Case Studies in Finance Company G & H Essay Example for Free

Case Studies in Finance Company G H Essay Company G deals mostly in selling books in a large retail setting, however they implement a concept that is more community-based. Company H deals in a variety of media, including books, music, and video along with electronics and other varieties of merchandise. Not only does Company H differ in merchandise variety, but it also differs from Company G in that it is internet-based only and is highly interested in further corporate acquisitions—very different from Company G’s â€Å"community store concept†. Bruner, Eades, Schill, 2010, pp. 96-97). Since Company H has a variety of merchandise to sell, along with its interest in acquisitions; it has a significantly higher level of net fixed assets than that of Company G. Acquisitions will always increase the level of net fixed assets. Since Company G tends to implement a strategy that does not favor large acquisitions, its level is lower at a level of 7. 6 versus 24. 4 in Company H. Company H also exceeds Company G in most of the liabilities section, which automatically gives Company H a leg up in being able to take on more liabilities such as credits and loans. However, Company G comes out winning in terms of income and expenses, with a net income of 8. 5%. Company H’s net income ended at 2. 9%. This also relates to lowered percentage of SGA expenses on Company G’s side, higher interest income, special items income, and its lower percentage of income taxes. Company G is also considered to be more liquid than Company G, with a current ratio of 1. 57 versus Company H’s 1. 49. This indicates that while Company G has more liabilities, it is better-able to pay its short-term liabilities than Company H. It is understandable why Company H keeps its liabilities slightly lower so that they do not become overwhelmed with short-terms loans and notes that it will not be able to pay back on time.

Roman Aqueducts and Architecture Essay Example for Free

Roman Aqueducts and Architecture Essay Rome had many famous achievements. The two different ones that I found most interesting to me were the aqueducts and architecture. Till this day, it is still unknown when and where the first aqueduct was built. Roman Aqueducts Person in charge: The first person in charge of the Roman waterworks in 33 B. C was Marcus Agrippa. What they are: They are channels that run through the water, that are conducted to the place where it is being used. The tunnels were dug through the rocks and other canals that are in the earth. Materials that were used: Some of the materials that the Rome used to build the aqueducts were: masonry, concrete, cast iron, steel, or wood. If the gravity was working the greatest, they would use pumps to push the water through. Facts: There would be much more aqueducts built when the cities were growing. When there were dry lands, the aqueducts would also supply the water, so the crops could be watered. Rome was known to have a lot of aqueducts and was the only city with a good water supply. Nine total aqueducts were said to supply 85 million gallons of water a day to the cities or where it was needed. Years later five more aqueducts were built. In Rome, 200 cities had aqueducts. Roman Architecture Most famous buildings they built were: They were post and lintel, but they were limited in the weight it was to carry, and the span between the supports. Facts: The Roman Architecture changed all this and advanced this by introducing new methods of architecture; The Columns and The Arches. With these methods the romans were able to construct bigger temples and buildings than ever before. They built three types of columns during their long history, but the most basic column that they built was called the Doris Style. The features they used were not perfect or even looked good, but they served a good purpose. The arches they used gave the power to amaze and glorify, but also the main use was the immense support. The Pantheon was the largest dome built for eighteen centuries. Their idea of the arch was too extended in the middle ages with the barrel vault and different types of vaults which was the central theme of the Romanesque and Gothic Cathedrals. To construct the arches they used cement, which this helped the Romans expand their building. When they built the Coliseum, they used concrete along with their arch system when they were building it. Using this method they were able to build a four story high stadium, which was able to seat 50,000 people. . (UNRV History) A famous Roman aqueduct, the Pont du Gard near Nimes, France, stands as a reminder of one of the worlds greatest empires. At its peak of power, in the A. D. 100s, the Roman Empire covered about half of Europe, much of southwest Asia, and the north coast of Africa.

Mapping an Argument Essay Example for Free

Mapping an Argument Essay The first article talks about the lack of regulation on the quality and safety of our food supply even though there are health food options, such as fruits and vegetables. Especially, in the federal school lunch programs that have contributed to poor health of our younger citizens. The United States has had one of the safest food systems in the world, but within the last few years 70 million Americans have gotten sick, 300,000 have been hospitalized, and 5,000 die from food-borne illnesses each year. Consumers always identify with wholesome – not harmful foods. Our children today are most at risk from these food threats, with about half of all food-borne illnesses hitting children under 15. The tens of millions of victims of food-borne illnesses represent only a small segment of the causalities from our failure as Americans to require safe and nutritious foods. A regulation of chemicals, many of the fruits and vegetables that should be healthy and nutritious are being laced with dangerous pesticides. Many foods that are being marketed to our children have trans-fats and high fructose corn syrup, that have contributed to the epidemic of obesity in young children, heart disease and diabetes in older populations. It is far from perfect, but the Food Safety Enhancement Act (HR2749) was passed by the House of Representatives in 2008 and has taken steps in the right direction. The Act has given more authority to the FDA, which had restored some of the power to conduct food inspections and strengthen oversight. Yes, many regulations have been in place but since January 2010, over 850,000 pounds of beef have been recalled due to E. oli. Like I said it is far from over, but many more safety legislation should be able to target the largest causes of these food-borne illnesses. I believe that all of this would not happen if the growth of small farms. The less risk of contamination and not as many people would be put into the hospital or even die because the animals, fruits and vegetables would be processed and cleaned correctly. They would be handled with no pesticides and would actually be more healthy then what is grown today. The second article talks about online poker. Many states are trying to outlaw online gambling, for example Minnesota, their arguments are trying to save citizens from ruin, but many states are running their own casino and betting operations. A ban on poker, a game the requires skill, is against American and capitalist principles and would restrict peoples freedom. Monday April 29, 2009, The Minnesota Department of Public Safety gave notice to all major internet service providers that they will be ordered to block service to a list of 200 internet gambling related sites. It may expand to â€Å"thousands† of sites, depending on compliance. Chris Fox, who plays poker for a living, is very biased about the issue since he plays poker for a living and if the ban is upheld, then he would have to move states. Canada on the other hand has not made online poker illegal and are much more friendly toward online poker players. Online poker is all about skill and defined on the Department of Public Safetys own website, games of skills are not illegal. When the government all of a suddenly tries to attempt something like enforcing a law that does not even really exist and try to prevent players from doing something that is actually legal, it is always about money or politics. In conclusion, there is really no conclusion since there are many ways around this prohibition and that it will not prevent anyone who really wants to play from getting online and playing poker where ever they choose to. The Wire Act of 1961, which was meant for preventing the transmission of sports bets over phone lines and the internet did not exist. Many people have emailed the Department of Justice to let them know that people play online poker every day and that they should come arrest these people, but never heard anything back. The threats that are used now are very minimal and will find other Americans to hassle.

Assess the contribution made by the Jesuits Essay Example for Free

Assess the contribution made by the Jesuits Essay The Jesuits are not only indicative of the developments in Catholic faith and theology but they also made a significant contribution in the Counter Reformation movement. On a theological level, the Jesuits helped the Catholics to express their faith- a critical ingredient to Catholic revival. The Jesuits made the Church infinitely stronger and better equipped to face the future in 1600 than it had been half a century earlier. Spain, Italy and Portugal remained firmly Catholic while ground was recovered all over southern Germany and the Habsburg lands and eventually Poland and Rome were won back to Rome. Seeing as the Reformation was on a theological plane, the Catholic response also existed along a theological plane. The Jesuits were part of a wide movement in the Church that had existed since the fifteenth century where a high level of interest was place in meditative prayer and charitable works. When these two concepts overlapped, the notion emerged whereby spiritual satisfaction could be expressed in a methodical way of life. The Jesuits were a vehicle through which this could happen. After the Council of Trent the Catholic Church, armed with its Tridentine decrees, placed renewed emphasis on continuous prayer, self-control and improvement, and particularly charity. The Church was looking for a more practical religion where people could be actively involved, as argued by John Bossy. An organisation that was a manifestation of these developments were the Jesuits. By joining the Jesuits ones sense of spirituality was enhanced and such theological challenges that were desired would be provided. Norvegus was one such Jesuit who undertook the spiritual challenge were he did the challenging task successfully of persuading Scandinavian theology students in the 1580s to be Catholic. The Jesuits had great security in their faith, shown, for instance, by their willingness at one point to do charitable works in Hamburg only to be lynched. The Jesuits had such devout members for their methods of the four main stages of training, or weeks as they were knows, were totally unique. The Jesuit would take the individual and train them up to moral standard whereby they could be presented to the church at the end of the process as someone who was spiritually and ethically strong. The members of the Jesuits were thus indifferent to the world and its pleasures yet were equipped to work within it. The Church, to its great advantage, was thus equipped with members who were certain of their faith and in their knowledge of God. The Jesuits were important in a spiritual sense for through their spiritual exercises they emphasised the important theological issue derived from an Aristotelian idea where the mind is employed to contemplate suffering of Christ and God. Loyola takes this a stage further when he proposes that the mind can be used to motivate us into good and charitable apostolic action. From Loyolas contemplation for achieving love he outlines how you can meditate to understand, as suggested when he said, Take my freedom, my memory, my understanding and use me as you wish. The ultimate outcome is that individuals had increased understanding of God that it was possible to become totally servile. With such members, it was inevitable that the Catholic faith strengthened. The Jesuit theology was important in justifying Papal dominance. A great manifestation of the developments towards a more practical faith was the spiritual exercises. In theological terms, the spiritual exercises placed a great emphasis on Papal hierarchy. Hierarchy within the Church could now be justified by theology and this validation of this much disputed factor to Catholicism enabled the Church to produce a strong front. Such comments of Loyola as I will believe that the white object I see is black if that be the will of the hierarchal Church suggests the importance of obedience and hierarchy which the Jesuits so promoted. The Jesuits were part of the move towards Catholic revival not only through realising the importance of the Churchs abuses and poor administration but also through challenging the Lutherans. An essential role of the Jesuits to aiding the Catholic faith was the recovering of lost souls in Lutheran territory as well as persuading people out of Europe to convert to Catholicism. A fine example was set by Francis Xavier who became the best know Christian missionary of modern time. He tried to educate the people of the East, particularly in Japan and India on the values of Christianity. The conversion of non-Christians was Loyolas initial motivation in founding his Society and he realised its importance right back in the 1540s when the Jesuits were established. The Papacy also viewed the order as one where their principle function was converting individuals to Catholicism, but particularly those who were Lutheran. As shown by the title given by the Papacy, Regimi militantis ecclesiae, when the order was founded in 1542, they were viewed as an almost militant organisation who could counter the Lutherans with their total obedience to the Pope. The Jesuits would not have received the Papal Bull and this particular title if the Catholics did not realise there would be a spiritual armed struggle between the Jesuits and Luther.

An Understanding Of The Term Looking Glass Self

An Understanding Of The Term Looking Glass Self In his book Human Nature and the Social Order (1902), the pioneering American sociologist Charles Horton Cooley introduced, somewhat incidentally, the term looking-glass self. This metaphor has since become a standard concept in American sociology with a larger meaning than Cooley himself first implied or envisioned, and with important implications in psychology, ethical studies, theories of child rearing, and other fields. Cooley meant by this term that to some degree individuals develop their identities or self-concepts, and come to understand and define themselves, by considering the ideas and reactions that they think others have about them especially others who seem significant in their lives. Thus, in the process of socialization, which is especially critical at the earlier stages of life but is always occurring, people mold their natures and personalities and assume their roles in response to their reactions to the other people in their social contexts. In that sense, accordin g to Cooley, ones self may be said to mirror social aspects that are outside oneself; it reflects society itself in many individualized ways. The concept actually implies an interacting pair of mirrors. First one imagines oneself pictured (and judged) in the mind of another; then one mirrors in ones mind those judgments that one imagines, thus regulating ones behavior and partially defining oneself. What is reflected in the mirror of ones own mind includes the value systems, self- definitions, and judgments of others in the surrounding society. In this view, ones self-development does not necessarily depend upon objective social realities; rather, it comes about because one perceives or conceives of others responses in certain ways. Thus the feedback that one thinks one is getting from society may actually be more important than any objective reality outside oneself. As sociologist George J. McCall and J. L. Simmons summarized Cooleys theory in 1966, our imaginations of self reflect our interpersonal concerns. Patricia R. Jette, writing in The Encyclopedic Dictionary of Sociology (1986), says that the looking-glass self theory distinguishes three separate components that contribute to the development of self: the responses of others to the individual; the individuals perception of what these responses are, were, or might be (which may differ from the actual responses); and the i ndividuals patterned internalizing of these perceived responses so that they become parts of his or her self-concept and behavioral makeup. In this latter stage, the individual molds a self that reflects the social surroundings and people in itas she or he has subjectively perceived them. Noting the precise way in which Cooley first used his term can help one to apply it with its original subtleties. In Human Nature and the Social Order, the term occurs in the chapter entitled The Meaning of I, one of two chapters about the social self. Cooley makes clear, in proposing the term looking-glass self, that it is not intended as an absolute definition of the nature of the self but is merely one very large and interesting category in which the self (or the I) is defined by its social surroundings. According to Cooleys original language, one imagines oneself appearing in some other mind, and then the kind of self-feeling one has is determined by the attitude . . . attributed to that other mind. A social self of this sort might be called the reflected or looking-glass self. Cooley goes on to quote an anonymous verse couplet: Each to each a looking-glass/ Reflects the other that doth pass. Thus Cooleys first use of the term suggests that, in any social interaction, each of two minds is a mirror: that of a self-conscious person, and that of another person who is a reacting mirror. In real life, one can imagine some interchanges, especially among social peers, as working both ways, in a balanced fashionwith each person simultaneously being both a self-conscious actor and an evaluating judge. Young people in the earlier stages of socialization, however, or people lacking in social power, would be most likely to function in the self-conscious roles, while those who are older, more powerful, or more authoritative would be most likely to be the self-assured judges whose opinions matter enough for the other person to take them into account and allow them (perhaps unconsciously) to govern behavior Social psychologists such as Tamotsu Shibutani emphasize the importance of Cooleys ideas in the socialization process. In Shibutanis view, the looking-glass self means simply that each persons orientation toward himself is a reflection of the manner in which he is treated. Cooley noted what Read Bain confirmed in the 1930sthat children know other people as objects, and call others by name, before they sense themselves as separate entities. Many experts agree that children see themselves as recipients of action before perceiving themselves as actors. Therefore, their evolving natures as active selves acquiring personalities will be likely to mirror the way they have been treated by others; they first gain self-identity from social interaction. Cooleys metaphor, like any analogy, embeds both the merit of vividness and the danger of distortion. Though McCall and Simmons call Cooleys looking glass a somewhat clouded concept, the term is commonly used by sociologists to help explain certain aspects of the process by which all people achieve their identities, regulating and in effect fine- tuning and modulating them as they go. Most sociologists grant that Cooleys idea contains an important truth. Applications The generalized examples that Cooley used when he first mentioned the looking-glass self in 1902 are good beginning points for illustrating how the concept works in real life. Cooley suggests, first, that as we pass a real mirror and see our face, figure, and dress reflected, we are naturally interested, and we are either pleased or not, depending on whether what we see measures up to what we would like to see. Similarly, when we meet another person, we readily imagine ourselves as mirrored in that persons mindour appearance, manners, aims, deeds, character, friends, and so on. In the next step, we find ourselves imagining what that other persons judgment of our reflected selves may be. The third stage triggered by this sequence is a reflective feeling in ourselves such as pride or mortification when we conceive of this judgment. Cooley himself admits that the metaphor of the looking glass is not adequate to explain the second of these three componentsthat is, the subjective evaluation of the onlooker. The nature and role of the onlooker is strategic in any such hypothetical situation, because one will be concerned about the onlookers evaluation only if that person seems somehow significant. Assuming the onlookers importance in ones life, Cooley says, one will be ashamed to seem reticent if one knows the onlooker is straightforward; one will not want to seem cowardly if one knows the onlooker is brave; and one will hesitate to appear gross if one knows the onlooker is refined. One may, in a certain social situation, boast to one onlooker about how one made a sharp business deal, but with some other person whom one perceives as having different social values one might try to hide the very same fact. In these senses, then, the outside mirror of the onlookers mind actually determines the nature of ones social se lf, generating ones behavior and role in a given setting. Though Cooleys examples do not imply that the whole of anyones self is determined by the process of such interactions, one can see how generally speaking, from earliest childhood onward one is likely to shape oneself to fit what one anticipates to be the expected judgments of those with whom one is dealing. In individual situations throughout life, even after ones identity is rather fully formed, one tends to adopt the contextual roles that one thinks of as suitable when mirrored in the minds of others. Thus in ones grandmothers living room or at a church service, one may in effect be one person, while at a basketball game one may reveal an entirely different self; this is role-playing behavior. Proud parents may discuss their children freely with other parents, but, with some degree of consciousness, they may refrain from mentioning their children when talking to someone who is childlessor who has recently lost a child in a car accident. In these cases, the looking glass of social surroundings and audience shapes ones perceived identity. Although Cooley illustrated only interchanges between two adults and did not specifically explore the implications that his concept has for childhood socialization, the looking-glass self helps to explain early identity development: A young child tends to become a combination of the features that are approved and desired in society. Society always puts pressure on individuals to conform to its values and judgments in order to receive approval; thus humanswho generally seek acceptance and want to be well thought ofshape their social actions according to the signals they get from the social mirror into which they are always looking. Since children tend to internalize what they encounter outside themselves and to act as if it were valid and true, it is clear that those who are treated as worthwhile entities have a better chance of becoming socially productive than those who are treated with abuse or disregard. The development of negative self-concepts as children discourages individuals from acting later as if they have positive contributions to make to society.

Benefits Of Ict In Physical Education Education Essay

Benefits Of Ict In Physical Education Education Essay ABSTRACT 1.0 INTRODUCTION This decade is characterised by rapid technological advances. Being in the digital era, technology has accounted for many changes in the educational sector. These changes range from the method instruction is delivered, to the attitudes on how learning occurs to the amount of collaboration and knowledge sharing between not only students, but also between teachers, managers and administrators. ICT represents one of the most useful tools to enhance curriculum if used correctly. According to Waxman H.Lin Mitchko (2003), teaching and learning with technology has had a significant impact on students outcomes when compared to traditional instruction. In the future, P.E will need to undergo radical changes. If technology had an impact in learning in general education, could it also enhance teaching and learning in P.E? New developments in the field of technology will positively affect the P.E curriculum. For example, the use of technological advances will prepare physical educators for the future demands and expectations of the society. Furthermore, the Ministry of Education is laying much emphasis on integrating ICT in the teaching and learning process in secondary schools. As students perform exercises and skills in their PE classes, PE teachers can use technological tools and systems to quantify processes and results to help them learn more about themselves (Kirkwood, Manon, 2002).However, before using ICT in our schools as a teaching tool, these important questions must be addressed. What technological options are available for our PE educators? Do using technological tools in the PE classes motivate the students? What is the role of technology as an assessment tool and how it is linked to performance? According to Green (2002), with the rapid developments in technology, ICT has made a significant impact on a number of P.E departments, and has the potential to enhance teaching and learning in P.E. Cummings (2002) further suggests that the pervasion of ICT in education is now impacting on P.E as much as on any other subjects. Many P.E departments in the U.K are currently using ICT for administration and management tasks. Computers allow us to continuously modify and update our schemes of work and lesson plans. The creation of a database of all students in the schools enable school administrators to maintain detailed records of assessments, key stage grades, sports awards and extra-curricular achievements. GENERAL CONTRIBUTION/BENEFITS OF ICT IN PHYSICAL EDUCATION The use of ICT in PE makes the science of sport come to life by linking both physical and mental activity. It also helps to create full-fledged students who are able to concentrate better on both practical and theoretical work. Besides, it helps students to develop a better understanding of their own body parts and that of the human body in general. It also raises the profile of P.E within the establishment by making the subject not only interesting, but also attractive and effective. Furthermore, it brings enthusiasm and motivation for both PE teachers and students. ICT is also very important with regards to school administrative work. In fact, data can easily be collected and shared for analytical purposes, e.g. electronic records of performance of athletes. ICT also promotes teaching and learning within the school organization by changing the nature of learning itself. Students are motivated and are able to grasp essential concepts that previously eluded them. By developing their abilities to think in different ways students can select and apply skills, tactics and ideas, to evaluate and increase performance. Moreover, with the infusion of ICT in PE, life-long learning can be supported through the collection of resources via the internet. According to Mike Rimmer, Head of Physical Social development at the Buttershaw upper school in Bradford: Its the excitement of learning in a different way. In addition, with ICT, pupils are able to get access, select and interpret a wide range of information more easily. They are also able to recognise patterns, relationships and behaviours using appropriate technological software. Furthermore, models, predictions and even hypothesis can be made by students with the advent of ICT. Access to images of quality performances can be obtained through video filming. Hence, students are able to review their work and modify it to improve the quality. Through ICT tools reliability, evaluation and accuracy of actions can also be done. ICT further provides a very reliable source of communication among people within the organisation. The use of email, fax, facebook or even skype will enable quick and direct communication among P.E staffs and even students in other schools on fixtures, meetings and many other relevant matters. Therefore, accuracy of information does not depend only on the busy school secretary. Throughout ICT tools, pupils can benefit from immediate feedback to improve their observational and analysis skills. As they familiarise with the software, they are able also to point out the relevant points for positive technique. The main advantage, however, remain the general improvement in the performance level of the majority of the pupils work, as they struggle their way to look impressive especially if their performance will be analysed on digital video system. There are many good options available to physical educators in regards to technology. Many of these technologies are easily accessible and are easily incorporated into the curriculum. SOME TECHNOLOGICAL TOOLS Pedometers Theses apparatus also called step counters are mechanical sensors used to count steps and can easily be incorporated in PE classes. They address motivation, assessment, and advocacy. Furthermore, they are portable and can be worn under the belt and be kept the whole day. Today, it can be said that the pedometer has become a recognized acceptable tool for measuring physical activity. Students can wear a pedometer and receive immediate and continuous feedback regarding their activity level (Beighle, Pangrazi,Vincent, 2001). Using pedometers at school can also demonstrate to parents that students are achieving a certain level of physical activity. By using the pedometers students will be able to see progress towards set goal and consequently will be more motivated in the classes. Heart Rate Monitors Based completely on the student ability level and current level of fitness, the heart rate monitor makes learning more student centered. It also provides immediate feedback that can make students work harder (Bian, Partridge, King, Andon, Boyer, 2007). As fitness level increases, student feel that their cardiovascular system is working and can set individualized goal to work more effectively. The Heart rate monitor will also provide real time data that will allow students to see how different exercises and activities affect the heart rate. Hence the heart rate monitor is a convenient apparatus that allows students to use up to date technology (Kirkwood, Manon 2002). Charts of maximum heart rate can be made for each student and track increase or decrease in their heart rate. Digital Video camera and visual analysis software The use of the motion analysis system will surely enhance many areas of the physical education curriculum both in research and teaching. Using digital video camera has indeed simplified the collection of data. These results can then be imported to carry out interactive multimedia presentation to provide students with a better understanding of the importance of breaking skills into components and the consequences of subtle variation in techniques ( Ladda, Keating, Adam, Toscana, 2004). The visual analysis software allows students to view captured movement and to analyse them. This particular technology can help teachers to control students progress towards motor skills goals; provide feedback opportunities and assessing students learning (Fiorentino and Castelli, 2005). Using digital video camera to record pupils performance in table tennis for example, can be a useful tool to help students improve their techniques. With the addition of motion analysis software, pupils have a professional supportive tool. For instance during a training session, a robot pong, which is a special technological tool that distribute ping pong balls at varying direction and speed, is used to face a student. The P.E teacher can then use the Digital video camera to analyse the actions more closely. This is done with a view to improve the teaching and learning of table tennis. Digital video clips were used weekly to stress on proper and improper techniques and then the pupils were given the opportunity to evaluate their own techniques and the technique of others via the dà ©jà   vu resource. In the Mauritian context, some state colleges which are actually working on a pilot project set up by the ministry of education are presenting candidates for the Cambridge O level Exa mination. Teachers involved in this project will have to make use of video cameras during the practical examination to record students performance and then send them to Cambridge University. Each college involved in the pilot project have already received a laptop, an overhead projector and its respective screen. Digital video cameras and internet connection facilities will soon be available in these schools. Simulation and Games Games such as Dance, Dance revolution, Fx cycles and Nintendo Wii Fit provide opportunities for students to be physically active and simultaneously enjoying themselves .These games can also be combined to other technologies to enhance the experience (Di Giorgio, 2004). Concerning the Nintendo Wii Fit, work outs are done on a small balanced board that gamers stand on. The players receive instructions from screen and mimic the stretching and muscle building exercises. The Wii Fit tracking feature shows progress using the system. Therefore, it can be a valuable PE tool. However, teachers should not consider gaming system equivalent to traditional exercises. It should be considered as a supplement and a not a replacement of traditional exercises. 3.0 METHODOLOGY Methodology refers to a systematic investigation of an issue to collect important data. When analyzing data, valuable evidence may be obtained by using several indicators.   A survey method seemed to be most appropriate rather than an Action research to us due to factors like time constraints, cost of implementation, high rate of absenteeism during 3rd term and unrealistic expectations. 3.1 SAMPLING The quality of an efficient survey is not only based on appropriate instrumentation but also on a suitable sampling strategy that has been selected. The selection of sampling strategy was governed by the criterion of suitability. The choice for this strategy adopted were related to the goals of the survey- the time constraints, the data collection methods, and the methodology. All these factors have been considered to ensure validity. The non-probability sample of 378 students of Form 4 was chosen for our survey which satisfied the minimum sample of Form 4 students. The estimated total population of Form 4 students was 19,179 which represent the number of students sitting for SC this year. We chose particularly Form 4 students because the survey had to be carried out during term 3 and during this period Form 5 and 6 students usually shine by their high absence rates. Hence, 66 students of Form 4 were randomly selected from 5 Form 4 classes in each school. PE teachers were also targeted for our survey to be meaningful. For a total population of 325 PE Teachers, we selected a minimum sample of 176 according to the given software for sampling calculation. P.E. teachers who were selected to fill questionnaires were from respective schools where members of our group work and PE educators who are following Diploma, B Ed, M Ed and PGCE courses at the MIE. 3.2 METHODS AND TOOLS FOR DATA COLLECTION The survey has been based on quantitative observations. The methods and tools for data collection were: Survey questionnaires Documentation 3.21SURVEY QUESTIONNAIRES Two distinct survey questionnaires were designed one for the students and the other one for P.E teachers in respect to the objectives and opinions on using ICT to enhance P.E. The questionnaires included profile of the student/teacher, knowledge in ICT, opinions if ICT is integrated in P.E. A structured questionnaire was designed to reduce time for filling questionnaire and simplify data analysis. 3.22 DOCUMENTATION Our investigation to gain required information regarding number of P.E. teachers in Mauritius and approximate form 4 students population included consultation of various records and statistics. 3.3 DATA COLLECTION STRATEGIES The questionnaires were distributed in four secondary schools and two MITD schools that is in the six institutions where six members of our group work. Respected teachers in our group briefed respondents before answering questionnaires about our objectives in the research. Record of number of questionnaires being circulated was kept. As for teachers, questionnaires were distributed to PE teachers around the island. 3.4 SELECTED SCHOOL PROFILE 1. Three State colleges SSS, one from urban and two other from rural areas. One of them is a Girls college and two others are Boys College. 2. A private mixed college situated in an urban area. 3. Two MITD mixed Schools were chosen, one from rural and the other from urban area. PE and IT facilities available in almost all selected schools: P.E. room/gymnasium, audio visual room(PowerPoint presentation and theory classes), Laptop, playground. audio visual room, Lecture theatre (PowerPoint presentation and theory classes), Laptop, playground, Internet facilities in the computer lab. Pupils from different type of schools were selected for the survey to check students attitude in P.E., to collect different perspectives of using IT in PE and to seek their views on ICT integration in P.E. from different types of schools and regions in order to meet our objectives. 3.41QUESTIONNAIRE DESIGN The purpose of the questionnaire: To make a survey on PE Teachers, and students questionnaire to seek their views on the possibility of enhancing P.E. classes with ICT. To meet our objectives and to be linked to the literature review. The students questionnaires include three sections- section1: Knowledge in ICT, section2: Physical education and section 3 included questions relating P.E. to Technology. Age-appropriate type of questions was included for mixed ability students like multiple choice questions. Different sections were designed to measure knowledge, attitude towards ICT integration in PE, interest in PE, level of importance now given to PE, level of IT literacy, willingness of students to adopt ICT in PE for self improvement and better learning, to seek pupils views in using ICT as a P.E. assessment tool. 3.42 PILOTING THE QUESTIONNAIRE A sample of 20 students was selected in Form 4 in two secondary schools in view of piloting the questionnaire. We took feedback from students after completion of questionnaire in order to reframe ambiguous questions. 3.43 QUESTIONNAIRES ADMINISTRATION Permission was sought from Rectors of respective schools. Students confidentiality has been assured. The questionnaires were delivered during 2 consecutive PE periods and collected at the end of class. 3.5 RELIABILITY AND VALIDITY To ensure validity and reliability quantitative data has been used. Investigations were carried out from reliable sources to compile relevant data. The required minimum sample of students and PE teachers were selected for validity and all questionnaires were directly collected by Teachers concerned from our group thus ensuring greater validity and reliability. 3.6 DATA ANALYSIS AND INTERPRETATION Information obtained through questionnaire was captured digitally using an application developed in SPSS software. The data was verified, cleaned and validated before proceeding to analysis. Data obtained was analyzed using SPSS where necessary. Analysis comprised of categorical tables, spider graph, clustered pyramid, count of responses and cross tabulations. Comparative analysis was also made in respect to correlated variables and basic classification criteria. An EFA was also carried out to have a reliable comparison of the variables in the students questionnaire. Estimates were made wherever, required, according to recommended statistical procedures. Results obtained were interpreted in relation to research findings in documentations. 4.0 RESULTS AND DISCUSSION This particular research on ICT enhancing Physical Education has raised several pertinent questions. For our analysis we have focused on three key questions that seem to be relevant in our Mauritian context. To address the main research questions in our project, both students and teachers from the state, private and vocational institutions were targeted. As it can be seen through the following respondents profile (Table 4.0.1): Table 4.0.1 Students Respondent Profile Gender Frequency Percent Valid Percent Cumulative Percent Valid Male 231 61.1 61.1 61.1 Female 147 38.9 38.9 100.0 Total 378 100.0 100.0 School type Frequency Percent Valid Percent Cumulative Percent Valid State 194 51.3 51.3 51.3 Private 61 16.1 16.1 67.5 Vocational 123 32.5 32.5 100.0 Total 378 100.0 100.0 Area Frequency Percent Valid Percent Cumulative Percent Valid Rural 193 51.1 51.1 51.1 Urban 185 48.9 48.9 100.0 Total 378 100.0 100.0 Level Frequency Percent Valid Percent Cumulative Percent Valid Poor 34 9.0 9.0 9.0 Average 140 37.0 37.0 46.0 Good 133 35.2 35.2 81.2 Excellent 71 18.8 18.8 100.0 Total 378 100.0 100.0 Teachers Respondent Profile School type Frequency Percent Valid Percent Cumulative Percent Valid Private 75 42.6 42.6 42.6 State 93 52.8 52.8 95.5 Vocational 8 4.5 4.5 100.0 Total 176 100.0 100.0 Types of Students Frequency Percent Valid Percent Cumulative Percent Valid Mainstream 109 61.9 61.9 61.9 Prevoc 55 31.3 31.3 93.2 Vocational 12 6.8 6.8 100.0 Total 176 100.0 100.0 From the student respondent profile: Mostly male students participated Majority of students came from state colleges Students were both from rural and urban areas The responded level of literacy were: average and good From the teacher respondent profile: Most teachers who participated came from state colleges The majority of teachers who responded worked with mainstream students 4.1 Perceptions of different school types in relation to motivation through video Filming With the rapid development in technology, and especially its use in enhancing P.E, one of the main objectives that have been pointed out is to find out whether using technological tools in P.E is a motivating factor for students. Digital video can effectively enhance P.E activities and is ever more relevant today in terms of availability, affordability, access and relative simplicityà ¢Ã¢â€š ¬Ã‚ ¦(Tearle Katene, in press; Stratton Finch, 2001). Using the video camera in P.E according to research can be a valuable tool to motivate students to improve their technique as it provide opportunities to give feedback, and create ideal situation for assessment of student learning (Fiorentino and Castelli, 2005). As advanced by Ladda, keating, Adams, Toscano (2004) students will be able to improve their abilities as the results obtained can then be imported to interactive multimedia presentations to provide students with a better understanding of the importance of breaking skills into compon ents and the consequences of subtle variations in techniques. In relation to this, a Frequency Tabulation (Table 4.1.1) was carried out at a preliminary stage, to have an overview of the tendencies of students in Mauritius especially when it comes to video filming as a motivating factor. As a result of it, the information obtained is represented visually on a spider graph (Table 4.1.2): Table 4.1.1 Perceptions of different school types in relation to motivation through video Filming Frequency Percent Valid Percent Cumulative Percent Valid Strongly Disagree 23 6.1 6.2 6.2 Disagree 26 6.9 7.0 13.1 No Opinion 46 12.2 12.3 25.5 Agree 144 38.1 38.6 64.1 Strongly Agree 134 35.4 35.9 100.0 Total 373 98.7 100.0 Missing System 5 1.3 Total 378 100.0 Figure 4.1.2: Spider Graph representing perceptions of different school types in relation to motivation through video Filming Series1: All School Type (State, Private, Vocational) Through the graphical representation, it can be seen that the overall results tend to move to the outer side of the spider hence showing that the results (Agreed 38.6% Strongly agreed 35.9%) are favorable when it comes to video filming as a motivating factor for students. However, we want to investigate what are those specific school types who either disagreed or strongly disagreed to this pertinent question. To further deepen our analysis, the different school types were then cross tabbed with video filming as a motivating factor to have a more explicit view of the tendencies towards this question. The Cross tabulation indicates that most of the students who strongly disagreed and disagreed came from the vocational students of the M.I.T.D with 21.4% against 9.4% and 8.3% from the state and private students respectively. Hypothesis testing: H0: No association between perceptions of different school types and motivation through video filming H1 : Association between perceptions of different school types and motivation through video filming From a chi square test carried out, it was found out that à Ã¢â‚¬ ¡2 = 28.397, df= 8 and p Therefore, it can be said that in our Mauritian educational set up, visualization software does not always suit certain school environment and types of students. For example, concerning the vocational institution, there is generally a lack of resources and the literacy level of the students is quite low. This is why there response is much lower compared to state and private colleges. On the contrary, it is seen that the state and private colleges responded quite positively towards this issue as these students know that video filming will bear a lot of importance in P.E classes in the future. In addition to that, students are also aware that P.E subject will be examinable and that their practical performances will be recorded through the Digital Video and sent to Cambridge for moderation. 4.2 STUDENTS AND TEACHERS PERCEPTIONS TOWARDS ICT TOOLS TO INCREASE PERFORMANCE Our second major research question addresses whether ICT tools are likely to increase students performance. In developing an ICT culture in P.E, students and primarily teachers need to keep up with understanding what learning means and what approaches are conducive to effective learning in P.E (Elbourn Cale, 2001). Literature has also shown how ICT tools can be used to enhance learning in P.E and especially in increasing performance of students. And the primary reason for using these kinds of ICT tools is to increase improvement in the performance level of student as they try to look impressive especially if their performances are recorded through the different technological tools. To depict the tendencies of this research question, a general analysis was done through frequency tabulation. The overall results were then demonstrated through a pie chart for both students and teachers (Figure 4.2.1 and Figure 4.2.2 respectively). Figure 4.2.1 Figure4.2.2 The results positively illustrated that most of our targeted students and teachers are very much agreeable to the fact that ICT tools have a lot to do with performance of students with 38.1% who agreed and 29.9 % who strongly agreed (Figure 4.2.1: Students perceptions) and 63.6% who agreed and 27.8% who strongly agreed (Figure 4.2.2: Teachers perceptions). A comparative analysis was further done through cross tabulations and displayed through clustered Pyramids to compare the tendencies of the different school types towards the usage of ICT tools in increasing performance for both students and teacher. This is particularly important to get a better interpretation of the question for both parties. Figure 4.2.3 Figure 4.2.4 From the results, it is interesting to note from (figure 4.2.3 and 4.2.4) that the trend is more or less the same for both students and teachers in the different school types. It is also worth noting that from the 176 teachers perspectives, none gave a negative view on the topic for which it does not feature in figure 4.2.4. In fact, the results are very much favorable with a maximum of 61, 27 and 55 counts from the state, private and vocational students and 50, 57 and 5 counts from state, private and vocational teachers. Hence it can be said that the research question tallies with what it has been said earlier about ICT tools -as a support linked to immediate feedback and in improving students performance level. Teachers also are likely to welcome ICT tools as a way to empower themselves and also in providing reliable, accurate and tracked performance of students. 4.3 EXPLANATORY FACTOR ANALYSIS ON SPSS FOR STUDENTS PERCEPTIONS Questions that were supposed to measure the same underlying dimensions were selected for the factor analysis test. The first table is a correlation matrix that will check the relationship between the variables. The determinant is listed at the bottom of the table. From the findings of the project the respective determinant is 0.149 (i.e. greater than 1 x 10 -5) Hence it is concluded that correlation exists between the variables and multicollinearity is not a problem for these data. KMO TEST The KMO value (Kaiser Meyer Olkin) is a measure of sampling adequacy. The KMO statistic varies between 0 and 1.The value should not be less than 0.5 otherwise this will imply that our sample size is not adequate. From our analysis the KMO value was found to be 0.710. This means that the pattern of correlation is quite compact and we expect at that level that the factor analysis will yield reliable results. BARTLETTS TEST OF SPHERICITY This value should be less than 0.01 for the analysis to be meaningful and significant. For the purpose of our analysis the value was 0.00. Hence, there were relationships among the variables. KMO and Bartletts Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy. (KMO) .710 Bartletts Test of Sphericity Approx. Chi-Square 622.440 df 153 Sig. .000 Rotated Component Matrix Component 1 2 3 4 5 6 7 Agree to use Technological tools to do assessment and evaluation .706 Agree if teachers use Technological tools to do P.E .658 ICT tools will increase performance .583 Integration of ICT in P.E -.536 Using ICT to raise standard of P.E Presence of Technology .769 Changes brought in Education .658 Role of Technology in Society Importance of using latest Technology in P.E -.760 Use of Technology to make class more interesting Using ICT to develop cooperation and independence .811 Impact of Technology in Education system .578 Using ICT to boost up participation Well versed in ICT -.764 Use of ICT in some subjects .583 Effective communication with P.E teachers and friends -.700 Use of Technological tools in P.E .678 More attention given to Technological Tools rather than skills and techniques .831 After analysis of the above table the following construction was possible: COMPONENT 1 THE POSITIVE INFLUENCE OF ICT ON PE TEACHING STRATEGY Students accept that technological tools will be a valuable asset that PE teachers can use to enhance their interest in classes. These students also believe that during their assessment technological tools will be advantageous to them. COMPONENT 2 POSITIVE IMPACT OF ICT IN ALL MAURITIAN SECTORS Students believe that ICT does not only influence the educational field but also other spheres of life. COMPONENT 4 ENHANCING TEAMWORK The perception of Student is that in school ICT will help them to develop their ability to work in team. Note: No conclusions were provided for components 3, 5, 6, 7 because they were unable to be categorized and furthermore some coefficients were negative. 5.0 CON

To Build a Personal Computer or Buy a Personal Computer? :: Description Compare Contrast Computers Essays

To Build a Personal Computer or Buy a Personal Computer? Abstract   Ã‚  Ã‚  Ã‚  Ã‚  This report is going to describe the pros and cons of building a personal computer (PC) and of purchasing a prefabricated one. This will help the reader to create a budget and gain more information about the computer industry. All parts, supplies, tools, and general insight will be given on the proper procedure of building a PC The report will also give generalized information on where and how to go about purchasing a PC.   Ã‚  Ã‚  Ã‚  Ã‚  Based on all of the information that was contributed in this report, it is recommended that the reader choose either example based upon His or Her skills in computer literacy. Another thing that will have to be taken into consideration is the total cost of all parts, labor and tools vs. the total cost of purchasing a PC. 1.0 Introduction The purpose of this report is to cover all of the proprieties between building and buying a PC All major components will be considered and examples will be given where applicable. 1.1  Ã‚  Ã‚  Ã‚  Ã‚  Scope This report will show all of the necessary procedures that will be required to successfully complete the task. The outcome will provide the reader with the information to at least understand the concept of the project. 1.2 Sources Most of the information in this report was gained through means of electronic data. Some other sources were instructors, magazine articles, and catalogs that were used to provide current specifications for needed components. 1.3  Ã‚  Ã‚  Ã‚  Ã‚  Definitions All terms and components that are mentioned in this report are computer-related terms. They will be outlined in the glossary at the end of the report. Any terms that can be defined will be done in footnotes or captions. 2.0 Overview The Following sub-sections will provide all of the information that pertains to building a personal computer. 2.1 Current situation The person who is interested in staying current and having the ease and convenience of a computer must know what options there are before the initial purchase of any type of unit. 2.2 Current options There are many options to choose from when seeking out a new computer. The industry and technology moves so rapidly that it is hard to find a particular model that will stay current for any given length of time. One available option is for the user to actually assemble and burn in their own computer. The advantages of this are simple. The user will be able to choose what parts will go into the computer, have the opportunity to learn how the computer works while assembling it, and they will have the satisfaction of knowing that the computer was built with their hands.