allusion of Victor as the rebel figure Prometheus, who defied the Gods by stealing fire from Mount Olympus to give life to humans and was subjected to slow painful torture, is evident here. The Creature returns to haunt him, threatening him with comments such as â€Å"I will glut the maw of death, until it be satiated with the blood of your remaining friends.† (21). In addition, the Creature comes across as God’s Adam, entering the world as an innocent creature. The Creature justifies this by stating â€Å"I was benevolent and good; misery made me a fiend.† (38) Shelley also uses oxymoron to highlight the Creature’s allusion to Adam and also Satan in Paradise Lost: â€Å"I ought to be thy Adam, but I am rather the fallen angel†¦Ã¢â‚¬  (36). By using linguistic devices such as oxymoron, the Creature’s eloquence is indeed remarkable. Even his most terrifying threats are expressed with elegantly constructed phrases: â€Å"If you will comply with my conditions, I will leave then and you at peace; but if you refuse, I will glut the maw of death, until it be satisfied with the blood of your remaining friends.†(21) Parallelism and repetition in Shelley’s writing produces a harmonious arrangement of words, suggesting balance and reasoning, which contrast the threats they convoy. Alternatively, Victor’s language is violent and aggressive. His speeches that seem melodramatic, include a minimum of three exclamation marks and theatrical expressions like, â€Å"Be gone, vile insect!† (13) The language here suggests that Victor is really the monstrous one rather than the Creature who comes across as a reasoning, balanced individual. Nevertheless, Victor’s threats seem ironic when we are reminded of the Creature’s superior physical strength and agility. He reminds Victor, â€Å"Thou hast made me more powerful than thyself.† (31)Despite, Victor calls him an â€Å"insect† (13), an image that seems more appropriately applied to Victor himself! This selection provides a blinding backdrop to the delayed meeting between Victor and his creature. At the end of the encounter, my sympathies for the Creature and Frankenstein change as they do several times throughout the novel. This jaw clenching scene is Shelley’s most powerful critique of Frankenstein when she allows the Creature to tell his own story and desires. Alas, Frankenstein’s feelings are emphasised by the words he uses, and he is to me, a prejudiced and heartless being. This passage could have also been used by Shelley to draw sympathy for the Creature. It is difficult to have pity on such an unsightly murderer like Frankenstein’s creation, yet Shelley, through the usage of numerous literary devices, is capable of convincing me that he deserved compassion, not condemnation. Nonetheless, by reading this passage, I have learned that with the Creature, we are forced to confront both figurative and literal monstrosity; questioning ourselves, who really is the monster in this story?