Venus (Research Paper) Essay Example for Free

Venus (Research Paper) Essay Venus is one of the most beautiful and tantalizing heavenly body. It is much closer to Earth than any other planets. Venus is a brilliant object in the night sky and sometimes brighter than any other stars in the heavens. Only the Sun and the Moon outshines her. Like the remaining planets, Venus revolves around the Sun inside the solar orbit of the Earth. Thus, Venus can either be a morning or evening star.1 Her name, Venus, comes from the Roman goddess of love and beauty. Venus, as a planet, is rather frustrating. She hides herself in a thick white veil of clouds and no one clearly seen her surface.2 The astronomers are force to engage in an extensive effort to uncover secrets of her for they know a little about it. The main purpose of my paper is to show some facts about Venus and also deepen the knowledge of the readers. Venus possesses some features that are nearly the same as Earth’s. One of this is that Venus is closely the same size and weight as Earth. Just a little smaller in diameter and lighter in weight. Its gravity also holds captive an atmosphere about the size of our own.3 Venus internal structure is similar to Earth’s as it is composed of crust, mantle and core. That’s why Venus is often thought of as Earth’s twin. ______________ 1Robert Leo I. Heller, â€Å"Planets Inside the Orbit of Earth,† Challenges to Science (Montreal: McGraw-Hill Book Inc., 1979), p. 402. 2Gerald S. Hawkins, â€Å"Venus and Mars,† Splendor in the Sky (London: Harper and Row Publishing House, 1961), p. 122. 3Mark O. Palin, â€Å"Venus,† The Physical World (Miami: Hunter-Dee Book Inc., 1999), p. 99 But in other ways, Venus appears to be quite different from Earth. First, Venus rotates in a very strange manner. Most of the planets rotate counterclockwise while Venus rotates clockwise or backward. Then, Venus may have atmosphere but it wouldn’t be able to support life as you know like Earth. Its atmosphere is made up of more than 90% of Carbon Dioxide and almost no Oxygen. Her temperature too is high which is 100 times greater than Earth’s and enough to melt Lead.4 Unlike other planets, Venus surface is never seen though many scientists claimed to have a glimpse of it through cloud openings which seems very unlikely because her dense clouds are hundreds of miles deep. 5 Venus, though rotating around the Sun, never experiences day and night because of the thick, ash-like clouds covering it. It is dark for sunlight does not penetrate the clouds. What is the surface of the Venus like? Some astronomers said that Venus’ surface is covered by large mountain ranges and deep swamps. People who don’t know much about Science think that Venus is covered with glowing waters. But, according to Galileo’s old journal, Venus is impossibly covered by water because of its high temperature. The best guess today is that Venus is chiefly a vast and sandy desert. The desert is flat, for wind-driven sand has long ago worn down the hills and filled in the hollows. It is dry, for rain cannot fall on it and it is surely unable to support life.6 ______________ 4Heller, p. 403. 5Roy A. Gallant, â€Å"Exploring Venus,† Man’s Reach for the Stars (New York: Doubleday and Company Inc., 1959), p. 146. 6Patricia C. Lauber, â€Å"Mercury and Venus,† All about Planets (New York: Random House Inc., 1960), p. 56. Venus is mostly covered by volcanic plates because of her high temperature. The surface has been severely fractured and folded by stresses caused by convection of the Venusian mantle because of frequent volcanic eruptions. Radar images indicate that the highlands on Venus have rougher surfaces than Earth’s land forms because its images shows mini magma explosions inside.7 The light emitted by Venus which makes her shine in the dawn or evening possibly comes from the great bolts of lightning or from volcanic eruptions.8 Explorations on Venus cost many attempts in gathering data to prove some existing parts of her. Soviet Union and USSR probes are one of the most eager astronomers in studying the mysterious planet, Venus. Venera 1 or also called Venus 1 is the first probe sent by USSR in 1961. The Venera 1 is said to be a failed mission because the probe only flew past on Venus. This event is said to be a dà ©jà   vu for the second probe, Venera 2, sent by the Soviet Union in 1965, experienced the same miscalculated direction as it flew past on Venus too. The third probe, Venera 3, still sent by Soviet Union in 1965, is also a failed one but it touches the Venus surface because the probe crashes on it. Scientists reported that they had maintained regular radio communication with the 3 failed probes but the signals were lost before it reaches Venus outermost atmosphere.9 ______________ 7â€Å"Venus,† Compton’s Encyclopedia (U.S.A.: Compton’s Learning Company, 1996), 19:408. 8Lauber, p. 54. 9Robert W. Peterson, â€Å"USSR and U.S. Send Probes to Venus,† Space: From Gemini to the Moon and Beyond (New York: Facts on File Inc., 1972), p. 102. Venera 4, a probe sent by USSR in 1967, is the heaviest Venus probe known to have been launched by USSR. As the probe reaches Venus’ atmosphere, it was burned into ashes but luckily a parachute system operated by the USSR’s satellite smoothly descended into Venus’ surface. This probe successfully sent information about Venus to the NASA regarding its atmospheric pressure at the surface of the planet might be as high as 22 times the Earth’s and later proved that its atmosphere was mostly composed of Carbon Dioxide. But, Venera 4 stopped sending unexpectedly; it seems that fierce winds and intense heat destroyed the probe. Venera 1, 2, 3 and 4 are all unmanned probes. Alongside of launching the Veneras, Mariner 1, a 3D Venus probe launched by USSR in 1962, veered off-course and was destroyed after launching but Mariner 2, launched in the same year, flew successfully and provided a large amount of data to NASA. Mariner 5 of USSR, launched on 1967, flew within 2,480 miles of the surface of the Venus and collected some information about Venus’ environment and thus, contradicted Venera 4’s collected information.11 Soviet unmanned probes, Venera 5 and Venera 6, reached the planet Venus. Though Venera 5 just stopped in the midst of Venus’ atmosphere, Venera 6 is there to pursue on entering the planet’s atmosphere and it successfully did. Venera 6 sent data about Venus having land forms such as mountain ranges and volcanoes.12 ______________ 10Peterson, p. 103. 11Peterson, p. 104. 12Peterson, p. 211. The USSR’s unmanned spacecraft Venera 7, launched in 1971, was the last probe sent to Venus. Venera 7 is the most successful probe because it sent countless of information about the planet. These are: Venus’ temperature was above normal, Venus’ don’t experience night and day, Venus rotate backward and many information that are helpful in learning the planet Venus.13 Today, NASA is trying to reach Venus again by sending 2 manned probe flyby by using the Apollo program. Meaning, a man will be riding the probe but he is prohibited ongoing outside the probe if he is in the vicinity of Venus’ atmosphere as said in Apollo Program. 14 In these given data, we can say that Venus is not just a mere planet revolving around the Sun, but a planet full of mysteries. It may not awaken our senses but it can poke our curiousity by asking question of what’s and how’s about her. In the science advancement today, more facts will be known about Venus. Powerful radar and other instruments will probe its thick clouds, mapping the surface and timing the rotation. Satellites and rockets will relay back information on what the clouds are made of. Someday, valiant explorers may descend through clouds and start discovering. The more bits and pieces of data we can collect from the planets, the better chances for us of reading our own history. ______________ 13Peterson, p. 258. 14Jeffrey K. Wagner, â€Å"Venus,† Introduction to Solar System (U.S.A.: Saunders College Publishing, 1991), p. 185. BIBILIOGRAPHY Gallant, Roy A. â€Å"Exploring Venus.† Man’s Reach for the Stars. New York: Doubleday and Company, Inc., 1959. Hawkins, Gerald S. â€Å"Venus and Mars.† Splendor in the Sky. London: Harper and Row Publishing House, 1961. Heller, Robert Leo I. â€Å"Planets Inside the Orbit of Earth.† Challenges to Science. Montreal: McGraw-Hill Book Inc., 1979. Lauber, Patricia C. â€Å"Mercury and Venus.† All about Planets. New York: Random House Inc., 1960. Palin, Mark O. â€Å"Venus.† The Physical World. Miami: Hunter-Dee Book Inc., 1999. Peterson, Robert W. â€Å"USSR and U.S. Send Probes to Venus.† Space: From Gemini to the Moon and Beyond. New York: Facts on File Inc., 1972. Wagner, Jeffrey K. â€Å"Venus.† Introduction to Solar System. U.S.A.: Saunders College Publishing House, 1991. â€Å"Venus.† Compton’s Encyclopedia. U.S.A.: Compton’s Learning Company, 1996.

Factors Contributing to Road Accidents

Factors Contributing to Road Accidents Road accident is the global tragedy with ever-raising trend. In Malaysia, it represents a major public problem because of the high number of victims involved and also the seriousness of the consequences for the victim themselves and to their families as well. There are many factors that can contribute to the road accidents. Some researchers have made several researches and agreed that the major factors that contributing to the road accidents is because of the bad weather, condition of road, human behavior when driving, condition of the vehicle and the leniency of the law enforcement. Relating to the previous researches, the focus of our study is to identify the trend of road accidents in Shah Alam and the factors that contributing to the accidents. Besides that, the study also focuses on the strategies and ways to reduce the rate of road accidents in Shah Alam. The study will be conducted in Shah Alam which the respondents are among the road users including pedestrians, motorcyclists, car drivers and etc. Contributing Factors Bad Weather According to a report from the Institute for Road Safety Research (SWOV) in Netherland, the term weather can be described as the state of atmosphere in term of air pressure, temperature, humidity, clouds, wind and precipitation. The weather conditions will affect the accident rates and exposure to the traffic hazards. A layer of water on the road surface due to rain can cause the vehicles to lose contact with the road surface and to skid. Besides that, Ellinghaus (1983) has stated that the object carried due to the strong wind, fallen trees and broken branches can also cause the traffic disturbance. Gusts of wind can push the high vehicles such as busses and vans especially when they are on the bridges. A study from Saudi Arabia (Al-Ghamdi, 2009) reports the number of crash being higher during the fog compared to the other weather condition. The crash happened because of the limited visibility during driving due to the fog. In a fog, the droplets of water are so small and light that they remain floating in the air. This will lead to limited visibility to the drivers because the light is diffused by the fog droplets. As a result of  bad weather, road surfaces may become slippery or slick. Accumulation of water, slush, ice and snow can present hazards to motorists. The manner in which other drivers react to the weather, whether through an extreme excess of caution or a disregard of the dangers posed by the weather conditions, can also contribute to the probability of an accident. When weather conditions render driving unsafe, drivers should attempt to find a safe place to get off the road and wait for the weather to improve. If you are driving at a time of year when you are likely to have your windshield splattered with dirty water, mud, slush, or salt, before driving make sure that you have a good supply of windshield solvent. In Malaysia, The majority of the investigated cases occurred during fine weather. The proportion of investigated cases during fine weather for 2008 is over presented, with more than 70%, and is significantly higher than those that occurred in any other weather condition, especially in 2009 and 2010. Based on MIROS the data in terms of lighting condition show that for the total number of investigated cases from 2007 through 2010, crashes that occurred during daylight, when it is safe to say that visibility is not a major concern. However, crashes during dark condition and without lighting, which is related to the said issue, are also significant and come in second place after daylight in all four years in terms of the number of investigated cases. Through report by MIROS, the KSI and fatality indexes according to the environmental components of the crashes, namely the vicinity area, weather conditions and lighting conditions. In terms of the environmental components of the crashes, fatality index is recorded highest for crashes happening at agricultural areas (2.86), during drizzling condition (4.84) and when the surrounding is dark without any lighting (2.67). Meanwhile, KSI index is highest for crashes that occurred at agricultural areas (3.97), during rainy day (7.56), and during dawn or dusk (7.44). This shows that bad condition of weather and surrounding may affect the driver view which can make a higher tendency of accident to occur during that particular situation. Driving attitude Whilst commercial vehicles have frequently been found to have high accident involvement rates, only one commercial driver training program has been identified so far in this Asia region. As part of the two year input in Pakistan funded by DFID in the early 1980s, a two week bus driver re-training program was provided. Bus driving standards are observed before and after the course and while bus driving standards showed improvement when drivers knew they were being observed, this improvement did not carry over to other times. This demonstrated the difference between driving skill and driving behavior and the need of enforcement and incentive schemes to encourage good driving standards. Surveys in driver knowledge and driver behavior were undertaken in several countries worldwide including Pakistan, Indonesia, Thailand and Sri Lanka. Driver behavior was assessed at pedestrian crossing, traffic signals and priority junctions. As a follow up driver knowledge surveys were conducted in Pakistan and Thailand and both these studies have been published as separate Transport Research Laboratory (TRL) reports. While the Central Road Research Institute (CRRI) also worked on the area of private knowledge with drivers surveyed on sign comprehension and traffic awareness, the CRRI has spent much effort in developing a driver reflexes testing system (DRTS) which seeks to eliminate human bias and includes psycho physical tests. Work in this area has continued over the past decade with a few DRTS systems in use in India. Human errors play an important role in contributing to the increasing numbers of accident rates. People keen to ignore this factor as they feel they can handle the situation and avoid accidents. There are many types of human errors during driving such as excessive speeding and deviant behavior, taking alcohol during driving and failed to obey the rules and regulations of the road. All of these can be categorized as the risky driving attitudes which may cause road accidents. Many of accidents that were reported are caused by human errors. According to Nasasira (2009), there are about 80% of the road accidents reported in Uganda are related to the attitude and behavior of the drivers. This data shows that the driving attitude is the major cause of road accidents. According to Sabey and Taylor (1980), 95% of the accidents caused by the human factors. Driving attitude was identified as the most central of these factors. Besides that, research by Jashua and Garber (1992) also stated that the most common accident type have resulted from drivers faults. Driving attitudes also include the behavior to excessive speeding. Vehicle speed is often credited as being an important cause and contributory factor of road accidents. This behavior may cause danger not only for the driver himself but also for other drivers. Most drivers tend to speed exceed the limit fixed by the government. For example, the National Speed Limits is 90km/h but drivers tend to speed exceed the limit which may cause danger to themselves and others. According to Solomon (1964), Munden (1967) and Bohlin (1967), all claimed that the probability of serious injury or death are greater at high impact speeds. This shows that the impact of excessive speeding may not only cause accident but may also cause a serious injury and death. Road Condition Geometric design standards are often taken from motorized countries and thus are not always appropriate given the presence of pedestrians and other vulnerable road users and non-motorised vehicles in the road traffic stream. There has been much effort in safety engineering research to minimise the risk of accidents and DFID sponsored the development and publication of Towards Safer Roads (TSR) which was the first major manual to address safety engineering and planning in developing countries. TSR also introduced the practice of safety audits (a standardized procedure for checking the safety concerns of road projects from the feasibility stage through to final construction and operation). Formal safety audits have also begun to be used recently in Nepal, Malaysia, Fiji and a number of other developing countries including Bangladesh. Identifying safety impacts of geometric design modifications was a research focus in PNG and was recently reviewed for the latest version of the Highway Design and Maintenance Programme (HDM4). Recent research funded by Sweroad included the development of a traffic safety effects catalogue to include the various findings of the impact of geometric design and traffic control features on road accidents and accident rates. Several projects both on implementation and the research side have focused on traffic engineering and traffic management issues with applied road safety benefits. For example, Australian Aid projects in Papua New Guinea and Western Samoa follow this pattern as does the past research in CRRI on roadside development and road signs. The research recently started on the design and implementation issues of median installation for example are illustrative of the types of research being undertaken in this area. In Malaysia, it was reported that many of the cases of road collision involve the vehicle leaving the roadway and hits the fixed objects along the roadside such as the trees and guardrails. This may cause by the slippery road due to the rain and even because of the poorly designed and constructed roads. Most of the roads in Malaysia are pavement designed. In pavement design, there are several characteristics that need to be considered such as skid resistance and the texture depth. These characteristics will determine the condition of the road whether it is risky or not. According to Davis (2001), the moisture on the pavement surface may prevent vehicle tires from making adequate contact with the road surface. This will increase the level of slippery on the road which may cause road accident. Vehicles condition Vehicles are one of the factors which can contribute to the road accidents. This is because the vehicle that we ride is a medium for us that put us in the road and if the vehicles itself are not in a good shape and condition, the tendency for the accident to occur is more likely compare to a well manage vehicle condition. A well-designed and well-maintained vehicle, with good brakes, tires and well-adjusted suspension will be more controllable in an emergency and thus be better equipped to avoid collisions. Based on the statistics which have been produced by MIROS, during 2007-2010, the brake defects in vehicle have recorded 20 cases while tires defect have recorded 14 cases. So, that is why some mandatory  vehicle inspection  schemes include tests for some aspects of roadworthiness have been conduct by the JPJ in order to make sure that the vehicles that is going to be used are in a good condition, The design of vehicles has also evolved to improve protection after collision, both for vehicle occupants and for those outside of the vehicle. For example, in modern day car, a lot of safety features have been include likes Anti-lock braking system (ABS)  to prevent skidding allowing the driver to remain in control. The vehicle stops more quickly as theres more friction between the road and tires, traction control  to prevents skidding while accelerating so the car can quickly escape a dangerous situation and safety cage  to strengthens the cabin section to protect people in a roll-over accident. Much of this work was led by automotive industry competition and technological innovation. Some crash types tend to have more serious consequences,  Rollovers  have become more common in recent years, perhaps due to increased popularity of taller  SUVs,  people carriers, and minivans, which have a higher  center of gravity  than standard passenger cars. Rollovers can be fatal, especially if the occupants are ejected because they were not wearing  seat belts  (83% of ejections during rollovers were fatal when the driver did not wear a seat belt, compared to 25% when they did).   After a new design of  Mercedes Benz  notoriously failed a moose test (sudden swerving to avoid an obstacle), some manufacturers enhance suspension using  stability control  linked to an  anti-lock braking system  to reduce the likelihood of rollover. After retrofitting these systems to its models in 1999-2000, Mercedes saw its models involved in fewer crashes. Now about 40% of new US vehicles, mainly the SUVs, vans and pickup trucks that are more susceptible to rollove r, are being produced with a lower  center of gravity  and enhanced suspension with  stability control  linked to its  anti-lock braking system  to reduce the risk of rollover and meet US federal requirements that mandate anti-rollover technology by September 2011. According to the research by Chin Shu Pei (2009), she has stated that the relationship between the road surface and the type of tire, tread pattern, tire pressure and tire condition may affect the road surface friction and cause the vehicles to skid off the road. She also added that tires in poor condition will not have adequate braking friction on any pavement surface. Motorcyclists have little protection other than their  clothing; this difference is reflected in the casualty statistics, where they are more than twice as likely to suffer severely after a collision. In 2005 there were 198,735 road crashes with 271,017 reported casualties on roads in Great Britain. This included 3,201 deaths (1.1%) and 28,954 serious injuries (10.7%) overall. Of these casualties 178,302 (66%) were car users and 24,824 (9%) were motorcyclists, of whom 569 were killed (2.3%) and 5,939 seriously injured (24%). In Malaysia, it is recorded that  4,067 motorcyclists died in 2010 by MIROS. This represents about 60 per cent of the 6,745 road fatalities. In 2008, 3,898 motorcyclists were killed out of a total of 6,527 fatalities. Motorcyclist deaths on average accounted for 60 per cent of the total road fatalities in the last decade. MIROS  road safety  engineering and environment  research  director, Jamilah Mohd Marjan said the spike in deaths was due to  the rise  of the  number of riders. As we can see in the another country where both Transport Research Laboratory (TRL) in United Kingdom and Indian Institute of Technology (ITT) IN India have conducted a research into vehicle design and injury control. In Papua New Guinea the MAAP system identified many casualties occurring in run-off accidents in open top pickups. Open top pickups are a common public transport mode and are often heavily loaded with passengers in Papua New Guinea. TRL concluded research into vehicle design to minimize such injuries. IIT have modeled crash impacts of bus fronts and three wheeler motorized scooter taxis to determine how the design can be altered to reduce injury severity to pedestrians hit by buses and the Three Wheeler Scooter Taxi (TST) drivers, passengers and pedestrians in TST crashes. TSTs are found to be unsafe for all three user groups (drivers, pedestrians and passengers at velocity impacts as low as 15 to 20 kilometers per hour). Minor modifications were found to make a significant difference in the safety to all three user groups in crashes up to speeds of 25 to 30 kilometers per hour. IIT research also identifies structural weakness in motor cycle helmet design. Earlier work had identified a majority of head impacts and two wheel crashes to be sustained on the side of the head yet VIS standards did not include a side impact test. IIT devised and implemented a side impact test and when all helmets in general were found to be inadequate in side impact, BIS amended the motorcycle helmet standards. Delhi Police have sponsored this research and later publicized the findings and distributed guidelines for customers and the relative rankings of the different helmets. Around the same time that ITT was studying the relative safety of motorcycle helmets in Delhi, Central Road Research Institute (CRRI) was also studying the use of motorcycle helmets and conducting opinion surveys on the use of motorcycle helmets in several metropolitan cities where motorcycle helmet usage was mandatory. These studies all helped to influence road safety policy in India. Leniency of the Law Enforcement While most if not all countries in Asia and Pacific have revised their road regulations in the past 15 years, little bilateral technical assistance seems to have been provided in this sector nor does there seem to have been local research effort in such countries despite many countries sharing the same base for road regulations (The British Motor Vehicle Code 1939). Little exchange of information and experience has occurred and traffic regulations have generally been revised individually by each country. No regional manual has been produced similar to such manuals that exist in Africa and other regions of the world. Traffic Police training programmes have been developed by the Central Road Research Institute (CRRI) with sponsorship from the Ministry of Surface Transport. National workshops on traffic police training were also organised in 1992 and 93. Traffic police from 23 metropolitan cities were trained before the project was discontinued. Ongoing at the same time was CRRI research project analysing the past 10 years of traffic violations from Delhi covering 1980 to 1990. The analysis revealed misguided priorities with administrative violations being enforced more frequently than the more dangerous moving violations. Highway patrolling was quite effective when it was introduced in Pakistan in the early 1980s as it discouraged overtaking and targeted road safety parking, both of which were known to contribute to road accidents in Pakistan.

Students Performance In Rural And Urban Areas Education Essay

Students Performance In Rural And Urban Areas Education Essay Nowadays, education is the most important aspect in society development. School has to play a major role in ensuring the successful of the development. As for students, they need to have good skills and have to be proactive with an appropriate futuristic set of mind. Besides that, students are also need to be active in co curriculum activity along with high academic achievement. The learning environments also have major roles to play in learning and the area where the students lives can determine their performance in their studies. Reasons for the variations in achievement are geographic location, resources, availability of technology and also the quality of teachers. These studies want to investigate the differences between students performance in rural and urban areas. This purpose is to determine whether learning environment or living area is one of the factors that contribute to their low performance. Students performance is their achievements in their studies whether they have l ow or high performance. Urban area relates to the area that are surrounding by cities and it is well populated areas compared to rural area which is sparsely populated areas and it usually farmland or country areas. The learning environments also have major roles to play in learning not only of social studies but of other disciplines in the school curriculum Topic of Interest: The Differences between Students Performance in Rural and Urban Areas Purpose of study: 1) To investigate the differences between students performances in rural and urban areas. 2) To discuss the factors of low performance among students in rural area. 3) To find ways to address the achievement gap differences between rural and urban students. DISCUSSION THE DIFFERENCES BETWEEN STUDENTS PERFORMANCE IN RURAL AND URBAN AREAS Recent educational research has examined rural and urban differences in their achievement. Many educators, researchers, legislators and the general public believe that students from rural schools mostly receive an education that is inferior compared to the students that live in urban areas. Students background also impact on their performance where we can see that many of the students that lives in rural areas has low academic achievement when we compared it with the students that lives in urban areas. There are many factors that cause to the gap performance between students in rural and urban areas. Students in urban schools get many excess compared to students in rural schools. The National Education Association said that the low performing youth are in public rural schools (Brown Swanson, 2001). The excellent performance of urban students is because of their better quality in their education, availability of the information that they get from various sources like mass media and electronic media, their educated families and peers groups which help them for better performance. They have many advantages and facilities in their education compared to rural students. Students in rural areas less exposed to the outside world and also lack of knowledge about the currents issues that happen. Education is proving to be effective instrument that can raise students self-belief, forethought, self-esteem and self-efficacy. Students that lives in undeveloped village must try to attain the best education for them and do not make their living environment as one of the factors that be a barrier in their success. We also can see that students in rural areas are much less likely to earn a college degree than students of urban areas. The disparity is highest in rural areas where only 8 percent of rural residents over age 25 have a college degree, compared with 16 percent of the residents in urban areas (U. S. Bureau of the Census, 1999). So from these, we can clarify that, there is a gap of performance between students that live in rural and urban areas due to some factors. FACTORS OF LOW PERFORMANCE AMONG STUDENTS IN RURAL AREAS There are many factors that contribute to the differences of performance between students in rural and urban areas. Family Factor At the rural areas, family is one of the factors that determine their child performance. In this study, students in rural areas have low performance compared to students in urban areas because it is relate to their parents education. Majority of parents in rural areas are less educated than parents in urban areas. The family background is the most important and weighty factor in determining the academic performance of learners (Adell, 2002: 91). Survey found that, rural students felt no pressure to attain good performance when their parents expectations towards education were low. Parental encouragement has a positive influence towards their child performance and at rural areas most of parents did not care about their child academic performance. Some experts believe that parent expectations is the most influential factor affecting youth decisions to pursue education (Esterman Hedlund, 1995; Smith, Beaulieu, Seraphine, 1995). Low Socio-economic Factor The students background relate to the low socioeconomic factor of their family also one of the factor that effect their performance in education. Most of the students that live in rural areas come from low income family. Their parents cannot provide them enough educational resources at home. Compared to students at urban areas, the majority of them come from high income families and their parents are afford to sent them to their tuition classes in order to get better performance. Urban students also can buy additional books for their references while for the rural students, they non-exposure to educational resources and it will affect their performance compared to those who have access to such resources. Students who have access to more resources are advantage compared to those from poor families because they can know more about the latest developments around them thus can assist them to improve their performance at schools. Lack of Facilities and Resources Education promotes human capital as an asset that has greater or lower rates of return depend on the quality of education that is provided. Some of the factors that contributing to the poor performance are lack or resources and poor facilities in most schools especially in rural areas. Some of schools in rural areas are dilapidated compared to those in urban areas. The problem regarding unequal distribution of resources between provinces, rural and urban areas are still intact (Motala Pampalis, 2001:56). Several schools in rural areas do not have laboratories and this situation means that students learn science by rote learning. Facilities are important in order to make the teaching and learning process more effective. Students that live in rural areas will less expose to the using of technology because the facilities that were provided for them are not sufficient. This will make their learning process will be less effective and they will have less knowledge about current issues as well as how to use technology. Students in urban areas have many advantages in their learning process and with the advent of technology it will make easier for their study. They will more understanding with their learning with the facilities provided. Less Qualified Teachers Teacher is the important role in order to create good performance students. Most of the teacher did not want to posting in rural area because they think it will bring difficulty to them. So, the majority of teachers that were sent to the rural areas are the new teachers that have less experience in teaching. Awoniyi (1981) remarked that there is a direct relationship between the quality of teaching personnel and the quality of education process. Most of them did not master the teaching technique yet because they are still new in teaching area. When we compared to students in urban areas they usually have a teachers that have good communications skills in English. Most of teachers compete for placement in urban schools. So, rural school will have inadequate teacher and it will make their learning progress disturbed and not running properly. WAYS TO ADDRESS THE ACHIEVEMENT GAP DIFFERENCES BETWEEN RURAL AND URBAN STUDENTS In order to overcome the differences performance between students in rural and urban areas, several ways should be taken. The Role of Government Government has to play a role in improving educational outcomes for rural students. Government should provide enough facilities to the schools that located in rural areas same as the urban schools. Besides that, government also must provide a financial support to the students that lives in rural areas where we know that most of them come from low income families and not affordable to gain a better education and services. Facilities that were provided must be fair and equal treatment should be given to rural schools same like urban schools. In addition, best educators also should be placed in rural schools because they can help students to improve their performance. Good teachers will produce good students. Most important is government should ensure that teachers are adequately qualified to teach the subject that allocated for them and they can do their work properly. Education department also should visit all schools to establish and verify their needs to ensure that resources are al located in line with their needs and status. Role of Parents While the teachers play their role at school, parents should play their roles at home. Although parents in rural areas have no education, they can help their children performance in terms of giving them moral supports and motivation to learn. Even they cannot help in terms of provide resources to learn, they can give a support to their child to study hard to change the fate of their family. Parents should realize how important of education to their child and their future. Parents can always ask their child about their learning progress and accompanied them during doing their work. They also must always care about their child performance and monitor their progress. The Role of Teachers The teacher is an important force in school learning. Teachers also one of the sources that can help in overcomes the problem of low performance among rural students. Teachers can help in encouraging the students to study hard and help them to complete most of their work at school during study time, where students can ask teachers if they do not understand about the lesson. If they are doing work at home, nobody can help them since their parents might not be able to assist because most of parents in rural areas have less education. Teachers should encourage their students to participate in many activities because it will give them the opportunity to build their self-confident and positive self-esteem. Besides that, teacher also can create a caring and supportive environment where students will feel more comfortable during their learning. Good relationship between students and teacher also good in order to improve students performance where when teachers are close with the students, s tudents will feel easy and not shy to ask anything that they do not understand. The Role as a Student The students itself should realize the importance of education in their future lives. If they want a better life in the future they must study hard to get a good performance. Usually students at rural area does not care about their education and most of them dropout from schooling. This is because they do not have motivation in their study and their parents also did not care about their performance. So in order to overcome the gap performance between students in rural and urban areas, rural students should set their mind that education is important to change their lives. When they have a mindset that education is important, they will study hard in order to get a good achievement. CONCLUSION The study presented the differences of performances between students in rural and urban areas. Rural and urban schools are characterized by its unique strength and weaknesses. Rural and urban schools are much the same when it comes to resources and learning environments (EQR, 2003, p.45). Yet there are many variables that affect students achievement and those variables are directly related to whether a school is considered a rural or an urban school. Some factors that contribute to the gap performances between students in these two areas were determined and also recommendations in order to overcome this problem were suggested. Although some recommendations have been highlighted, solutions might not be easy for them. The suggestions for improving the performance among rural students is that they must understand their environment properly, and maintain their inner resources like self-efficacy and self-esteem. From this study we can conclude that, there have differences between students performance in rural and urban schools. Students that lives in urban area will get high performance excel opportunities provided by their location. Urban students have greater access to many resources and therefore have opportunities that are not easily accessible to rural students. Besides that urban parents were more professional and they realize the advantage of education. Parents of rural students were less likely to expect their children to advance their education. From the comparison of this study we can know what the differences between rural and urban schools are.

Richard and Iago: Rational, Sensitive, or Vegetative? :: essays research papers

Can humans have three souls? Or are there three parts to the human soul? Most people would say that a person has only one soul. However, the human soul is very complex, which explains why there are so many parts to it. In the Elizabethan period, people understood that there were three â€Å"souls† in a person, or three parts to the human soul. These were the rational, sensitive, and vegetative souls. Both of the plays Richard the Third and Othello by William Shakespeare are examples of this concept. The characters of Richard in Richard the Third and Iago in Othello each are influenced by the rational, sensitive, and vegetative souls as they were understood by the Elizabethans.   Ã‚  Ã‚  Ã‚  Ã‚  During the Elizabethan period, the rational soul was understood to be that part of a person that was the closest to God. This soul caused the person to be more rational in thinking and to behave logically. The main characters in each of these plays are not governed by the rational soul. Richard is driven by his desire to be the king of England, and Iago is driven by his hatred of Othello. Richard becomes a ruthless murderer who will stop at nothing to be king. He indirectly kills his brother King Edward the Fourth, kills his nephews who are heirs to the throne, and anyone else who he believes is in his way. Iago is also very cold-hearted. He is Othello's lieutenant, and, as Othello believes, his good friend. However, Iago devises a plan to destroy Othello. By doing so, he must also destroy those closest to Othello, most notably his wife Desdemona. Iago does this simply because he is able to. In this way, the two characters ignore the rational soul and are not guid ed by it.   Ã‚  Ã‚  Ã‚  Ã‚  The sensitive, or passionate soul was understood to govern that part of a person that looks past all logic and reason. Iago and Richard are somewhat governed by this soul in that they both are passionate about what they are doing. Richard is driven by his desire to be king. In his pursuit of the throne, he overlooks all logical thinking. Instead, he focuses only on what he must do in order to reach his goal. This shows how good of a planner he is. Iago also does this, although his goal is not as clear. He concentrates on destroying or discrediting the people closest to Othello.

The Dream :: essays research papers

A dream is defined as a condition or achievement that is longed for; an aspiration. Throughout the book the â€Å"Great Gatsby† we see the dream of one man, Jay Gatsby. Gatsby’s dream is not merely what is known as the American Dream-the belief that anyone can rise to success no matter who they are or where they are from. Instead, it is a form of romantic idealism, â€Å"some heightened sensitivity to the promises of life.† It is the belief in fairytales and princesses and happy endings, a faith that life can be special, remarkable, and beautiful. Gatsby is not interested in power or money instead he uses his power and money in his attempt to gain his ultimate dream, Daisy. He must have her and he will do anything that is required in order to win her. Unfortunately, Gatsby’s faith in love and happy endings is not a realistic one and his dream is ultimately crushed. However, one question is left behind, are dreams worth fighting for or should the fear of f ailure prevent one from attempting to fulfill their dreams.   Ã‚  Ã‚  Ã‚  Ã‚  In chapter I the reader is briefly introduced to Gatsby’s world. Nick describes Gatsby with such words as â€Å"crass and vulgar materialism†. However he admires Gatsby for his dream, his â€Å"romantic readiness,† his â€Å"extraordinary gift for hope.† What is this dream Nick admires so much? The reader is left with this question until chapter IV when Jordan Baker reveals Gatsby’s past and ultimately his dream. Jordan reveals to Nick that Gatsby and Daisy were one time lovers but Gatsby was suddenly called away to war and by the time he arrived home Daisy had already married Tom. Furthermore, Jordan explains, â€Å"Gatsby bought that house so that Daisy would be just across the bay.† Nick shocked by what he has just learned states â€Å"he came alive to me, delivered suddenly from the womb of his purposeless splendor.† The large mansion, the Rolls Royce, station wagon, the motor boats, the aquaplanes, the swimming pool were not to display his wealth, but instead he just used them as a setting to build the material world necessary to fulfill his dream. He not only has built up a material world to attract Daisy he has come up with a plan to win her love. This plan is unfolded in Chapter IV, when the reader learns that Gatsby has arranged for Nick to invite Daisy for tea and makes sure Daisy doesn’t know he’ll be there, too.

The Host Chapter 5: Uncomforted

Hello there, Wanderer! Won't you take a seat and make yourself at home?† I hesitated on the threshold of the Comforter's office, one foot in and one foot out. She smiled, just a tiny movement at the corners of her mouth. It was much easier to read facial expressions now; the little muscle twitches and shifts had become familiar through months of exposure. I could see that the Comforter found my reluctance a bit amusing. At the same time, I could sense her frustration that I was still uneasy coming to her. With a quiet sigh of resignation, I walked into the small brightly colored room and took my usual seat-the puffy red one, the one farthest from where she sat. Her lips pursed. To avoid her gaze, I stared through the open windows at the clouds scuttling past the sun. The faint tang of ocean brine blew softly through the room. â€Å"So, Wanderer. It's been a while since you've come to see me.† I met her eyes guiltily. â€Å"I did leave a message about that last appointment. I had a student who requested some of my time†¦Ã¢â‚¬  â€Å"Yes, I know.† She smiled the tiny smile again. â€Å"I got your message.† She was attractive for an older woman, as humans went. She'd let her hair stay a natural gray-it was soft, tending toward white rather than silver, and she wore it long, pulled back in a loose ponytail. Her eyes were an interesting green color I'd never seen on anyone else. â€Å"I'm sorry,† I said, since she seemed to be waiting for a response. â€Å"That's all right. I understand. It's difficult for you to come here. You wish so much that it wasn't necessary. It's never been necessary for you before. This frightens you.† I stared down at the wooden floor. â€Å"Yes, Comforter.† â€Å"I know I've asked you to call me Kathy.† â€Å"Yes†¦ Kathy.† She laughed lightly. â€Å"You are not at ease with human names yet, are you, Wanderer?† â€Å"No. To be honest, it seems†¦ like a surrender.† I looked up to see her nod slowly. â€Å"Well, I can understand why you, especially, would feel that way.† I swallowed loudly when she said that, and stared again at the floor. â€Å"Let's talk about something easier for a moment,† Kathy suggested. â€Å"Do you continue to enjoy your Calling?† â€Å"I do.† This was easier. â€Å"I've begun a new semester. I wondered if it would get tiresome, repeating the same material, but so far it doesn't. Having new ears makes the stories new again.† â€Å"I hear good things about you from Curt. He says your class is among the most requested at the university.† My cheeks warmed a bit at this praise. â€Å"That's nice to hear. How is your partner?† â€Å"Curt is wonderful, thank you. Our hosts are in excellent shape for their ages. We have many years ahead of us, I think.† I was curious if she would stay on this world, if she would move to another human host when the time came, or if she would leave. But I didn't want to ask any questions that might move us into the more difficult areas of discussion. â€Å"I enjoy teaching,† I said instead. â€Å"It's somewhat related to my Calling with the See Weeds, so that makes it easier than something unfamiliar. I'm indebted to Curt for requesting me.† â€Å"They're lucky to have you.† Kathy smiled warmly. â€Å"Do you know how rare it is for a Professor of History to have experienced even two planets in the curriculum? Yet you've lived a term on almost all of them. And the Origin, to boot! There isn't a school on this planet that wouldn't love to steal you away from us. Curt plots ways to keep you busy so you have no time to consider moving.† â€Å"Honorary Professor,† I corrected her. Kathy smiled and then took a deep breath, her smile fading. â€Å"You haven't been to see me in so long, I was wondering if your problems were resolving themselves. But then it occurred to me that perhaps the reason for your absence was that they were getting worse.† I stared down at my hands and said nothing. My hands were light brown-a tan that never faded whether I spent time in the sun or not. One dark freckle marked the skin just above my left wrist. My nails were cut short. I disliked the feeling of long nails. They were unpleasant when they brushed the skin wrong. And my fingers were so long and thin-the added length of fingernails made them look strange. Even for a human. She cleared her throat after a minute. â€Å"I'm guessing my intuition was right.† â€Å"Kathy.† I said her name slowly. Stalling. â€Å"Why did you keep your human name? Did it make you feel†¦ more at one? With your host, I mean?† I would have liked to know about Curt's choice as well, but it was such a personal question. It would have been wrong to ask anyone besides Curt for the answer, even his partner. I worried that I'd already been too impolite, but she laughed. â€Å"Heavens, no, Wanderer. Haven't I told you this? Hmm. Maybe not, since it's not my job to talk, but to listen. Most of the souls I speak with don't need as much encouragement as you do. Did you know I came to Earth in one of the very first placements, before the humans had any idea we were here? I had human neighbors on both sides. Curt and I had to pretend to be our hosts for several years. Even after we'd settled the immediate area, you never knew when a human might be near. So Kathy just became who I was. Besides, the translation of my former name was fourteen words long and did not shorten prettily.† She grinned. The sunlight slanting through the window caught her eyes and sent their silver green reflection dancing on the wall. For a moment, the emerald irises glowed iridescent. I'd had no idea that this soft, cozy woman had been a part of the front line. It took me a minute to process that. I stared at her, surprised and suddenly more respectful. I'd never taken Comforters very seriously-never had a need before now. They were for those who struggled, for the weak, and it shamed me to be here. Knowing Kathy's history made me feel slightly less awkward with her. She understood strength. â€Å"Did it bother you?† I asked. â€Å"Pretending to be one of them?† â€Å"No, not really. You see, this host was a lot to get used to-there was so much that was new. Sensory overload. Following the set pattern was quite as much as I could handle at first.† â€Å"And Curt†¦ You chose to stay with your host's spouse? After it was over?† This question was more pointed, and Kathy grasped that at once. She shifted in her seat, pulling her legs up and folding them under her. She gazed thoughtfully at a spot just over my head as she answered. â€Å"Yes, I chose Curt-and he chose me. At first, of course, it was random chance, an assignment. We bonded, naturally, from spending so much time together, sharing the danger of our mission. As the university's president, Curt had many contacts, you see. Our house was an insertion facility. We would entertain often. Humans would come through our door and our kind would leave. It all had to be very quick and quiet-you know the violence these hosts are prone to. We lived every day with the knowledge that we could meet a final end at any moment. There was constant excitement and frequent fear. â€Å"All very good reasons why Curt and I might have formed an attachment and decided to stay together when secrecy was no longer necessary. And I could lie to you, assuage your fears, by telling you that these were the reasons. But†¦Ã¢â‚¬  She shook her head and then seemed to settle deeper into her chair, her eyes boring into me. â€Å"In so many millennia, the humans never did figure love out. How much is physical, how much in the mind? How much accident and how much fate? Why did perfect matches crumble and impossible couples thrive? I don't know the answers any better than they did. Love simply is where it is. My host loved Curt's host, and that love did not die when the ownership of the minds changed.† She watched me carefully, reacting with a slight frown when I slumped in my seat. â€Å"Melanie still grieves for Jared,† she stated. I felt my head nod without willing the action. â€Å"You grieve for him.† I closed my eyes. â€Å"The dreams continue?† â€Å"Every night,† I mumbled. â€Å"Tell me about them.† Her voice was soft, persuasive. â€Å"I don't like to think about them.† â€Å"I know. Try. It might help.† â€Å"How? How will it help to tell you that I see his face every time I close my eyes? That I wake up and cry when he's not there? That the memories are so strong I can't separate hers from mine anymore?† I stopped abruptly, clenching my teeth. Kathy pulled a white handkerchief from her pocket and offered it to me. When I didn't move, she got up, walked over to me, and dropped it in my lap. She sat on the arm of my chair and waited. I held on stubbornly for half a minute. Then I snatched the little square of fabric angrily and wiped my eyes. â€Å"I hate this.† â€Å"Everybody cries their first year. These emotions are so impossible. We're all children for a bit, whether we intended that or not. I used to tear up every time I saw a pretty sunset. The taste of peanut butter would sometimes do that, too.† She patted the top of my head, then trailed her fingers gently through the lock of hair I always kept tucked behind my ear. â€Å"Such pretty, shiny hair,† she noted. â€Å"Every time I see you it's shorter. Why do you keep it that way?† Already in tears, I didn't feel like I had much dignity to defend. Why claim that it was easier to care for, as I usually did? After all, I'd come here to confess and get help-I might as well get on with it. â€Å"It bothers her. She likes it long.† She didn't gasp, as I half expected she would. Kathy was good at her job. Her response was only a second late and only slightly incoherent. â€Å"You†¦ She†¦ she's still that†¦ present?† The appalling truth tumbled from my lips. â€Å"When she wants to be. Our history bores her. She's more dormant while I'm working. But she's there, all right. Sometimes I feel like she's as present as I am.† My voice was only a whisper by the time I was done. â€Å"Wanderer!† Kathy exclaimed, horrified. â€Å"Why didn't you tell me it was that bad? How long has it been this way?† â€Å"It's getting worse. Instead of fading, she seems to be growing stronger. It's not as bad as the Healer's case yet-we spoke of Kevin, do you remember? She hasn't taken control. She won't. I won't let that happen!† The pitch of my voice climbed. â€Å"Of course it won't happen,† she assured me. â€Å"Of course not. But if you're this†¦ unhappy, you should have told me earlier. We need to get you to a Healer.† It took me a moment, emotionally distracted as I was, to understand. â€Å"A Healer? You want me to skip?† â€Å"No one would think badly of that choice, Wanderer. It's understood, if a host is defective -â€Å" â€Å"Defective? She's not defective. I am. I'm too weak for this world!† My head fell into my hands as the humiliation washed through me. Fresh tears welled in my eyes. Kathy's arm settled around my shoulders. I was struggling so hard to control my wild emotions that I didn't pull away, though it felt too intimate. It bothered Melanie, too. She didn't like being hugged by an alien. Of course Melanie was very much present in this moment, and unbearably smug as I finally admitted to her power. She was gleeful. It was always harder to control her when I was distracted by emotion like this. I tried to calm myself so that I would be able to put her in her place. You are in my place. Her thought was faint but intelligible. How much worse it was getting; she was strong enough to speak to me now whenever she wished. It was as bad as that first minute of consciousness. Go away. It's my place now. Never. â€Å"Wanderer, dear, no. You are not weak, and we both know that.† â€Å"Hmph.† â€Å"Listen to me. You are strong. Surprisingly strong. Our kind are always so much the same, but you exceed the norm. You're so brave it astonishes me. Your past lives are a testament to that.† My past lives maybe, but this life? Where was my strength now? â€Å"But humans are more individualized than we are,† Kathy went on. â€Å"There's quite a range, and some of them are much stronger than others. I truly believe that if anyone else had been put into this host, Melanie would have crushed them in days. Maybe it's an accident, maybe it's fate, but it appears to me that the strongest of our kind is being hosted by the strongest of theirs.† â€Å"Doesn't say much for our kind, does it?† She heard the implication behind my words. â€Å"She's not winning, Wanderer. You are this lovely person beside me. She's just a shadow in the corner of your mind.† â€Å"She speaks to me, Kathy. She still thinks her own thoughts. She still keeps her secrets.† â€Å"But she doesn't speak for you, does she? I doubt I would be able to say as much in your place.† I didn't respond. I was feeling too miserable. â€Å"I think you should consider reimplantation.† â€Å"Kathy, you just said that she would crush a different soul. I don't know if I believe that-you're probably just trying to do your job and comfort me. But if she is so strong, it wouldn't be fair to hand her off to someone else because I can't subdue her. Who would you choose to take her on?† â€Å"I didn't say that to comfort you, dear.† â€Å"Then what -â€Å" â€Å"I don't think this host would be considered for reuse.† â€Å"Oh!† A shiver of horror jolted down my spine. And I wasn't the only one who was staggered by the idea. I was immediately repulsed. I was no quitter. Through the long revolutions around the suns of my last planet-the world of the See Weeds, as they were known here-I had waited. Though the permanence of being rooted began to wear long before I'd thought it would, though the lives of the See Weeds would measure in centuries on this planet, I had not skipped out on the life term of my host. To do so was wasteful, wrong, ungrateful. It mocked the very essence of who we were as souls. We made our worlds better places; that was absolutely essential or we did not deserve them. But we were not wasteful. We did make whatever we took better, more peaceful and beautiful. And the humans were brutish and ungovernable. They had killed one another so frequently that murder had been an accepted part of life. The various tortures they'd devised over the few millennia they'd lasted had been too much for me; I hadn't been able to bear even the dry official overviews. Wars had raged over the face of nearly every continent. Sanctioned murder, ordered and viciously effective. Those who lived in peaceful nations had looked the other way as members of their own species starved on their doorstep. There was no equality to the distribution of the planet's bounteous resources. Most vile yet, their offspring-the next generation, which my kind nearly worshipped for their promise-had all too often been victims of heinous crimes. And not just at the hands of strangers, but at the hands of the caretakers they were entrusted to. Even the huge sphere of the planet had been put into j eopardy through their careless and greedy mistakes. No one could compare what had been and what was now and not admit that Earth was a better place thanks to us. You murder an entire species and then pat yourselves on the back. My hands balled up into fists. I could have you disposed of, I reminded her. Go ahead. Make my murder official. I was bluffing, but so was Melanie. Oh, she thought she wanted to die. She'd thrown herself into the elevator shaft, after all. But that was in a moment of panic and defeat. To consider it calmly from a comfortable chair was something else altogether. I could feel the adrenaline-adrenaline called into being by her fear-shoot through my limbs as I contemplated switching to a more pliant body. It would be nice to be alone again. To have my mind to myself. This world was very pleasant in so many novel ways, and it would be wonderful to be able to appreciate it without the distractions of an angry, displaced nonentity who should have had better sense than to linger unwanted this way. Melanie squirmed, figuratively, in the recesses of my head as I tried to consider it rationally. Maybe I should give up†¦ The words themselves made me flinch. I, Wanderer, give up? Quit? Admit failure and try again with a weak, spineless host who wouldn't give me any trouble? I shook my head. I could barely stand to think of it. And†¦ this was my body. I was used to the feel of it. I liked the way the muscles moved over the bones, the bend of the joints and the pull of the tendons. I knew the reflection in the mirror. The sun-browned skin, the high, sharp bones of my face, the short silk cap of mahogany hair, the muddy green brown hazel of my eyes-this was me. I wanted myself. I wouldn't let what was mine be destroyed.

Skydive Chicago Is One of the United States

a Advantage: * Skydive Chicago is one of the United States’ premier skydiving resorts, serving skydivers ranging in skills from first time jumpers to internationally competitive freefly teams. * Jumpmasters video their student’s jumps. * Students use the feedback these videos provide to identify mistakes. * (student)They often copy their videos onto a personal tape for future reference. * Jumpmasters may also copy well-executed student skydives to the facility’s tape library. Disadvantage: Only in Chicago-Each student in Skydive Chicago’s training program makes a series of progressive training jumps under the direct supervision of a United State Parachute Association Jumper. * Limited -The training program gears each jump toward teaching one or two new skills. * Protection of advantage – All students are given access to the drop zone’s training room and are encouraged to watch video clips in preparation for their next training jump. This step saves jumpmasters, who are paid per jump, considerable time.Jumpmasters also use these videos to evaluate their training method’s effectiveness. – not a good rule to measure.. information system Skydive Chicago’s information system, â€Å"a set of interrelated components, with a clearly defined boundary, working together to achieve a common set of objectives† (INF 620 24), provides several benefits the skydiving student and the company its. Skydive Chicago’s information system assist the skydiving student by allowing the review of his or jump independently, in a flexible interruption and audience free environment.Skydive Chicago’s information system enhances the company itself by enabling the jumpmasters to have more time in their paid capacity, provide examples of ideal jumps, and allows students to separately hone his or her newly acquired skills. Skydive Chicago’s information system allows the supervising jumpmaster, a United Stat e Parachute Association Jumper, to record each of the progressive training jumps of each training program student. The feature allows the students to use the feedback of the provided videos to identify mistakes and independently improve of errors.This component of Skydive Chicago’s information system allows the student to work at his own pace to resolve an identifying issue. This element lets the student progress at a comfortable pace and work on the next flaw after he or she is comfortable with the previous issue. Also, by providing the recorded jumps Skydive Chicago’s information system allows students to review and work on their issues in an interruption-free environment. Students often copy their videos onto a personal tape for future reference; therefore students can also review these tapes away from Skydive Chicago.Having their own copy the jump grants the student the flexibility to review the tapes as they wish including but not limited to home, work, or even th e library. With the ability review the tapes in a distraction free location at their own discretion would assist in the student jumper increasing his skill quicker. By having the ability to review the tapes of their jumps with an audience would assist the student jumpers in subduing his or her insecurities and working on jump issue they are embarrassed of in public.For example, if the jumper had an extreme case of anxiety, he or she can work on relaxing and controlling their breathing for the next jump. Skydive Chicago’s information system the company itself by enabling the jumpmasters to have more time for jumps. The jumpmasters are only paid for the jumps the students perform. By having to provide less instruction to a student, the jumpmaster has more time to participate in jumps; therefore the jumpmaster is working for free when he or she provides instructions and guidance to the student jumper they are working for free.Given that providing instructions and lectures typica lly consume more time then performing an activity the earnings’ rate of the jumper masters are decrease when they are not jumping. Having the Jumpmasters provide tapes well-executed student skydives to the facility’s tape library provides examples of ideal jumps to student and assist as tool to provide a visual effect for a student that does not understand the finding of an issue by a jumpmaster.Also by providing all students access to the drop zone’s training room and are encouraged to watch video clips in preparation for their next training jump. This function also the jumper master to delegate the partial ownership of the ensuring the student is prepared for their next jump to the actual student without leaving the student without anytime of direction. both , provide examples of ideal jumps, and allows students to separately hone his or her newly acquired skills. student in the perform a series of under the direct supervision of Skydive Chicago’sSkydiv e Chicago’s information system the company itself by enabling the jumpmasters to have more time for jumps, provide examples of ideal jumps, and allows students to separately hone his or her newly acquired skills. * Jumpmasters may also copy well-executed student skydives to the facility’s tape library. allowing independent reviewing, interruption-free environment, audience free development. unique challenges to performing any type of deed is the potential lack of an immediate audience, as it is often noted that communication cannot even occur without an audience. ery important to be clear on your instructor’s expectations Location: Determine a location that will allow for an ideal be both inviting and free of distractions support – Place the camera, ideally Remember that you always want yourself to be fully within the frame of the shot, close enough that your facial expressions and any visuals you might use can be easily identified and comprehended but no t so close that you overpower the frame (i. e. you are the only thing in it). Also, it is best if you can have someone film you so that they can make sure that these conditions exist du Leave time at beginning and end.INF 620. McGraw-Hill Create. . a. How can this information system benefit the skydiving student? b. How can this information system benefit Skydive Chicago? c. Draw an Information Systems Model (Figure 1. 19). Fill in your diagram with the information about people, hardware, software, and other resources from this exercise. Be sure that you prepare your Information Systems Model in a software application or tool that can be integrated fully into your MS Word document and delivered to the instructor.Clearly drawn illustrations that are scanned and submitted in . pdf are acceptable along with an MS Word document explaining and supporting parts a and b. Be sure to label your files clearly. Document all sources. a. How can this information system benefit the skydiving stud ent? b. How can this information system benefit Skydive Chicago? c. Draw an Information Systems Model (Figure 1. 19). Fill in your diagram with the information about people, hardware, software, and other resources from this exercise.