Greater Athletic Training Yeilds Lower Pulse Rate After Stre essays

Greater Athletic Training Yeilds Lower Pulse Rate After Stre essays GREATER ATHLETIC TRAINING YEILDS LOWER PULSE RATE AFTER STRENUOUS ACTIVITY This experiment was performed to investigate the hypothesis: greater athletic training yields a lower pulse rate after strenuous activity. After performing Experiments 15.1 and 15.2 (Dickey 1995), our team decided to measure the increase in heart rate from resting to active between members of the same sex but with different athletic training experience. Our team was interested in investigated whether athletic training has an effect on pulse rate after strenuous activity. Athletic ability is subjective, therefore after evaluation, our team decided upon one common variable that could be measured in this type of experiment. The three subjects were asked to provide an average of miles ran during one week of cardiovascular training. To measure pulse rate, we used the standard method of holding the index and middle fingers to the carotid artery in the neck for 15 seconds. Multiplying this number by 4 gives the pulse rate per minute. Our prediction was that the higher the athletic training, the lower the resting pulse rate and pulse rate after strenuous activity. Before beginning the physical aspect of out experiment, we took the resting pulse rates of all three subjects as a basis for comparison after the subjects performed the cardiovascular exercise. The subjects were then asked the level of cardiovascular training in miles per week on average. Subject 1 reported having less than 1 mile of cardio training per week, while subject 2 reported 3 miles of cardio training per week, and followed by subject 3 having over 15 miles of cardio training per week. After recording all three subjects resting pulse rates, our team moved the subjects to a stairwell, where they preceded to walk the stairs at a moderate speed. The subjects walked the stairs for 4 minutes. At the end of 4 minutes, the subjects were asked to ...

Reconsider Planting Leyland Cypress in Your Yard

Reconsider Planting Leyland Cypress in Your Yard The rapidly-growing Leyland cypress tree, or  Cupressocyparis leylandii,  quickly outgrows its space in a typical yard, unless properly and regularly trimmed. These trees have the potential to grow to 60 feet tall. They are not a practical tree to plant as a small yard hedge on tight, six- to eight-foot  centers. Tight spacing of the plant means that you must commit major time and effort to constant pruning. Leyland cypress is a  short-lived conifer, with a typical lifespan of 20 to 25 years, and will eventually have to be removed. Even properly-spaced trees left to grow may have limited root support, and are subject to being blown down during high winds if planted on wet soils. Consider the work needed to maintain a Leyland cypress before planting one. Why Not Plant Leyland Cypress? A study of Leyland cypress done at the University of Tennessee indicated that a lot of damage on these trees is simply environmental, and not always directly caused by a disease or insect. The study indicated that stress from a harsh winter can cause sporadic limb die off among Leyland cypress trees. Leyland cypresses grow into large, mature trees at 60-plus feet tall with a potential 20-plus foot spread. When they are planted as hedges on tight centers less of than 10 feet, there will be a major competitive  struggle for nutrients and shading. When needles turn brown or drop, the tree is reacting to environmental stresses. Leyland cypress trees do not tolerate many diseases and insects well, especially when environmental stressors are present. Spacing and soil may create an environment that can cause future stress on these trees. Planting Leyland cypress too close together or too close to other trees and structures that shade them can decrease vigor and increase pest damage. Caring for an Existing Tree Eliminating moisture stress on Leyland cypress through watering techniques can help lessen the occurrence of canker diseases. In particular, Leyland cypress is susceptible to Seiridium canker. There is no control for this disease other than to prune out the infected plant part. Watering is a long-term commitment for the Leyland cypress owner. These trees should be watered during any period of dry weather and should receive at least 1 inch of water per week. Pour the water at the base of the tree, and do not spray water on the foliage with sprinklers or watering techniques that can cause various  tree disease. As these tree age and lose lower foliage, consider removing Leyland cypress individually as they deteriorate, and replace each with a deciduous evergreen tree like wax myrtle.

History 2 Essay Example | Topics and Well Written Essays - 500 words - 1

History 2 - Essay Example This happened in the march of 1985. It was as a result of the emergence of younger communists. These people had radical thinking and were fed up with the years of stagnation in the Soviet Union both politically and economically. Gorbachev had a team of reform-oriented technocrats who thought that economic development was at a very slow pace in USSR (Brown, 1996). With these things in mind and a hope to achieve rapid economic development, Gorbachev introduced programs like glasnost that is political openness and perestroika, which meant Economic restructuring (R.English, 2000). Adding to it was the policy named Uskoreniye, which meant gearing up of economic development. These policies came up in 1986 (Brown, 1996). These can be marked as the main weapons that led to the dismantling of the great Soviet Union (Helene, 1992). As the conservatives at that time did not agree with Gorbachev regarding these reforms by the name of economic restructuring, he introduced glasnost stating that th e transformations in the economy would be difficult to achieve without corresponding changes in the political scenario in the nation (R.English, 2000). Gorbachev thought that these reforms would speed up the Economic development of USSR and was confident that he would have people’s support by having their views in a wide range of openness through glasnost. However Glasnost resulted in an unexpected situation where freedom of speech became much more prominent and the fourth estate’s domination started (David, 1994). This gave the opportunity for press to be more comfortable in expressing the loopholes in Soviet Union and the hidden truths that were never known to people. Many political prisoners were released as a result and USSR was a topic that was free to explore by many foreign sources as well (David, 1994). Many topics that were hidden in the past were now brought to light. People started to become aware of the

Discuss the different outlooks and experiences of Native Americans and Essay

Discuss the different outlooks and experiences of Native Americans and the Spanish Conquistidors during the colonial period of american history - Essay Example For the Indians part, the arrival of the Spaniards was originally thought to be the return of a god, Quetzalcoatl. This is indicated in many reports by the Spanish that tend to highlight the naivetà © of the Indians, but is also mentioned in the written record of the Indians: â€Å"It was as if he [Motecuhzoma] thought the new arrival was our prince Quetzalcoatl. This is what he felt in his heart: He has appeared! He has come back! He will come here, to the place of his throne and canopy, for that is what he promised when he departed!† (Leon-Portilla, year). However, while the Spanish insisted that this impression was long-lasting, the Indians themselves indicate that they quickly understood that this was not the god they had expected. While those in Tenochititlan understood this as the Spaniards proceeded to burn all their sacred treasures with eyes filled with greed, the Cibola tribes and other plains tribes similarly could not submit their own religious beliefs and lives t o the greed and domination of the Spaniards. For their part, the Spanish seem not to have been completely unsympathetic to the plight of the Indians that had been encountered. Juan Jaramillo (1896) describes his expedition with some detail, indicating highly practical Indian populations who had not only two-story houses, but innovative constructions such as hot rooms built underground against the chill of the winters and the hide-covered constructions (teepees) that others used as a means of portable housing to follow the herds of buffalo. While he does not indicate these people were rich by any means, he does indicate that they were courteous, welcoming and content with their lives upon their first encounter. However, investigations into reports of â€Å"cruelties† committed by the Spaniards turned out an interview of Juan Troyano, whose testimony seemed somewhat puzzled as to why the Indians would not immediately and peacefully surrender everything they

Effects of Alcohol Essay Example for Free

Effects of Alcohol Essay Alcohol can have some good benefits and then some bad ones, for example when you drink you can encounter yourself having a good time laughing and joking around with your friends, or you can find yourself angry wanting to argue and start fights with everybody. If you’re a â€Å"happy drunk† you probably don’t have bad alcoholism in your family, and you can control your drinking with the attitudes it may drag along. While on the other hand if you’re an â€Å"angry drunk† you may not be able to control what you do when you drink such as the amount of alcohol you consume or the attitudes that may come along with drinking. Alcoholic content in most alcoholic drinks is measured in proof, which is about half of the actual content of alcohol in the drink. An example is a 90 proof whiskey actually only contains 45 percent alcohol. Beer is one of the beverages containing the lowest proof. They range from 2 to 6 percent. Wines have anywhere from 14 percent or less. Fortified wines which have other alcoholic beverages included will be in a higher range. While drinking each of these different alcoholic beverages, each one of them has different serving sizes like with whiskey 1 serving is about half a shot glass, one serving of beer is a 12oz can of beer and the smaller amount of whiskey will get you drunk way faster than beer. When drinking you need to keep track of what you are drinking and at how fast of a pace because if you drink fast you will reach your state of being drunk a lot faster and the buzz be a lot more intense than you may want. But if you are drinking at a slow pace and not drinking those hard alcohol drinks your buzz will come a lot slower and easier to contain. In some of the first steps of alcoholism the image of drinking is no longer to socialize and have a good time it becomes a necessity to cope with life to escape from stress, inhibitions and anxiety. Early in the disease of alcoholism the person with the drinking problem starts to depend on the mood changing aspects of alcohol. Another aspect of the first stage of alcoholism is that a gradual increase in tolerance develops, meaning that increasing amounts of alcohol are needed in order to feel a high or a buzz. When your tolerance goes up you need to consume more alcohol, so might change to stronger drinks which may have different effects on yourself and change your personality severely making people that you once held close in your life to drift away and leave your all alone with only yourself and your drink. The person with the drinking problem starts to avoid family and friends and experiences a loss of interest in activities that used to be fun or important causing them to lose their job and other fun activities forcing them to fall into a deep depression then they may not have anywhere to turn besides the bottle of alcohol so they can deal with life the only way they know how to now. Soon an alcoholic will need to have a drink as soon as possible like when they just wake up in the morning so they don’t have to deal with the true reality of their life, calming there nerves or to lessen the hangover so soon being drunk all day everyday becomes a regular routine in daily life. Coming alone with being drunk that much has some very bad effects like, an increase in failed promises and resolutions to ones self and to others, Frequent violent or destructive behavior, The start of physical deterioration and all this will lead to major problems with the law such as DUIs and jail time which could also bring along thoughts of suicide. Now at this point of alcoholism it is more than likely the person will not be able to hold a full time job like they could have in the earlier stage of becoming an alcoholic because drinking starts earlier in the day and usually continues all day long. Then once the person has come all this way the body is not going to be able to deal with this frequent drinking because alcoholism causes a number of medical conditions and cancers. The noncancerous medical problems with this horrible addiction/disease can include, Harm to the fetus while the mother is pregnant, cardiovascular problems such as high blood pressure, heart failure, and strokes, impaired learning ability, kidney and liver failure, diabetes, alcohol poisoning and sexual problems such as erectile dysfunction and impotence in men are just some of the few side effects with alcoholism. Some of the cancerous problems that may come along are Stomach, Liver, Esophagus, Kidney and Colon cancer. When or if an alcoholic comes to reality and wants to quit drinking if forced by family and friends or medical conditions and can be too late for them because if a person has been addicted to alcohol for a long period of time their body is more than likely dependent on the daily consumption of alcohol and cannot function without. They could have been diagnosed with a cancerous symptom from drinking and need to quit or they will die, but on the other hand they can die from the sudden stop of drinking. Alcoholism is one of the most dangerous addictions’/ diseases’ out there because there is no cure and causes more deaths than a good deal of other drugs and addictive’s. Many studies have concluded that alcoholism is as addictive as or more addictive than heroin or cocaine, therefore before getting stuck going down the dead end road of alcoholism think twice.

The Guardian Ad Litem Program :: essays research papers

The Guardian Ad Litem Program represents children who appear in the state courts. These children have not committed any crime but are victims of abuse, neglect or abandonment. The program is comprised of volunteers who represent children in the courts, making sure they do not become victims of "the system". Each volunteer works with one or more children involved in the judicial system and social services agencies, becoming familiar with there lives, while representing the interest of each child before the court or social services agencies involved. Specifically, a volunteer acts in the interest of each child in five different capacities. First, as an investigator, a guardian learns as much as possible about the child' background (i.e. school, church, friends, and any otherpeople/organizations that affect the child). As a monitor, a guardian makes sure social services agencies, and any other organizations involved with the child are meeting their responsibilities to the chi ld. As a protector, a guardian prevents insensitive questioning in the courts that is very often commonplace. As a reporter, a guardian is a liaison between the child and the courts, presentingwritten reports and recommendations to help act in the child's best interests. Finally, as a spokesperson, a guardian makes sure the child's wishes are heard and their best interests are presented to the courts and social services agencies involved with the child. Qualifications to be a Guardian Ad Litem are: at least 19 years old; pass screenings with law enforcement agencies, the Abuse Registry, and Guardian Ad Litem staff; and have a genuine concern for a child's welfare. No prior experience is necessary as each volunteer goes through 48 hours of training, ranging from juvenile justice, child development, and child abuse and neglect.

Definitions of Economics by Adam Smith and Alfred Marshall Essay

According to J B Say, economics was defined as: â€Å"Science which deals with wealth†. According to the definitions as pronounced by Adam Smith and J B Say, the main focus of study for economics has been defined as â€Å"accumulation of wealth† or â€Å"science of wealth†. The following are the merits of the definition pertaining to science of wealth: 1.It focuses on important aspects of economics like production, distribution etc., 2.It highlighted an important problem faced by each and every nation of the wealth, namely creation of wealth and 3.The problem of poverty and unemployment can be solved if wealth is produced and distributed equitably. The following are the demerits with regard to the definition pertaining to science of wealth: †¢It concentrates only on material wealth and ignores creation of immaterial wealth like services of doctors, chartered accountants etc., †¢It also ignores social welfare †¢Science of material well-being: Under this group of definitions, the emphasis is on welfare as compared with wealth in the matter of group. Alfred Marshall, the neo-classicist raised economics from its ignoble position to a noble one and it was he who shifted the emphasis from wealth to welfare. Economics was defined as follows according to him: â€Å"Economics is a study of mankind in the ordinary business of life and it examines that part of individual and social action which is most closely connected with the attainment and with the use of the material requisites of well-being. Thus, it is on the one side a study of wealth and on the other and more important side, a part of the study of man†. It can be seen that economics has been defined as a study of mankind in the ordinary business of life. Ordinary business of life means those activities which occupy considerable part of human effort. The fulfillment of economic needs is a very important business which every man ordinarily does. According to Professor Marshall, economics has been understood as the study of wealth; however, it is also the study of man, his desires and necessities. The following are the demerits in defining economics as the science of material well-being: †¢It ignores things like services of singers, teachers, actors etc., †¢It is very difficult to state that which things would lead to welfare and which will not. Reference: http://classof1.com/homework-help/economics-homework-help

Public Fiscal Administration Essay

Fiscal Institutions and Fiscal Performance shifts emphasis away from narrow economic factors to more broadly defined political and institutional factors that affect government policy and national debt. This collection brings together new theoretical models, empirical evidence, and a series of in-depth case studies to analyze the effect of political institutions, fiscal regulations, and policy decisions on accumulating deficits. It provides a fascinating overview of the political and economic issues involved and highlights the role of budgetary institutions in the formation of budget deficits. While our roundtable considered differences between two states as points of departure, we believe the principles identified in our exchanges apply to other state environments as well. In fact, a major objective of this paper is to encourage other states to consider these questions in light of their own policies and performance. These are the key questions our roundtable participants suggested that any state should ask as it seeks to improve the performance of its higher education institutions in advancing public priorities. 1. To what extent has a state defined the public purposes it expects higher education institutions to help accomplish? Are the purposes a state seeks to achieve through its colleges and universities clearly articulated? Do institutional leaders and policymakers share a common understanding of those purposes? A first step for any state that seeks to improve the performance of its higher education system is to pose and publicly debate a core set of questions concerning that system: What is the rationale that justifies a state’s spending for institutional appropriation, capital construction, or financial aid? Is that rationale clearly defined? Is it consciously examined, debated, and reaffirmed at regular intervals in the arenas of public policy? Or have the arguments that justify a state’s expenditures for higher education become vestiges of a distant past, subject to differing memories and interpretations? A state needs the political will to set the public agenda-to form ulate clear definitions of the public purposes it expects higher education institutions to help attain. As the needs of society itself evolve, the ends a state seeks to achieve through its colleges and universities can also change. For this reason, the question of higher education’s role in advancing the public weal needs to be  revisited periodically. At the same time, a state needs to assess how well the policies and programs currently in place actually achieve their intended goals. In the absence of such periodic reviews, states tend to increase their expectations of higher education institutions-to add new expectations-without considering how the new expectations relate to those in place from an earlier time. States must also work to maintain a balance between the evolution of their own public purposes on the one hand and the evolution of institutional goals on the other. A state that allows unspoken and implicit priorities to prevail over principles that are publicly debated and affirmed effectively accords more autonomy to institutions in pursuing their own directions. Ultimately, states that do not articulate their purposes may find themselves maintaining institutions for reasons that are increasingly vague and ambiguous. 2. How well do a state’s fiscal appropriation practices align with the mandates of its higher education policies? What combination of policy mandate and incentives is most effective in motivating institutions toward the achievement of public purposes? Providing a rationale and framework for supporting higher education institutions is half the task confronting state policymakers. Through a combination of statutory authority and resource allocation, a state must work to ensure that institutions fulfill the public purposes its policymakers have identified. The authority of educational policy derives from the constitutional power of a state’s elected representatives. While respecting the operational flexibility of higher education institutions, these officials help determine institutional priorities by establishing state policies. Beyond the mandate of policy, however, a state must be willing to appropriate the resources needed to achieve given purposes. A state’s budgetary appropriation to institutions is a most telling statement of public policy with regard to higher education; by the amount and the kind of funding it provides, a state sends an explicit or implicit signal about its priorities for higher education. For reasons beyond its control, a state may sometimes fail to provide sufficient funding for institutions to carry out its public purposes to the extent or at the level of quality it desires. While unforeseen shortfalls in the budget are inevitable in some years, a state that systematically underfunds its higher education system loses some ability to influence institutions in terms of quality or direction. Ultimately, a state and its higher education system need to define what constitutes a reasonable exchange of product for price. While some institutions prefer formula-driven or incremental increases in the funding they receive, public officials have occasionally sought to link a portion of an institution’s funding to the achievement of a particular objective, such as enrollment, retention, or degree completion. A state must exercise caution to ensure that the funding incentives it establishes in fact motivate the behaviors it desires in institutions. The international perspective of our roundtable provided a telling example of the need for policymakers to ensure that the fulfillment of a public purpose falls within the interests of institutions themselves. South Africa, until recently, used the technique of penalizing institutions whose students did not achieve acceptable levels of performance. Rather than spurring institutions to foster heightened achievement in their existing student bodies, this policy often caused higher education institutions to seek higher-achieving students in order to avoid incurring penalty, in effect heightening the barriers to access for many students. The country is now finalizing a new funding system with incentives to institutions that improve the performance of lower-achieving students. Fiscal strategy is not the only means by which a state can influence institutional behavior. If designed carefully, with an awareness of what motivates institutions, however, the alignment of funding with the achievement of public purposes can be an effective means of improving a state’s higher education performance. 3. To what extent do a state’s tuition and financial aid policies contribute to increased higher education participation and completion? The amount of tuition charged at public institutions, in addition to state programs of financial aid and assistance, are central elements of a state’s fiscal policy. It sometimes occurs that a state’s public officials have not formulated an explicit policy regarding tuition, and in such instances, the very lack of specificity constitutes a policy decision. A primary lesson from the AIHEPS research and from experience in many other settings is the importance of need-based programs of financial aid and assistance to foster higher education participation and completion among the most needy. Financial aid is the area in which a state’s higher education policy intersects most substantially with federal programs; the kinds of financial aid a state  makes available in conjunction with Pell Grants and other federal aid programs define the contours of affordability for students in that setting. Both New Jersey and New Mexico exemplify a strong commitment to access, and both take substantial steps to ensure that financial need does not become a barrier to enrolling and completing a degree program in a college or university. In addition to its need-based programs of financial aid, New Mexico’s commitment to access results in a remarkably low tuition at the state’s public institutions of higher education. The experience of many state policy environments makes clear, however, that low tuition in itself does not guarantee access for students. Particularly in sparsely populated settings, where higher education institutions may be a considerable distance from a student’s home, the decision to attend college entails a number of financial commitments that low tuition in itself cannot help a student to meet. Need-based financial aid is a critical element for any state that seeks to enhance the participation of students who have limited financial means. One of the most notable developments during the past several years is the growth in programs that award aid on the basis of academic merit without regard for financial need. Georgia’s merit-based program of financial aid, Helping Outsta nding Pupils Educationally (HOPE), has proven to be a model for similar programs in other states. In New Mexico, the merit-based Lottery Success Scholarship Program has become enormously popular with voters, policymakers, and institutions alike. As with many other aspects of public policy, merit-based programs of financial aid tend to provide greatest benefit to members of the middle class. No elected public official can fail to perceive the political benefit of programs that are popular with the largest block of voters in a state. Merit-based aid programs exemplify a different policy objective from that of providing financial assistance to the most needy. A state’s motivation in providing such aid is to encourage more of its highest-achieving students to remain in the state-first by enrolling in its higher education institutions, and then, ideally, by choosing to live and work in the state after graduation, thus enhancing a state’s educational capital. Merit-based programs have certainly succeeded in attracting more of the highest-achieving students to pursue their baccalaureate degrees in their home state; in doing so, they have relieved many high-achieving, mostly middle-class students and their parents of  substantial costs they might otherwise have incurred in attending institutions out of state. Students of this type tend to have considerable mobility after graduation, however, and it is less clear whether merit-based programs encourage more of them to remain in a state after completing their degrees. Much of the controversy centers on the question of whether a state’s investment in merit-based financial aid occurs at the expense of its commitment to need-based aid. Most of those states that have invested in merit-based programs of aid during the past several years did not have strong historical commitments to need-based aid. In those cases, the introduction of merit-based aid has done no harm to students with greater financial need; in fact, some needy students have benefited because they qualify for the merit-based programs. In states that have begun to blend merit-based with need-based commitments, however, it often appears that the appeal of merit aid has diminished the perception of importance attached to need-based programs. Beyond the obvious political popularity of merit-based aid, a state must ask whether such programs yield a long-term benefit of encouraging more of the best and brightest to remain in the state as workers and citizens. If the answer is no, the question then becomes whether the dollars expended in merit-based programs might be more effectively spent enhancing programs that enable more of those with greatest financial ne ed to attend college. 4. What role does the state interface agency-typically either a higher education governing or coordinating board-play to ensure that a state’s higher education institutions contribute effectively to the achievement of public purposes? To what extent is institutional mission a factor in determining the responsibilities of institutions in fulfilling public purposes? Nearly every state in the United States has one or more agencies that serve as intermediaries between a state’s lawmakers and its higher education institutions. The level of authority vested in a state interface agency varies: some states have a governing board with regulatory authority over public institutions, others a coordinating board that serves in primarily steering and oversight capacities. The notable exception to this rule is the four-year sector in Michigan, which has no formal interface agency. Michigan’s public universities rely on a council of presidents to achieve a unified approach in de aling with the state’s lawmakers. While presidents of four-year universities stand in accord on many issues, each  institution appeals individually to the Legislature and governor in the state’s budget process, and the amount of funding each institution receives is a direct function of its historical allocation, modestly adjusted by lobbying efforts. A state higher education interface agency can help reduce the inherent competition among public colleges and universities. In addition, an effective governing or coordinating board can play a vital role in making a state’s system of higher education more efficient, more successful, and more accountable in terms of educational performance. The interface agency itself must be accountable both to the public purposes a state has defined and to the needs of higher education institutions within the system it serves. An effective interface agency can encourage collaboration among institutions; it can work in behalf of all colleges and universities to influence s tate government; and it can gather and provide information that documents changes in performance. One of the key roles a governing or coordinating board plays is that of providing information that influences decision making both in state government and in individual institutions. The information disseminated by an interface agency can contribute substantially to the effectiveness of the state’s higher education system, helping to sustain the interest of institutional leaders and policymakers in performance. The periodic distribution of comparative data helps sharpen and renew public officials’ understanding of the purposes a state seeks to achieve through its higher education institutions, while also reminding institutional leaders of the criteria that measure an institution’s performance. Indeed, the international perspective of the AIHEPS project makes clear that the presence or absence of information in a given environment is itself a policy issue. One of the major differences between higher education environments in the United States and Mexico is the availability of information for evaluative or strategic purposes. In Mexico, the scarcity of information and the fact that most data are controlled by institutions often impede the work of improving the performance of higher education systems. While the gathering and distribution of information are important functions of an interface agency, these roles in themselves will not ensure improvement in the performance of a state’s higher education system. An interface agency cannot be effective if it is a political weakling; it needs some measure of authority to motivate the behavior of  institutions toward desired ends, whether in the form of incentives or simply the consistent support of sensible decisions by the governor and Legislature. Certainly, the amount of resources available to an interface agency is an important part of the equation; no statewide board can hope to be effective if it lacks sufficient funding and staff. Ideally, the effectiveness of an interface agency rests on its power to influence elected policymakers and to craft policies and incentives that make the achievement of a state’s policy goals fall within the self-interest of institutions themselves. The interface agency often plays a central role in devising appropriate measures of institutional accountability that help to ensure compliance with a state’s policy objectives for higher education. Even though expenditures for higher education now constitute a smaller share of state budgets, state support of higher education has grown in real dollars during the past two decades, and public officials naturally seek to ensure that the dollars invested yield discernible results. In some settings, a state’s drive for institutional accountability has led to confrontations over such matters as faculty productivity or the assessment of student learning. The interface agency plays a critical role in any successful effort to conjoin public officials’ press for accountability with higher education’s traditions of autonomy in the means of fulfilling its educational mission. An interface agency can help create accountability measures that provide a meaningful index of progress in meeting a state’s goals for higher education. It can also ensure that credible reports of performance reach legislators and the general public on a timely basis. A state governing or co ordinating board is by definition an agency that provides both support of and guidance to institutions as they pursue their individual strategic goals. Governing boards of individual colleges and universities can easily become captives of an institution’s own ambitions, advocating those particular interests even at the expense of achieving broader state policy objectives. While affording institutions some measure of protection from the fluctuations of state politics, the interface agency helps ensure that individual institutions evolve in directions that are consistent with state policy goals. One of the issues an interface agency can help address is the degree to which institutional mission should be a factor in the question of accountability to a state’s public purposes.  Successful degree completion, for example, is a goal that has meaning to every higher education institution. But should every institution be held equally accountable to a single graduation rate? Because institutions with different missions may serve different kinds of student populations, holding every institution equally accountable to a particular measure may prove neither efficient nor desirable. At the same time, institutional mission can easily come to reflect an institution’s aspiration to grow in directions that do not meet the greatest public need. Just as a state’s expectations of higher education change over time, mission often becomes a moving target, changing to accommodate the institution’s internally driven goals-such as implementing more selective undergraduate admissions, establishing graduate programs, or expanding sponsored research programs-even if those purposes are fulfilled elsewhere in a state’s higher education system. The interface agency plays a critical role in facilitating a sustained interaction between a state’s policymakers and its higher education institutions. In so doing, it helps ensure the continued strength and adaptability of policies to which all institutions are held accountable. No higher education institution that benefits from public funding should get an automatic â€Å"pass† on its obligation to help fulfill the public agenda, but a state should not expect every institution to achieve particular purposes in the same way. Finally, it is fitting that a state should seek to hold institutions accountable for the â€Å"what† but certainly not the â€Å"how† of achieving public purposes. 5. What steps has a state taken to build the infrastructure and encourage higher education institutions to collaborate-with one another, with K-12 schools, with business and industry-in order to foster the goal of improved preparation as well as economic development? State policymakers play a key role in creating an environment that fosters collaboration between higher education institutions and other agents in areas that effect economic and civic vitality. As major stakeholders, colleges and universities contribute to and depend on the educational and economic well-being of a state’s population. The development of more concerted partnerships between these institutions and K-12 schools is a key element in improving students’ preparation for higher education study-and ultimately in increasing the number of students who pursue postsecondary education. By the same token, higher education’s partnerships with business and industry can contribute  substantially to th e benefits that a higher education confers. States in attractive geographic locations with fair climates can reap an educational and economic advantage simply because they draw many of the best and brightest from other settings. States that do not enjoy this advantage, however, must develop strategies to encourage higher education institutions to work with schools and other agencies, helping to maximize both college participation and the economic benefits higher education provides to a state’s population. Colleges and universities have the capacity to improve both measures by working in conjunction with a state’s primary and secondary schools as their principal supplier of students, as well as with business leaders, who employ substantial numbers of their graduates. A state’s most promising strategy in fostering collaboration is to create a framework and statewide incentives that help coordinate local initiatives. In this, as in other dimensions of achieving a state’s public purposes, the levers of policy can help make collaboration with other stakeholders seem to be in the best interests of higher education institutions themselves. Part of a state’s challenge in promoting collaboration between higher education and K-12 institutions is to overcome substantial cultural barriers that exist between the two domains. Finally, the incentives a state creates for increased collaboration must be built on both sides, so that public schools and higher education institutions find their own interests served by working together. In general, it is community colleges as well as comprehensive universities with strong commitments to training teachers that are most highly attuned to the challenges of K-12 schools, and to the evolving set of skills that business and industry leaders seek in their workforce. It is also true that the more numerous the expectations a state places on its higher education institutions, the easier it becomes for institutions to escape responsibility for those goals they find less conducive to their own ambitions. States must create conditions that make it compelling for higher education institutions to work with K-12 schools in improving students’ preparation for college. Equally important is a state’s role in fostering institutional partnerships with business and industry to help maximize the benefits that higher education confers to a state’s residents. If institutions choose not to participate in the achievement of such purposes, states must devise means of encou raging compliance. A state that lacks the  means or the will to define and pursue its public priorities effectively accords its public institutions open license to pursue goals of their own choosing, with minimal regard to a state’s public purposes.

Analysis of soviet agents plotting to ruin unity essays

Analysis of soviet agents plotting to ruin unity essays Analysis of Soviet Agents Plotting to Ruin Unity, Defenses of Americas In June of 1950, Will Lissner wrote an informative article on the Soviets plan to break the American defenses via Central America, more specifically Guatemala. Lissners article presents these Soviet diplomats as having a foot in the door in Americas homeland, in the inevitable war. The war this refers to is the one the Soviets were patiently awaiting to wage with America and its Allies. Lissner starts immediately creating a dark cloud regarding the Soviet regime. He states that they are ...penetrating into American defenses in the strategic Panama Canal region, and shattering continental unity. The reason for this is that the Soviets will have broken our lines before they were formed in the inevitable war that they talk about. He talks about the Soviets starting Communist rallies, depicting them as hostile, devious, and conniving people who have but one thing in mind, which is turning these people against their country. This piece is only the first of six dispatches on Soviet penetration, simply showing that the Communist party in this Central American ally of ours is not only a wrong-doing political party, but in fact is an extension of the Soviet Government itself, having intensions of reaching into a countrys political system and gaining power. Lissner wants to show that should the Soviets, through their Communist party, gain political influence in a Republic in Central America, what could/ would they do with it? Lastly, I would like to note that this article appears on the front page of the New York Times, the most widely circulated paper in the U.S. This six part series will demonstrate the possible dangers to a Republic, where a Communist party is allowed to exist. Surely any American who reads this article may be tempted to make the connection that a Commun...

Existentialism and Human Nature Essays

Existentialism and Human Nature Essays Existentialism and Human Nature Essay Existentialism and Human Nature Essay Absolute individualism and absolute freedom: the footing of all existentialist statements. The existentialist’s constructs arise from their held positions that since we are all finally alone. we have absolute freedom over our nature. Existentialists emphasize the free and witting self which opponents invariably onslaught. crying that there is a higher power enabling our consciousness. But are worlds so simple? Can things be explained entirely on faulting ourselves or another being for our nature? The existential philosopher by and large believes in a exclusive being ; intending that we are entirely in the universe. and that we have no 1 but ourselves. They besides believe in the human being’s capacity to experience more than one sort of hurting. and that there are three different degrees to our hurting. physical. psychological. and emotional. All of these types of hurting can do us to go irrational and dying. But are we truly dying because of this hurting. or is it because we finally experience entirely? And if we are all persons. can we truly experience the same sort of hurting as person else? Existence precedes kernel is besides dominant in the head and ideas of the existential philosopher. That is. the thought that we are born into this universe without a preset nature. and merely subsequently in life do we determine out nature through actions and picks. This opposes the traditional position that is that kernel precedes being. harmonizing to which we are seen as holding a intent. and values. all of which is determined before birth. ( I personally think that the thought of kernel predating being is instead vague. There is no manner that our values and aim can be determined by familial codification. Deoxyribonucleic acid is what we are. non who we are. ) Existentialists pose another inquiry to the resistance: how can we be happy in a universe devoid of significance and significance? The loss of external values allows us to deduce value from within ourselves. This value is greater than any imposed by outside forces. and therefore can non be taken off from said beginnings. Although many human existences live a life devoid of true felicity. it does non intend that we are incapable of achieving such a end. If a individual finds the significance for their life. whether it be one significance. or many. there is a big opportunity that they can accomplish such a Utopia without acknowledging outside influences. Peoples of different point of views follow different methods. every bit good as believe in different forces that shape our nature. It is in my sentiment. every bit good as that of the existential philosopher. that we shape our ain nature through determinations and actions made by our ain free will ; that we are finally free to move independently from the influences of outside forces. That we can finally disregard the positions imposed on us. and accomplish a sustainable degree of felicity in the procedure. Human nature is a frail thing ; people are merely looking for person else to fault for their actions and for who they are. even when there isn’t any. Therefore. there is no 1 to fault for who we are. but ourselves.

Sociology Essay Example | Topics and Well Written Essays - 250 words - 17

Sociology - Essay Example In addition, research based on self-report is vulnerable to the social factors affecting both the availability of research participants and their willingness to respond to researchers questions (Lee 15). On the other hand, ethnographic field work is a more comprehensive way of conducting qualitative research. In fact, it is a part of a documentary research. Nevertheless, the setting dictates when documentary research is more useful than ethnographic field work. When a researcher studies a contemporary organization, documentary research is a necessity since records such as financial statements, employee records, and other primary written sources play a role in completing the investigation. In conclusion, documentary research complements other research methods and can stand alone only if data is needed. Silverman, D. ( 2004 ). Qualitative Research : Method, Theory and Practice. Retrieved from http://books.google.com.ph/books?id=v6X7SolgXVUC&p g=PA56&lpg=PA56&dq =ethnographic+fieldwork+vs+documentary&source=bl&ots=9hOGQsBwBG&sig=T3I02Apvvdx1VqRKVjHrBOpoqRA&hl=en&ei=-gNlS9S0CI6OkQXon6jUCg&sa=X&oi=book_ result&ct=result&resnum =5&ved =0CBoQ6AEwBA#v=onepage&q=&f=false on Jan 15,

Introduction to the Universe Essay Example | Topics and Well Written Essays - 2000 words

Introduction to the Universe - Essay Example Scientists use these properties to deduce the internal structure of the earth. The study of the interior of the earth uses seismic waves. They are P-waves and S-waves. P-waves are longitudinal and, thus, they can travel through solids and liquids. S-waves are transverse. Thus, they can only travel through solids. P-waves also travel faster than S-waves. Geologists use these properties to study the internal structure of the earth. When the seismic waves pass through different layers, they get refracted. The same waves undergo reflection when they hit hard surfaces at certain angles. Seismometers located at various parts of the earth record the occurrence and properties of the seismic waves. The data can then be analyzed to ascertain the properties of the elements of the earth’s interior. In the analysis, the data recorded by seismometers is used to determine the distribution of P-waves and S-waves. In a region where the seismometers detect P-waves but not S-waves, it can be inferred that molten materials must have intercepted the S-waves. Thus, geologist s use known properties of waves to study the internal structure of the earth (Indiana.edu). Atoms have negative electrons that orbit around a nucleus that is positively charged. The nucleus has electrically neutral neutrons and positively charged protons. An atom has equal protons in the nucleus as the number of orbiting electrons. An atom in such a state is said to be electrically neutral. The protons determine the element that the atom represents. Bohr’s atom model was an early attempt that explained how atoms produce absorption and emission line spectra. An atom’s normal condition is when it possesses minimum energy at ground state. An orbiting electron can escape from the atom when given enough energy that is then termed as ionized. An atom can also absorb an atom from neighboring atoms. Between the atom and ion states, the electron