John F Kennedy And The President Of The United States

On November 22, 1963 America lost one of her greatest icons that she had. President John Fitzgerald Kennedy, the 35th President of the United States was killed with just under three years in office. Although this man was killed with just over half of his term in office accomplished many things that Americans now consider him to be the most influential person to have held the office of president of the united states, as well as an instigator of significant social change. John F Kennedy was a President that fought for civil rights for a nation that was segregated for over a century, Kennedy did not just talk about change, he actively fought for it while being loved by only half of the country while the other half hated what he stood for. JFK†¦show more content†¦These acts added to his , at the time, growing name that he was actively trying to ‘level the playing field’ which would make the path to equality easier to walk down. As a result of his work with that Ant i-poll tax and his work to tear down the hiring barrier, â€Å"Kennedy s emerging civil rights record in the Senate would become a source of both pride and frustration for the black supporters in Massachusetts who had worked hard for his election† (Stern). Another evidence of the man who fought for civil rights comes from a televised event where John F Kennedy spoke words the resounded through the communities both black and white all across the nation, â€Å"We [the citizens of America] face, therefore, a moral crisis as a country and as a people. It cannot be met by repressive police action. It cannot be left to increased demonstrations in the streets. It cannot be quieted by token moves or talk. It is time to act in the Congress, in your State and local legislative body and, above all, in all of our daily lives† (Kennedy). In the modern America today, where tensions of race are high strung, the 35th president s words prove to be even more true than many had imagined nearly fifty years prior. That police oppression is not the way to handle the matter at all. And if anything is to change, it must be done by the citizens of America, as to him, â€Å"It seems that these are matters which concern us all, not

Behavior Modification Free Essays

This paper aims analyze what behavior modification is and seeks to provide an insight into the process of behavior modification. It revolves around numerous dimensions of this process which are dependant on numerous theories like conditioning and contiguity. It focuses on behavior modification techniques and provides examples for sufficient understanding of the process. We will write a custom essay sample on Behavior Modification or any similar topic only for you Order Now Behavior modification Behavior modification is a term which refers to any process achieved from a certain learning theory which is aimed at changing a person’s behavior or the way he or she interacts with the outside world. The specific area of behavior modification which is under focus in this paper is the techniques involved in behavior modification. Secondary research is being used for the collection of data and demonstration of examples. Using the behavioral approach The behavioral approach revolves around three different types of behavioral learning theories which are as follows: Contiguity. The theory of contiguity suggests that a specific stimulus followed by a particular response tends to be followed by the same response again on reoccurrence. It suggests that the stimulus response connections gain full strength on the first interaction of the connection i. e. contiguity. Repetition neither strengthens nor weakens the connection that has already been developed. Guthrie also based his belief on the law of recency which suggested that an organism would respond to a stimulus in the same way as it responded in the most recent encounter with that stimulus. This idea implied that habits once formed were extremely hard to break. However Guthrie suggested that behavior could be broken i. e. new behavior could be formed on the basis of following techniques: 1. Exhaustion Method: Exhaustion Method/Fatigue Method: suggests one should continue to present the stimulus until an organism is too tired to respond in the habitual way. At this point, either a new response will occur or a new stimulus-response habit will form or the organism will do nothing. 2. Threshold Method: suggests presenting the stimulus so faintly that the organism does not respond to it in the habitual manner. Then gradually increase the intensity of the stimulus so that the organism continues not to respond to it. 3. Incompatible Stimulus Method: Present the stimulus when the habitual response can’t occur and will lead to occurrence of incompatible response. Classical conditioning Pavlov in his experiment presented dogs with food and observed the dogs salivary responses to the ringing of bell immediately before food was presented. Initially the dogs didn’t respond unless they were presented the food, however after a certain time the dogs started salivating at hearing the sound of the bell because they had started associating the sound of bell with food. There are two major purposes served by classical conditioning: 1,Conditioning automatic responses for example reducing adrenaline levels in humans without the usage of stimuli that would produce such responses. Secondly for creation of stimuli association. There are two different types of stimuli that can be categorized as secondary stimuli or primary stimuli. Stimuli which result in response without any training are called primary response for example pain and food. Stimulus which leads to a response only after training is called secondary stimulus for example the bell in Pavlov’s case. A trainee has to be taught to like or dislike the secondary stimuli. Application of classical conditioning: Animal trainers use classical conditioning to train animals. Usually dog trainers use a light flicker which flickers at different intervals of time following which the dog is given a treat. Simply flick the light, wait for a moment and then give the dog a treat maybe food. After this has been repeated a few times, one may observe that the animal monitors, stares at the treat or maybe looks at the trainer. This is an indication towards formation of an association. The flickering light then becomes a signal for an upcoming reinforcement. Operant conditioning Operant conditioning results in the creation of an association amongst a specific behavior and a specific consequence. This refers to response stimulus conditioning because it leads to an association development amongst the behavior and its following consequence. Consequences have to be clearly linked to behavior. A reinforce refers to anything which makes an event occur more frequently than usual. An organism tends to repeat behavior when the consequences are positive; these are referred to as reinforcers. Similarly an individual tends to reduce a certain kind of behavior if it leads to unfavorable consequences; these are called punishers. As a result of punishment or reinforcement the following scenarios can prevail: †¢ If something good starts and leads to an increase in behavior it is called positive Reinforcement. †¢ When a good thing is taken away the behavior decreases which is called negative Punishment. †¢ If a bad consequence is presented the behavior will decrease which refers to positive Punishment. †¢ When a bad consequence is reduced the behavior would increase which is known as negative Reinforcement. Behavior modification techniques There are five different categories of activities that revolve around numerous dimensions of behavior modification techniques: Development of a new behavior: For example teaching a child to act in desired ways which he hasn’t exhibited before, successive steps can be rewarded until we have reached or attained the final desired behavior. For example if a child to be taught a certain alphabetical spelling list we can reward the child with candy or a desired toy every time the child learns a spelling. This will eventually lead the child to learn all the constituent words of the list. This process is called SHAPING. According to continuous reinforcement principle to teach a child a new behavior which he has never exhibited an immediate reward should be presented after each correct performance. For example provide a dog with a cookie every time it responds to a stimulus in a desired behavior. The negative reinforcement principle suggests that to increase a child’s performance in particularly desired ways, the trainer should reduce undesirable consequences; this can be done by allowing the trainee to avoid the aversive situation by behaving appropriately. The cueing principle suggests that in order to teach a child to remember how to act at specific times the trainer should arrange for the provision of a cue to the correct performance immediately before the action is expected rather than after its incorrect performance. Strengthen a new behavior: encouraging a child for continuation of performance of a previously established behavior leading to little rewards, gradually requires a longer time period. This refers to decreasing reinforcement principle. According to variable reinforcement principle, for improvement in a child’s performance of a certain tasks the child should be presented with an intermittent reward. For example if a child acts according to the desired manner when sitting on the dining table, providing the child with candy immediately will lead the child to repeat that behavior in future. Maintain an established behavior: according to the substitution principle for changing reinforcers when previously effective rewards are not modifying behavior any longer, the reinforcer should be presented immediately before or immediately after the time the more effective reward is presented. Stop an inappropriate behavior: according to the satiation principle to stop a child from acting in a particular way the child must be allowed to continue the undesired act until it becomes boring and the child gets tired of it. For example if you disapprove of a child’s computer usage patterns and you think it’s leading to addiction you should try not saying anything and encourage the child to do what he is indulged into and eventually there will be a time when the child will get sick of it and will stop doing so naturally. The extinction principle suggests another way to stop inappropriate behavior i. e. to efficiently eradicate a specific behavior one should create such conditions for the child that he/she receives no rewards following the undesired act. For example if you don’t want your child to talk while eating, every time the child indulges in such activity create such a consequence for him which is extremely undesirable, for example scolding the child. This will eventually lead to extinction of that certain behavioral display. The incompatible alternative principle suggests efficient stopping of a certain behavior in a child can be achieved by rewarding an alternative action, whose simultaneous performance with the undesired act isn’t possible. Modify emotional behavior: the avoidance principle states in order for a child to be taught to avoid a certain type of scenario the child should be simultaneously exhibited to the situation that is undesired or any form of its representation and some aversive condition. Conclusion Behavior modification is a technique which has been thoroughly and repeatedly analyzed in numerous experiments. These experiments have proved that following a certain series of modification can lead to a change in the behavior of an organism. References: Dimensions of human behavior by Elizabeth Hutchison, sage Pubns ( March 2003 ) Applied behavior analysis by John O Cooper, William L Heward , Edward R Canda. Prentice Hall (December 2006) An introduction to behavioral endocrinology by Randy J. Nelson, Sinauer associates inc ( March 2003 ) How to cite Behavior Modification, Papers Behavior Modification Free Essays Running Head: BEHAVIOR CAN BE MODIFIED BY REWARDS AND REINFORCEMENTS Behavior Modification: Desired Behavior can be Created by Proper Reinforcement Natalie Tamayo CUNY Queens College Abstract This experiment is centered on the notation of Behavior Modification. In this experiment a rat is trained to exhibit a targeted behavior called Roll. The desired goal of the experiment is mold the rat into the behavior of producing rolls whenever the light is turned on. We will write a custom essay sample on Behavior Modification or any similar topic only for you Order Now One rat took part in this experiment. There were two precursor behaviors to the desired Roll behavior. One behavior was genital grooming and the other was head tucking. First the behavior of genital grooming was consistently reinforced when exhibited. This behavior, after sometime, led in to the secondary behavior of head tucking. Once the rat began to consistently exhibit the behavior of head tucking the reinforcement for the genital grooming was eliminated. Reinforcements were then only provided for the displayed behavior of head tucking thus encouraging this secondary behavior. When the rat begins head tucking on a fairly often basis this behavior leads into the ultimately desired behavior of rolls. Just as was done with the first precursor behavior, reinforcements were then discontinued for this behavior and were only reintroduced for the behavior of roll. Once the rat had proved that she could consistently roll the last step of this experiment was introduced. This part entailed incorporating the dependant variable of light. Now she would only receive reinforcement when the light was turn on and she rolled. The following hypothesis was supported; desired behaviors can be controlled through proper reinforcement and reward. Method Participants One virtual rat was used in this experiment. She was provided through the Sniffy the virtual rat Pro version 3. 0 CD Rom software. Materials In the virtually simulated world of Sniffy; a cage, a light, a magazine and pellets of food were utilized. How to cite Behavior Modification, Essay examples Behavior Modification Free Essays string(27) " it pertains to education\." In spite of many and long-standing research to indicate that behavioral procedures can produce large achieve in academic skill development, the techniques are hardly ever used in regular education. This can be a main problem when a consultant believes a behavioral intervention is required. Main reviews on programs that work in education have omitted reference to behavioral technology and potential regular education teachers seldom experience in-depth courses on behavioral procedures although the procedures have become more and more practical. We will write a custom essay sample on Behavior Modification or any similar topic only for you Order Now Probable reasons for this situation comprise bias on the part of journal editors, the pervasive influence of psychodynamic psychology, and the association of the behavioral approach with nonhuman research and back wards of hospitals. So as to overcome this situation, behavioral consultants should (a) make greater use of their technology, (b) increase the scope of their research, as well as (c) scavenge in unexplored fields. Education in the United States at present is facing a great challenge. Technological advances and the increasing complexity of modern society denote that students have to leave school with the academic skills to meet the rising demands of an ever-changing world. Teachers are faced with the complicated task of providing instruction that will give students the capability to meet these demands. Therefore, educational and psychological consultants require to help teachers identify and use the most effective strategies available to resolve and prevent student learning problems. In some cases, this needs instruction based on behavioral principles. Unluckily, regular classroom teachers hardly ever base instruction on such principles in spite of a well-developed and established system of effective classroom instruction derived from behavioral principles. If educational and psychological consultants are to make use of behavioral interventions efficiently, they require understanding why such interventions have been ignored. The absence of systematic use of behavioral principles in regular education exists despite many well-documented examples of its efficiency. An early review of token reinforcement programs by Axelrod (1971), for instance, signified that large gains in academic skills and major reductions in troublesome behaviors could be attained with systems of secondary reinforcers. Studies published over twenty years ago revealed a 1. 5 year gain in achievement test scores in one year, a 1. 3 year gain in 0. 2 year, a gain of greater than 2. 0 years in hundred days, and gains of up to 4. 0 years during a five month period. It is probable that token systems are unnatural and unwieldy to employ. So far, Lew, Mesch, and Lates (1982) explained a program using more naturally occurring reinforcers in a study involving one hundred and forty three students in Massachusetts public schools. The average academic skill acquisition gain was 3. 4 years in a one year period. In addition, Van Houten (1980) described many instances of easily applied feedback procedures that ensued in huge gains in various academic behaviors. Lastly, a major evaluation of the Follow Through Program examined 9 approaches to teaching academic skills. Across several measures, including academics and self-concept, the merely two programs to demonstrate favorable results were the behaviorally based ones-direct instruction and behavior analysis. The area of generalization of gains across settings (i. e. , stimulus generalization) as well as time (i. e. , maintenance) has been an area of concern in the behavioral literature. Progress in this domain is as well obvious in recent research. Flourishing implementation of programs managing self-instructional has given rise to specific learner centered methods that can stand up to tests of generalization over settings and time. Graham and Harris (1989), for instance, reported a modeling and self-teaching package for improving essay writing skills by means of the learner as an active collaborator in planning and evaluating intervention. The outcomes, which generalized across settings and time, match up well with the objectives of education for the reason that schools are to teach and students are supposed to learn useful, socially valid, generalized behaviors as indicators of educational success. The evidence directs to a conclusion that behavior modification procedures can be an effectual part of an individually developed instructional plan for students displaying wide variations in learning ability. Such findings can be critically significant to consultants working with teachers to improve student performance. Despite the impressive results exposed in the aforesaid studies, behavioral techniques do not come into view to be used in classrooms for nonhandicapped children. Also, literature reviews concerning school and teacher efficiency do not comprise references to behavior modification studies in the text or in the reference list. In the same way, a complete issue of the American Psychologist devoted exclusively to psychological science and education failed to mention the extensive contributions of behaviorally oriented policies to the field of education. Reasons for such omissions differ, including innocence or misinformation regarding behavioral research, lack of skills for successful implementation, and a negligible regard, diminished stress, or actual bias against behavior modification. Greer (1982) stated that the American Educational Research Association (AERA) presents barriers to the publication of behavior modification articles. Though others disprove these arguments, a review of famous regular education journals presents an interesting viewpoint. The years 1985 to 1989 were examined for the following journals: The Review of Educational Research, American Education Research Journal, Educational Researcher, Journal of Educational Psychology, Phi Delta Kappan, as well as The Journal of Education Research. A review of this literature exposed a few articles relating to topics that share similar themes and components common to behavioral techniques and principles. Few of these articles, though, revealed the words behavior analysis, behavior modification, or behavior management. Though a complete ban on behavioral literature is not obvious, clearly none of the examined journals concentrate in the areas central to behavior modification, or even specific teaching strategies. To a certain extent, these journals appear to cover a large and varied array of topics. Consequently, the little space that is devoted to teaching strategies as well as techniques is shared among various orientations. This leaves little room for reader exposure to the field of behavior modification, mainly as it pertains to education. You read "Behavior Modification" in category "Papers" An argument could be made that specific behavioral strategies and teaching techniques are tackled in preservice teacher training curricula. unluckily, though several special education programs need a course in behavior management techniques, regular education teacher training programs appear not to require any at all (Pumroy, 1984). Pumroy stated that even though student teachers are receiving some exposure to behavioral principles, it is at a level also negligible to affect later classroom programming. Without receiving sufficient training in behavioral techniques in preparation for teaching, and without supportive evidence presented in regular education journals, it is easy to see why behavior modification principles are not experienced in regular education. As indicated earlier, Greer (1982) cited AERA as having made a victorious effort to exclude behavioral research from its journals. He further stated that education, unlike medicine and aviation, is unique in its tendency to exclude beneficial findings that force people to abandon their usual practices. Therefore, behavioral procedures that have proved effective are often disregarded by an educational establishment which does not substitute procedures of alike effectiveness. This makes the consultant’s job far more hard when the classroom situation calls for a behavioral intervention. Factors outside education have as well had a great impact on the extent to which behavior modification practices have been used within classrooms. Finally, schools are not situated in isolation however occupy a significant place within society and are has an effect on to a large degree by their environment. Much of our twentieth century thinking and practices have been influenced by the psychodynamic tenets of Freud in which behavior is seen as something manifested from within the individual (Pumroy, 1984). This psychodynamic view infiltrates education in order that individual problems and the learning needs of students are viewed as convenient by manipulating something within the mind or spirit of the student. Behaviorism as well has an image problem that is difficult to shed. A negative association of behavior modification has occurred with the rats and pigeons of the initial animal research and with the back wards of hospitals that typified early studies. Numerous educational leaders and classroom practitioners may have difficulty generalizing the effectiveness of behavioral techniques from these images to more regularized learning applications in classrooms. In spite of current examples of effective practices and special attention to socially valid uses for behavior analysis, several critics focus on outdated historic events that were a part of the field’s beginnings however are not reflective of modern, practical applications. Negative associations with the language of behavior modification might as well generate resistance to examining behavioral methodology and might guide to a misunderstanding of the practical application of the procedures. Terms for instance punishment, extinction, consequence, and negative reinforcement might summon frightening images before direct experience with or clear understanding of the procedures occurs. A concluding reaction from the outside that may impose on practice and distribution is the issue of control of their own destinies. Behaviorism is premised on a system of control to change behavior. There appears to be a â€Å"big brother† association with behavior management that difficult to understand the fact of reciprocal control of behavior that is at the core of successful implementation. That is, a practitioner’s behavior of delivering consequences is as well under the control of the learner’s response. For pupil praise to be effectual, for example, successful student response is dependent on the teacher delivering praise. There is, though, a mutual interdependency in this and all successful learning situations. The teacher will stop using admire if the learner does not perform in an enviable manner. If long-term success is the objective, control must be bidirectional. This was demonstrated by Graham and Harris (1989) who found that giving control to the student in a carefully planned manner improved learning and maintenance of educational gains. By definition, behavior modifiers are in the business of modifying human behavior. Problems from the outside notwithstanding, if behaviorists have not had the extensive impact on schooling practices they would have liked; they have to examine their own system and its applications to find out where they have failed. One basis of difficulty is the process by which the most usually used behavioral principle constructive reinforcement operates. Consider a situation in which a student is often disruptive. A common recommendation is for the teacher to admire the student when he or she is behaving suitably. Following this recommendation, the best a teacher can do in the short run, is to break even. If the student carries on behaving appropriately, the teacher has made no immediate gains (for the reason that the student was already behaving appropriately). However, the teacher might come out worse in the short run because some students turn out to be disruptive when praised. Therefore, many teachers are unwilling to use this operation. Conversely, teachers who do no praise students when they are appropriate but shout at them when they are inappropriate are frequently unenthusiastically reinforced by the reduction in undesirable behavior. As a result, short-term consequences shape numerous teachers into being screamers rather than praisers. There are as well problems in the manner in which behavioral principles are taught. First, behaviorists have not always used their own technology adequately. Generally behaviorists do what other people have conventionally done. In order to change teacher behavior, they write articles and books and give lectures and workshops. That is, behaviorists have a technology that is a lot based on the effects of consequences; so far they try to modify behavior through the use of relatively weak antecedents. Even their choice of antecedents sometimes involves the weaker of alternatives. Hence, a vocal lecture on how to perform a procedure often supercedes a hands-on demonstration. One more problem has been the focus of behavioral research. Much of the research is a modification of existing principles and procedures. Certainly, there is nothing wrong with learning how to use praise or feedback more efficiently. Although such research cannot be the main concern when teachers are not using the procedures at all. That is, behaviorists are doing too much research on what we already know a lot about and too little on what do not. Areas that we know too little about are treatment adherence how to get people to do it right and treatment dissemination — how to get people to do it, at all. An additional difficulty is that the focus of behavioral research has not always been sensitive to teacher needs. The majority interventions handle behaviors that occur several times each day. Such behaviors permit for the clear evaluation of effects. If, for instance, an undesirable behavior occurs between ten and fifteen times daily for ten days, the effects of an intervention that lessens the behavior to one or two times a day can be clearly evaluated. However some serious misbehavior, occurs hardly ever, yet must be solved on the spot. Consequently, behavioral research has not given enough attention to crisis management or behavior modification on the spot. Lastly, it is probable that too much research has focused on the effects of consequences on human behavior. Certainly, twenty-five years of behavioral research has recognized the fact that consequences have an extraordinary effect on the occurrence of behavior. Thus far, what is most influential may not be the most easy to apply. Lots of teachers may find it hard to apply consequences indefinitely. It may be more effective to build up easily applied antecedents. For instance, rearranging the seats in a classroom possibly less influential than a token system but is more likely to be applied for the reason that it is easy to do and seldom has to be done. Consequently the failure of behaviorists to (a) make greater use of their own technology, (b) give greater attention to the problems of treatment adherence and dissemination, and (c) devise functional alternatives to behavioral consequences, possibly factors preventing general adoption of behavioral principles by educators. In brief, twenty five years ago educators did not have a body of literature on which to base teaching practices. Such literature at this time exists, however it is not being used very much and sometimes not very well. If behavior modification is to become a technology that consultants can efficiently use to produce complete improvement in the quality of education, at least two things have to happen. First, behaviorists will have to work hard in areas they have previously avoided. Second, there will have to be sufficient people around who are prepared to do the hard work. Reference: Axelrod, S. (1971). â€Å"Token reinforcement programs in special classes†. Exceptional Children, 37 Graham, S. , Harris, K. (1989). â€Å"Improving learning disabled students skills at composing essays: Self instructional strategy training†. Exceptional Children, 56, 201-214. Greer, R. D. (1982). â€Å"Countercontrols for the American Educational Research Association†. The Behavior Analyst, 5 Lew, M. B. , Mesch, D. J. , Lates, B. J. (1982). â€Å"The Simmons College generic consulting teacher program: A program description and data based application†. Teacher Education and Special Education, 5 Pumroy, D. K. (1984). Why is it taking so long for behavior modification to be used in the schools/or am I being too impatient? Paper presented at the annual meeting of the National Association of School Psychologists, Philadelphia. Van R. Houten (1980). Learning through feedback. New York: Human Sciences Press How to cite Behavior Modification, Papers

Fitness and Training Principles Essay Example For Students

Fitness and Training Principles Essay Task One Fitness can be defined as the ability to carry out daily tasks with vigour and alertness without undue fatigue and with ample energy to enjoy leisure time pursuits and to meet unforeseen emergencies Ref (ca.geocities.com/cancer42ca/definitions.html) Fitness can be broken down into motor fitness this is the capability to perform successfully at a particular game. Ref- (Physical Education and Sport Studies) And also physical fitness this is the capability to meet physical and physiological demands made by a sporting activity Ref- (Physical Education and Sports Studies) Components of motor fitness include: . Reaction time the time taken from the stimulus to first movement . Balance the ability to maintain a specific and stable orientation in relation to the environment . Agility the ability to change the position of the body in a space rapidly and accurately . Co ordination the ability to integrate the nervous, skeletomuscular system and sensory systems to create a single smooth movement. . Power the ability to apply force at a fast rate Components of physical fitness include: . Fitness can be broken down into motor fitness this is the capability to perform successfully at a particular game. Ref- (Physical Education and Sport Studies) And also physical fitness this is the capability to meet physical and physiological demands made by a sporting activity Ref- (Physical Education and Sports Studies) Components of motor fitness include: Reaction time the time taken from the stimulus to first movement Balance the ability to maintain a specific and stable orientation in relation to the environment Agility the ability to change the position of the body in a space rapidly and accurately Co ordination the ability to integrate the nervous, skeletomuscular system and sensory systems to create a single smooth movement. Power the ability to apply force at a fast rate Components of physical fitness include: Cardiovascular endurance which is the efficiency of the lungs and heart to carry oxygen to the working muscles Muscular endurance is the ability for the muscle to contract over a prolonged period of time at a moderate intensity Strength the ability to apply a force to overcome a resistance Flexibility the range of movement possible at a joint Speed the distance travelled per unit of time Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. Ref (www.who.int) Health differs from fitness in that health is just to have well being and for your mind and body to function properly, fitness is the ability to do this with vigour and without fatigue. So some one who is fit may be healthier as they are in a better state of mind and those organs i.e. the heart work more efficiently, and can deal with daily stresses more easily, without fatigue so they have energy for leisure time activities. Task Two Anaerobic fitness refers to activities which require high intensity and short duration. During aerobic activity stored fuels such as glycogen provide energy at a fast rate without the need for oxygen. The system that helps provide the energy for anaerobic activity is called the ATP-PC system. ATP is broken down to give adenosine diphosphate, a free phosphate and energy which is used for muscular work Ref (Sport and P.E) In order for this system to continue to work ATP needs to be resynthesised from ADP to ATP, this is done through the breakdown of phosphocreatine which provides a third phosphate and energy to resynthesise ATP. The most important feature of this system is the speed in which ATP can be resynthesised through PC; this is why the system is used for very intense activity. The main drawback to this system is that there are only limited stores of ATP and PC in the muscles and is restricted to a short duration. . . no longer sustain ATP resynthesis. This usually occurs after 8 10 seconds of maximum effort. Ref (Sport and P.E) However an athlete can improve their aerobic fitness and withstand the onset of fatigue by increasing stores of ATP and PC in the muscles. This can be done using various types of training, an example is pyramid training this is a form of multiple set training in which the weight is increased in each set and the repetitions are reduced. Ref (The Complete Guide to Strength Training.) This allows you to warm up the muscles gradually and prepare it to cope with heavier weights by the end of the sets; this allows the muscles to achieve overload and allowing the muscle to develop in size and strength. Another type of training that will help increase anaerobic fitness is interval training. .u7e1e2087dac8d198ebe2388fb1123983 , .u7e1e2087dac8d198ebe2388fb1123983 .postImageUrl , .u7e1e2087dac8d198ebe2388fb1123983 .centered-text-area { min-height: 80px; position: relative; } .u7e1e2087dac8d198ebe2388fb1123983 , .u7e1e2087dac8d198ebe2388fb1123983:hover , .u7e1e2087dac8d198ebe2388fb1123983:visited , .u7e1e2087dac8d198ebe2388fb1123983:active { border:0!important; } .u7e1e2087dac8d198ebe2388fb1123983 .clearfix:after { content: ""; display: table; clear: both; } .u7e1e2087dac8d198ebe2388fb1123983 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7e1e2087dac8d198ebe2388fb1123983:active , .u7e1e2087dac8d198ebe2388fb1123983:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7e1e2087dac8d198ebe2388fb1123983 .centered-text-area { width: 100%; position: relative ; } .u7e1e2087dac8d198ebe2388fb1123983 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7e1e2087dac8d198ebe2388fb1123983 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7e1e2087dac8d198ebe2388fb1123983 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7e1e2087dac8d198ebe2388fb1123983:hover .ctaButton { background-color: #34495E!important; } .u7e1e2087dac8d198ebe2388fb1123983 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7e1e2087dac8d198ebe2388fb1123983 .u7e1e2087dac8d198ebe2388fb1123983-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7e1e2087dac8d198ebe2388fb1123983:after { content: ""; display: block; clear: both; } READ: Literacy Narrative Essay In order for the correct system to be stressed you need to work for the correct duration for the ATP-PC system the work period should last for 3-10 seconds Ref (Sport and P.E.) Intensity should be around 90-100% for the ATP-PC system. You also need to take into account the number of repetitions up to 50 short intense bouts within a session Ref (Sport and P.E.) Interval .

Mercutio vs Romeo free essay sample

Love is a hard thing to define but lust is a burning desire for another person, and it usually doesn’t last a very long time. Love can transform over years and still remain consistent. Lust is superficial when only the appearance is considered but nothing else, which can be called ‘love at first sight’. Lust is only a short-term relationship, whereas love leads to a deeper understanding of the other person and one develops affection and caring for them. Mercutio’s idea of love doesn’t involve commitment, is more realistic than Romeo’s view and Mercutio doesn’t allow love to inflict any pain. Romeo’s idea of love includes commitment, and has a deeper, more passionate love and he allows himself to be vulnerable to his emotions and lets them take over. Mercutio and Romeo’s view on love are both similar in the sense that they involve desire for a girl and they are driven by their emotions. We will write a custom essay sample on Mercutio vs Romeo or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Both are fuelled by madness and this leads to them making rash decisions that result in a big loss and in Mercutio’s case, his life. Mercutio’s anger and feud with Tybalt leads him to go mad and be stabbed to death. Romeo’s anger gets the better of him which results in him stabbing Tybalt, after just having married Juliet. In the end, Romeo’s grief over Juliet’s ‘death’ overcomes his will to listen to reason and this poor decision ends up terminating his life too soon. Another similarity is that both characters are captivated by looks. They both speak of a woman’s outer appearance and have rarely talked about their personalities. When Romeo first sees Juliet, he marvels at her beauty without trying to figure out who see really was. O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night, Like a rich jewel in an Ethiop’s ear; Beauty too rich for use, for earth too dear† (1. 5. L. 44-47) In Act II, Scene 2, we see Mercutio trying to lure Romeo out by describing Rosaline’s appearance, â€Å"I conjure thee by Rosaline ’s bright eyes, By her high forehead and her scarlet lip, By her fine foot, straight leg, and quivering thigh. †(2. 1. L. 17-19) In the start of the play, Romeo and Mercutio think that all there is to ‘love’ is having sex. Even the servants, Sampson and Gregory mentioned wanting to sexually harassing the maids of the Montagues. â€Å"That shows thee a weak slave; for the weakest goes to the wall. † â€Å"’Tis true; and therefore women, being the weaker vessels, are ever thrust to the wall: therefore I will push Montague’s men from the wall and thrust his maids to the wall. † (1. 1. L. 12-17) This proves that most men in this time thought of themselves as superiors compared to women. As the play progresses, Romeo’s view on love changes after he meets Juliet. After meeting Juliet, he falls in love with her as a whole instead of just her appearance. While there are minor similarities between Mercutio and Romeo’s view on love, the differences are pronounced and deserve thorough examination because the line between lust and love is very confusing and many people in society mix the two up. On one hand, Mercutio’s view can be described as ‘a chase for something sexual’. He never mentions settling down with a girl and having a committed relationship. Mercutio, unlike Romeo, does not believe in fate deciding his path, instead he lives in the moment. Mercutio doesn’t let love overthrow his conscience and guide his actions. Romeo says â€Å"Is love a tender thing? It is too rough, too rude, too boisterous, and it pricks like a thorn. † (1. 4. L. 25-26), to which Mercutio replies with â€Å"If love be rough with you, be rough with love; Prick love for pricking, and you beat love down. † (1. 4. L. 27-28) In those lines, he talks about how in order to defeat love and to not have it afflict with your actions is to have sex instead of loving someone and go through the pain of them not reciprocating your feelings. On the other hand, Romeo has a romanticized view which is shown by his strong reliance on fate, and the stars. In these lines, Romeo says â€Å"I am too enpierced with his shaft, To soar with his light feathers, and so bound, I cannot bound a pitch above dull woe. Under love’s heavy burden do I sink† (1. 4. L. 19-22) Romeo is being pulled down by the amount of pain from not being able to see Rosaline. At first he’s a victim of being caught up in Rosaline’s looks and mistook it as love. It wasn’t until he met Juliet that he truly discovered the true meaning. Romeo wallows in self-pity and loves by night. â€Å"I have night’s cloak to hide me from their sight; And but thou love me, let them find me here: My life were better ended by their hate, then death prorogued, wanting of thy love† (2. 2. L. 75-78) In contrast, Mercutio appears in the play mostly in the day and shows that he believes he can control his life and is more realistic than Romeo. He serves as the contrasting character to show a ifferent perspective on love from Romeo’s passionate, and emotional view on love. In culmination, Romeo’s idea of love is stimulated, loyal, and susceptible to pain. Romeo shows his vulnerability and readers and viewers of the movie have an easier time relating to his feeling for heartbreak. His loyal and never changing love for Juliet even as she was ‘dead’ made readers fall in love with his character. Although Romeo and Mercutio have different perspectives on love, they also have similarities which make them able to be such good friends. Mercutio vs Romeo free essay sample Love is a hard thing to define but lust is a burning desire for another person, and it usually doesn’t last a very long time. Love can transform over years and still remain consistent. Lust is superficial when only the appearance is considered but nothing else, which can be called ‘love at first sight’. Lust is only a short-term relationship, whereas love leads to a deeper understanding of the other person and one develops affection and caring for them. Mercutio’s idea of love doesn’t involve commitment, is more realistic than Romeo’s view and Mercutio doesn’t allow love to inflict any pain. Romeo’s idea of love includes commitment, and has a deeper, more passionate love and he allows himself to be vulnerable to his emotions and lets them take over. Mercutio and Romeo’s view on love are both similar in the sense that they involve desire for a girl and they are driven by their emotions. We will write a custom essay sample on Mercutio vs Romeo or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Both are fuelled by madness and this leads to them making rash decisions that result in a big loss and in Mercutio’s case, his life. Mercutio’s anger and feud with Tybalt leads him to go mad and be stabbed to death. Romeo’s anger gets the better of him which results in him stabbing Tybalt, after just having married Juliet. In the end, Romeo’s grief over Juliet’s ‘death’ overcomes his will to listen to reason and this poor decision ends up terminating his life too soon. Another similarity is that both characters are captivated by looks. They both speak of a woman’s outer appearance and have rarely talked about their personalities. When Romeo first sees Juliet, he marvels at her beauty without trying to figure out who see really was. O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night, Like a rich jewel in an Ethiop’s ear; Beauty too rich for use, for earth too dear† (1. 5. L. 44-47) In Act II, Scene 2, we see Mercutio trying to lure Romeo out by describing Rosaline’s appearance, â€Å"I conjure thee by Rosaline’s bright eyes, By her high forehead and her scarlet lip, By her fine foot, straight leg, and quivering thigh. †(2. 1. L. 17-19) In the start of the play, Romeo and Mercutio think that all ther e is to ‘love’ is having sex. Even the servants, Sampson and Gregory mentioned wanting to sexually harassing the maids of the Montagues. â€Å"That shows thee a weak slave; for the weakest goes to the wall. † â€Å"’Tis true; and therefore women, being the weaker vessels, are ever thrust to the wall: therefore I will push Montague’s men from the wall and thrust his maids to the wall. † (1. 1. L. 12-17) This proves that most men in this time thought of themselves as superiors compared to women. As the play progresses, Romeo’s view on love changes after he meets Juliet. After meeting Juliet, he falls in love with her as a whole instead of just her appearance. While there are minor similarities between Mercutio and Romeo’s view on love, the differences are pronounced and deserve thorough examination because the line between lust and love is very confusing and many people in society mix the two up. On one hand, Mercutio’s view can be described as ‘a chase for something sexual’. He never mentions settling down with a girl and having a committed relationship. Mercutio, unlike Romeo, does not believe in fate deciding his path, instead he lives in the moment. Mercutio doesn’t let love overthrow his conscience and guide his actions. Romeo says â€Å"Is love a tender thing? It is too rough, too rude, too boisterous, and it pricks like a thorn. † (1. 4. L. 25-26), to which Mercutio replies with â€Å"If love be rough with you, be rough with love; Prick love for pricking, and you beat love down. † (1. 4. L. 27-28) In those lines, he talks about how in order to defeat love and to not have it afflict with your actions is to have sex instead of loving someone and go through the pain of them not reciprocating your feelings. On the other hand, Romeo has a romanticized view which is shown by his strong reliance on fate, and the stars. In these lines, Romeo says â€Å"I am too enpierced with his shaft, To soar with his light feathers, and so bound, I cannot bound a pitch above dull woe. Under love’s heavy burden do I sink† (1. 4. L. 19-22) Romeo is being pulled down by the amount of pain from not being able to see Rosaline. At first he’s a victim of being caught up in Rosaline’s looks and mistook it as love. It wasn’t until he met Juliet that he truly discovered the true meaning. Romeo wallows in self-pity and loves by night. â€Å"I have night’s cloak to hide me from their sight; And but thou love me, let them find me here: My life were better ended by their hate, then death prorogued, wanting of thy love† (2. 2. L. 75-78) In contrast, Mercutio appears in the play mostly in the day and shows that he believes he can control his life and is more realistic than Romeo. He serves as the contrasting character to show a ifferent perspective on love from Romeo’s passionate, and emotional view on love. In culmination, Romeo’s idea of love is stimulated, loyal, and susceptible to pain. Romeo shows his vulnerability and readers and viewers of the movie have an easier time relating to his feeling for heartbreak. His loyal and never changing love for Juliet even as she was ‘dead’ made readers fall in love with his character. Although Romeo and Mercutio have different perspectives on love, they also have similarities which make them able to be such good friends.

Working Together To Safeguard Children Social Work Essay Essays

Working Together To Safeguard Children Social Work Essay Essays Working Together To Safeguard Children Social Work Essay Essay Working Together To Safeguard Children Social Work Essay Essay Working Together to Safeguard Children ( 2006 ) sets out the procedure which should underpin initial questions under subdivision 47 of the Children Act, 1989. Social Workers are required to move in conformity with the General Social Care Council s Code of Practice for Social Care Workers ( 2002 ) . Critically measure how these two paperss impact on the function of the Social Worker transporting out an initial question. For the intent of this assignment I will concentrate on the publication Working Together to Safeguard Children ( 2006 ) and the General Social Care Council s Code of Practice for Social Care Workers ( 2005 ) to critically measure and research how they impact upon the function of the societal worker whilst transporting out initial questions. The societal work profession promotes societal alteration, job resolution in human relationships and the authorization and release of people to heighten good being, using theories of human behavior and societal systems. Social work intervenes at the points where people interact with their environments. Principles of human rights and societal justness are cardinal to societal work ( International Association of schools of societal work and international Federation of Social Workers 2001 ) . Social workers act as negotiants between the single service user and the wider society in order to help the person with the jobs they are confronting. This is performed by professionals using theories, their ain values and beliefs of human behavior and societal systems ( International Association of schools of societal work and international Federation of Social Workers 2001 ) . Working Together to Safeguard Children ( 2006 ) provides counsel for professionals who are working with kids and their households to aids them in their safeguarding pattern. This papers places accent on the demand for joint working as this provides a assortment of cognition, theory and accomplishment when working with kids and their households. The General Social Care Council ( GSCC ) identified codifications of pattern that purpose to raise the criterions in societal attention services, foregrounding the duty of societal attention workers and their employers to guarantee that the codifications are followed within pattern. The General Social Care Council ( 2005 ) highlighted that the Codes of Practice were to reflect the bing good pattern of professionals and shared the criterions and ethical pattern to which they aspired. The chief purposes of the Code of Practice are to inform services users and the populace of the criterions that they can anticipate from societal attention workers and to supply societal attention workers with clear lines of answerability, hence guaranting that workers are cognizant of the duty upon them to guarantee that these behaviors do non fall below the criterions expected of them as this can take to the dismissal of workers ( GSCC 2002 ) . Social workers are challenged on a day-to-day footing to continue the Codes of Practice while implementing authorities policies and processs and have the duty for doing hard determinations and recommendations that will finally impact and impact upon the lives of kids and their households. It is hence critical that professionals are able to do these determinations by pulling and reflecting upon counsel to enable professionals to do ethical and sound determinations in the best involvement of the kid and their household. Social workers have to accept and be accountable for all their actions and necessitate to be able to explicate why they have acted in a certain manner. Therefore societal workers need to hold a good apprehension of how nature and society affects the manner in which they pattern enabling them to work aptly and expeditiously. Social workers strive to guarantee that kids are protected from injury as best they can and in order to make so societal workers are trained and led by policies and processs set out non merely by the authorities but besides from within the using authorization. The jurisprudence besides forms an indispensable portion in the determination doing procedure to guarantee that kids are non capable to important injury. Professionals have a responsibility to look into and complete initial questions under Section 47 of the Children Act 1989, if there is sensible cause to surmise that a kid whom is populating or found within the local country is believed to be enduring, or is likely to endure important injury ( HM Government 2006 ) . The Children Act 1989 introduced Significant Harm as the threshold that justifies mandatory intercession and determines if a kid is made capable to a protection program or provided with support in the kids and households arena ( OLoughlin A ; OLoughlin 2008 ) therefore a kid may be supported on a kid in need footing. The procedure will get down at the referral phase which is the first point of contact when information and or concerns are brought to the attending of Children s Services, this can include a instance that is already unfastened to the associated local authorization if there are an accretion of concerns or a pre birth appraisal indicates important injury to an unborn kid ( DOH 2006 ) . A squad director and a lead societal worker will be allocated to the instance and a determination will be made as to whether or non there are concerns which could present possible or existent injury to the kid, if this is so so a determination will be made to continue to a scheme meeting and will be recorded at this point by direction. A scheme meeting should affect Children s services, Police, Education, Health and any other relevant bureaus who are working with the household. Working in partnership with all professionals involved is indispensable as sharing information helps to construct a clear image of the kid, household unit and the issues doing concern, therefore advancing the safety and good being of the kid ( Children Act 1989 ) . However in some cases this sharing of information is done without the consent of the parents which instantly conflicts with the codification of pattern set out by the General Social Care Council ( 2005 ) as it states that the rights and involvements of the service user must be protected, esteeming and keeping the self-respect and privateness of the service user. Already there is a contradiction get downing between the Working Together to Safeguard Children counsel and the Codes of Practice. Another struggle emerges if the result of the scheme is to continue with a Section 47 question, due to Working Together to Safeguard Children ( 2006 ) saying that ; Parents and those with parental duty are informed of concerns at the earliest chance, unless to make so would put the kid at hazard of important injury, or sabotage a condemnable probe and that as parental consent has non been obtained any work done should be practiced in a mode which allows for future working relationships with the household . This sounds plausible and is aimed to be in the best involvements of the kid nevertheless it conflicts with the Codes of Practice ( 2005 ) which province that ; a societal attention worker must endeavor to set up and keep the trust and assurance of service users . As a societal worker it is improbably hard to continue the Codes of Practice whilst following the counsel of Working Together to Safeguard Children, due to non being able to be as unfastened and honest during the initial contact as possible. The principle for this is that the lone information to be provided to the household is that, that is agreed within the scheme meeting ( HM Government 2006 ) . Whilst transporting out a Section 47 question it is indispensable that the kid in inquiry is spoken to entirely as this gives the kid the chance to show their wants and feelings and allows professionals to garner farther information. If the kid is non spoken to alone it reduces the ability to suitably measure the demands and hazards environing the kid. When talking to the kid it is imperative that treatments are practiced in a manner that minimises hurt but maximises the likeliness that they will supply accurate and complete information as deriving the kid s positions can be critical in the bar of important injury ( HM Government 2006 ) . Clearly saying that professionals are able to talk to kids without the consent of parents or anyone with parental duty, if there is grounds that the kid would be placed at farther hazard should the parents be informed. Consequently societal workers are following the counsel from Working Together to Safeguard Children yet ignoring the Codes of Practice which places a responsibility on the societal worker to communicate in an appropriate, unfastened, accurate and straightforward manner ( GSCC 2005 ) . Section 47 questions may include a medical scrutiny and failure to consent from the parents or failure to let the kid to be seen in general may ensue in the professionals holding to do an application to the Court in regard of being granted appropriate orders such as an Emergency Protection Order or Assessment Order, professionals will be directed by legal professionals in this blink of an eye. Once once more there are struggles within this, in regard of the Codes of Practice, by go toing Court and seeking an order, households may experience that they are non being listened to or their wants respected, in some scenarios it may be felt by services users that their privateness and self-respect is non being respected. However there is one Code of Practice that has some similarities to Working Together to Safeguard Children ; taking necessary stairss to understate the hazards of service users from making existent or possible injury to themselves or others ( GSCC 2005 ) . It may besides go apparent when finishing a Section 47 question that the kid in inquiry and siblings if any, may necessitate to be accommodated whilst subsequent appraisal are complete. The local authorization will whenever possible effort to guarantee that the kid can stay at place and appropriate stairss will be taken to guarantee the kid s safety, nevertheless there are times when the hazard is such that there is no other option than to take the kid from the household place ( HM Government 2006 ) . There is a clear contrast to the Codes of Practice as they province that service users have the right to take hazards hence placing professionals in a place whereby they need to do determinations as to whether the hazards can be managed without go forthing the kid at hazard of farther injury. As a societal worker you are faced with struggle and quandary when trying to work in conformity with both Working Together to Safeguard Children and the Codes of Practice. This leads to dilemmas in pattern that require consideration and in order for societal workers to do sound and professional opinions it is indispensable that societal workers have regular supervising to help their pattern, let them to reflect on determinations made, look at assorted intercessions and possible results. Supervision allows for societal workers to guarantee that they provide effectual and efficient work with kids and households. Working within child protection is complex and the demand to portion information is critical hence any determinations that are made with respects to kids should be done so in a multi-agency mode. This aims to guarantee that professionals are non separately held accountable for failure to work in conformity with the Codes of Practice and authorities counsel while integrating inter-agency working, which is cardinal when battling kid maltreatment ( Working Together to Safeguard Children 2006 ) . The Codes of Practice ( 2005 ) express the demand for societal worker to be accountable for their ain work, this includes the demand for societal workers to recognize and esteem the functions and expertness of other professionals and work in partnership with them. Joint supervising with professionals in a similar field gives the chance to portion cognition and skill an may cover something the fellow professional has failed to detect hence providing and even best quality of service to the populace. It has become copiously clear throughout this assignment that societal work is of all time altering and that the determination devising procedure, separately or jointly between professionals is neer easy, particularly when it involves the lives of kids and immature people. Adhering to The Codes of Practice whilst besides adhering to authorities counsel, merely, causes struggle in pattern this is something that may neer alter and as a societal worker it is imperative to observe this and whilst following policies and processs we must non bury that the kids we are seeking to protect and the households that they belong to are people, human existences with feelings, rights and deserve to be treated right.

Index Minerals Defined and Explained in Geology

Index Minerals Defined and Explained in Geology As rocks are subjected to heat and pressure, they change or metamorphose. Different minerals appear in any given rock depending upon the type of rock and the amount of heat and pressure the rock undergoes. Geologists look at the minerals in rocks to determine how much heat and pressure - and thus how much metamorphosis - the rock has undergone. Certain minerals, called index minerals, only appear in certain rocks at certain pressures, Thus, index minerals can tell geologists how much the rock has metamorphosed. Examples of Index Minerals The most widely used index minerals are,  in ascending order of pressure/temperature,  are biotite,  the zeolites,  chlorite,  prehnite, biotite,  hornblende,  garnet, glaucophane, staurolite,  sillimanite,  and glaucophane.   When these minerals are found in particular types of rocks, they can indicate the minimum amount of pressure and/or temperature the rock has experienced. For example, slate, when it undergoes metamorphosis, changes first to phyllite, then to schist, and finally to gneiss. When slate is seen to contain chlorite, it is understood to have undergone a low grade of metamorphosis. Mudrock, a sedimentary rock, contains quarts at all grades of metamorphosis. Other minerals, however, are added as the rock undergoes different zones of metamorphosis. The minerals are added in the following order: biotite, garnet, staurolite, kyanite, sillimanite. If a piece of mudrock contains garnet but no kyanite, it has probably undergone only a low grade of metamorphosis. If, however, it contains sillimanite, it has undergone extreme metamorphosis.

Outline on the benefits of distance learning Essay

Outline on the benefits of distance learning - Essay Example The second main topic was to present a look at distance learning from the standpoint of being independent, but not isolated. It was meant to provide a glimpse of its structure. The third main topic was in reference to the cost. This is often a major obstacle to education and I wanted to end the presentation with it. By this point they will have gotten an interest in distance learning and it was a natural next question to answer. I concluded by summarizing the main topics and highlighting the most relevant issues. I then closed by indirectly referring back to the Twain quote. This will leave the audience back on familiar ground, comfortable with the presentation, and will smooth the transition to a question and answer period. Taylor, T. H., Parker III, G. D., & Tebeaux, E. (2001). Confronting cost and pricing issues in distance education. Educause Quarterly, 16-23. Retrieved October 27, 2006, from http://www.educause.edu/ir/library/pdf/eqm0131.pdf