National Netball Coach Essay Example for Free

National Netball Coach Essay The national England Netball coach Lesley Dixon does not have to organise matches or transport because the league it self sorts them details out. Mrs Hyams on the other hand has to contact other local teams and sort out matches and tournaments, and means of transport for hers players, which can be stressful and time consuming. When Lesley Dixon has picked her team for a match from her squad she then tells the Netball associate, who then inform the players and provide them with information. When Mrs Hyams has picked the team, she then has to go and find them to tell them. She then has to provide them with fixtures that she has done herself. Lesley Dixon has to has alot netball coaching experience having spent 8 years with Hertfordshire County and later as manager for the England FENA U17 team. This much experience has enabled Lesley to teach netball at a national standard. Where as Mrs Hyams has a level one coaching qualification and no other netball coaching experience. Lesley Dixon represents the netball association she has a lot of pressure because if the national team is not winning matches they will not be bale to qualify for matches against other national teams in a well publicized tournament such as the qualify stages of a manger up coming tournament. This will look bad and the England team will lose support if they do not compete in major matches or tournaments. When Mrs Hyams prepares the netball teams for matches, there is not as much pressure because all netballs teams are entered in to tournaments. So there is no need for qualifying matches. There is also less pressure on Mrs Hyams because there is limited interest in the results of the Barclay netball team, so no one hears if they do well or not. School netball league is competitive but not as competitive as national games. Lesley Dixon gets paid every month for coaching the national England netball team, where as Mrs Hyams who coaches the school team out of school hours, does not get paid for doing so. When one of Lesley Dixon players is injured on court or suffers from injuries during training, she has the medical staff available to treat her players. So she doesnt have to have a medical or first aid qualification. Mrs Hyams has to have a first aid qualification, so when a member of the netball teams is injured, she has to treat them or escort them of court. Ways in which Mrs Hyams can improve her netball coaching ability is to go on level 2 netball coaching course at Bedfordshire Time Venue TBA. This will enable to teach netball at a higher standard and have more knowledge of the game. Mrs Hyams could also go on an beginner umpiring course at Eaton CNS School Easton Road Norwich, so when she umpires her netball teams matches and other netball teams; she can be more competent and confident in her decisions when umpiring. Most of netball team see Mrs Hyams more as a friend than a netball coach. This can sometime lead to a lack of concentration from the players, because we do not see her as an authoritive figure. To improve this Mrs Hyams could be disciplined, which would inevitable cause the team to be more focused. Although Mrs Hyams netball team, who she has coached since year seven have gone on to win the district tournament four years running. This shows Mrs Hyams dedication and hard work as well as the teams. There are not a lot of things Lesley Dixon could do to improve her netball coaching ability. One thing she could do is make netball more publicised so more people start to take notice of netball. This is because to be at a national coaching standard you need to be fully focused and qualified. These qualities are what makes a good coach and cant be faulted. Although Lesley Dixons team have recently failed to pass the test matches against Jamaica. Both types of netball coaches from national standard to school standard have to be knowledgeable about the game in order to lead and coach it to members of the team. The two different coaches have the same principle of coaching which is to teach the game, but have very different responsibilities.

Essay on Metamorphosis of the Family in Kafkas Metamorphosis

Metamorphosis of the Family in Kafka's Metamorphosis      Ã‚   In Franz Kafka's Metamorphosis, the nature of Gregor Samsa's reality changes insignificantly in spite of his drastic physical changes. Gregor's life before the metamorphosis was limited to working and caring for his family. As a traveling salesman, Gregor worked long, hard hours that left little time to experience "life." He reflects on his life acknowledging the "plague of traveling: the anxieties of changing trains, the irregular, inferior meals, the ever changing faces, never to be seen again, people with whom one has no chance to be friendly" (Kafka 13). Gregor, working to pay off his family's debt, has resigned himself to a life full of work.    Kafka himself paralleled this sentiment in a quote taken from his diaries noting that no matter how hard you work "that work still doesn't entitle you to loving concern for people. Instead, you're alone, a total stranger, a mere object of curiosity" (Pawel 167). Gregor submerges himself in work and becomes a stranger to himself and to life. Any type of social contact beyond porters, waitresses or bartenders was non-existent. He had once met a "cashier in a hat shop, whom he had pursued earnestly but too slowly" (Kafka 76).    There was no room in Gregor's life for people other that his family and as a result was condemned to a life without love or caring not to mention basic companionship. He worked diligently to provide for his family and that remained his only goal in life. Gregor's family relied on him to be the "breadwinner" of the family, but gave him nothing in return. The life that he had led until now was one fully of obligations and loneliness; he came home to empty hotel rooms or his apathetic fam... ...g him and longing for his demise. Can anyone be sure that their lives are good and perfect and that their families would understand and accept any change that could arise? The fact is that above and beyond all things a person must consider themselves first, however selfish it might appear. Sense of self will keep you through all the adverse times in life and be a companion to rely on when no one else cares.    Works Cited Eggenschwiler, David. "'The Metamorphosis', Freud, and the Chains of Odysseus". Franz Kafka: Modern Critical Views. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986. 199-219. Emrich, Wilhelm. Franz Kafka: A Critical Study of His Writings. New York: Ungar, 1968. Kafka, Franz. Metamorphosis. Trans. A.L. Lloyd. New York: Vanguard Press, Inc., 1946. Pawel, Ernst. The Nightmare of Reason. New York: Vintage Books, 1984.

A Day in the Life of a Teacher Essay

I hear the sound of my alarm clock at 6:30am. Time to get up! I wish it was Saturday, no school! No, I’m not a child, nor a student, but a teacher! You don’t think we enjoy everyday at work, do you? No. That’s rubbish. Let me continue with my story of a day in the life of a teacher.  As I force myself out of bed, a chilling thought comes over me. It’s Wednesday. This means I still have three whole days to get through until the weekend. Better get a move on if I want to make it on time. First, I take a shower. I do this every morning to liven myself up and to prepare for the day ahead of me. Today first up we have a whole school assembly. That’s one reason why I don’t like Wednesdays. The other few reasons I particularly don’t like the day Wednesday is that I have recess yard duty and in the afternoon is the paper parade. I step out of the shower, thinking such thoughts of what has been happening in the last few days and what I have to do today. I get dressed and go out to have breakfast. Mmm, I like breakfast, my last chance in the morning to relax and not think about work, but it eventually creeps into my head anyway. Once I am finished I remember and organize, well I try to remember and organize everything that I will need. Which is a lot. When I arrive at school, about 10 to 8 I park, load up my stuff and walk to the front office. In the staff room I have a social chat to the other teachers, we talk about assembly, make our coffee or tea and get ready to leave. With a mug in one hand, handbag and everything else in the other, we back onto the staff door and out the front office. You can always tell a new teacher, they haven’t got the art of getting out the staff door in the morning perfected yet. I make my way to class avoiding the students and setup and wait in the class until the bell goes at half past 8. Outside the kids are eagerly waiting to be let inside, like a pack of puppies waiting for you to open the door just so they can jump all over you with their muddy paws. What do they eat, must be something like froot-loops. Which would explain not just the sugar rush but a for a few others something else too. As soon as we are all in class, which doesn’t take long, I give announcements and ask the class to take their chairs to assembly. When we arrive I round up my class, and once everyone is seated its time to go home. I wish! Though it is about 20minutes later. At the beginning of every assembly we stand and sing the national anthem. Which doesn’t sound like an anthem at all. Instead of sounding like we are proud and free, it’s sung in a droning tone. When we sit down I shush all the chatters and the assembly begins. As a teacher it’s our duty to listen to what is happening around the school while also keeping a small eye, quite like a hawks, on the class. We all usually sit back, act interested and see all the small things that go on. Like the two kids who like each other keep pretending to ‘look around the room’ but are really trying to catch a smile. Then there are the bad kids, who are trying to make peashooters and all the usual blabbermouths who can’t even wait until recess to talk. Since this assembly is so boring and I am bored I will go over, grab the troublemakers and sit them next to me. The rest of assembly goes on like this and is pretty much a huge waste of time and effort. At the end we ask our class to move off. We head off and back to class, when we are all finally in class I give out a quick spelling test. It’s really a time waster and a fill in until recess. When the bell goes I think of how nice it will be to relax in the staff room. Then a student comes up and mentions something about handing a form in today, Wednesday. It hits me then that I have to do.. yard duty. Out I go, trying to avoid the smaller kids who seem to want to follow me around, some even cling my leg . At the end of recess I have a 5minute break in the staff room. Some break! I quickly get a drink and then hear the bell, time to go to class. Back in class its maths time. Everyone lines up, and then I tell him or her to go inside. I ask my class to sit on the mat after about 10minutes and 2 disagreements everyone is seated. I have release time so I wait for the principal to come, because he is taking over my class. Release time, although it is called ‘release’ is a time where we just do things that aren’t done yet. Like marking work, writing a program, or putting together all the things we need to. I have reports to write, since it is the end of the term. There are a few simple things to do when writing reports to make the process as simple, easy and stress free as possible. First sort out the kids. There’s the good, the bad and the in between. The in between are really good kids, which you personally don’t like and torture for the fun of it. Then write a set paragraph for each of the groups, with 3-5 different wordings, which really mean the same thing. Once children are categorized the fun begins. Comment after comment is inserted into the report, but when I feel that a student stands out, I add my own personal touch. Two words -Be creative. After report writing I have to mark work, this is a very slow and boring process. After a few minutes a fellow teacher of mine comes into the computer room to tell me that the Principal has left for a meeting and I will have to go back and take my class, even though there is only 10minutes until the lunch bell rings.

Basic Essay Essay

Introduction This forms the beginning of your essay. It tells the examiner, or your teacher, that you understand the question and gives them an idea of the plan that you have to answer the essay. Give a very brief summary of the text or a definition, if necessary. Answer the question that was asked, without any details or explanation. These answers will become your topic sentence / points in the upcoming paragraphs. your introduction does not need to be more than five lines in length. Body This portion of the essay is an expansion of the points, or the answer, that you gave in your introduction. Each segment of the essay, hence each point, should be given its own paragraph. This is the case because your aim is to express a single idea in one paragraph. State your topic sentence, or one of the points listed in your introduction. Provide at least two appropriate examples, from the text, to prove your point (these can come in the form of quotes, in relation to Shakespeare, or simply a brief retelling of the action). Expand by discussing how the previous examples prove your point, or solidifies your topic sentence. Repeat this process for each point, or topic sentence. Conclusion This is the end of your essay. It prevents your essay from ending abruptly and gives it a feeling of completion. A repetition of the points, or topic sentences, expressed in the body End of essay! EXAMPLE: (Single Text) The book Twilight is about complicated love. a. Discuss one sign, each, that indicates that the two protagonists are in love with each other. b. In your opinion, should Edward have left Bella alone? Introduction Complex love is a complicated relationship between two people. In the text Twilight, Isabella Swan and Edward Cullen share an intricate interconnection that is exhausting, yet fulfilling. Bella obviously loves Edward because she was willing to become a vampire in order to spend all her days with him, while Edward displayed an extreme level of protectiveness towards Bella. Despite this fact, he should have left her alone. Body: point # 1 There is no question that Bella was deeply in love with Edward. This is the case because she was willing to become a vampire in order to spend her life with him. In doing this, she would have to sacrifice life as she knows it. She would have to give up her humanity, her family and friends; her way of life. For some-one to make this choice they would need to be deeply mesmerized by the person. Body: point # 2 Edward’s protectiveness towards Bella also indicates that he too was in love. An example of this over-protectiveness is the fact that he did not drink her blood. In denying his voracious need, as seen when he states that â€Å"you are like my personal brand of heroine†, he is making a major sacrifice. He is fighting his ‘vampire nature’ in order to ensure that she was safe. This can be nothing but love. Body: point #3 Despite the overwhelming love between the two characters, Edward should have left Bella alone. This is the case because he is endangering her life by his mere presence. The major point to prove this fact is that she was hunted by vampires because she was in his company. She was perfectly safe without him in her life, therefore, he should have stayed out of it. Conclusion Based on an analysis of the relationship between Bella and Edward, one could conclude that both characters were deeply in love. This does not, however, excuse the fact that he should have left her alone. [This essay is a class construction: grade 10, 2011] b) COMPARATIVE ESSAY (two texts, poems or short stories) The format for this essay does not differ greatly from the basic essay. It is comprised of an introduction, body and conclusion, with a similar format. The difference is that while you are still answering one question, you are using two texts / short stories / poems to do so. Therefore, your approach to the body of this essay would be slightly different: Your topic sentence, or point, would relate to two texts / poems / short stories. Your examples would come from two texts etc. You would attempt to explain how the examples from each text etc. explains the point, or topic sentence.   The physical structure of your comparative essay, therefore, can look one of two ways. (i) You can choose to address two texts in a single paragraph, with the topic sentence as the connector, or, (ii) you can choose to address the texts in separate paragraphs that follow each other (meaning one below the other). Please note that the paragraphs must follow each other because they are connected by the same topic sentence. (i) Single paragraph INTRODUCTION Give a very brief summary of the texts or a definition, if necessary. Answer the question that was asked, (without any details or explanation), using both texts. These answers will become your topic sentence / points in the upcoming paragraphs. Due to the fact that two texts will be used, the introduction for this essay might be lengthier than the single essay. Think along the lines of 6-8 lines in length. BODY State your topic sentence, or one of the points listed in your introduction (must relate to both texts). Provide at least one appropriate example, from each text, to prove your point (these can come in the form of quotes, in relation to Shakespeare, or simply a brief retelling of the action). Expand by discussing how the previous examples, from each text, proves your point, or solidifies your topic sentence. Repeat this process for each point, or topic sentence. CONCLUSION A repetition of the points, or topic sentences, expressed in the body End of essay! (ii) Separate paragraphs INTRODUCTION Give a very brief summary of the texts or a definition, if necessary. Answer the question that was asked, (without any details or explanation), using both books/poems/short story. These answers will become your topic sentence / points in the upcoming paragraphs. Due to the fact that two texts/poems/short stories will be used, the introduction for this essay might be lengthier than the single essay. Think along the lines of 6-8 lines in length. BODY State your topic sentence, or one of the points listed in your introduction (relate to one text). Provide at least two appropriate examples to prove your point from one text (these can come in the form of quotes, in relation to Shakespeare, or simply a brief retelling of the action). Expand by discussing how the previous examples prove your point, or solidifies your topic sentence. Repeat this process in the following paragraph for the next text. Please remember that both texts are, at this point, still exploring the same topic sentence. The analysis of one topic sentence, therefore, occurs in two paragraphs. Each text gets a separate paragraph, and they follow each other. Remember, twins cannot be separated! CONCLUSION A repetition of the points, or topic sentences, expressed in the body End of essay! Rules for the comparative essay: The important point to note is that wherever one text / short story / poem is mentioned, the twin text etc. must immediately be addressed as well. Under no circumstance must you write completely on one text etc, and then address the twin text etc. four paragraphs after. If this is done, it means that you have written two separate essays. If you have three paragraphs for your body, then the two texts etc., must be mentioned simultaneously in each paragraph. Please note that the points from the separate texts etc. can be addressed in different paragraphs, but they must follow each other if they are addressing the same point. Think of the comparative essay as your twin children; it is impossible to go anywhere without both of them. Therefore, do not complete a point without linking your thoughts to the two texts etc. that are to be addressed.

Output devices and techniques Essay Example

Output devices and techniques Essay Example Output devices and techniques Paper Output devices and techniques Paper For this assignment we have to produce a report on the types of hardware and software requirements, and their purposes, for an IT system. In the context of this essay I have decided that bullet point form along with brief descriptions and graphics is the best way to present this assignment. 6 STAGE MODEL Shown above is the six-stage model, showing the processes undertaken by a computer system. Below is what each of my pictures represents: Mouse: Input Device   The Tower: Central Processing Unit Monitor: Output Device   Floppy Disk: Backing Store. Head: Main Memory   Telephone: Communications Devices e. g. Internet Input Devices and Techniques Input devices are the means whereby computers can accept data or instructions (Heathcott P M, 2000, p 159)   Keyboard: The keyboard is the most commonly used of all input devices. It can be used for a various number of tasks, form entering programs, to typing documents using a word processor, or entering a persons personal details etc.   Mouse: The mouse and its variants such as the trackball is well known with all PC users. Scanner: A scanner can be used to scan graphical images and photographs, and software can then be used to edit or touch up the images. Scanners can also be used to read typed or hand-writtten documents and this can then be interpreted by using OCR software, which can then export it to a word processor or data file. Scanners can also be used to input large volumes of data on pre-printed forms such as credit card payments, where the customers account number and amount paid are printed at the bottom of the payment slip. Web Cam: This transfers images onto the screen. In can be used via the internet for video conferencing or you can even pre-record messages and send them via E-mail. Bar Code Reader: Bar codes appear on almost everything we buy, whether it is a new CD or a tin of bins. The pattern of thick thin lines represents the 13 digit number underneath the bar code. There are four main pieces of information on a bar code. The first few two or three digits represent in which country the product was registered. The next five digits represent the manufacturers code. The second group of five numbers represents the product and package size. The last digit is a check digit, which is calculated from the other digits in the code and ensures that the barcode is keyed in or read correctly. A very similar process to that used in the ASCII code where the spare digit is used as the parity. A Product Bar Code Light Pen: A light pen is a device which incorporates a light sensor so that when it is held close to a screen over a character or part of a graphic, the object is detected and can be moved to create or modify graphics.   Microphone: An input devise for sound recording. OMR (Optical Mark Recognition): An Optical Mark Reader can detect marks made in present positions on a form. The most common example of this is the lottery. It is also widely used for marking, multiple choice exams and market research questionnaires.   OCR (Optical Character Recognition): Light is emitted, bounced back and then received. This is how the OCR reads its characters. The light emitted is in different resolutions depending on the character. OCR is used widely in services such as gas and electricity etc.   MICR (Magnetic Ink Character Recognition): All banks use MICR for processing cheques. Along the bottom of a cheque the banks sort code, customer account number and cheque number are encoded in special characters in magnetic ink. The amount of the cheque is encoded in magnetic ink when it is handed in at the bank. The cheques can then be processed by MICR devices that read, sort and store the data on disk. MICR has several advantages for processing cheques: 1. It is hard to forge the characters 2. The characters can be read even if the cheque is crumpled, dirty or smudged 3. The characters are readable by humans, unlike bar codes The disadvantage of MICR though is the expense. This is why you dont find many other examples of it being used.   Swipe Cards: Swipe cards are operated by using a magnetic strip. They are used in credit cards, debit cards, railway tickets, phone cards and many others. The magnetic strip can be encoded with upto 220 characters of data and other 83% of adults in Britain own at least one card. Unfortunately because there are only 220 characters of data this makes the cards very easy to copy, which is why the strips will eventually, disappear and be replaced by a chip, which is almost impossible to fake. Something slightly similar to the smart card. Smart Cards: Smart cards are of a similar appearance to that of the swipe cards, but instead of using the magnetic strip they contain a small 1-millimeter square microprocessor which is stored in the centre of the card. This is then protected by a small gold electrical contact the card can still read information through this. Unlike the swipe card the smart cards can hold millions of characters of data. In the future banks hope to replace all the swipe cards with a Super card which will also be able to be used to pay for smaller goods such as milk and newspapers without the need to carry cash. This card will almost be unbreakable. In Belgium they already have a similar system working to this it is called the Proton Card, which incorporates the use of both magnetic strip and a microprocessor chip for bank withdrawals and payments of small goods. The Smart Card   Touch Sensitive Screens: A touch sensitive screen allows the user to touch an area of the screen rather than having to type the data on a keyboard. They are widely used in tourist centres, where tourists can look up various local facilities and entertainments, in fast food stores such as McDonalds for entering customer orders, in manufacturing, and also bars. Digitisers: A digitiser can draw quality illustrations. It has a flat rectangular slab onto which a stylus (anything that terminates in a point) is placed. Output Devices and Techniques The ultimate aim of the computer is to produce useful information, the information that is produced by the computer is in binary digits, we therefore need devices to translate these into a form we can use (Corbitt T, 1990, p 11)   VDU: (Visual Display Unit) The VDU is similar in appearance to the television receiver, an alternative name is the monitor. VDUs have better resolution than TVs and therefore are better for graphical work. It has its own fixed amount of RAM (Random Access Memory) associated with it to store the image being displayed on the screen. So the more RAM it has the better the resolution displayed on the screen. The number of pixels used to represent a full: If 1 bit represents each pixel then two colours can be displayed, so to display 256 colours you would need 8 bits (1byte) It is usually possible to adjust both the resolution and the number colours if you select a high resolution you wont be able to have as many colours because of the memory available on the VDU. Printers The results of processing are usually required in printed form. Printers come in all shapes and sizes, there are two main categories of printers:   Impact Printers which transfer the image on to the paper by applying pressure against a ribbon onto the paper, this transfers ink form the ribbon to the paper forming the image   Non-impact Printers which produce the image on the paper without any contact. Impact Printers   Dot-matrix: The characters on this are formed by dots. The print head contains a number of needles, the more there are of these the better the quality of print. A head with nine needles would take seven horizontal movements to print a character, this printer would be said to have a seven-by-nine-character matrix. In the latest type near letter quality is produced by double printing. The line of type is printed, the head moves back to the beginning of the line, moves down fractionally and then prints the line a second time. This doubles the time taken to print a document. To overcome this more expensive models use twice the number of needles and near letter quality can be achieved with one pass of the head. The dot-matrix can also print out graphics and pictures of a basic quality. Dot-matrix printers, which can print in colour, are available, these use a ribbon which contains red, green and blue. Coloured output is obtained by repeated printing, repositioning of the paper, print head and ribbon. The dot-matrix can print between 30 and 200 characters per second (cps).   Daisy-wheel printers: The print head consists of flexible arms extending from a centre hub, the characters are at the tips of the arms. When printing the hub revolves bringing the required character next to the ribbon. Some daisy-wheel printers are bi-directional and the print head can turn in either direction so that quickest possible print time is achieved. The print can be changed so that different font styles can be used. Daisy wheel printers are unable to print graphics unlike the dot-matrix. It is capable of speed ranges 12 to 55 cps. Non-impact printers   Thermal printers: These use specially treated paper, which is affected by heat generated by the print head as it passes across the paper. The main advantages are that they are silent and fast, printing 30-120 cps. Disadvantages are that the paper is expensive and that the printed image degrades in time.   Ink-jet printer: With this type of printer the characters are formed on the paper by spraying it with a stream of ink dots. They are fast, printing 150-270 cps and almost soundless, the quality of print is very good. A Canon Bubble Jet Printer BJC7000   Plotters: Plotters are used to produce drawings, diagrams and other types of graphical output. There are two varieties in use, the flatbed plotter which is used where accuracy is important and the drum plotter which is used for business applications. The flatbed type is fixed while the pen moves over the top of the device while the axis moves up and down, whilst the drum variety uses continuous stationery. In both types the pens, under the program control, are moved to the down position, the movement of the pens is then controlled to draw the image. There are from one to six pens, which can be used to output different colours. There is also the less commonly known graph plotter. This is most commonly seen in use for lie detector tests.   COM: (Computer Output on Microfilm) The problem of storing information on paper can be considerable in a large business. One way to solve this is to have output from the computer photographed as microscopic images directly onto microfilm. Two methods of storage are used, one put the information onto a roll of 16mm film while the other uses microfiche. Microfiche can store upto 100 pages of A4 on a single piece, to see it you must have a microfiche reader. The most recent examples of this being used is in libraries and in garages for checking car parts. Data can be stored onto microfilm directly from the computer or off line using magnetic tape as an intermediary store. Voice output: The output of the computer can be given in spoken form by using voice synthesisers to transform words stored in the computer into human speech, this is great for disabled people who cannot speak as it allows them to communicate. The user can hear through a loudspeaker. Secondary device techniques A permanent, non-volatile form of storage is required by all computer systems to save software and data files. Magnetic tape, magnetic disks, CD-ROM (Compact Disk Read Only Memory), and microfilm are all examples of what is known as secondary storage.

Pachyrhinosaurus Facts and Figures

Pachyrhinosaurus Facts and Figures Name: Pachyrhinosaurus (Greek for thick-nosed lizard); pronounced PACK-ee-RYE-no-SORE-us Habitat: Woodlands of western North America Historical Period: Late Cretaceous (70 million years ago) Size and Weight: About 20 feet long and 2-3 tons Diet: Plants Distinguishing Characteristics: Thick bump on nose instead of nasal horn; two horns on top of frill About Pachyrhinosaurus Its name notwithstanding, Pachyrhinosaurus (Greek for thick-nosed lizard) was an entirely different creature from the modern rhinoceros, though these two plant-eaters do have a few things in common. Paleontologists believe Pachyrhinosaurus males used their thick noses to butt one another for dominance in the herd and the right to mate with females, much like modern-day rhinos, and both animals were approximately the same length and weight (though Pachyrhinosaurus may have outweighed its modern counterpart by a ton or two). Thats where the similarities end, though. Pachyrhinosaurus was a ceratopsian, the family of horned, frilled dinosaurs (the most famous examples of which were Triceratops and Pentaceratops) that populated North America during the late Cretaceous period, only a few million years before the dinosaurs went extinct. Oddly enough, unlike the case with most other ceratopsians, the two horns of Pachyrhinosaurus were set on top of its frill, not on its snout, and it had a fleshy mass, the nasal boss, in place of the nasal horn found in most other ceratopsians. (By the way, Pachyrhinosaurus may turn out to be the same dinosaur as the contemporary Achelousaurus.) Somewhat confusingly, Pachyrhinosaurus is represented by three separate species, which differ somewhat in their cranial ornamentation, especially the shape of their unflattering-looking nasal bosses. The boss of the type species, P. canadensis, was flat and rounded (unlike that of P. lakustai and P. perotorum), and P. canadensis also had two flattened, forward-facing horns on top of its frill. If youre not a paleontologist, though, all three of these species look pretty much identical! Thanks to its numerous fossil specimens (including over a dozen partial skulls from Canadas Alberta province), Pachyrhinosaurus is quickly climbing the most popular ceratopsian rankings, though the odds are slim that it will ever overtake Triceratops. This dinosaur got a big boost from its starring role in Walking with Dinosaurs: The 3D Movie, released in December 2013, and it has featured prominently in the Disney movie Dinosaur and the History Channel TV series Jurassic Fight Club.

Ad analysie Essay Example | Topics and Well Written Essays - 250 words

Ad analysie - Essay Example A fallacy is also referred to as a false statement, notion or an argument. Fallacies are based on invalid or false inferences, erroneousness or incorrectness of belief of reasoning. The fragrance Peace Love ad has used fallacies in various ways including the appeal of emotion fallacy. The fallacy of emotion has been emphasized by capture the attention of people and especially women who are willing to be self-actualized. Regardless of the fact those emotions are unable to control the logical thinking of individuals; it is beyond doubt that when the emotions are strong, they can undermine rational thoughts. The fragrance is a form of self-actualization need. A greater part of individuals have a great desire to self-fulfillment. In other words, people have an inclination to be actualized in what they are potential. Although sometimes, the self-actualization needs cannot be fulfilled until the lower order needs are fulfilled, People yearn more to be