Thursday, September 19, 2019

Getting Those Sensuous Lips :: Plastic Surgery Beauty Essays

Getting Those Sensuous Lips Plastic surgery has become a leading business in America and is venturing in to all parts of the body. First there was the liposuction of the thighs and butt then the face-lifts, the beast implants and now the injections of the lips. The volume of the lips can be thick and prominent, as in certain races, or else thin and retracted as in other races. A full, fresh prominent mouth, which invites a kiss, is the latest object of cosmetic surgery. There have been many types of materials that have been injected and several techniques that have been used. Materials such as collagen, silicone, Gore-Tex, fat or dermis has been used for the injections. The surgeon should choose his technique carefully and according to the patient’s wants. The procedure is very simple. Lip procedures are usually carried out under local anesthesia with intravenous conscious sedation. The surgeon and patient decide which material to use for the injections. Some of the other materials that are used are Collagen: A molecule that makes up the body’s connective tissue; usually taken from cow skin. Three percent of patients have hypersensitivity problems, and some develop allergic reactions as long as three to four years later. Alloderm: A collagen created with tissue taken from human cadavers. The results last four to six months, then must be repeated. Can carry the risk of becoming infected and may feel slightly hard and unnatural. Gore-Tex: A hollow, tube-shaped implant made from synthetic material. Procedure requires a fine incision made along the edge of the lips; the tubing is inserted and the area stitched up. New tissue grows into and around the tube. Results are permanent, but may feel slightly less natural. Autologen: Skin ta ken from a patient is sent to a lab that makes collagen from it, so the chances of allergic reaction are eliminated. Results are permanent. The marking of the lips is done intraorally creating a set of W’s on the interior of the lips. The incision is made along the marking and extends deep to the submucosa and dissection is carried above the muscle to the vermilion (Samiian162). A suture stitch is transfixed to the center of the lip; pressing over rubber patches until the tissue at the center are slightly pinched. Some cases a catheter is used and a needle threaded with a steel wire is passed through the center of the lip and then perforated by the catheter.

Wednesday, September 18, 2019

The Valley Girl in Buffy the Vampire Slayer :: TV Television Show Essays

The stereotypical valley girl would have to be one of my longstanding favourite characters in both television and film. With the valley girl known for often being the quintessential popularity queen, it may not seem so obvious to include the Buffy we know today as part of the valley girl hall of fame. But one only has to go back to the 1992 film, Buffy the Vampire Slayer to observe the full extent of Buffy’s bleach blonde valley girl roots. To place Buffy within the larger category of the valley girl, first one must have an understanding of what exactly this means. Undoubtedly, the valley girl is a product of the eighties, or at least a character that was crystallised and labelled during this period, and she has been a significant presence in teen films and television ever since. It has come to my attention that there has been a definite change, or evolution over the last two decades, of the living, breathing barbie doll otherwise known as the valley girl. And, it seems, this evolution of the valley girl within teen film and television can be traced through the character of Buffy Summers, starting from her first appearance on the big screen in 1992. For my purposes, the term â€Å"valley girl† is useful in reference to a limited spectrum of popular teen girls in film and television, who, despite originating in name from the location of the San Fernando Valley in Los Angeles, [1] are not strictly limited or restricted to being natives of this particular site. Often alarmingly oblivious to many basic concepts of social etiquette, the valley girl is the ultra-feminine, two-dimensional character identified by an abundance of material possessions and surface features that are highly prized by herself and her peers. Some of the basic, essential signifiers of the valley girl can be extracted from examination of valley girls over time who have manipulated the following: 1) POPULARITY: which is often directly linked to the valley girl also being a cheerleader (often team captain, of course) and/or prom queen. Although, sometimes basic popularity is pure and simple enough. 2) CASH SUPPLY: generous funds, namely daddy’s credit card, often help with gaining or retaining popular status, and is especially important for it’s contribution to the following, 3) THE WARDROBE: often filled with the latest fashion trends and designer labels. The valley girl must be well-versed in knowing what is now, retro, and the dreaded zone of â€Å"five minutes ago.

Tuesday, September 17, 2019

Kolb’s Learning Theory Essay

Experiential Learning Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behaviour. The theory presents a cyclical model of learning, consisting of four stages shown below. One may begin at any stage, but must follow each other in the sequence: * Concrete experience ( or â€Å"Do†) * Reflective observation ( or â€Å"Observe†) * Abstract conceptualization ( or â€Å"Think†) * Active experimentation ( or â€Å"Plan†) Kolb’s four-stage learning cycle shows how experience is translated through reflection into concepts, which in turn are used as guides for active experimentation and the choice of new experiences. The first stage, concrete experience (CE), is where the learner actively experiences an activity such as a lab session or field work. The second stage, reflective observation (RO), is when the learner consciously reflects back on that experience. The third stage, abstract conceptualization (AC), is where the learner attempts to conceptualize a theory or model of what is observed. The fourth stage, active experimentation (AE), is where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience. Kolb identified four learning styles which correspond to these stages. The styles highlight conditions under which learners learn better. These styles are: * assimilators, who learn better when presented with sound logical theories to consider * convergers, who learn better when provided with practical applications of concepts and theories * accommodators, who learn better when provided with â€Å"hands-on† experiences * divergers, who learn better when allowed to observe and collect a wide range of information.

Monday, September 16, 2019

Safeguarding: Abuse and Child

Chloe Smith CYP Core 3. 3 – Understand how to safeguard the well being of children and young people. 1. 1 – Outline current legislations, guidelines, policies and procedures within UK Home Nation affecting the safeguarding of children and young people. In England the current main legislations and guidelines are: Children’s Act 1989 Children’s Act 2004 United Nations Convention on the Rights of the Child Statutory Framework for the Early Years Foundation Stage 2008 Protection of Children Act 1999 Working together to safeguard Children 2010Police Act 1997 Children’s Act 1989 This act was brought in to simplify existing laws protecting children and young people in the uk. This law gives children and young people equal rights and makes sure their feelings are paramount. It also made sure that the local authorities have a duty to provide a service for children in need and their families. Children’s Act 2004 The children act 2004 was brought into p lace by Lord Laming following the death of Victoria Climbie. The children’s act 2004 amends the children’s act 1989.It makes sure that local services such as the police, social services, education services, the nhs and other agencies all work together to protect vulnerable children. United Nations Convention on the Rights of the Child This legislation means that all children have the right to be heard and make their own choices. It also states that they have the basic right to learn and develop into adults without harm. Statutory Framework for the Early Years Foundation Stage 2008 EYFS is followed by settings to safeguard children and ensure the adults that are in contact the children are safe and capable.Under the Child Protection Act all workers must be CRB checked and all settings must have policies and procedures they follow. Protection of Children Act 1999 This legislations to ensure there is a system in place that keeps a list of individuals identified as unsuita ble for working with children and young people are not offered employment by settings. Safeguarding Children’s Policy This has a policy that states how we work with children, parents and the community to ensure the safety of children.To promote the children’s rights we have to give the child a safe environment that encourages the child to develop skills they will need to use for their adult life. Working with parents to build their understanding of their expectations to alongside the setting help the child. In my setting I would liaise with LSCB, Ofsted and NSPCC. 1. 2 – Explain Child Protection within the wider concept of safeguarding children and young people. As part of my role as a practioner I have a duty of care to safeguard the children this means – Protecting children from maltreatmentPreventing impairment of children’s health or development Ensuring that children feel safe and secure Providing support that helps children to develop their f ull potential. Child protection is a part of safeguarding and promoting welfare. Effective child protection is essential as part of a wider work to promote welfare and safeguard children. 1. 3 – Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people. As a practioner I have to ensure that I keep all children and young people safe in my setting. I will show this in my observation. 1. – Explain when and why inquiries and serious case reviews are required and how the sharing of findings informs practice. Serious case reviews have to be carried out when a child dies ( incuding suspected suicide ) or there has To be a reported case of serious harm to a child . Serious harm to a child includes neglect and abuse. If this happens an inquiry has to be carried out to see if the system failed and if so how it could have been prevented. All cases have to be recorded and reviewed by other agencies suc h as the police, education welfare or hospitals. If as a practioner or other agencies we do not follow the legislations or our olicies and procedures we are not only failing to do our job but we are putting the children at great risk. This is when children could result in being at risk of abuse or even death. In the case of Victoria Climbie agencies did not follow the policies and procedures correctly and did not do their duty of care and keep her safe. There was a lack of communication between the agencies this sadly resulted in victorias death. Communication is vital because without communication no one can fully understand the childs case and keep them safe from more potent ional risk or in this case death.When a serious case is reviewed NSPCC and other agencies have to come up with other suggestions to ensure that what happened to victoria does not happen to other children. 1. 5 – Explain how the processes used by own work setting or service comply with legislation that c overs data protection, information handling and sharing. At my work setting all information about the child has to be kept safe. All files have to be locked away , all information on the computer has to be locked with passwords. The school only collects the necessary information , the Childs name, dob, address, parent/ carer , allergies .The school always has to be informed of any changes to the childs details. If the child moves schools all information has to be deleted. As well as making it part of our job role to keep all this information safe and confidential it is also the safeguarding officers role. 2. 1 – Explain the importance of safeguarding children and young people . At my work setting it is my job role to safeguard the children. I have to give the children equal chances and rights to be safe. Also to progress in their learning and development and to give them the best start in life and to teach them the skills they are going to bring into their adult life.Children need to also be safeguarded from possible neglect or abuse of any kind. If I suspected a child was being abused take for instance if I noticed the childs change in behaviour if they become very angry, violent , scared , withdrawn and also appear with bruises continusly with no explanation I would suspect from the signs that the child was being physically abused. In order to safeguard the child I would have to follow the policies and procedures to either stop or prevent the child coming to any harm. 2. 2 – Explain the importance of a child or young person – centred approach.It is important in my setting to give the child or young person a centred approach because I have to have an understanding of every individual child and understand that they all have different needs. Children all learn at different paces it can all depend on their age, background and many other things. I have to use different ways of supporting the child as some children will benefit from different learning techniques to others and to fulfil my job role I have to take this into consideration when planning for the child although children are all at different levels all child needs to be treated fairly and be given equal opportunities.This is why it is important to build a trusting relationship with the child so I have a good relationship with the child and also the parent so we can both bring out the best in the child because we have a positive relationship with the child which will result in positive outcomes. 2. 3 – Explain what is meant by partnership working in the context of safeguarding. In context to safeguarding it is vital that we work in partnership. This could be with other members of staff to ensure that the environment for the child is a happy and safe one and any information on the child that needs to be shared can be.This is also the case with the parents if we have any concerns about the child or any queries we should have enough of a relationship with th e parent and see if they agree or together we can come up with suggestions that would benefit the child. I need to be in partnership with outside agencies in case there is a situation with the child that I need further advice or support with. Having a partnership with the staff . Parents and outside agencies will not only be following legislations but also be safeguarding the child correctly. 2. – Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed. Social services – To provide support for vulnerable children and also their families. If necessary the child may have to be taken into care if the parent/ carers are not able to support the child . It is their job to find another suitable home for the child. Psychology service – provides support such as therapy to children or young people who have experienced abuse or neglect. 3. 1 – Explain why it important to ensur e children and young people are protected from harm within the work setting.It is important that I take my responsibility for the children’s safety very important. We are trusted by the parents to keep the children safe. By following my policies and procedures I ensure that I am safeguarding the child. I must make sure that I provide a safe and happy environment for the children to develop. I need to give the children an opportunity to learn and achieve. 3. 2 – Explain policies and procedures that are in place to protect children and young people and adults who work with them. In every setting there has to be a policy and procedures folder.It is important for the policy and procedures to be available for all who enters the setting to see. The parents need to be able to know how we run the setting and deal with situations. The parent needs to be able to understand and trust the work we do in the setting. To keep the children safe we have to do daily risk assessments. We have to make sure that there are the right ratio of workers to children. We have to make sure that everyone knows their own role. Every person that enters the setting needs to sign a visitors book and anyone working with the children needs to be CRB checked.Policies and procedures have to follow guidelines and legislations. 3. 3 – Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those who practice or behaviour is being questioned are protected. If an employee has a concern they can either talk to their line manager verbally or written. They need express valid points to why there whistle blowing. If they cant talk to the line manager because it involves them then they can contact the senior management team or hr manager.All matters have to be dealt with alongside The standards board for England’s whistle blowing policy and procedure. The head of legal will decide whether it is a concern and the employee will be informed. If you do need to tell your side of the story it must be honest and factual you are not allowed to assume and have to remain professional about the matter. All personal data has to be kept confidential under the Personal Data Protection Act. All enquiries has to give the accused a fair chance to tell their side of the story before a decision is made.Once a decision is made both parties can protest if either feel it has not been dealt with correctly. 3. 4 – Explain how practioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits . There should always be two members of staff when a child is getting undressed, needs assistance in the toilet, Avoid being alone with a child in the classroom or any areas of the setting. If being alone with the child cant be avoided keep a door open and stay where you can always be seen. If a parent or carer is ever late to collect the child make sure that tow members of staff stay behind.Only in very few situations does a child need to be closely touched if the child is injured or needs to be changed. Schools should have guidelines to protect their staff and the children. Risk assessments should always be daily carried out to decrease the risk to the child. There should also be risk assessment t on outings should be carried there should be an outings policy. Under the health and safety act at work means that we have to do risk assessments to reduce the risk and to keep the children safe. 4. 1 – Describe the possible signs, symptoms , indicators and behaviours that may cause concern in the context of safeguarding.As part of my job role to safeguard children and young people I need to be able to spot a child at risk of abuse. There are different types of abuse. One type of abuse is physical abuse signs can include un explained bruising, red marks , pinch marks , swelling , burns or missing hair . The childs behavour may be scared, withdrawn or they could even be angry and violent themselves. Emotinal abuse may leave the child to be withdrawn , low self esteem, lack of confidence , they might have speech problems and find it difficult to make friends or be very clingy.The child may be very over apoligetic when they have done something wrong. Sexual abuse may result in the child having a sexually transmitted disease, cuts,abnormal swelling, discomfort , pain passing urine bloodstains on clothes or underwear . Behaviour may show the child to act in a sexual and inapproiate way , drawing pictures and fear of adults for no clear reason. Signs of neglect may leave the child to have lack of food, they may be obese because of a lack of healthy food, the child may arrive in dirty clothing, dirty skin , infection , they may be ill a lot with no medical attention.The child may be nervous attention seeking or clingy. 4. 2 – Describe the actions to take if a child or young person alleges harm or abuse in line with policies and proce dures of own setting. If a child alleges harm or abuse then I need to comfort the child and ensure them that there not in any trouble but warn them that I cant keep secrets. I will listen to the child carefully but I will not speak I don’t want to influence the child. Whatever the child tells me I will record and only share with my line manager or supervisor. All the records I keep must be locked away as it is confidential. . 3 – Explain the rights that children and young people and their carers have in situation were harm or abuse is suspected or alleged. If a child makes an allegation then I need to protect the child and also inform the child on the action that needs to be taken. The child has the right to be safe but also not to be questioned. Children have the right to make their own descison. 5. 1 – Explain the different types of bullying and the effect that bullying can have on children or young people. There are many types of bullying it can be verbal , p hysical , emotional and cyber bullying.Pysical can be kicking, punching ,hitting, pulling hair . Verbal abuse can be when you threaten, name call and insult someone. Emotional abuse can happen when the person says something to make the person feel low about themselves causing them to be upset. Cyber bullying is done over the internet over social networking sites , e mails , text messages. Bullying can humiliate the child or young person which makes them lack confidence and have low self esteem they may not want to take part in activities causing them to miss out on their learning and development.Being made to feel bad about yourself can lead to self harm or suicide. Anyone can be a victim of bullying so to fulfil my job role I have to ensure that I look out for the signs of bullying. 5. 3 – Explain how to support a child or young person and / or their family when bullying is suspected or alleged . In my work setting If I suspect bullying or the child has alleged bullying I ha ve to support the child and ensure them that they are not in the wrong as the child may worry about having told someone.I have to make the child aware that I cannot keep secrets I will also have to inform the child on what steps im going to take and update them when any progress is made. I would have to record what the child says to me and pass it on to my line manager I would have to keep it confidential and the records locked away. I would have to contact the children’s parents but I would have to be very understanding that the parent may be angry that’s why I would not be able to tell the parents the bullies names or any other details as I still have the responsibility to safeguard all children .I could offer the families outside agencies help such as counselling to help the child build self esteem. 6. 1 – Explain how to support children and young peoples self confidence and self esteem . It is important to always build a Childs confidence as it will help the ir learning and development. By planning the Childs activities to their suitable needs the child will feel able and capable to do their activities. Giving the child jobs to help you may make the child feel good and helpful .My facial expressions could also help the child by smiling and giving the child eye contact and lowering down to their level will make them feel equal. Actions like high five or thumbs up show that I am positive about the child. Using positive words would make a big difference to such as well done! that’s great work! I’m proud of you! Keep it up! Stickers and badges are a good way also because the child can show off their good work or behaviour to peers, other members of staff and their parents . Reward charts are also a good way of monitoring the Childs progress or strength. . 2 – Analyse the importance of supporting resilience in children and young people. In my setting it is important to support resilience because it builds on the childs c onfidence. They will be more likely to be confident and be less likely to be a victim of bullying. 6. 3 – Explain why it is important to work with the child or young person to ensure they have stratigies to protect themselves and make decisions about safety. In my setting it is important that the child makes their own decisions and can also protect themselves and keep them safe from potential harm.They need to have the understanding and confidence to say no and if anything did happen to them they would understand that it is wrong and know to tell an adult. The child needs to understand appropriate behaviour towards members of staff and other peers. Kissing and hugging and sitting on peoples laps doesn’t need to happen. In my setting when your happy with one of your friends or you like them they put their thumbs up to each other this is a way of showing praise and friendliness without having contact. 6. – Explain ways of empowering children and young people to ma ke positive and informed choices that support their well being and safety. By giving children choices it will make them more confident as part of my job I will give them guidance in their choices. If I maintain a positive attitude and make positive decisions in front of the children they will be more inclined to also make the right decision. 7. 1 – Explain the risks and possible consequences for children and young people of being online and of using a mobile phone. Being online can put children in many danger.Children can be very trusting and vulnerable it is easy to talk to strangers and believe they could be someone else. They can be befriended by people they don’t know. This could put them in danger. They can go on social networking sites such as face book and skype and share photos or videos or even enclose personal and private details. They can also be a victim of cyber bullying. Using a mobile phone can make it easier to contact young children allowing them to be contacted by people without their parents knowing or agreeing to they can also be targeted to being robbed if being are aware they own a phone. . 2 – Describe ways of reducing the risk to children and young people. When on the internet you can reduce the risk by only having friends you know to talk to and also not sharing actual pictures or videos with people or any personal information. When having a phone only take numbers off people you know and also giving out your numbers to people you know not having your phone out in public and if you have any numbers that you do not recognise don’t answer it and tell an adult.

Sunday, September 15, 2019

Hr Profession Map

Developing Yourself As An Effective Human Resources Practitioner I confirm that the work I provided for unit 4DEP (HR) is my own. Signed:Date: Print Name: ACTIVITY 1 THE CIPD HR PROFESSION MAP The CIPD HR Profession Map sets out what HR Profession need to know, do and deliver at all stages in their careers. The Map covers 10 professional areas, 8 behaviours and 4 Bands of competencies and transitions, from Band 1 for the start of HR career through to band for the most senior leaders. It has been designed to be relevant and applicable to HR Professionals operating anywhere in the world, in all sectors and in organisations of all shapes and sizes’. PROFESSIONAL AREAS The 10 HR Professional areas describe the responsibilities and knowledge, for each area of the HR Profession at 4 bands of professional capabilities. Two of which are classed as the Core Professional Areas, Insights, Strategy and Solutions and Leading HR which are the main focal point of the profession. ‘They are applicable to all HR professionals, regardless of role, location or stage of career; whether inside organisations or working with them’.Insights, Strategy and Solution This professional area underpins the direction of the profession as an applied business discipline, with a people and organisation specialism. This area also allows HR Profession, to develop actionable insights and deliver situational HR solutions that stick. In the HR Profession Map Band 1 and 2 is expected to ‘consider the bigger picture at all times, observing connections, and draw conclusions about the impact of events and activities on each other’. Leading HR Leading HR Professionals are active and insight-led leaders who are owning, haping and driving. They develop across 3 main areas of leadership: Personal leadership, leading others and leading issues. In the HR Profession Map Band 3 and 4 is expected to seek feedback, and coaching to continually learn and develop as a professional. Bui ld own leadership through effective use of CPD activities. The other eight specialist areas which are Organisation Design, Organisation Development, Resourcing and Talent Planning, Learning and Talent Development, Performance and Reward, Employee Engagement, Employee Relations and Service Delivery and Information.They are specialist areas which identifies the activities and knowledge that is needed to provide Specialist HR Support. Bands The 4 bands of professional competences define, the contribution that HR Professionals make at every stage of their career. It helps to give a clear pathway and focus to all HR Professionals development planning and activities. At Band 1 the role would be an HR Practitioner, whose role would be to focus on client support and immediate and ongoing issues, spend time providing information, managing data, and serve the client with facts and information and peace of mind.They must also be efficient, flexible and give client satisfaction. Band 2 the role would an HR Advisor who advises and/or manages HR related issues and relating to individual or a team. Has a clear understanding of the evaluation process and solutions available. Serves the client with flexible options and recommendations and enable repeated business. Band 3 is a HR Consultant whose focus and activity would be to lead a professional area, acting as a consultant or partner, addresses key HR challenges at an organizational level for the medium and long-term.Spend time understanding the functional business realities and provide insights and linkages and serve the client with ideas, insights, challenges and solutions and is a trusted partner who is seated at the leadership table. BAND 4 is a Leading HR whose activity would be Leading and managing a professional area(s) and/or the organization and responsible for developing and delivering organisational and HR Strategy. Spend time understanding the organaisation and industry realities.Serve the client with ‘safe Haven’ for challenging discussions and lead team colleagues. Behaviours There are 8 behaviours that explain how a HR Professional needs to carry out their activities. Each behaviour is explained at 4 bands of professional capabilities they are, curious, Decisive Thinker, Skilled Influence, Personally Credible, Collaborative, Driver to Deliver, Courage to Challenge and Role Model. Each behaviour has a series of contra- indicators which illustrates the negative manifestations of the behaviour.SERVICE DELIVERY AND INFORMATION In this professional area the HR Professional ensures that the delivery of HR service and information to leaders, managers and staff within the organization is accurate, efficient, timely and cost-effective and that human resource data is managed professionally. The following activities and knowledge specified within the professional area at Band 1 identify those I consider most essential to my HR Role: ActivitiesService Delivery Models and Execution Servi ce Management and Metrics Business Process Redesign and continuous Improvement HR Technology What you need to doAt Band 1 HR Professionals would need to strive to maintain a continuous and excellent service, Strive to deliver excellent customer service care and have strong customer service ethos. Also provide information to all members of the organization via email, telephone etc. , collecting processing data and delivering management information in an efficient, effective and timely manner, and comply with organizational procedures and legislative requirements. KnowledgeService Excellence Operations Management HR Technology What You Need To Know How to handle and escalate complaints. The cost restraints and service delivery targets of the organization. How to use HRIS to produce data and metrics. In my role as a HR Specialist on a day to basis I provide customer service, advice and deliver information to all members of the organization regardless of their position within the orga nization.I also maintain and update personnel records both manual and electronically. Handle pay and financial matters for over 70 personnel, rectified any inconsistencies and ensured all personnel are paid accurately and on time. On a Monthly basis I accumulate authentic itemized Monthly Personnel Returns on Microsoft Excel spreadsheet. Supply Head of department with a modernized ability to schedule and deploy up to 70 personnel, essential at a time of increasing operational commitments.

Saturday, September 14, 2019

How to Shoot a Free Throw

Shooting free throws can be the easiest way to score points and lead your team to victory, or it can be stressful and embarrassing. Bad free throw shooting can even cost your team the game! The most important way to make free throws is shooting consistently. To obtain consistency, a player must always practice his form. By doing so, the free throw shooter will gain confidence and will see an increase in the number of free throws he can make. The free throw form should be the same form used for shooting jump shots. 1.First, Position your feet shoulder-width apart. The main foot should be positioned right behind the free throw line, while the other foot is positioned a couple of inches behind the free throw line. The main foot matches your handedness. If you are right-handed, then your right foot will be dominant at the free throw line. 2. Secondly, your legs should be slightly bent at the knee. 3. Thirdly, your dominant hand should be used to cradle the ball from underneath, with the other hand positioned on the side of the basketball for guidance and stability. 4.Fourthly, the ball should be positioned at about chest height, beneath the chin. 5. Fifthly, your dominant arm should form a C shape, with the ball perched atop the hand. 6. Next, the release motion should be smooth, as jerkiness will lead to inconsistent delivery from shot to shot. Your goal is to have the same movement every time you shoot a free throw. The release should flow from underneath the chin upwards and outwards. 7. Also, the wrist of your hand supporting the basketball should be snapped forward, applying backspin to the basketball as it is released.This should look as if the shooter is reaching above and in front of her head to steal cookies out of a cookie jar. 8. Finally, the shooter should find a routine that is comfortable for he/she and practice that routine so that it becomes second-nature. Only then can he/she obtain consistent success from the free-throw line. Remember that this is a classic free throw form. If your form is different, yet you can make a shot without difficulty and yield success each time, remember the old saying: if it isn’t broke, don't fix it! Good luck and remember to practice!

Friday, September 13, 2019

Econometric Research Paper Example | Topics and Well Written Essays - 3500 words

Econometric - Research Paper Example Conversely, economists, especially those in the Keynesian culture emphasize that the unexpected monetary policies are what have great impacts on the economic situation of any country. In relevance to the analysis on macroeconomics, one of the serious issue is the real influence of both unanticipated and anticipated monetary policy. A comprehensive study on the topics affirms to the relative significance that it receives. For quite some time, progress in both the theoretical and empirical fronts acted as a basis for an appropriate analysis on the effect of anticipated and unanticipated policy shocks in the real economic sector of a country. Similarly, the crucial transformation in the behavior of the policy of financial issues have significant consequences in the study of anticipated and unanticipated monetary policy since two decades ago. Targeting inflation requires that the central banks make public the inflation targets that they should be able to attain in a given duration. As a result, in regards to this context, the economic agents have the capability to undertake actions concerning anticipated monetary issues. Subsequently, this resulted to better accomplished expectations that gave rise to a substantial drop in both the level and unpredictability of inflation rate. This essay reexamines the debate on the actual consequences of anticipated and unanticipated policy shocks. The aim is to offer a well-founded understanding of this concern about the central banks. As a result, this will expectantly result to a better perception of the way that central banks are using towards a more approachable and effective behavi or of monetary policy. In addition, this article is structured as follows: the next section offers a short review of the literature on business cycle frameworks and the debate on anticipated and unanticipated monetary policy shocks. The third section