The Use Of Mobile Devices In Schools

The Use Of Mobile Devices In Schools Most of our classrooms of today do not differ much from those of the 19th century, chalk and talk, as well as desk and texts (Roschelle et al. 2000: 76) are still the primary structure of classroom lessons as they were back then. But yet, as explained by Roschelle et al. (2000), todays curricula, together with societal demands, expects students to learn and know a lot more than previous generations. With time, technology increases rapidly and becomes more ubitquitous. Mobile devices have become an integral part of the 21st century student. From cell phones to mp3 players, digital cameras to mobile tablets. These are their tools that is like extentions to their brain (Prensky 2005: 10) that they use in their everyday lives. Educating students without these tools is like educating a doctor whithout a scalpel. The use of mobile technology to facilitate learning is slowly starting to emerge as an area of its own and refered to as m-learning. This review will be looking at what research has been done in the literature regarding the use and integration of mobile devices in the educational system. Research Topic The chosen research topic is part of an existing research project where Android mobile tablets are distributed to schools with mathematics content on. The purpose of my research will be to evaluate the usefulness of the mobipads in supporting mathematics learning in classrooms. This research topic falls into the broad area of mobile learning (m-learning). Problem Outside of schools, new technology such as mobile devices is changing the way we find information, how we learn and even how we are entertained, but, although our education institutes are aware of these happenings outside of schools, they still prohibit the use of mobile phones and other mobile devices (Squire 2009: 73). It is inevitable that technology, but especially mobile devices, needs to be integrated into the schooling system which leaves us with the question: How can mobile devices be integrated into our learning institues to be perceived useful by both educators and learners? Main Research Question As stated is Section 2, I will be conducting research within an existing project which aims to suggest one way to address the problem as stated in Section 3. My main research question then will be: Are mobile devices such as Android mobile tablets a useful tool to support the learning of mathematics in classrooms? Background Background to Topic Digital natives is what students of today are called according to Prensky (2005: 8), because they grew up and live in the digital world of today (Franklin Peng, 2008: 69). Consequently they are very familier with all types of mobile devices as they use it in their everyday lives in numerous day-to-day activities. When mobile devices (excluding mobile phones) first made their appearance, they were referred to as handheld computers and where merely just stripped down versions of their more complex desktop predecessors (Squire, 2009: 71). Squire (2009) further explains that researchers began to study mobile devices more in depth to find out what makes it unique and how it can be utilized. Anytime/anywhere is the most unique characteristic of mobile devices. Mobile learning (m-learning) is a phenomenon that is rapidly evolving as more and more people rely on their mobile devices to provide them with needed information at any time and any location. According to Chang, Sheu and Chan (2003: 337) m-learning consits of three necessary elements: the mobile learning device; the communication infrastructure and a learning activity. Huang and Lin (2007:585) defines mobile learning as activities in which people use mobile devices such as cellphones, personal digital assistants (PDA), mobile tablets (mobipads), etc. to facilitate learning, studying or teaching of any kind. Ting (2005) goes further by stating that mobile learning is not aimed at replacing the traditional classroom learning system, but it provides an additional way to get learning content and to embed learning into the daily lives of people. Huang Lin (2007) cunducted research in the user acceptance of m-learning. Their reseach findings suggest that individuals perceive m-learning a s omnipresent and easy to use and with the mobility it offers, m-learning is regared as a very useful by students. Mathematics has always been known as a problem subject that students underachieves in and struggles to understand. Rubin (1999: 3) argues that it is due to the fact that mathematics is often viewed as an abstract topic, filled with symbols and invisible concepts. He continues to argue that the lack of dynamic and visual illustrations of the maths concepts, makes it all the more difficult to understand, especially for the 21st century student that is more visual orientated. According to Rubin (1999: 3), technology can help to create dynamic visual images. Franklin and Peng (2008) did just that. They distrubuted iPod Touch mobile devices in an eighth grade math class where the students created math videos to explain difficult math concepts to their fellow students. Some of the students responded by saying that in order to be able to create proper videos, it required them to think harder and longer about the mathematics concepts and that they realized how hard it is to explain maths to others. Swan, van t Hooft and Kratcoski (2005: 100) supports Franklin and Pengs (2008) findings by stating that the use of mobile devices can support personalized and collaborative learning. Swan et al. (2005) provided a sample of students with mobile computing devices to take home with them. Their results shows that these devices were not only used inside the formal environment of school, but also infomrally outside of school boundries to facilitate learning. This can be partly explained by the fact that students having a mobile device in hand feels like second nature to students of the contemporary age, it keeps them busy and entertained. Swan et al. (2005: 100) found that students were more motivated and engaged in more learning activites which resulted in students being more productive. Students using mobile technologies to collaboratively perform problem-solving activities, proves to have a positive influence on their level of understanding of the processes and content (Klopfer, Yoon Rivas 2004: 348). In their research case study, Franklin and Peng (2008: 78) found that using technology even helped special education students to better understand the concepts of the mathematics and kept them interested in the content of the work for longer. As previously discussed, the current generation of students grow up constantly exposed to technology and thus are more technology literate than those students of a decade ago (Swan et al. 2005). Keeping in mind the increasing use of mobile gaming devices and video gaming consoles, Squire (2009) investigated how the use of mobile devices ousite of the school environment impacts learning and education. Squire (2009: 72) argues that although the utilization of mobile devices in formal schooling environments are coming around slowly, there already is a big emerging market for gaming companies to develop games for learning. Nintendos Brain Age product and More Brain Training advertising campaigns and UbiSofts My Spanish Coach is a few examples the Squire (2009:72) mentions were one can see that more gaming companies are developing educational games that facilitates some sort of learning. Squire collaborated with Klopfer in (Klopfer Squire, 2008) to investigate the use of augmented reality (AR) games for learning purposes in educational institutes. AR games were developed on the concept that students are players within virtual worlds that are created by the game based on real worlds, and move around, interact and respond to simulated activities (Squire, 2009: 73). Squire (2009: 73) explains further that while students move through this virtual version of a real world, they get access to news clips, historical photographs and other multimedia data relevant to the specific place they are in within the game. Squire (2008: 73) found that through this kind of learning, students develop a tendency to ask deeper questions in problem-solving situations. More reseach done by Klopfer and Squire (2008: 6) brought to light that there are numerous entertainment and educational applications for mobile devices that only enhances these devices teaching potential. All of these apllications are developed with the chatacteristics of mobile technology in mind that includes portibility, connectivity and individuality. These entertainment and educational application offers features like real-time data on a wide range of subjects, immediate feedback on questions and aswers and facilitation of group work by students. Through the literature, it is becoming evident that educators are starting to believe that they can use the unique facilities that mobile devices offers to keep students engaged and more easily distribute the coursework and content to them (Franklin Peng, 2008: 71). Schools of thinking emerging from literature In the literature it comes across that the general school of thinking falls within an interpretivism paradigm which, according to Oats (2006: 291), is used to understand the social context of something. The use of mobile devices is by itself of social nature because it is used to communicate with others, work collaboratively with others and to entertain. When one studies the use of mobile devices, the use of data gathering methods like interviews, questionnaires and diary studies or journal studies are used were the learners are asked to analyse themselves in terms of their own thought and learning experiences (Pachler et al. 2010: 71) with regards to using these mobile devices. This goes together with observations that the researcher does in the natural environment where the mobile technology are being utilized. This kind of research is usually done over a time period, to be able to get a more holistic view of the specific phenomenon. The case study research strategy allowed Frankli n and Peng (2008) to give an indepth discussion of the utilization of iPod Touch mobile devices in two middle schools. Klopfer and Squire (2008) conducted a series of discriptive case studies to learn what the users experiences were of learning through augmented reality games and found it to be a strategy that gets user data quickly and leeds to a rich and detailed description thereof. They gathered their data through participant observaton, unstructured interviewsTo research the use of mobile tablets in a classroom environment for learning mathematics, I will be following the above school of thinking as I think it is most relevant. Many studies do follow the more scientific methods by making use of experiments that they implement in the field to determine the effect of the implementation of the mobile devices. Scanlon, Jones and Waycot (2005:7) refers to an experiment done on a sample of secondary school students. Each student was given a Pocketbook and were instructed to do a few activites with it. Questionairs served as a pre- and post-intervention measurement. A simmular research structure was followed by Klopfer et al. (2004). Rivera (n.d.) conducted a quasi-experiment with a control group and treatment group to test the effects of integrating technology such as skype to communicate with educators and online interactive white boards for online tutoring sessions. Rivera used the course exams as a measuring instrument as well as the amount of times the students accessed the online help site for the course. Observing the two control groups in their classroom environment and online was another gata gathering me thod that she utilized. Sometimes authors combine different research strategies to best suit their research objectives. Huang and Lin (2007) made use of an online survey as a means of gathering data which they then statistically analysed to be able to prove or disprove hypothesis. When authors follow a more scientific school of thinking, generally the data is statistically analised to answer their research questions and draw conclusions from. Challenges The following are challenges that have been identified by the literature regarding the use of mobile devices for educational purposes in classrooms: Lack of technical support. During their research Franklin and Peng (2008:75) that the need for quality technical support is critical. Challenges that they came accros was the provision of wireless technology without an expert to set it up. Although, the teacher had to contact the principle everytime a website that the students needed to work on, got blocked. It is not uncommon that schools are provided with technology to use in their classrooms, but without the necessary technical support and expertise. This can place a big damper on the idea that technology in classrooms is a fun experience and rather easy to use. The scarcity of recharging stations for the mobile devices. Providing facilities for roughly 40 students per class is a primary challenge (Franklin Peng, 2008: 76) that cannot be avoided when wanting to introduce mobile devices into classrooms. Technology skills of educator. Educators of the classes where the mobile devices are implemented, first needs to develop and learn the necessary technology skills to operate the mobile devices (Franklin Peng, 2008). This will be a challenge especially when the educator is of an older generation that did not necessarily grow up with technology and was not previously exposed to a lot of technology. Roschelle et al. (2000: 90) argues that technology support for teachers is often overlooked easily. The curriculum needs rethinking. Squire (2009: 73) expresses difficulties of trying to integrate the mobile media devices into the traditional schooling structure. Franklin and Peng (2008: 76) argues that presenting subjects like maths visually and with the use of technology, is a foreign concept for most educators in schools. The schools capacity to change. Roschelle et al. (2000: 91) argues the some schools are more reluctant at accepting the use of technology into their classrooms and curriculum. They still view the use of mobile devices for learning as foreign and unknown and therefore prefer to hold on to their current schooling structure. Opportunities The following opportunities for further research in the field of m-learning and mobile devices in education that have been identified by the literature: Huang and Lin (2007: 586) states that not much empirical research has been done on on mobile learning from the perspective of the learner. They argue that m-learning can only be improved if the behaviour, experiences and acceptance of the user of m-learning is studied. According to Squire (2009: 70) there has been little research done on to study and understand the impact of mobile media on learning where the mobile device is used outside of formal structures and in students own time. This is supported by Scanlon et al. (2005: 2) when he identifies that there is a need for research on the learning of science on mobile devices in an informal setting. Roschelle et al. (2000: 76) states that further case study research is needed to identify ways to use mobile technology that will support learning most effectively and the successful implementation thereof. More case study research is needed to investigate and better understand the aspects of peoples daily lives where they use mobile devices (Scanlon et al. 2005) and how m-learning relates to that. The use of mobile devices for educational purposes in classrooms as an m-learning tool offers several advantages and opportunities for the students as well as their society: Students can share the knowledge on the mobile devices with their peers in collaborative activities and with other friends or family at home. This opportunity was revealed when Franklin Peng (2008: 77) saw students sharing their earphones with someone else so both can whatch the educational videos on the iPod Touch. Students are provided with the opportunities of anytime/anywhere learning (Squire 2009: 71). Scanlon et al. (2005: 6) supports this by stating that due to the fact that mobile devices are rather affordable and provide portability, accessibility and immediacy, students can get what they need, when they need it (Staudt Hsi, 1999 In Scanlon et al. 2005: 6) and not be bound by their physical location. Students do not just learn about the subject presented by the mobile device, but they also learn how to use the technology, as some students do not have the technology at home and thus not the opportunity of learning about it otherwise (Franklin Peng 2008). This is valuable to the students development and crucial skills to have in their future. Roschelle et al. (2000: 88) identify a few advantages that doing mathematics on technology devices have for the students: (1) students can explore different ways of solving problems by because they can change and manipulate mathematical notations quickly and then (2) receive immediate feedback on the correctness of their notion and (3) students can make more sence out of the maths contect by either associating mathematical concepts to data from the real world or simulations thereof. Conclusion From the research it is clear that both researcher and educators have noticed the fast growing phenomenon that is m-learning through mobile devices. It is slowly but surely redesigning the chalk talk and desk and texts structure of our classrooms. Numerous studies have been done by researchers, some even collaborated with educators, to examine the presence, effects and uses of mobile devices in schools that facilitate learning in both formal and informal settings. Mobile devices offer some unique opportunities: Learning is no longer dependent on the location of the learner, but rather, anyone with a mobile device and the needed wireless connection can learn anything, anywhere and anytime. Knowledge can be shared a lot easier and promotes collaborative learning. Users of the device do not just learn about the content on it, but also about the technology they are working with. The different uses of mobile devices in peoples everyday lives. Because the use of mobile devices in schools is still relatively new, there are some challenges that were identified through literature: Lack of technical support with problems and queries in the classes where mobile devices are being used. The scarcity of recharging stations for the mobile devices in classrooms. Educators need to develop or update their technology skills before they can facilitate a class where the devices are used. The education curriculum needs to be revised in order to facilitate the use of mobile devices and utilize it to its full potential. Some schools still view the use of mobile devices for learning as foreign and unknown and therefore they are reluctant to change. It is sure that, by time, these challenges will be overcome more easily. Drawn from the research, it can be said with certainty that the use of mobile technology in education institutes is the way of the future, but a lot more research is needed on how to utilize it successfully to provide the youth with quality education that will allow them to strive in the world. By researching the effectiveness of using mobile tablets (mobipads) in classrooms as a tool for learning mathematics, will contribute to the m-learning body of knowledge in a much needed way. Word count: 3160

Major Tasks Of Quantity Surveyor Construction Essay

Major Tasks Of Quantity Surveyor Construction Essay Quantity Surveyor is a professional who work within the construction industry involving building costs. This profession provides a qualification gained following formal education, specific training and experience that provide a general set of skills that are then applied to a diverse variety of problems. These relate to costs and contracts on construction projects. Other areas in which Quantity Surveyor find employment include property surveys for hidden defects on behalf of potential purchasers, running estates, valuating the mineral deposits of mining companies, selling property and even Leasehold Reform Act work. Quantity Surveyor also involves all stages of the project and is usually appointed by the architect or engineer who designs the construction. They act as the financial overseer of a particular project, translating the plans into details costs. The major tasks of Quantity Surveyor include preparation of Bills and Schedules of Quantities of materials, labour and services required in the construction and equipment of building or engineering work. Traditionally, much of the work was included in Bills of Quantities as prime costs sums. Bills of Quantities, for example, consist of large quantities of estimate few items. Because much of the work involved is at or below ground level, the quantities are normally fairly correct, with a full remeasurement of the work that is actually carried out. Also as there is not the same direct relationship between quantity and costs, contractual claims and potentially is more likely event. In addition, quantity surveyor should also has frequent dealings with the different working rule agreements, day work rates and other documents such as Civil Engineering Procedure, which is published by the Institution of Civil Engineers. Another major task of Quantity Surveyor is giving advice on cost management or value management from time to time. The basis of the construction project in the context of forecasting, analyzing, planning, controlling and accounting. For example, Quantity Surveyors are the cost and value experts of the construction industry. Their responsibilities include advising clients on the cost and value implication of design decisions and the controlling of construction costs. Great importance is now attached to the control of costs on the majority of the projects. Clients and designers are disposed to making changes after the contract has been signed, and to order additional works that were not visualized. Quantity Surveyor also needs to give an opinion on alternative proposals and evaluate the costs. Once the decision is made to build the project by the client, Quantity Surveyor will recommend the client on proper to contract arrangement as well as the legal contract and conditions under which the building will be constructed. Quantity Surveyor also action on behalf of the client advises the architect and engineer on the cost implications. This includes the different construction methods, alternative choice of materials, size and quality of the project. This is also to ensure that each element is settling with the cost plan allowance and the overall project cost remains within the budget. Besides, Quantity Surveyor is a strong position to take a leading managerial role throughout the development of a project. For example, they are able to assess the implications of changes in design, site conditions and working arrangements and give the client accurate budget and time estimates. Besides that, preparing tender and contract documents are also one of the major tasks of Quantity Surveyor. Quantity Surveyor needs to prepare these tender documents at the end of the process. When the project is near to the tender stage, the different firms that may be interested in constructing the project should be ready the designs for construction projects. However, it is also recognized that the process is too long and frequently still unsuitable as compared to other countries of Western Europe and in different parts of the world. During the latter decades of the twentieth century, much effort was made to reduce overall design and construction time periods as well as attempting to reduce the time spent on site by the contractor. After that, Quantity Surveyor will recommend the contractor that suitable for the projects to the client so that client can select a suitable contractor to complete the project. As a conclude, Quantity Surveyor plays an important roles in construction industry. Quantity Surveyor needs to prepare the Bills of Quantities, tender documents, and procurement. Besides, Quantity Surveyor also has to advice the client on appropriate contract arrangement, cost management or value management. Quantity Surveyor is now retained to help clients develop their strategy for managing all of their construction projects. The skills required by Quantity Surveyors in preparing and ensuring good quality of documents for construction projects. Quantity Surveyor manages all costs that are related to building projects, from the initial calculation to the final figures. Quantity Surveyor also seeks to minimize the costs of a project and enhance value for money, while achieving the required standards and quantity. A Quantity Surveyor may work with either the client or the contractor, working in an office or on site. The title of the job may also be referred to as a construction cost consultant or commercial manager. Below is range of skills that the profession would need to continue to develop if it wished to maintain its role within the construction industry. For example, knowledge base that includes construction technology, measurement rule and conventions, construction economics, financial management, business administration, construction law and a skill base that includes management, documentation, analysis, appraisal, quantification, synthesis and communication. There are two types of skills, one of them is soft skills and the other one is hard skills. Some example of soft skills is responsible. As a Quantity Surveyor we should practice responsibility for our reputation depends on it and most important we calculate sums, prepare tender document and the contract. Besides, the other example of soft skills is able to work with people. Quantity Surveyor has to work with architect, civil and structure engineering, mechanical and electrical engineering and the most important is to work with client or developer. Quantity Surveyor should have good communications with all of them especially when preparing the tender document and procurement. Besides that, calculation is one of the examples of hard skills that a Quantity Surveyor should practice example, a Quantity Surveyor must have strong basic in calculation and understanding of the principles involved in discounting the value of future receipts and payments. Another example of hard skills is computer literacy. Computer literacy requires an understanding of the following two related areas of computer knowledge:- Knowing computer capabilities and limitations General understanding of the organization, capabilities and limitations of the various machines, example the hardware. Knowing how to use computer Familiarity with the common uses or applications of computers. Comfortable working with pre-written software. The other of the hard skills is accounting skills. It is a fundamental and important business skill and as such is important to the quantity surveyor in general. The primary purpose of keeping accounts is to provide a record of all the financial transactions of the business, and to establish whether or not the business is making a profit. The accounts will also be used:- In determining the partnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ or companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s tax liabilities. To support an application to a bank for funding. To determine the value of business in the event of a sale. In addition, Quantity surveying require a range of technical skills. Qualified surveyors must be able to read architectural drawings and understand construction processes. They find that an admiration of mechanical and electrical installations is valuable, together with an understanding of their interface with other parts of the construction. As quantity surveyors are concerned with financial matters, strong numerical skills are essential. In building surveying, ità ¢Ã¢â€š ¬Ã¢â€ž ¢s important to have a thorough understanding of regulations and laws so made to ensure that they are followed. Besides that, the work is volatile and so Quantity Surveyor needs to be flexible and able to think on feet. Creativity might help Quantity Surveyor to solve unexpected problems. As a conclude, Quantity Surveyor needs to have good attitude, have good communications skills as you could be required to express your opinions both verbally and on paper, able to work with others and can work well in a team, have a sound knowledge of building construction, skilful in calculation, accounting and computer literacy, and technique skills that able to read architectural drawings and understand construction processes. All of this is important to a Quantity Surveyor to ensure good quantity, accurate costing, and good quantity in preparing the tender documents and procurement.

Contradictions of Character in George Bernard Shaws Pygmalion Essay

â€Å"Manners are the happy way of doing things† according to Ralph Waldo Emerson.   According to Emerson people use manners as a front to make themselves look better.   Inherently, this will lead to a contradiction of the front and the reality.   One such man who is most concerned with manners is the protagonist of Shaw’s Pygmalion, Professor Henry Higgins.   Higgins is a man who displays contradictions within his character.   He is in the business of teaching proper manners, although lacks them himself.   In addition, Higgins is an intelligent man, and yet he is ignorant of the feelings of those around him.   Another apparent contradiction is that Higgins’ outer charm serves to hide his bullying nature. He manipulates Eliza and others around him to serve his own purposes, without any regard for her feelings.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Higgins, a teacher of proprietary manners, lacks those very manners which others pay to learn from him.   Ironically, Higgins believes that he is the greatest teacher of manners.   He announces that in â€Å"three months [he] could pass [Eliza] off as a duchess.†Ã‚   Higgins thinks that he can take any lower class girl and pass her off as a duchess.   He truly believes that he is capable of transforming Eliza.   Once the teaching begins, Higgins shows no respect for others in his life.   When he goes to see his mother, she reminds him that â€Å"[he] promised not to come on† her days when she is having guests.   He ignores this promise to his mother because he believes that his newest experiment is more important than his mother’s insignificant visitors are.  Ã‚  Ã‚   This behavior continues throughout the ... ...ulative experiments on life.   Higgins tries to use his charm to manipulate people into giving him what he wants, but when this tactic fails he resorts to brute force and abuse.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is amazing that a man with such great qualities and characteristics can also have the bad qualities that are opposite of those great ones.   How these traits can coexist in one person does not make sense.   One of the traits must be a false front.   This is the nature of the world.   When two opposites come together in the same place and do not alter each other, then one of them is kept up as a faà §ade.   At any moment in time this faà §ade can move or crack and the true nature of the person will come to light.   People who display too many contradictions in character are usually true hypocrites.

Essay example --

Paternalism John Stuart Mills is wrong when it comes to his rejection of paternalism. Mills is taking a position that is in line with that of classical liberalism which in many ways is in opposition to paternalism. This ideology only acknowledges the individual and does not take in account the larger society. Many do not like to be told what is right when it deals with something that does not affect anyone but themselves. The issue with this is that individuals are part of something. They are part of a family, community, city and nation. The impact of those choices might be seen as insignificant and not have relevance outside of their own lives but it is a small picture view and forgets about the big picture. Mills is right that paternalism is taking away liberties but those liberties affect others in ways that a person might see. Society should act as a parent to its individuals because they could cause weakness or issues that go beyond the realm of one’s own household. According to the harm principle that Mills seems to be a supporter of, hard drug bans are justifiable because drug usage does effect more than just the user in many ways. Most drug bans are in response to some perceived negative that the lawmakers saw and wanted to prevent or stop. There are times in history the reason for the ban was less than just but as a holistic perspective most of the time the substances caused problems that had very negative effects on communities. Many times, the purchase of the product comes from an illegitimate source. South American drug cartels and the Mexican cartels that many times transport the product across the border in the United States undermine the rule of law and public safety in those nations including the Unite... ... not fundamentally different when looking at the larger perspective from banning drugs like cocaine. Cocaine addiction and the other issues in this essay are all issues that different groups of people say should be individual liberties but have real impact negatively on the society around them. The issues of paternalism is that could be abused and made into tyrannical regime as Mill fears but there is a large difference from telling a motorcycle rider to wear a helmet to telling people they cannot voice political opinion. The argument is guilty of the slippery slope fallacy. As long the system has stated rights that cannot be infringed like the constitution does the in the United States this that slide to tyranny should be prevented in a society that is rooted by the concept of rule of law. We do not just exist as individuals but also as parts of society.

Abortion is Morally Wrong Essay -- Pro Life Pro-Life

Abortion is Morally Wrong Abortion, the termination of pregnancy before the fetus is capable of independent life, can either be spontaneous or induced. It is called "the knowing destruction of the life of an unborn child." (Mass General Laws Chapter 112 Section 12K) When abortion occurs spontaneously, it is called a miscarriage. However, when the loss of a fetus is caused intentionally, it is regarded as a moral issue. Abortion destroys the lives of helpless, innocent children and is illegal in many countries. An estimate of 1.2 million are performed each year. In retrospect, an estimate 38,010,378 innocent children were aborted since 1973 when the process was legalized. Abortion is a simple and safe procedure if it is done by trained medical workers during the first trimester. There are four different techniques utilized during the first twelve weeks of pregnancy. Suction aspiration, also known as vacuum curettage, is the most common surgical means of abortion. This is when a powerful suction tube with a sharp cutting edge is inserted into the womb through the dilated cervix. The suction dismembers the body of the developing baby, tearing the placenta from the wall of the uterus, and sucking blood, amniotic fluids, placental tissue, and fetal parts into a bottle. Although it is one of the safer methods, there are still frequent complications such as infection and tearing of the uterus, causing hemorrhaging. Dilatation and Curettage (D&C) is another surgical process involving the insertion of a loop shaped steel knife to cut the baby’s body into pieces. The placenta is then scraped off the uterine wall. There is a higher risk of infection with D&C and greater blood loss than with Suction aspiration. RU 486 and Methotrexate are two similar types of chemical abortion. RU 486 is a pill that can be taken orally only during the five to nine week period. Three trips must be made to the abortion clinic. In the first, the RU 486 pill is administered after a physical examination. During the 2nd, 36 - 48 hours later, the woman is given a dose of artificial prostaglandins initiating uterine contractions. This causes the embryonic baby to be expelled from the uterus. The third visit, about two weeks later, can determine whether the abortion has been completed or if further surgery is necessary. Methotrexate is administered by intramuscular injection. It... ...ined that abortion is morally wrong and destructive in all circumstances. God, the ultimate creator who decides the fate of all humans who come into existence, is the only One with the ability to choose life or death for His people. For us to make this decision ourselves, we are taking dominion over God and disregarding the Predestination that He intends for each living person. Works Cited Fettner, Ann Giudici. Abortion. Compton’s Interactive Encyclopedia. 2008. Hope and Healing. Massachusetts Citizens for Life. Elliot Institute, 2007. Levy, Robert J. Abortion. Microsoft Encarta 96 Encyclopedia. 1993-2009. Pro Life Reference Journal. Massachusetts Citizens for Life. Massachusetts Citizens for Life. 2008 Schwarz, Dr. Stephen. The Moral Question of Abortion. [Online] Available: http://www.ohiolife.org/mqa/13-5.htm. Unknown. Abortion Techniques: Suction Aspiration. [Online] Available: http://www.nrlc.org/abortion/asmf4.html. Unknown. Is Abortion Safe: Physical Complications. [Online] Available: http://www.nrlc.org/abortion/asmfl3.html Unknown. Over 38 Million Abortions in U.S. since 1973. [Online] Available: http://www.nrlc.org/abortion/aboramt.html

Football player Essay

The amount of extra oxygen required by muscle tissue during recovery from vigorous exercise. The extra oxygen gets rid of the lactic acid in your muscles after exercise. Difference between Aerobic and Anaerobic Training The main difference between aerobic and anaerobic training is that one uses oxygen whilst the other uses lactic acid. Aerobic training uses the oxygen in your muscles to produce the energy. To improve the amount of time which you are able to train at aerobic level you can do aerobic exercises, these are normally done at a moderate pace which your body can cope with. On the other hand anaerobic training is when the oxygen in your muscles run out so you rely on lactic acid to give you energy. The energy released does not last for long however is very powerful. The lactic acid causes your muscles to start aching though and can result in vomiting. Anaerobic respiration occurs when you work your body flat out and use all the energy available. Effect of Lactic Acid on the muscles Lactic acid is a waste product that is produced by your muscles when exercising. When the body has no oxygen left in the muscles it has to revert to anaerobic respiration which uses lactic acid to form energy. The lactic acid though makes your muscles ache and tire so is not very efficient. Difference in composition between inhaled and exhaled air The air that we breathe in and the air which we breathe out, have different compositions. The main difference is that in exhaled air there is more carbon dioxide compared with inhaled air where there is more oxygen. However in both types nitrogen is the highest percentage. Here are the components of inhaled air, 79% nitrogen, 21% oxygen, a little water vapour,0. 04% carbon dioxide whereas exhaled air contains79% nitrogen17% oxygen3% carbon dioxide, a little water vapour. As you can see from the two lists they are basically the same however there is more carbon dioxide and less oxygen in exhaled air. Effects of exercise on breathing and heart rate A lot of exercise can also affect your respiratory and circulatory system, because your heart gets bigger due to aerobic training, it is now a better pump so more blood can be circulated around your body per beat than before. This also means that your resting heart rate decreases. A sign of good health is whether you have a low heart rate. The average is 70BPM (beats per minute), if you are unhealthy then your heart will have to work harder to pump blood all around your body which makes heart attacks more likely. Effects of Training In this section I will explain the effects on the body that I will expect to see when my Personal Exercise Plan has been completed over the 6 weeks. After completing my PEP my muscles should change in size and strength due to the exercises I have chosen. The muscles should grow larger with the exercise because the muscle fibres in the muscle will get fatter. Muscles are built from fibres which are either fast twitch or slow twitch. The strength of the muscle should also improve with exercise, by doing exercises with heavy weights and few reps the muscle strength will be increased. If I changed the exercise to many reps with a light weight then my muscles will gain more endurance. But as I am a goalkeeper then I will not concentrate as much on the endurance training. Changes to Vital Capacity and Tidal Volume in the lungs From completing my 6 week training routine I should be able to see changes in my Vital Capacity and Tidal Volume. VC= Your Vital Capacity is the maximum amount of air that can be forcibly exhaled from your lungs. TV= Your Tidal Volume is all the air inhaled and exhaled in a minute. With training the respiratory system I will expect to see an increase in both of these factors. These increases are down to the lungs as training on my respiratory system will make them bigger so I will be able to inhale and exhale more air per breath. SV = Stroke Volume is the volume of blood pumped out of the heart during one contraction. Due to exercise this should increase as your heart will be stronger, therefore it will be able to pump a larger volume of blood around the body. CO = Cardiac Output is the amount of blood which is pumped from your heart each minute. This can be worked out by multiplying your stroke volume with your heart rate. This should also increase with exercise, by the same reasons as your stroke volume increases, as your heart is stronger. Recovery rate = Your recovery rate is the amount of time it takes you to fully recover after exercise. The fitter you are the shorter your recovery rate is. As I am a goalkeeper I will not be concentrating on this too much as it is not that important, although for an outfield player it is very important. SPORT Principles of training The main principles of training are shown in the acronym SPORT, by using these in my PEP I should end up with a successful training programme. The different sections are: S= Specificity Specificity means that I will train specific muscles used in my sport. This could include exercises and drills that relate to moves and skills I need in football as a goalkeeper. I will specify flexibility and muscular strength as these are the two components most vital for my sport. P= Progression Progression is when you gradually increase the amount or intensity of your exercise. This will improve your muscles as you are increasing the amount of work they do. An example of progression is starting week 1 with a 2 mile run once a week then progressing to a 3 mile run in week 2. O= Overload Fitness can only be improved by doing more than you usually do. This is called overloading. You must be careful though as if you do too much training you will end up injuring yourself. An example is doubling the distance of your runs or doubling the weight of your weights. R= Reversibility Reversibility occurs when you do not train . As your muscles are not being worked they will begin to weaken. All the improvements you have made from training will be reversed. For example if a sportsman becomes injured and is unable to train they will lose their work. So that reversibility does not affect me I will have 3 training sessions per week. T= Tedium Tedium is when you become bored with your training, this is because your training plan does not have much variety and you end up doing the same exercises. To avoid tedium I will include a variety of exercises so my PEP is not boring. FITT Principles When using overload I can use the FITT principles of training which are: F= Frequency Frequency is to do with how often I should train. I will include 3 training sessions a week in my personal exercise plan; this is a sufficient amount as I am not a professional sportsman who will probably train around 5 times a week. By doing 3 sessions a week I will also minimise the chance of reversibility as I will not have a large gap of time when I am not exercising. To make sure that my PEP is well set out I will not have to exercise in 2 consecutive days, for example I will train on Monday, Wednesday and Friday. I= Intensity Intensity is based on how hard you push yourself whilst doing your training. It is measured by MHR (Maximum Heart Rate) for example a 3 mile run at 70% MHR. As I progress through the training programme the intensity of my exercises will increase. For the first week I may start working at 65% MHR which is not too hard however by the 6th week I will be working at 80% MHR which will be working my body very hard. T= Time Time is the length I will train for during each session of my PEP. It can vary from sprinting for 10 seconds to jogging for an hour. Time will be used in my exercise plan as I will increase the length of time spent on each exercise as I progress through the 6 weeks to show progression. T= Type There are different types of training, continuous training, fartlek training, circuit training, aerobic training and interval training, I will mainly use circuit, interval and aerobic training as these will be of most help to me. Fartlek and continuous training both contain a lot of running, which will not be useful to me as I play in goal. However I will use aerobic training as it will help me with my flexibility and agility, whilst interval and circuit training can use many exercises which I can choose myself. This will also lessen the chance of tedium occurring.

India’s large population †Asset or Liability? Essay

In his theory of population, Malthus stressed the need of keeping population within limits to the point he called Optimum. At this point in time, India has a population of about 1.27 billion people, and it supports upto 17% of the entire world’s population. Of these 1.27 billion people, 50% are below the age of 25, and 65% are below the age of 35. This means that the major part on India’s population are students and young workers. There are more workers than dependents, which is good for any economy. However, it is important to remember that while at this point in time, India’s vast population is a liability, it has the capacity to become an asset. How is India’s population a liability? 1] Limited resources –   In the recent years, India has been witnessing acute food shortages that has pushed up the prices of commodities like wheat, sugar, rice, pulses, making it difficult for people to get the basic necessities. As the population is growing fast, the same amount of food produced for years is no longer sufficient. This results in shortage of supply and prices increase. When a few areas are urbanised, all industries, plants and other institutions concentrate in these areas. The whole rural-urban migration trend depicts the same picture, where people from small cities and villages move to big industrial areas for work, business and studies often leaving fewer people taking care of farming and the underdeveloped areas. The major problem of resource scarcity is over-concentration of population in few areas; whereas resources may remain available in regions where there is shortage of people. How is India’s population an asset? 1] Labour – There are instances where lesser number of inhabitants is a dilemma. Countries like Canada, Australia and Libya are the examples where smaller population is a handicap. Many developing countries face scarcity of labour,  both of skilled and unskilled manpower. India, however, does not have this problem. We have many young and skilled labourers. There are many examples where big population is considered a desirable phenomenon for developing nations. For big manufacturing firms all over the globe, deficiency of cheap labour is one of the major issues. If a country has more labour force it can be availed by initiating different vocational training programmes. This will not only make these peopled skilled and productive but will also help them earn a good standard of living. For example, China has trained its manpower by efficiently utilising it and made it available for business firms as cheap and productive labour force. The giant multinationals have their plants and manufacturing industries in China. India is another major example; big foreign companies have their call centres operating in India just because India has large, cheap and skilled labour force.