Overcoming Obstacles Essay

For the majority of my academic career failure was not something to which I was accustomed. I had never really struggled in any particular subject and I was able to succeed with relatively little effort. This changed my freshman year of high school. I had always taken classes for the academically â€Å"gifted† and thought myself to be quite capable; however, I found myself on the verge of failing multiple classes. I assumed this was something every high school student experienced until I received my class rank halfway through the year and I realized how far I was from the academic standing I had known. This wakeup call is what drove me to make a change in how I approached my education. I started by analyzing my schedule. I had been trying to balance multiple honors and AP classes, band, work, Boy Scouts, and socializing. Between attempting to juggle these activities and get enough sleep, I realized I was in way over my head. I needed to reorganize my priorities. The problem wa s that there were just so many things I wanted to do, but I was not dedicating enough time to the things that needed the most work. With this in mind I established a plan to not do anything else until everything school related was completed. However, once I put my plan into action, it was not long until I realized that I just could not completely give up my social life. So, I suggested to my friends that instead of just hanging out, we could use the time to study as a group instead. We discovered that each of us had different strengths and that the material being studied could be understood more completely as we explained it to each other. I also learned that I needed to break down academic tasks into more manageable pieces. I did not have to attack the whole problem all at once. I set daily checkpoints on long term assignments and class reading requirements. By reaching these intermediate goals, the challenges that I previously thought insurmountable were actually quite achievable. This mindset helped me regain my confidence and live more positively. This in turn helped me to focus, improve my grades, and gain a greater level of understanding. What I gained from this experience was also applicable to the rest of my life. I learned to set priorities, develop my work ethic, drive towards academic and personal goals, and value the importance of workin g together on a team.

“Structural and Semantic Properties of Phraseological Units”

, ?. ?. : â€Å"Structural and semantic properties of phraseological units† IV -48 : . ?. ?. – 2011 Plan Introduction 1. Problems with the definition of phraseological units. The groups of phraseological units according their meaning 2. Ways of forming of phraseological units 3.Semantic structure of phraseological units Conclusions References Introduction Phraseological units, or idioms, as they are called by most western scholars, represent what can probably be described as the most picturesque, colourful and expressive part of the language’s vocabulary. If synonyms can be figuratively referred to as the tints and colours of the vocabulary, then phraseology is a kind of picture gallery in which are collected vivid and amusing sketches of the nation’s customs, traditions and prejudices, recollections of its past history, scraps of folk songs and fairy-tales.Quotations from great poets are preserved here alongside the dubious pearls of philistine wisdom and crude slang witticisms, for phraseology is not only the most colourful but probably the most democratic area of vocabulary and draws its resources mostly from the very depths of popular speech. Our abstract is devoted to the problem of defining the phraseological units and to their structural and semantic features. We try to analyze the works of different scholars, which researched these questions and to systematize their conclusions. Problems with the definition of phraseological units.The groups of phraseological units according their meaning In modern linguistics, there is considerable confusion about the terminology associated with these word-groups. Most Russian and Ukrainian scholars use the term â€Å"phraseological unit†, which was first introduced by Academician V. V. Vinogradov whose contribution to the theory of Russian phraseology cannot be overestimated. The term â€Å"idiom†, widely used by western scholars, has comparativ ely recently found its way into Russian and Ukrainian phraseology but is applied mostly to only a certain type of phraseological unit as it will be clear from further explanations.There are some other terms denoting more or less the same linguistic phenomenon: set-phrases, phrases, fixed word-groups, collocations. The confusion in the terminology reflects insufficiency of positive or wholly reliable criteria by which phraseological units can be distinguished from â€Å"free† word-groups. It should be pointed out at once that the â€Å"freedom† of free word-groups is relative and arbitrary. Nothing is entirely â€Å"free† in speech as its linear relationships are governed, restricted and regulated, on the one hand, by requirements of logic and common sense and, on the other, by the rules of grammar and combinability.One can speak of a black-eyed girl but not of a black-eyed table (unless in a piece of modernistic poetry where anything is possible). Also, to say t he child was glad is quite correct, but a glad child is wrong because in Modern English glad is attributively used only with a very limited number of nouns (e. g. glad news), and names of persons are not among them. Free word-groups are so called not because of any absolute freedom in using them but simply because they are each time built up anew in the speech process where as idioms are used as ready-made units with fixed and constant structures.So we can give the definition of each type of unit given above to use them correctly. First of all, set-phrases imply that the basic criterion of differentiation is stability of the lexical components and grammatical structure of word-groups. The term â€Å"word-equivalent† stresses not only semantic but also functional inseparability of certain word-groups, their aptness to function in speech as single words. A collocation is two or more words that often go together. These combinations just sound â€Å"right† to native Englis h speakers, who use them all the time.On the other hand, other combinations may be unnatural and just sound â€Å"wrong†. Look at these examples: the fast train – the quick train; fast food – quick food The term â€Å"idioms† generally implies that the essential feature of the linguistic units under consideration is idiomaticity or lack of motivation. Uriel Weinreich expresses his view that an idiom is a complex phrase, the meaning of which cannot be derived from the meanings of its elements. He developed a more truthful supposition, claiming that an idiom is a subset of a phraseological unit.Ray Jackendoff and Charles Fillmore offered a fairly broad definition of the idiom, which, in Fillmore’s words, reads as follows: â€Å"†¦an idiomatic expression or construction is something a language user could fail to know while knowing everything else in the language†. Chafe also lists four features of idioms that make them anomalies in the tra ditional language unit paradigm: ? non-compositionality; ? ansformational defectiveness; ? ungrammaticality; ? frequency asymmetry.Generally speaking, the term â€Å"idiom†, both in our country and abroad, is mostly applied to phraseological units with completely transferred meanings, that is, to the ones in which the meaning of the whole unit does not correspond to the current meanings of the components. According to the type of meaning phraseological units may be classified into: (classification given by Ryzhkova) ? Idioms; ? Semi-idioms; ? Phraseomatic units. Idioms are phraseological units with a transferred meaning. They can be completely or partially transferred: red tape.Semi-idioms are phraseological units with two phraseosemantic meanings: terminological and transferred: chain reaction, to lay down the arms. Phraseomatic units are not transferred at all. Their meanings are literal: the begging of the end; pins and needles. As we can see there is no one specific defin ition for such phenomenon as phraseological units. Different scholars make their own suggestions, which are worth to be considered. We’ve outlined the main of them which are necessary to know dealing with this problem in the process of studying of the English language.Ways of forming of phraseological units As we deal with the structure of phraseological units it’s necessary to pay attention to the classification given by A. V. Koonin. He distinguishes the groups of phraseological units according to the way they are formed. Primary ways of forming phraseological units are those when a unit is formed on the basis of a free word-group: a) Most productive in Modern English is the formation of phraseological units by means of transferring the meaning of terminological word-groups, e. . in cosmic technique we can point out the following phrases: â€Å"launching pad† in its terminological meaning is â€Å" †, in its transferred meaning – â€Å" †, â€Å"to link up† – â€Å"?’ † in its transformed meaning it means – â€Å"†. b) A large group of phraseological units was formed from free word-groups by transforming their meaning, e. g. â€Å"granny farm† –  «  », â€Å"Trojan horse† – â€Å"’ †. ) Phraseological units can be formed by means of alliteration, e. g. â€Å"a sad sack† – â€Å" †, â€Å"culture vulture† – â€Å", †, â€Å"fudge and nudge† – â€Å"†. d) They can be formed by means of expressiveness, especially it is characteristic for forming interjections, e. g. â€Å"My aunt! †, â€Å"Hear, hear! † etc e) They can be formed by means of distorting a word group, e. g. â€Å"odds and ends† was formed from â€Å"odd ends†. f) They can be formed by using archaisms, e. g. in brown study† means â€Å"in gloomy meditation† where b oth components preserve their archaic meanings, g) They can be formed by using a sentence in a different sphere of life, e. g. â€Å"that cock won’t fight† can be used as a free word-group when it is used in sports (cock fighting), it becomes a phraseological unit when it is used in everyday life, because it is used metaphorically; h) They can be formed when we use some unreal image, e. g. â€Å"to have butterflies in the stomach† – â€Å"†, â€Å"to have green fingers† – â€Å" † etc. ) i) They can be formed by using expressions of writers or politicians in everyday life, e. g. â€Å"corridors of power† (Snow), â€Å"American dream† (Alby) â€Å"locust years† (Churchil), â€Å"the winds of change† (M? Millan). Secondary ways of forming phraseological units are those when a phraseological unit is formed on the basis of another phraseological unit; they are: a) Conversion, e. g. â€Å"to vote with o ne’s feet† was converted into â€Å"vote with one’s feet†. b) Changing the grammar form, e. g. â€Å"Make hay while the sun shines† is transferred into a verbal phrase – â€Å"to make hay while the sun shines†. ) Analogy, e. g. â€Å"Curiosity killed the cat† was transferred into â€Å"Care killed the cat†. d) Contrast, e. g. â€Å"cold surgery† – â€Å"a planned before operation† was formed by contrasting it with â€Å"acute surgery†; â€Å"thin cat† – â€Å"a poor person† was formed by contrasting it with â€Å"fat cat†. e) Shortening of proverbs or sayings e. g. from the proverb â€Å"You can’t make a silk purse out of a sow’s ear† by means of clipping the middle of it the phraseological unit â€Å"to make a sow’s ear†. f) Borrowing phraseological units from other languages, either as translation loans, e. . â€Å"living spaceâ €  (German), â€Å"to take the bull by the horns† (Latin) or by means of phonetic borrowings â€Å"meche blanche† (French), â€Å"corpse d’elite† (French), â€Å"sotto voce† (Italian) etc. Phonetic borrowings among phraseological units refer to the bookish style and are not used very often. A. V. Koonin distinguishes such types of the phraseological units according the principles given above: 1) Nominative: â€Å"a hard nut to crack†. They are subdivided into: ? Substantive: â€Å"crocodile tears†; ? Adjective: â€Å"as mad as a hatter†; â€Å"as cool as a cucumber†; ?Adverbial: â€Å"by & by†; â€Å"to & fro†; ? Verbal: â€Å"to live like a lord†. 2) Nominative-communicative: â€Å"the ice is broken†; 3) Interjectional & modal – emotions, feelings: â€Å"Oh, my eye! † (= â€Å"Oh, my God! †); â€Å"as sure as eggs is eggs† (â€Å", 2?2†); 4) Communicativ e – proverbs, sayings: â€Å"There is no smoke without fire†. This classification is called structural-semantic one and the phraseological units are grouped depending on the components they are formed by and on the meaning these units express. Semantic structure of phraseological unitsThe semantic structure of phraseological units by professor V. N. Teliya is formed by semantic ultimate constituents called macrocomponents of meaning. There are the following principal macrocomponents in the semantic structure of phraseological units: 1. Denotational (descriptive) macrocomponent contains the information about the objective reality, it is the procedure connected with categorization, i. e. the classification of phenomena of the reality, based on the typical idea about what is denoted by a phraseological unit (about denotatum). 2.Evaluational macrocomponent contains the information about the value of what is denoted by a phraseological unit, i. e. what value the speaker see s in this or that object / phenomenon of reality – the denotatum. The rational evaluation may be: a) positive: a home from home – â€Å"a place or situation where one feels completely happy and at ease†; b) negative: the lion’s den – â€Å"a place of great danger†; c) neutral: in the flesh – â€Å"in bodily form†. 3. Motivational macrocomponent correlates with the notion of the inner form of phraseological unit.The notion â€Å"motivation of a phraseological unit† can be defined as the aptness of â€Å"the literal reading† of a unit to be associated with the denotational and evaluational aspects of meaning. For example, the literal reading of the phraseological unit to have broad shoulders is physical strength of a person. The idea is indicative of a person’s strength becomes the base for transference and forms the meaning of â€Å"being able to bear the full weight of one’s responsibilities†. . Emotive macrocomponent is the contents of subjective modality expressing feeling-relation to what is denoted by a phraseological unit within the range of approval / disapproval, for example, a leading light in something – â€Å"a person who is important in a particular group† (spoken with approval), to lead a cat and dog life – â€Å"used to describe a husband and wife who quarrel furiously with each other most of the time† (spoken with disapproval). . Stylistic macrocomponent points to the communicative register in which a phraseological unit is used and to the social-role relationships between the participants of communication: a) formal: sick at heart – â€Å"very sad†; b) informal: be sick to death – â€Å"to be angry and bored because something unpleasant has been happening for too long†; c) neutral: pass by on the other side – â€Å"to ignore a person who needs help†. 6.Grammatical macrocomponent contains the information about all possible morphological and syntactic changes of a phraseological unit, for instance, to be in deep water = to be in deep waters; to take away smb’s breath = to take smb’s breath away; Achilles’s heel = the heel of Achilles. 7. Gender macrocomponent may be expressed explicitly, i. e. determined by the structure and / or semantics of a phraseological unit, and in that case it points out to the class of objects denoted by the phraseological unit: men, women, people (both men and women).For instance, compare the phraseological units every Tom, Dick and Harry meaning â€Å"every or any man† and every Tom, Dick and Sheila which denotes â€Å"every or any man and woman†. Gender macrocomponent may be expressed implicitly and then it denotes the initial (or historical) reference of a phraseological unit, for example, to wash one’s dirty linen in public – â€Å"discuss or argue about one’s personal affairs in public†. The implicit presence of the gender macrocomponent in this phraseological unit is conditioned by the idea about traditional women’s work (cf. with Ukrainian: ? ).The implicit gender macrocomponent is defined within the range of three conceptual spheres: masculine, feminine, intergender. Compare, for instance, the implicitly expressed intergender macrocomponent in to feel like royalty meaning â€Å"to feel like a member of the Royal Family, to feel majestic† and its counterparts, i. e. phraseological units with explicitly expressed gender macrocomponent, to feel like a queen and to feel like a king. So the semantic structure of phraseological unit is a complex formation with different denotative, significant and connotative aspects of meaning.The denotative aspect of phraseological meaning is the word subject named by this unit 1) relation between a lexical unit and an extralanguage subject or phenomena, 2) subject denotation; the significant aspect is a phraseological unit concept; a reflection of certain object concept in human consciousness; the connotative aspect is emotionally-expressive side and stylistic colouring of phraseological unit; additional word content, its stylistic colouring that superpose upon the main word meaning and convey emotionally-expressive and estimative attitude of the speaker to the denoted object.Correlation of these aspects in different types of phraseological units is different. One of the aspects may prevail and it causes certain influence of a phraseological unit on the communicative process. In comparative phraseological units significant and connotative aspects predominate. The communicative contribution of phraseological units of this type is fixed with the help of certain object determination, in which they carry pragmatic characteristic defined by emotionally-expressive factor of their meaning. Conclusions Phraseological units are very specific part of any language.It should be noted, however , that no proper scientific investigation of English phraseology has been attempted until quite recently. English and American linguists as a rule confine themselves to collecting various words, word-groups and sentences presenting some interest either from the point of view of origin, style, usage, or some other feature peculiar to them. These units are habitually described as idioms, but no attempt has been made to investigate these idioms as a separate class of linguistic units or a specific class of word-groups. We systematized the observations of A. V. Koonin, V. N. Teliya, G.Antrushyna connected with the structural and semantic properties of the phraseological units. Using their works we defined several classifications according the ways of forming and according semantic structure. For example, the types of the phraseological units distinguished by A. V. Koonin: 1) Nominative (with subgroups); 2) Nominative-communicative; 3) Interjectional & modal; 4) Communicative. All classi fications mentioned above exist simultaneously and describes the main features of the phraseological units: 1) Integrity (or transference) of meaning: means that none of the idiom components is eparately associated with any referents of objective reality, and the meaning of the whole unit cannot be deduced from the meanings of its components; 2) Stability (lexical and grammatical) means that no lexical substitution is possible in an idiom in comparison with free or variable word-combinations (with an exception of some cases when such substitutions are made by the author intentionally). The experiments conducted in the 1990s showed that the meaning of an idiom is not exactly identical to its literal paraphrase given in the dictionary entry.That is why we may speak about lexical flexibility of many units if they are used in a creative manner. Lexical stability is usually accompanied by grammatical stability which prohibits any grammatical changes; 3) Separability means that the struct ure of an idiom is not something indivisible, certain modifications are possible within certain boundaries. Here we meet with the so-called lexical and grammatical variants. To illustrate this point we shall give some examples: â€Å"as hungry as a wolf (as a hunter)†, â€Å"as safe as a house (houses)†. 4) Expressivity and emotiveness means that idioms are also characterized by stylistic colouring.In other words, they evoke emotions or add expressiveness. On the whole phraseological units, even if they present a certain pattern, do not generate new phrases. They are unique. Interlanguage comparison, the aim of which is the exposure of phraseological conformities, forms the basis of a number of theoretical and applied trends of modern linguistic research, including the theory and practice of phraseography. But the question of determining the factors of interlanguage phraseological conformities as the main concept and the criterion of choosing phraseological equivalents and analogues as the aspect concepts is still at issue.The analysis of special literature during the last decades shows that the majority of linguists consider the coincidence of semantic structure, grammatical (or syntactical) organization and componential (lexeme) structure the main criteria in defining the types of interlanguage phraseological conformities / disparities with the undoubted primacy of semantic structure. References 1. ?. ?. / ?. ?. – ?. , 1963. – 208 ?. 2. ?. ?. : . / ?. ?. , ?. ?. , ?. ?. – ?. , 1999. – 288 ?. 3. ?. ?. : . - ? . . / ?. ?. – ?. : . , 1986. – 295 ?. 4. . . . / [ ?. ?. ]. – ?. : - , 2006. – 784?. 5. ?. ?. ? / ?. ?. // . ? . – ?. , 1977. – ?. 140 – 161. 6. ?. ?. : - ? . . / ?. ?. , ?. ?. , ?. ?. , ?. ?. – ?. : . , 1979. – 169 ?. 7. ?. ?. : . . - ? - . . / ?. ?. – ?. : , 1989. – 126 ?. 8. ?. ?. - / ?. ?. – ?. : – , 2005. – 1210 ?. 9. ?. ?. /   ?. ?. – ?. : , 1972. – 288 ?. 10. Arnold I. V. The English Word / Arnold I. V. – M. : , 1986. – 296 ?.

Organisational Culture Essay

Culture According to Kroeber and Kluckholn (1952) culture consists of patterns, explicit and implicit, of and for behaviour acquired and transmitted by symbols, constituting the distinctive achievement of human groups, including their embodiment in artifacts. Sinha (2000) suggests that â€Å"Culture consists of totality of assumptions, beliefs, values, social systems and institutions, physical artifacts and behaviour of people, reflecting their desire to maintain continuity as well as to adapt to external demands.† Organisational Culture Organisational culture is a system of shared meaning held by members that distinguishes an organisation from other organisations. Organisational culture is the set of values that helps the organisation’s employees understanding which actions are considered acceptable and which are unacceptable According to Schein, Organisational Culture is defined as A pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid and, therefore, to be taught to new members as a correct way to perceive, think and feel in relation to those problems Gareth Morgan has described organizational culture as: â€Å"The set of the set of beliefs, values, and norms, together with symbols like dramatized events and personalities, that represents the unique character of an organization, and provides the context for action in it and by it.† Types of Organizational Culture Organisational culture can vary in a number of ways. It is these variances that differentiate one organisation from the others. Some of the bases of the differentiation are presented below : 1. Strong vs weak culture : Organisational culture can be labelled as strong or weak based on sharedness of the core values among organisational members and the degree of commitment the members have to these core values. The higher the sharedness and commitment, the stronger the culture increases the possibility of behaviour consistency amongst its members, while a weak culture opens avenues for each one of the members showing concerns unique to themselves. 2. Soft vs hard culture : Soft work culture can emerge in an organisation where the organisation pursues multiple and conflicting goals. In a soft culture the employees choose to pursue a few objectives which serve personal or sectional interests. A typical example of soft culture can be found in a number of public sector organisations in India where the management feels constrained to take action against employees to maintain high productivity. The culture is welfare oriented; people are held accountable for their mistakes but are not rewarded for good performance. Consequently, the employees consider work to be less important than personal and social obligations. Sinha (1990) has presented a case study of a public sector fertilizer company which was established in an industrially backward rural area to promote employment generation and industrial activity. Under pressure from local communities and the government, the company succumbed to overstaffing, converting mechanised operations into manual operations, payment of overtime, and poor discipline. This resulted in huge financial losses (up to 60 percent of the capital) to the company. 3. Formal vs informal culture : The work culture of an organisation, to a large extent, is influenced by the formal components of organisational culture. Roles, responsibilities, accountability, rules and regulations are components of formal culture. They set the expectations that the organisation has from every member and indicates the consequences if these expectations are not fulfilled. Mechanistic and organic cultures: The most important aspects of organisation in public sector companies include hierarchies, supervision, control, formalisation, flow of authority and communication from top to bottom, etc., rather than the results or outcome. Organisations with these characters are termed as mechanistic organisations. They follow status quo strategy and therefore resist innovation and aggressiveness on the part of employees. These organisations also lack customer-orientation and employee welfare. Tata Infotech, on the other hand, is more flexible and open. Jobs and roles are not defined rigidly and employees are given freedom to adjust themselves to the environmental requirement. Concern is more towards the outcome and results, but not the procedure or hierarchy. Communication in this company is more multi-directional. The informal communication is widely used. Decision-making is more decentralized. People with the ability to handle problems are given freedom to assume authority and responsibility. This company is a continuous learning organisation from the environment and such companies are termed as organic structures.† The mechanic culture de-motivates the competent people and leads to negative organisational culture and while the organic culture motivate the able employees to be competitive and innovative. Authoritarian and participative cultures: Authority to make the decisions is centralised at the top management level in Nagarjuna Fertilisers Limited. Consequently, the CEO of the company makes the decisions and informs them to the lower levels in the organisation. Such culture of concentration of authority and power at the central level is called authoritarian culture. Such a culture kills the initiative and innovativeness of the employees at different levels. In contrast, Cybertech Systems and Software decentralises the power and authority decision-making. In fact, employees are involved in decision-making. Communication flows not only from the top to bottom but also from the bottom to the top. Such type of culture is called participative culture. Participative culture encourages the employees to be innovative, aggressive and to take risks. Features of Organisational Culture The analysis of the above definitions indicate the following features of organisational culture Innovation and risk taking: ‘Innovation is the way of life in Microsoft.’ Innovation the key characteristic of Gillette Company.’ Companies encourage the employees to innovative and risk takers at different degrees. Attention to detail: ‘Employees in the Boston Consultancy Group are expected to be precise, analytical and pay attention to even the minor details.’ Thus, organisations require their employees to be precise, analytical and pay attention to the minute details at different degrees. Outcome orientation: ‘Coromandal Cements expects its employees to improve their performance at least by 5% every year irrespective of the approaches they follow.’ Thus the organisations require their employees to pay attention or the results. Pople Orientation: Hewlett and Packard announced one day unpaid holiday for every nine working days and avoided lay-off.’ Thus, the organisations take the effect its decisions on the employees.ei Team orientation: â€Å"Global Solutions repeats: â€Å"We Work.† It does mean that activities are designed around teams but not individuals. Thus, we today find team jobs rather than individual jobs. Aggressiveness: The employees of State Bank of India were not allowed to be aggressive whereas the employees of IDBI Bank are expected to be aggressive and competitive. Thus, aggressiveness is the level to which the employees are expected to be competitive rather than easygoing. Stability: Most of the Indian Universities still have the status quo strategy of maintaining the traditional values and beliefs of ‘Guru and Shishya’ parampara of Gurukulas Radical change: In contrast to the stability strategy, most of the organisations after 1991 have the growth, diversification and conglomerate diversification strategies. It is the degree at which the organisational activities emphasise growth and diversification Customer Orientation: Pizza Huts build relationship with the customers and then adapt aggressive marketing strategies. It is the degree to which the management decisions take into considerations the effect of outcomes on customers of the organization. indicates the consequences if these expectations are not fulfilled. Table 1.1 presents some of the components of formal culture and their implication for organisations.

ELL Proficiency Standards Essay Example | Topics and Well Written Essays - 750 words

ELL Proficiency Standards - Essay Example rs (ELs),met many challenges in the long run manage and provide effective instruction for their ELs, often they dont see themselves as language teachers and so they arent sure where to begin with their students. These teachers arent alone, however, and they are facing a challenge shared by teachers across the country. Academic language is crucial for school. While the explicit instructional support that ESL and bilingual teachers provide is essential to English learners academic language development, English learners receive a majority of their instruction from general education and content area teachers who may not have experience teaching academic language development (Katz, 2010). In English, language objectives are lesson objectives that specifically outline the type of language that students attending a curriculum attend and they need it to learn and use in order to accomplish the goals of the lesson (Tomlinson, 2006). Quality language objectives complement the content knowledge and skills identified in content area standards and address the aspects of academic language that will be developed or reinforced during the teaching of grade-level content concepts (Echevarria, 2010). These objectives involve the four language skills (speaking, listening, reading, and writing), but they can also include: The language functions related to the topic of the lesson (e.g., justify, hypothesize vocabulary essential to a student being able to fully participate in the lesson (e.g., axis, locate, graph) language learning strategies to aid in comprehension (e.g., questioning, making predictions). Language objectives are directly correlated to content objectives. Once a teacher determines the lesson topic from the appropriate content standards, the teacher will want to begin thinking about the academic language necessary for English learners to complete the tasks that support the content objectives (Short, 2012). This identification of the academic language embedded in the

Determination of principle stress Lab Report Example | Topics and Well Written Essays - 1250 words

Determination of principle stress - Lab Report Example Likewise, the value of normal stress be maximum in another plane. This plane is known as the minimum principle plane or principal plane. The normal stress on the minimum principle plane is referred to as the principle stress (minimum principle stress). Mohr’s circle is graphical technique used to find principle strains and stresses in materials. It also indicates the orientations or principle angles of the principal stresses. This experiment focused on using Mohr’s strain circle to determine the principle directions, principle strains, and maximum strain. The wheat stone bridge for the different channels was set at zero. The torsion rig was loaded with different masses. The masses were used to record the gauge strain readings at different loading levels. The necessary measurements were taken and recorded. From the given experimental readings the Mohr’s circle was drawn and the principle strain, principal direction, and maximum strain determined. The corresponding principle stresses were calculated together with the maximum shear stress through the application of the generalized Hooke’s law. The torsion theory was used in determining the shear stress that acts at the outer radius of the principle stresses and the cross section. Provided the stress componentsï€  Ã¯  ³x, ï  ³y, and ï  ´xy, it was possible to determine the principle stressesï€  Ã¯  ³1, maximum shear stress ï  ´max, the principle angle ï  ±p, and angle ï  ±s. In this regard, the maximum normal stress was found to be 52.5 MPa, minimum normal stress was found to be -18.5 MPa, principle angle 34.2 degrees, Maximum shear stress was 35.5 MPa, Maximum shear angle 10.8 degrees, and angle was 79.2 degrees. The Obtained results show that the shear stress is positive and the normal stress is equally positive. This means that the normal stress is position outside the action plane and the shear stress is rotated clockwise in the point to be considered. Normal stress involves the stress that happens when axial

Innovation and management of change Essay Example | Topics and Well Written Essays - 1000 words

Innovation and management of change - Essay Example The Fragmented Culture is one of the cultures identified on the Goffee-Jones Matrix as shown in Figure 1. In the 1990s, the company had a poor level of internal communication between the management and the employees. This lack of cooperation between the management and the workers shows that the level of sociability in the organization is very low. This also a feature of the Fragmented culture identified in the Goffee-Jones Matrix. This culture is identified by distinct goals of the leadership in Whirlpool. The expenditure on Research and Development department and Marketing was less than 4% of the total sales revenue for Whirlpool. The management thought that every strategy of brand management had been tried on the products of Whirlpool but not in a sustained or integrated way. The reason for the decreasing rate of actual sales increase was the lack of cooperation of the strategies and inappropriate expenditure. The company had the focus on excellence in operations and distribution of the products. This focus led to focus on tasks rather than what the consumers wants. High level of focus on tasks shows that the company has low sociability. The company was not able to analyze the needs and wants of the customers which caused the downward trend in the actual sales figures. This shows that the employees and the management could not think together which shows the organization has low level of solidarity. The anticipated rise in sales from 1990 to1996 was very high but actually only 13% sales could be lifted. Although the company was able to manufacture products at costs and quality that were competitive in white goods market, but the company was not able to centre the design and product specifications according to the needs and wants of the customers. The decision to go global and to become the first white goods manufacturer in the US to step in global trade was taken by an Executive Committee which comprised of the top managers of

International communication and negotiation Term Paper

International communication and negotiation - Term Paper Example for negotiations through taking into consideration the kind of differences, which happen across these two different cultures, as well as pointing out likely pitfalls of lack of awareness to cultural factors. This two groups fall under Monochronic timers. The opt for prompt stars and ends to a meeting, they value breaks and deal with one item at a time (Weldon and Jehn 388). They depend on specific, exclusive and open communication and prefer to talk in sequence. Their main difference comes with the focus on the future, present or past. Americans tend to focus more on the present and near-future, but Indonesians strictly negotiate on long-term future goals (Adler 98). Also, there is space orientations when it comes to comparing the American and Indonesian culture. This has to do with territory, comfortable personal distance, division between public and private, comfort with physical touch and eye contact, as well as expectation concerning how and where contact will take place (Adler 98). It is an American etiquette that when you meet someone, do not stand too close to them as they deem it annoying to the other individual, thus maintain your physical distance. In Indonesia, women are alwa ys seeing holding hands with other women as they talk , but not men (Adler 102). Also, when it comes to eye contact, maintaining eye contact with an American is considered as sign of courage and assurance, but when it comes to Indonesians, looking down while talking to someone is considered as a sign of respect (Lederach 65). Furthermore, wondering your eyes from the person you are negotiating with in American is deemed as a sign of embarrassment or disagreement. American negotiators are more inclined to depend on personal values, imagining self, as well as others, as independent, autonomous and self-reliant (Graham 19). This does not imply that they do not consider consulting, but the likelihood to perceive self as separate instead of a member of a network or web means that more

How Virtue Ethics Informs Medical Professionalism Assignment

How Virtue Ethics Informs Medical Professionalism - Assignment Example From the onset, it is important to understand that doctor have singular duty to care for patients, who need to earn their trust. In this regard, while treating or diagnosing patients the welfare of the patient is a priority. In order for the doctors to earn the essential trust, they should exercise humility while undertaking their duties, knowing to well that patients have trusted them with their lives; trust that must be earned (Pozgar, 2012). Throughout the history of health professional practice, patients are given the freedom of seeking a second opinion. As a result of that second opinion, they get confidence. Patients are entitled to make choices regarding their lives and health, and to make those decisions they must have the liberty to make informed choices after consulting the experts they trust. On the same note, doctors and other healthcare givers are privileged whenever patients come to seek for their services. Patients have the choice of picking the doctors of their choice. On this note, they should be treated with humility and respect that they deserve. From the discussion above, it is clear that patients are at liberty to seek opinions of other doctors as a second opinion (Moeller, et al 2012). The second question is whether Dr. Z acted ethically when told the patient, while in a state of agitation, to seek the second opinion but, did not think that the response would be any different from his. Whereas Dr. Z is human and may be provoked and whereas he felt that he had done the diagnosis well, code of ethics requires restraint from him. Health professionals are in a demanding industry that requires strict observance of ethical standards (Pozgar, 2012). One of the essential ethical requirements in the health profession is humility and restraint, even when provoked by clients.  

Introduction to Accounting and finance -- Economics, Finance and Assignment - 6

Introduction to Accounting and finance -- Economics, Finance and Management - Assignment Example reality this may not be the case, the company may face sudden changes in any of these estimates and if any major change occurs, it would definitely affect the estimate and the cash flow forecast presented above. Although the company’s cash position improves gradually during the 6 month period according to the cash flow forecast there may be certain areas that may need to be considered. (BusinessLink, 2010) Managers need to be aware of the huge interest that the company has to pay for the overdrafts and the loans taken out by the company, managers should choose between the best possible sources of loan i.e. either the overdraft or the long term loan to manage the company more effectively. (Wilkinghoff, 2009) There is a major difference between the cash earned by a company and its profit. The profits that a company makes are usually based upon accounting techniques and standards and these do not always show the correct picture of a company. Profit is derived by deducting the revenue earned from the cost incurred in gaining those revenue plus other immaterial things such as depreciation, provisions, amortization, goodwill, etc. these figures are fictitious and are not in cash terms i.e. no cash is either received or paid when such things occur. Cash on the other hand gives a better picture of a company which can clearly make the managers ascertain the liquidity position of a company and the company’s actual earnings with respect to its actual spending. The cash figure clearly tells the managers as to how much liquid cash is available that can be used to invest in the business or can be paid off to its shareholders. (Liquidity, 2010) The balance sheet of Hide and Seek Ltd clearly shows the depreciation figure used up in calculating the net worth of the noncurrent assets of the organization. The balance sheet clearly shows that the company has a good working capital of around  £3100 but this is not shown in the cash flow forecast for the month of June, which

Police Accountability Essay Example | Topics and Well Written Essays - 1750 words

Police Accountability - Essay Example As the paper declares abusive police behavior is conceived of as antithetical to the functioning of a modern, free society and the public has a natural right to seek arrests in instances of police abuse. Seeking to understand police accountability presently in place in Canada, the following essay will explore the mechanisms to keep police officers subject to the law which they are charged with upholding. What are the police accountability mechanisms presently in Canada and are these mechanisms effective? With the theme of exploring this question with an eye to the ramifications of police accountability and 21st century, the following now turns to an exploration of police accountability in the Canadian context. According to the discussion findings as stated above, police accountability is essential to the functioning of a modern and free democratic society. Accordingly, Canadian society is based upon the notion that power rests with the people in that elected officials are subservient to the electorate. This is the basis of modern liberal democratic governance and the tenets which frame the ideas of Canadians vis-Ã  -vis their elected officials are also relevant with respect to the security of the state. Similarly, those who are entrusted with upholding the law are subject to the stipulations of the criminal justice system and are held accountable for their actions in the pursuit of fairness, justice and equality. In the Canadian context, police officers are accountable to the wider public through a variety of mechanisms which are in place to ensure that police officers remain subject to the law while they seek to uphold it.

Analyze and Evaluate the Federal Legislative Process Essay

Analyze and Evaluate the Federal Legislative Process - Essay Example We will get to understand this process even better by looking at the stages the family smoking prevention and tobacco control act, passed through till it was enforced as a law. We will also get to know the content of the bill and its importance. The family smoking prevention and tobacco control act, pub.l.111-31 H.R.1256 This is one of the major statutes in the federal government enacted during President Obama’s time .It came into effect on June 22, 2009 (Encyclopedia). The act gives the food and drug administration the power to regulate the tobacco industry. A signature element of the law imposes new warnings and labels on tobacco packaging and their advertisements, with the goal of discouraging minors and young adults from smoking. The Act also bans flavored cigarettes, limits on the advertising of tobacco products to minors and requires tobacco companies to seek FDA approval for new tobacco products. Legislative process Bill introduction and The First Reading According to ( Freeman), bill introduction and first reading is the initial stage in the legislative process. ... The family smoking prevention and tobacco act was introduced to respond to the decision, which had held that the Clinton administration's FDA had gone beyond its Congressionally delegated authority, thus giving the FDA the authority the Court determined it had lacked. The bill was passed by a vote of 298 to 112. Second Reading and Referral of the Bill to a Committee On May 20, 2009 the senate committee on health, education, labor and pensions were assigned the bill. Committee Stage of Bill The committee reviewed the text of the bill and there being no amendments they passed it to the next stage. Report Stage The family smoking prevention and tobacco control bill was further studied during the report stage by the members of the house of common in the committee and also those who were not in the committee passed the bill to the next stage there being no amendments. The Third Reading and adoption of Bill The members of the house of common came together to decide on whether the bill shou ld be adopted or not. They debated on the final form of the bill and its provisions. The bill provided for: i. Creation of a tobacco center within the FDA authority to regulate the content. ii. Marketing and sale of tobacco products. iii. It require the FDA approval for the use of expressions that indicate the capacity the product poses to health risk iv. limitation of advertisements that could attract young smokers Calls for new rules to prevent sales except through direct marketing. v. Face-to-face exchanges between a retailer and a consumer vi. The ban on flavoring applies to any product meeting the definition of a cigarette according to the Federal Cigarette Labeling and Advertising Act. This includes any tobacco that comes

Gothic settings are desolate, alienating and full of menace Essay Example for Free

Gothic settings are desolate, alienating and full of menace Essay Gothic settings are desolate, alienating and full of menace. In the light of this comment, consider some of the ways in which writers use settings in the gothic texts you have read. In The Bloody Chamber and Wuthering Heights, Carter and Bronte conform to the gothic conventions with desolate and alienating settings that are full of menace, but there are also elements that subvert this view and portray purity and entrapment; the need to escape the gothic mould. A desolate setting is a place without life in a state of bleak and dismal emptiness. This is expressed in The Courtship of Mr Lyon when the girl finds herself bored in the country. This subverts the gothic as the country is associated with purity and feminine inexperience, compared to the male dominated, corrupted city. We see here that the girl longs to break the mould of female passivity with the mean kitchen and her boredom. All the snow and the words light bright and white infer purity and represents her total innocence but also isolation from the outside world, living down a long unmarked country road. Carter places the girl at the window in his tale and ses a lack of description of the kitchen to create a sense of longing for the outside world. She is trapped in the domestic sphere in the kitchen but pauses on her chores. This foreshadows transgressing gender barriers in the story. For a gothic setting to be alienating it could be it makes someone feel isolated or estranged. The girl in The Bloody Chamber feels cut off from her previous, un-married life in the castle surrounded by water. She described how she goes into marriage, into exile and would always be lonely. She feels alone in a patriarchal society because his orefathers had ruled the coast for centuries. This highlights the in which the woman must conform to his wishes, but also connotes medieval undertones of a fairy tale. The girl presents the castle as a magic place, the fairy castle whose walls were made of foam alluding to the supernatural in the magic place like a fairy castle, which highlights gothic architecture of grand castles. The foam however subverts to the gothic as it suggests pleasant freedoms and a lack of substance, almost like its from a dream. In contrast to this image, the reality of a thick darkness, unlit by any tar represents her entrapment and struggle to recover from discovering his dead wives in the bloody chamber. She feels deeply corrupted with no hope of escaping her new knowledge for which she must pay the price, as the room is unlit by stars. This suggestion that women should not have knowledge connotes religious imagery of when Eve corrupted Adam and they paid the price for Eves sin. This knowledge gives the girl the power to question the Marquiss power because when looking at the picture of Saint Cecilia, she asks what had been the nature of her martyrdom? in which she questions her corruption. She suggests Cecilia was only beheaded for her disobeying a man. A bloody chamber is present in some form in each of the ten stories and whilst taking different forms throughout the book, it serves the same symbolic purpose. It is a room where violence and enlightenment occur simultaneously. It is a place of transformation for the heroine. The term the connection between womens sexuality and the violence they experience. ln The Courtship of Mr. Lyon, the bloody chamber is the Beasts room. Even though the Beast does not hurt anyone in the room, it represents the violent and bloody reputation. If the Beast is seen as a being who devours, his room is perceived as a place of terror a bloody chamber. The Beasts room is also a place of transformation for both himself and the heroine. It is there that she realizes her love for him and that he transforms back into a human. Alienating settings can also cause someone to become unsympathetic or hostile. The characters in Wuthering Heights fit in to their new surroundings, subconsciously, and adapt to its beliefs and values and become hostile to their previous way of life. They adapt to the narrow windows deeply set in the wall with a range of gaunt thorns. The Grange rich regal colours such as crimson and blues, showing that the characters have become aware of their social standing and expectations; whereas at Wuthering Heights, there are gaudy painted canisters with objects that are liver-coloured, black and green. Wuthering Heights portrays violence and freedom to act as you please and when Lockwood encounters Cathys ghost he pulled its wrist on the broken pane, and rubbed it to and fro till the blood ran down and soaked the bed-clothes. He states that terror made me cruel and this fear of what is uncertain or obscure at Wuthering Heights explains his violence. This state contrasts to his highly cultured and civilised behaviour at the beginning of the novel. If a setting is full of menace then it poses a threat or danger in a hostile manor. During Lockwoods first visit of Wuthering Heights he feels threatened by the way he describes its appearance among a wilderness of crumbling griffins. Griffins are inhuman evil creatures, suggesting the residents of Wuthering Heights to be cruel and wild. Lockwood feels under threat because he does not know how to act around a family that is crumbling from societys control. Therefore, passing the threshold would mean Lockwood transgressing the oundaries of social norms. Once inside, Lockwood feels trapped because the narrow windows are deeply set in the wall making it impossible to get out. It gives the impression of a prison, where the morally corrupted are kept, with their secrets and taboos. It can also be seen that Wuthering heights poses a threat to Thrushcross Grange because the characters keep wanting to go there and escape from culture at the Grange and become free from entrapment in an oppressive society and become reunited with nature. This is the case for Cathy, Isabella, Catherine and Nelly, who feel drawn to danger, which is liberating and freeing.

Total Quality Management In The Software Industry

Total Quality Management In The Software Industry As total quality management has a great demand in todays software environment it is always better to understand not only this concept, but any concept with the help of a case study. In this case we have chosen American multinational technology and consulting firm which has its head office at Armonk, New York (IBM). In this case study we will try to strike an understanding of what is total quality management (TQM) and what are the essential steps to be followed to have a successful TQM implementation. We even discuss briefly about the management seven (M7) and quality seven (Q7) tools which are commonly used in TQM process. We also provide recommendation for the people to ensure success during (TQM) implementation. IBM is a globally renowned organization which is operating over 170 destinations across the world. Today there are about 40000 employees putting their heart and soul to bring in innovative solutions to a diverse client base to encounter some of the toughest challenges in their business. IBM is not just the worlds largest IT firm it also known to bring innovation and solution for various worldly problems. It is well known for its research and development. It partners with various governments to build a smarter planet. IBM can be called as the leading information technology and services in the planet today. It main services include: IT services Business consulting Application services Outsourcing services Services for small and medium business(SMEs) Software service Asset recovery Its main products include: Software Storage Systems Services Internet security Semiconductors(US) Point of scale(US) Printing systems from info point IBM certified pre owned equipment Its main support includes: Download Troubleshoot Documentation Install Open a technical service request Support by product Customer support Customers: There a range of customers from a verity of business sectors and a range of countries, few of them are listed below Winn-Dixie Stores (US) Tran zaps (US) Allied Irish bank Post bank Ag(Germany) Japan airlines Ps bank(Philippines) Industrial bank of korea IBM Qualifiers: End to End IT Enterprise Services: Ranging from single onsite resource deployment on a time and materials basis to fully managed services of entire system areas. Sector Expertise: Core IT sector skills, expertise and experience of working across software, Banking, Utilities, Government, Healthcare and Manufacturing, Hardware and Software.. Cost Effective Global Delivery Model: IBM provides clients with cost-effective solutions through worldwide for successful execution of project. Service Oriented Architecture (SOA): Provides services to the clients and operates progressively. Shows eight Web pages, different processes but same design Source:www.ibm.com/developerworks/rational/library/edge/08/jul08/peraire/index.html Winners: Industry Standard best practices: Quality initiative at ISL is driven by ISO 9001:2002, SEI CMM Level 5, SEI CMMi Level 5, SEI PCMM Level 5 backed by IBM processes and methodologies. Technology Collaborations: In global market IMB associations created own repos and given access to all the customers. Operational Processes: IBM solutions main Operational process: The main operational process that confers to the services delivery of the company can be discept in greater detail as below: Technology Division: Generally the development of any IT applications and services delivery project usually requires the following main iterations: Project Planning: The Project planning is key for any project success. This phase prioritizes the identification of potential aspects such as scheduling and developing. Requirements Specification: The document that specifies the functional, operational, design and reference points requirements of the project is called requirement specific document, this document is generally put together by the inputs taken from the high level authority of the project. Design Development: Design is the next step that follows after the requirement specification document is created, This is the phase where the intended features, process diagram, functional hierarchy templates and ER diagram are listed, This phase is immediately followed by the development process, developers use these design elements to develop their source code. Integration Testing: Integration is the process where the various modules of the project are integrated in to once system, I E code developed by various developers is put in to one place and the software is now ready to de tested , The testing process is used to test the correctness, reliability and the completeness of the software and defects and incompleteness identified in this phase are corrected by the developers and then again tested, this cycle continues until all the bugs in the software are eliminated. Installation Acceptance: Once the software is tested completely and all the imperfections are eliminated the next phase is the installation phase, In this phase the developed software is installed for the clients to use the software, Though this is not the last phase, once the installation is done, the project is almost complete, the final phase of the software implementation process is the User acceptance test(UAT), Here a personal or a team from the users test the application or the software to confirm that all the initial requirements laid out in the SRS document are achieved and there are not bugs in the application Maintenance Support: This basically depends on the agreement that the client and the development company have agreed, it may occur that the company that has developed the software is responsible for the maintenance and support or the user may hire professionals to do this job for him, any further enhancements to the software can also be added to the finished software. The other business functions or supporting processes involved are: Customer Services: This is an ongoing process where any suggestions and complaints or requests from the client are communicated to the development team for any further changes to the application .This process also involves providing technical assistance to the customers. Marketing Sales: This is a very important aspect where any future business is generated, this team is responsible for finding new customers for the product, this team is responsible for giving demonstrations of the product in an effort to improve business. They also have the responsibility of extending the current time bound contracts to generate further business and following up with existing and new clients until the deal is sealed and the case is handed over to the technical heads. Accounting Finance: All the financial aspects starting from the pricing of the product to the employees pay scales are handled by this department. Any audit to tax payments are carefully invoiced and documented by this department. Human Resources: Human resource department need to ensure the recruitment of new talent, satisfaction and retention of the existing staff, maintaining the training and learning needs of the staff and ensuring minimum wage levels and tracking the attendance of all the employees of the organization. They form the back bone of the firm in the sense that they provide the technical manpower to satisfy the clients requirements for skills. Literature review: According to the Websters Dictionary, quality is a degree of excellence; a distinguishing attribute. That is, quality is the degree to which a product lives up to its performance, endurance, maintainability, and other attributes that a customer expects to receive from purchasing this product. In order to produce quality product, one must adopt TQM concept into ones product development process. TQM is a management technique for continuously improving the performance at every level and in every area of responsibility to ensure customer satisfaction (Schulmeyer McManus,2007). It is a way of managing an enterprise towards achieving business excellence (Dahlgaard et al., 1998). TQM can be traced to the work of Dr. Edwardss Deming and dr. Joseph M. Juran during the rebuilding of the Japanese economy in the after math of World War 2. Since American business discovered TQM in the 1980s it has been successfully implemented in a number of well known corporation in the US and XEROX, federal express and IBM (capezio. 1995). Deming (1986) suggested the use of statistical techniques for quality control, and hence mentioned the following principles on quality: The Deming Management Method: Although Walter Shewhart is considered as the founding father of statistical quality control system, W. Edwards Deming is the first one who introduced the TQM concept. Deming offered the management his fourteen points of management obligations and identified seven deadly diseases and some obstacles of TQM implementation. The fourteen points as listed below are also known as the Deming management method [Walton, 1986]. Juran (1986) emphasizing on the vitality of both technical and managerial aspects mentioned the following aspects of quality: Planning organization Control The aim of the management is to reduce the cost of mistakes, reaching a point where the total costs of quality are minimal (Juran Gryna, 1993). TQM Techniques, tools and systems Statistical Process Control ISO 9000 series Pareto Analysis Matrix Diagram Histograms Tree Decision Diagram Critical Path Analysis Fishbone or Ishakawa Diagram TABLE: Hard TQM Practices Identified in Quality Management Literature ISO 9000 series: The International Standards Organization (ISO) 9000 is perhaps the most popular quality improvement system. It is an international set of documents widely known as standards written by a worldwide organization known as the ISO/Technical Committee 176 (Lamprecht, 1992). Critical path analysis (CPA). This tool is associated with managing projects. It is related to TQM because project management is critical to the implementation of quality programs within an organization (Bicheno, 1998). CPA seeks to establish, through the use of a network of arrows or nodes, a logical order of activities in terms of time and importance for the completion of a project (Bicheno). Fishbone or Ishakawa Diagram: This is one of the classic TQM tools called fishbone or Ishakawa diagram. The fishbone diagram is used to identify causes of a problem without using statistical methods (Bicheno, 1998; Goetsch Davis, 1994). According to Goetsch and Davis, the fishbone diagram serves as an excellent reminder for the things that have to be done. Crosby (1979) defined 14 steps for quality improvement, including top and intermediate management commitment, quality measurement, evaluation of quality costs, corrective action, training, a zero-defect philosophy, objective setting and employee recognition(Crosby, 1979) cited in (Tarà ­, 2005). The key components required to carry out the TQM process include top management commitment, employee involvement, problem-solving tools, continuous improvement and customer satisfaction, based on the work of Deming, Juran, and Crosby (Haag et al., 1996). The research by all these authors shows both strengths and weaknesses, for none of them offers the solutions to all the problems encountered by firms (Dale, 1999). Total Quality Management for Software: Process Improvement: The TQM philosophy described above can be applied to any development process, be it product development or software development. The Product Development Life Cycle (PDLC): This phase generally involves intelligence, design, choice, and review [Simon, 1977]. The System Development Life Cycle (SDLC): This phase involves planning, analysis, design, implementation and support [Whitten and Bently, 1998]. The application of TQM to software: Software development is a process in which the developer precisely converts the requirement specifications into software products. It is clear that the quality of software is largely determined by the quality of the process used to develop and maintain it (Sanders Curran, 1994). A number of authors have advocated the adoption of TQM for the development and maintenance of software systems (Rowe Neal, 1993).Specific frameworks do exist for the software industry like ISO 9000 and CMM which act as stepping stone towards attaining TQM. Software quality management: Major quality management processes identified by Schwalbe (2004) are: Quality planning: determining which quality standards are relevant to this specific project and deciding how these standards will be met. Quality assurance: involves evaluating overall performance regularly to ensure conformance to the set standards. Quality audits or reviews can support this function. Quality control: monitoring the activities and end results of the project to ensure compliance with the standards utilizing various available tools and techniques. TQM Concepts Total Employee Involvement Continuous Improvement Continuous Training Teamwork Empowerment Top-management Commitment and Support Democratic Management Style Customer/Citizen Satisfaction Table: Soft TQM Concepts Identified in Quality Management Literature Challenges: Many of the firms implements CMM or ISO 9000 series for improvement and reach their TQM goals. For any Organization to have a successful implementation of TQM it must ensure that the majority of its employees and those part of the value chain are willing to participate and embrace the TQM philosophy before embarking on the journey. Everyone involved in the chain need to actively play participate and engage themselves in the journey to TQM realization otherwise the whole process will be hindered. The difficulty or factors which need to be taken care off while implementing TQM: Improper Management support Less knowledge and improper market analysis. Short term involvement inability to stay on target for long Failure to get worker input Measuring profits in short term span Financial problems- not possible to invest requisite amounts to bring the change Despite the benefits TQM brings, problems have been encountered while implementation. Firms must develop a number of components in an integrated way for successful implementation (Easton Jarrell, 1998). Future of TQM: The new age TQM is being built upon the information contained in databases rather than on generic and research models. Thus, TQM will be informed and shaped by customer requirements reflected in accurate data and information systems (Aurand et al., 1996).In summary, technology would remain the key driver of TQM through the use of IT and e-business. The future of the TQM is being designed to address the needs of service based and SMEs, rather than on the conventional product based framework of TQM. Also there would be fast track TQM implementation processes as firms are trying to march ahead on the technology change front.Thus, there is likely to be a requirement for more interdisciplinary research as the future of TQM develops (Dale et al., 2001). Also, newer environmental legislation, quality standards, carbon footprint and quality-award model development related issues would be redefining the future versions of TQM.

Mediation

Mediation Mediation within a Cultural Perspective Introduction In order to better understand ourselves, we must understand others. These few words shed a different lens when dealing with differences between citizens in a community. The Alternative Discourse Resolution (ADR) movement was born during the 1960-1970 as a substitute process to serve justice outside of the courts. During this era issues of race, class, gender, social inequality, and human rights began a transformative discourse in society. The movement provided a different lens on the realties occurring in American culture. Many communities felt disempowered and unequal within the United States and insisted justice. The legal court system was stumbled with various court cases, each demanding a place to express their voice to reach impartiality. Therefore, ADR served as a tool that empowers and serves fairness without legal ties. It developed as a reflective process and began negotiating differences. The ADR was a cost efficient process that allowed disputants to voice their stories in a safe environment with the purpose of reaching an agreement through a mediator. The mediator then serves as a neutral third person in the process and common ground between the disputants. Compared to other forms of conflict resolution, mediation involves the disputants directly in the conflict and in the process of resolution (Frenkel Stark, 2008). As a result, mediation seeks self-determination, impartiality, and neutrality as the essential foundation in the practice so that inequalities are avoided in the process. In the article Why inequalities? The authors begin discussing stratification between various ethnic groups and the inequalities that constrain a variety of minorities within a historical context. Issues of intelligence and policies rise to the conclusion on how inequalities are not part of nature or by the economic regimen but of due to the historical injustices such as policys put in place that have continued to take part in acts of injustice. (Shapiro 2004). Taking this idea into perspective, diversity will arise in mediation and the importance of fairness and equality are imperative, and mediators, who are not culturally sensitive, may have biases or misunderstanding of the conflict. What are the cultural disparities that can affect the process of mediation? What are the strategies being used to help bridge the gap between cultural differences within a Western mediation process? How does the United States differ in the mediation process to international mediation? The purpose of this paper is to provide a different and fresh awareness on mediation, especially when cultural differences are at the core of the conflict. The researcher first considers that culture is significant in this discussion of mediation and central to understanding the best methods of effective mediation. ADR and mediation will be used interchangeably through out the paper Culture Culture can be defined in many different ways. For this reason, culture will be defined and described as: â€Å"[the composition of different norms, values, and beliefs for socially appropriate ways to â€Å"process† conflict and disputes, including their management or resolution (Avruch and Black 1991). A culture is not defined by one entity but can take many shapes and forms. It goes beyond the ability to identify on the surface of how someone looks, dresses and participates in society; it is the complexity of ideals and values instilled within a persona. â€Å"Our culture shapes how we approach conflict and conflict resolution- including our values, norms and conduct. It even influences how we define conflict itself and what we considered acceptable or desirable goals of problem solving† (Chew, 2004 p. 2). As a result, in mediation, misconceptions can be eluded and the mediator or the disputant shifts the power dynamics. The culture of a person can be the based off of beliefs that they bring when in a situation of dispute. By allowing the disputants to have charge in their decision-making, this will empower them and allow the disputant to participate in self-determination, but at the same time it may be dangerous when inequalities of power exist in the process (Davidheiser, 2006). Consequently, this leads to unfairness and misconceptions of mediation as a neutral sphere of negotiation. Inclusion or Exclusion of Culture in Mediation Many researchers argue for or against including culture in mediation. Kevin Avruch (2003) discusses how culture has been neglected through out mediation until the early 1980s. He also feels it is crucial for any developing mediation program to incorporate a cultural component in the training process. Mediators must understand that culture can be strongly correlated to the style of negotiation. Avruch (2003) then speaks about Type 1 and Type 2 Errors. He further discusses that each error can be crucial to the conflict resolution process by being to culturally sensitive (Type 1) or not culturally sensitive enough (Type 2). Participating in any of these errors can impact ADR because it may neglect or over emphasize an issue that intentionally was not meant or should have been exposed in mediation. Frenkel Stark have emphasized four essential skills needed by mediation to maintain balance such as communication, established climate, diagnosticians and persuasive. These four skills will create an equilibrium that is necessary to begin mediation. Although the mediation environment and mediator are balanced in power, the cultural background of the disputant will proceed as a natural component in the circle to negotiation. â€Å"However it can be socially beneficial by generating awareness of structures of power and producing frameworks within which to debate social norms by individual everyday acts of resistance which illustrate the ways in which relatively powerless people accommodate to power whilst simultaneously protecting their identities† (Mulcahy, 2000, p.147 as cited in Li On, 2008,p. 458). Meanwhile Chew (2004) states every disputant is influenced by their cultural lens and frame their ideas and perceptions around, what is culturally correct. As a result, it can shape the outcome of the ADR process because at the core of the conflict is influenced by the values and morals attached to culture by a person. Russell Korobkin would argue that mediation is a process of negotiating, and those cultural differences do not have anything in common with the negotiation strategies of a person. Therefore, Korobkin believes that it is the separation of the person from the problem that mediation and negotiation truly exists. Furthermore, Avruch would disagree and state culture provides cognitive and emotional frameworks for understanding the actions and motives of the self and others. It has been disputed for years, and the research continues to dwindle in circles. Consequently, culture should not be over or underplayed. Mediators have the responsibility to listen to each individuals voice and be able to identify if cultural difference will be an issue to reach negotiation. The space for each individual to share his or her narrative discourse allots an empowerment process that transits power to the individual. The Power of Culture in Mediation Foucault (1982) states where there is power, there is counter power also occurring. The ideas of power transmitting in mediation are crucial in understanding the facilitative process of a mediator. Therefore, their role is not only to be in charge of the process but to also allow the parties control the outcome. By the mediator controlling the process, transmission of powers can circulate in mediation. As a result, some of the conflicts and counter arguments discussed in mediation are how disadvantaged groups lack control in mediation, due to the power being brought in by the disputant. For example, an underprivileged undocumented person may walk in with less power than a person who is â€Å"American†, wealthy, and entering mediation with a lawyer. Cultural differences of respect, conflict, and language can set barriers in the process of negotiation. The power is not equally distributed across the board. Therefore, the mediator is in charge of providing the space for opportuni ties and to develop a solid communication. Mediators need to be able to diagnose if cultural difference will change the flow of mediation. The article Family Mediations and Cultural Diversity: Mediating with Latino Families discusses how the mediator can identify differences in aggressiveness, eye contact and face-saving. Cultural difference in mediation reminds me of both power and powerless participating in a transformative space during mediation; what Kris D. Gutierrez, Patricia Baquedano-Lopez and Carlos Tejeda call a constructed â€Å"third space.† The third space allows for dialogue to occur to develop knowledge in a dual voice form to construct cultural resources. The space will allow for transformation and discourse to occur. As a consequence, dialogue will begin to open doors for negotiation and develop common ground between the disputants. The process becomes a transformative space for empowerment. Paulo Freire examines the structural inequalities in society and emphasizes on the importance of dialogue between oppressed and oppressor to advance towards a humanizing pedagogy. Once dialogue is exposed dif ferences between both groups are understood. Mediation becomes a humanizing experience to transport dialogue and discuss conflicts between disputants and reach an understanding. Mark DavidHeiser (2006) articulated the importance of mediation and power imbalances that occur by using Gambia, a small country west of Africa, and explains how mediation has allowed for women to be empowered and given a voice to speak. Mediation was labeled a harmonic process where peace and respect for both parties was the central focus. Harmony ceremonies occur when ideologies between men and women are supported through a peaceful ceremony and issues of justice between male and women are shared and through various prayers rights and the need for justice between the couples are discussed. In many cases the women spoke out in front of their husbands about how they felt about their relationships. Mediation became a space that empowers women to leave their society role and be given a â€Å"voice†. The voice that allows their partners to realize the injustice occurring in their communities and at the same time helps renegotiate the power within the environment of mediation. In parallel, the article An Indigenous Imperative supports the argument of power because many indigenous groups like the Australian Aboriginal communities and the Navajo tribe to feel disconnected forms society norms and the structure of med iation. For that sole purpose having knowledge of cultural sensitivity as mediator will help dismantle power imbalances and allow for the voice of the individual to occur. By participating in a â€Å"third space† empowerment that occurs for those whose views, values and beliefs go against the Western views of individuality, a collaborative mediation is developed that values inclusion. Individuality vs. Community Mediation ideologies vary in different cultures. Providing mediation is not a single process embraced by all. Mediation across the world various and is used for various purposes. Discussing the topic of culture, it is important to mention the sense of community many cultures have and how in American culture, which is an individualistic community may clash in ideologies. Authors Glenn E. Singleton and Curtis Linton discuss in their book titled Courageous Conversations about Race, The differences of individualism vs. collectivism in the U.S. although a myriad of examples were provided, the differences between a self-expression vs. respect for authority. Developed connections to the various cultures exposed who respect a group consensus over individual thinking. This key component of culture gives insight on cultures group orientation strategy and the role it plays n mediation various studies have been conducted to camper U.S Mediation strategies to other countries. In one particular s tudy it was compared to Korean- Harmony ceremony. The Author Diane LeReche (1992) discovered that Korean mediators have a crucial and interconnected role in mediation. In many cases they provide advice and are personally connected to the disputant. They become knowledge consults who can provide guidance and reach harmony. In a very similar process, The Navajo tribe are an example of how their culture, language and traditions have influenced their way of managing conflicts. Their views on life have molded their outlook when dealing conflict resolution. Philmer Bluehouse and James W. Zion explain how the Navajo people have a deeper meaning to mediation by using strong community leaders to refocus the members to their state of reaching harmony within themselves. Through the Peacemaker court, the Navajo enforce two main laws (Bluehouse Zion, 1993 ). The laws incorporate life skills such as cooperation, friendship and unselfishness for the betterment of the community. Unlike American med iation where a third member is facilitating the communication, the peacemaker is completely involved in the process and gives advice and possible solutions to help resolve the conflict and maintain the relationship between the individuals when possible. The individuals respect the peacemaker and absorb all advice given because it is a cultural norm and the person assigned, as peacemaker is an elder highly appreciated. The individuals respect the peacemaker and absorb all advice given because it is a cultural norm and the person assigned, as peacemaker is an elder highly appreciated. Then it is the cultural lens is applied to what the needs of the community are and its members. In the Navajo clan, maintaining relationships is important and valued. Therefore, in mediation, the process becomes a medicine and is guided through a ceremonial process intended to diagnose the problem. Mediation is used to resolve conflict resolution and how the process is obtained varies in various cultural communities. Embracing community unity is significant also. In Japan community represents whole no individuality. Everything exerted is for the benefit of the community. Therefore, it is a community responsibility to participate in mediation and avoid the court unless mediation fails. In which then it represents the individuals accepting personal failure. While community unity is important as a way of life, it is also established as a community norm where the court only exists as a process for those community members who failed to participate in mediation. It is a process not embraced as an option or an alternative to legal dispute. Mediation must occur as a community duty to help maintain relations with others (Callister,Wall1997). When member of a disputants participate in community mediation, it enhances the human achievement and needs of belonging in a society without feel ing excluded (Schwerin, 1995). In Eastern Europe, community mediation is viewed as a transfer of power from an authoritative structure to a democratic ideology. Community mediation can be a powerful tool if the correct tools are used to execute the process. Western vs. Community Mediation is vividly viewed across internationally in all mediation. The differences between peacemakers and mediators distinguish the role of respect between members in the community. In Western mediations, a mediator is a facilitative person not representing any party in the process. In contrast, a peacemaker is a most commonly a relative. It builds on the unity of a community, rather then the self most commonly seen in western mediation. The process also establishes the importance of relation in relative to the essence of time. In community mediation, relationships are important for the benefit of maintaining relationships in society. In Western mediation, mediation means money. Therefore, the process is not about the relationships but of tackling the problem. The problem is detached from the person and singled out to discuss the conflict. Although the purpose of mediation is to find a common space, cultural inequalities will continue to stand out as an issu e in mediation. American culture establishes the principles for all interracial group interactions (Singleton Linton, 2006). Hence why culture continues to have â€Å"differences† in mediation. Just because other cultures do not have the same individualistic mentality and way of living does not conclude there are problems in mediation. Consequently they become differences in ADR because they do not constitute the norms, and routines of the individual. Cultural Differences in Mediation Perception Perceptions Understanding perceptions can expand the range of possible solutions. In the book, Getting to YES, The authors explain the importance of detaching the individual from the problem in order to better grasp the conflict. One of the key components in being able to do is by clarifying the perception of the disputants. Understanding perceptions can expand the range of possible solutions. Without identifying the perceptions, assumptions are made. Those assumptions developed, take part on the negotiation process. Every person carries different assumptions. While some may feel to restore connections others are there to voice justice. Trust In this process, trust is important. Without the trust between the mediator and the disputant, reaching negotiation is complicated. In the article Trust and other-Anxiety in Negotiation: Dynamics Across Boundaries of Self and Culture, the authors argue trust is a hidden feature rarely exposed in the negotiation process but is present through tension. High and low layers of trust will expose the communication between the disputants. Communication is the goal of mediation trust can be expanded by allowing the individual to feel comfortable in their environment and begin exposing the trust.† It is dynamic rather than static in quality, if not downright fluid.† (Wu Laws, 2003,p. 329). Face expulsion In Hawaii the majority of its people consist of Asian descent. The â€Å"face† concept discussed in this article as a form of self-respect and can affect the process of mediation. In Hawaii, mediation occurs very procedural. The mediators first lay the rules for mediation, and then the mediators consult with each disputant separately twice. Once voices are heard and mediators understand the situations of both disputants mediation occurs as with both disputants. This process has been successful in Hawaii in dealing with cultural differences. According to the authors, face also exists as culturally acquired social phenomena. Facial expression can originate from nature or form nurture. The Asian community has a variety of perspectives of face and how it is define is very similar within cultures. The author then recognizes Ting-Toomey face work theory and the study he conducted with Asian cultures and American culture. â€Å"Face displays not only an individuals features and uniq ueness but also that persons sense of social identity, by using metaphorical expressions†(Ogawa 1999 p.5) Depending on what culture you are from the concept of face develops and carries a natural instinct of ones persona. Face work is important to recognize because it may lead into communication dialogue. The dialogue is intended to create awareness of cultural differences and value mediation in a different way. Face concept plays a role in our communication strategies everyday. Every person quickly get diagnose the face expression of a person. Face concept is important to understand in cultural diverse communities because it allows to lower the tension between disputes and allows the mediator t understand how face is a part of an embedded culture. Mediators who understand the importance of face, will better understand the communication process of members from various cultures Tools for Cross Cultural Issues Researchers across the literature have provided various tools to help with creating equity n mediation. Culture is something deeply rooted with an Individual. In order to be able to understand the perspective of the individual reflection must be incorporated. Mediators should follow various strategies to help create a safe environment within mediation. Some of the important tools to use are Reframing. Frenkel and Stark mentions how a simple reframing of a statement by the mediator can reduce disputes and embrace positive information. If the mediator is aware of the strategy can be constructive when racial or negative tension exist between disputants. Furthermore the authors gave example on focusing on the human needs in mediation. What are the needs of the disputant? By doing so, mediation becomes a productive environment. Next Active listening, listening allows the individual to feel empowered and valued in the process. y actively listing, the participants begin to communicate the core of the problem. It is crucial for the mediator to balance and transmit he power of voice to both side in mediation. By neglecting or preferring one over the other can cause conflict in the negotiation process. Also mediators as mention by Frenkel and Starkstate mediators should continuously summarize. By summarizing you are assuring you understand the narrative story of each disputant and it avoids for assumptions to be made. Above all, I feel each individual should be valued for who they are. Everybody is unique and differences should be embraced and not singled out, as a conflict in mediation is a space to help conquer differences and establish common ground to help problem solve through collaboration. Mediation from the start! Education and Mediation Timothy Hedeen, author of Dialogue and Democracy, community and Capacity: Lessons for conflict Resolution Education from Montessori, Dewey, and Freire, expresses the importance for cultural mediation to begin at a young age. He uses the work of three huge contributors in education to help establish a dimension for conflict resolution in education. The purpose is to empower the students and to begin participating in their own self-determination process. The process becomes almost a way of living. Taking key models from the leading researchers in education, learning bout conflict becomes a group effort and a learning process. The process also allows for children to begin critically thinking and taking charge of their own voice. The process will establish end result of participants in society as problem solvers. Critically thinking about this process, can leads me to think on the transformative change that can occur in society. By establishing norms at a young age on the importance of solving our own problems, mediation would be conducted at a personal level. At the same time, children will also participate in constant dialogue with reflection and understand the viewpoints of other while in conflict. In conclusion, society has established inequities amongst various cultural groups. Mediation has expressed through out the research differs across the world. Mediators must learn to use key tools to be able and to conduct a space for any individual to feel comfortable and valued in dialogue. Establishing norms of how to deal with conflict resolution at a young age will help establish a community of critical and problem solving thinkers. References Adair, W. L., Brett, J. M. (2005). The Negotiation Dance: Time, Culture, and Behavioral Sequences in Negotiation. Organization Science, 16(1), 33-51. Avruch, K. (2000). Culture and Negotiation Pedagogy. Negotiation Journal, 0, 339-346. Avruch, K. (2003). Type 1 and Type 2 Errors in Culturally Sensitive Conflict Resolution Practice. Conflict Resolution Quarterly, 20(3), 351-371. Bluehouse, P., Zion, J. W. (1993). Hozhooji Naaaanii: The Navajo Justice and Harmony Ceremony. Mediation Quarterly, 10(4), 327-337. Brigg, M. (2003). Mediation, Power, and Cultural Difference. Conflict Resolution Quarterly, 20(3), 287-306. Callister, R. R., Wall Jr., J. A. (1997). Japanese Community and Organizational Mediation. The Journal of Conflict Resolution, 41(2), 311-327. Callister, R. R., Wall Jr., J. A. (2004). Thai and U.S Mediation. The Journal of Conflict Resolution, 48(4), 573-598. Chew, P. K. (2004). The Pervasiveness of Culture in Conflict. Journal of Legal Education, 54(1), 1-23. Cobb, S. (1993). Empowerment and Mediation. Negotiation Journal, 0, 245-259. Davidheiser, M. (2006). Harmony, Peacemaking and Power: Controlling Process and African Mediation. Conflict Resolution Quarterly, 23(3), 281-299. Fisher, R., Ury, W. L., Patton, B. (1991). Getting to Yes: Negotiating Agreement Without Giving In (2 Reprint ed.). Boston: Penguin (Non-Classics). Freire, P. (1970). Pedagogy of the Oppressed (15th ed.). New York: Seabury Press. Frenkel, D. N., Stark, J. H. (2008). The Practice of Mediation: A Video-integrated Text (Pap/DVD ed.). Baltimore: Aspen Publishers, Inc.. Gil, S. P. (1999). Mediation and Communication of Information in the Cultural Interface. AI SOCIETY, 13, 218-234. Gilhooley, J., Scheuch, N. (2000). Using Peer Mediation in Classrooms and Schools: Strategies for Teachers, Counselors, and Administrators (1 ed.). Thousand Oaks, CA: Corwin Press. Goldberg, R. M. (2009). How Our Worldviews Shape Our practice. Conflict Resolution Quarterly, 26(4), 405-431. Grose, P. R. (1995). An Indigenous Imperative: The Rationale for the Recognition of Aboriginal Dispute Resolution Mechanism. Mediation Quarterly, 12(4), 327-338. Hedeen, T. (2005). Dialogue and Democracy, Community and Capacity: Lessons for Conflict Resolution Education from Montessori, Dewey, and Freire. Conflict Resolution Quarterly, 23(2), 185-202. Irving, H. H., Benjamin, M., San-Pedro, J. (1999). Family Mediation and Cultural Diversity: Mediating with Latino Families. Mediation Quarterly, 16(4), 325-339. LeResche, D. (1992). Comparison of the American Mediation Process with a Korean-American Harmony Restoration. Mediation Quarterly, 9(4), 323-339. Leng, R. J., Raegan, P. M. (2003). Social and Political Cultural Effects on the Outcomes of Mediaiton in militarized Interstate Disputes. International Studies Quarterly, 47, 431-452. Li-On, L. (2009). The Politics of Community mediation: A Study of Community Mediation in Israel. Conflict Resolution Quarterly, 26(4), 453-479. Linton, C., Singleton, G. E. (2005). Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. Thousand Oaks, CA: Corwin Press. Ogawa, N. (1999). The Concept of Face work: Its Functions in the Hawaii Model of Mediation . Mediation Quarterly, 17(1), 5-20. Poitras, J. (2009). What Makes Parties Trust Mediaitors?. Negotiation Journal, 10, 307-325. Shapiro, T. (2004). Great Divides: Readings in Social Inequality in the United States (3 ed.). New York City: McGraw-Hill Humanities/Social Sciences/Languages. Soon, J. J. (1990). Some Guidelines for Mediators of Intercultural Disputes. Negotiation Journal, 0, 383-389. Umbreit, M. S. (1997). Humanistic Mediation: A Transformative Journey of Peacemaking . Mediation Quarterly, 14(3), 201-213. Wing, L. (2009). Mediation and Inequality Reconsidered: Bringing the Discussion to the Table. Conflict Resolution Quarterly, 26(4), 383-404. Winslade, J. (2006). Mediation with a focus on Discursive Positioning . Conflict Resolution Quarterly, 23(4), 501-514. Wu, J., Laws, D. (2003). Trust and Other Anxiety in Negotiaiton Dynamic Across boundaries of Self and Culture. Negotiation Journal, 0, 329-367.

Physics of Soccer :: physics sport sports soccer football

Physics of the Ball How and where you kick the ball is the most important aspect within the game of soccer. Lets say you kick the ball perfectly giving it no rotation (or spin), this means that you have given the ball a velocity (v) and an initial angular speed of zero. When the ball comes into contact with the ground it will begin to spin because the ground is not frictionless. The soccer ball will eventually begin to roll without slipping, which is when the balls center of mass is equal to its angular speed. Now assume that you want to strike the ball so that it immediately begins to roll without slipping. The diagram above shows us how we can accomplish this and the equaltion of s=R(theta) will give us the distance from the center of the ball that you need to kick. The answer to this problem turns out to be s=0.4R, so you would strike the ball a little less than half of the radius above the center line. Friction is a huge factor when considering the game of soccer. When a soccer ball is moving along the field there is constantly a frictional force working in the opposite direction of the balls movement. There is an equation that can be used to find the friction force working against the ball and it is f=mN. This is where f is the frictional force, m is the coefficient of friction, and N is the normal force pointing upward. The coefficient of friction is dependant upon the surface type and ball being used, it is not a constant. This tells us that the coefficient of friction will cause the ball to roll slower when it is large and not as slow when it is small. This also shows that the more friction there is between the ball and the field the slower the ball will roll. How physics students cheat! When dealing with projectile motion physics students are normally allowed the assumption of two things; 1) The free-fall acceleration g is constant over the range of motion and is always directed downward. 2) The effect of air resistance is negligible, meaning there is no air resistance on the projectile. With these assumptions we find that the projectile's path is always a parabola. How this cheating pans out! Physics of Soccer :: physics sport sports soccer football Physics of the Ball How and where you kick the ball is the most important aspect within the game of soccer. Lets say you kick the ball perfectly giving it no rotation (or spin), this means that you have given the ball a velocity (v) and an initial angular speed of zero. When the ball comes into contact with the ground it will begin to spin because the ground is not frictionless. The soccer ball will eventually begin to roll without slipping, which is when the balls center of mass is equal to its angular speed. Now assume that you want to strike the ball so that it immediately begins to roll without slipping. The diagram above shows us how we can accomplish this and the equaltion of s=R(theta) will give us the distance from the center of the ball that you need to kick. The answer to this problem turns out to be s=0.4R, so you would strike the ball a little less than half of the radius above the center line. Friction is a huge factor when considering the game of soccer. When a soccer ball is moving along the field there is constantly a frictional force working in the opposite direction of the balls movement. There is an equation that can be used to find the friction force working against the ball and it is f=mN. This is where f is the frictional force, m is the coefficient of friction, and N is the normal force pointing upward. The coefficient of friction is dependant upon the surface type and ball being used, it is not a constant. This tells us that the coefficient of friction will cause the ball to roll slower when it is large and not as slow when it is small. This also shows that the more friction there is between the ball and the field the slower the ball will roll. How physics students cheat! When dealing with projectile motion physics students are normally allowed the assumption of two things; 1) The free-fall acceleration g is constant over the range of motion and is always directed downward. 2) The effect of air resistance is negligible, meaning there is no air resistance on the projectile. With these assumptions we find that the projectile's path is always a parabola. How this cheating pans out!