Guidelines on Writing a Style Essay

Guidelines on Writing a Style EssayAOPA's AOPA Style Essay sample can be found on the AOPA site. They provide a great introduction to writing a style essay and also have some excellent resources for assistance.This sample paper is very basic, but that doesn't mean that you don't need help! There are a number of questions that are sure to pop up when you are writing your essay. Here are some of the key ones to check off before you submit your essay.The first question on the sample paper is on your purpose for writing your essay. This is important because it gives you an idea about how to structure the essay. Of course, you don't have to spend hours rehashing your interest in aviation or some other facet of aviation, but your purpose should clearly describe what you want to achieve. You will find there are multiple reasons to write the essay, so it's best to pick one that applies to you.The second question, also called the 'personal perspective,' is about your life experiences. How did you come to become an aviation enthusiast? What are some of the major milestones along the way? Did you get involved with aviation because you grew up watching shows such as Starsky and Hutch or something else? Who was your mentor?Describe your interests. This question is asked to help guide you in writing your essay. Why do you want to write an essay? Don't write it for the sake of writing it, rather explain why you have a specific passion for aviation.Describe the specific actions you plan to take after you finish your essay. For example, did you end up earning a degree in aviation or did you just decide to take up flying lessons? Be sure to list your plan in terms of time and place.If you are looking for tips on how to write an APA style essay, then the AOPA Style Essay sample is just what you need. It can provide a lot of helpful information, and there are a number of resources on the AOPA site that you can use as well. These resources can help you develop a coherent, effective essay on your topic.

11th Grade High School Chemistry Topics

11th Grade High School Chemistry Topics High school chemistry most commonly is offered during the 11th grade as Chemistry 11. This is a list of Chemistry 11 or 11th Grade High School Chemistry topics. A collection of high school chemistry notes may be found here. Atomic and Molecular Structure Structure of the atomElement atomic number and atomic mass Element location on the Periodic Table Groups of elements in the Periodic Table Trends in the Periodic Table: ionization energy, electronegativity, relative sizes of ions and atomsUsing the Periodic Table to determine the number of valence electrons available for bondingPosition of an element in the periodic table relating to its chemical reactivityThomsons discovery of the electronRutherfords nuclear atomMillikans oil drop experimentEinsteins explanation of the photoelectric effectQuantum theory of atomic structureBohr model of the atomSpectral linesPlancks relationship Chemical Bonds Ionic and covalent bondsChemical bonds between atoms in moleculesElectrostatic attraction in salt crystals Intermolecular forces in a solid and liquidLewis electron dot structures Shape of simple molecules and their polarity Electronegativity and ionization energy - bond formationSolids and liquids held together by Van der Waals forces Stoichiometry Writing balanced equationsDefinition of the mole Molar mass of a molecule from its chemical formula and a table of atomic masses (atomic weight)Converting the mass of a molecular substance to moles Number of particles or volume of gas at standard temperature and pressureMasses of reactants and products in a chemical reaction Percent yield in a chemical reactionOxidation and reduction reactionsBalancing oxidation-reduction reactions Acids and Bases Properties of acids, bases and salt solutionsAcids and bases Strong acids and strong bases Weak acids and basespH scalepH testsArrhenius, Bronsted-Lowry and Lewis acid-base definitionsCalculating pH from the hydrogen ion concentrationpH in acid-base reactions Gases Random motion of molecules and their collisions with a surfaceRandom motion of molecules and diffusion of gasesApplying the gas laws to relations between the pressure, temperature, and volumeStandard temperature and pressure (STP)Convert between Celsius and Kelvin temperature scalesKinetic theory of gases Problems using the ideal gas law in the form PVnRTDaltons Law of Partial Pressures Grahams Law to describe diffusion of gases Chemical Solutions Definitions of solute and solvent Dissolving process as a result of random molecular motionTemperature, pressure, and surface area - their affect the dissolving process Concentration of a solute in terms of grams per liter, molarity, parts per million and percent compositionRelationship between the molality of solute in a solution, and the solutions freezing point depression or boiling point elevation ChromatographyDistillation Rates of Chemical Reactions Rate of reaction and factors that affect itRole a catalyst in reaction ratesDefinition and role of activation energy in a chemical reaction Chemical Equilibrium Le Chateliers PrincipleForward and reverse reaction rates and equilibriumEquilibrium constant expression for a reaction Thermodynamics and Physical Chemistry Temperature and heat flow related to the motion of particlesEndothermic and exothermic chemical processesEndergonic and exergonic chemical processesProblems involving heat flow and temperature changesHesss Law to calculate enthalpy change in a reactionGibbs free energy equation to determine whether a reaction would be spontaneous Introduction to Organic Chemistry and Biochemistry Formation of large molecules and polymersBonding characteristics of carbonAmino acids as building blocks of proteinsNaming simple hydrocarbonsFunctional groupsR-group structure of amino acidsPrimary, secondary, tertiary, and quaternary protein structure Introduction to Nuclear Chemistry Protons and neutronsNuclear forcesElectromagnetic repulsion between the protonsNuclear fusionNuclear fissionRadioactive isotopesAlpha, beta, and gamma decayAlpha, beta, and gamma radiationCalculating half-life and amount of radioactive material remainingNuclear substructure

Reasons For the Bar Kochba Revolt

Reasons For the Bar Kochba Revolt Killing more than half a million Jews and destroying almost a thousand villages, the Bar Kochba Revolt (132-35) was a major event in Jewish history and a blotch on the reputation of the good emperor Hadrian. The revolt was named for a man called Shimon, on coins, Bar Kosibah, on papyrus, Bar Kozibah, on rabbinic literature, and Bar Kokhba, in Christian writing. Bar Kochba was the messianic leader of the rebel Jewish forces. The rebels may have held land south of Jerusalem and Jericho and north of Hebron and Masada. They may have reached into Samaria, Galilee, Syria, and Arabia. They survived (as long as they did) by means of caves, used for weapons storage and hiding, and tunnels. Letters from Bar Kochba were found in the caves of Wadi Murabbaat around the same time archaeologists and Bedouins were discovering the Dead Sea Scroll caves. [Source:​ The Dead Sea Scrolls: A Biography, by John J. Collins; Princeton: 2012.] The war was very bloody on both sides, so much so that Hadrian failed to declare a triumph when he returned to Rome at the revolts conclusion. Why Did the Jews Rebel? Why did the Jews rebel when it must have seemed likely the Romans would defeat them, as they had before? Suggested reasons are outrage over Hadrians prohibitions and actions. CircumcisionCircumcision was a vital part of the Jewish identity and it is possible Hadrian made it illegal for Jews to practice this custom, and not just with proselytes. In the Historia Augusta Pseudo-Spartianus says Hadrians prohibition against genital mutilation caused the revolt (Life of Harian 14.2). Genital mutilation could mean either castration or circumcision (or both). [Source: Peter Schafer The Bar Kochba Revolt and Circumcision: Historical Evidence and Modern Apologetics 1999]. This position is challenged. See: Negotiating Difference: Genital Mutilation in Roman Slave Law and the History of the Bar Kokhba Revolt, by Raanan Abusch, in The Bar Kokhba War Reconsidered: New Perspectives on the Second Jewish Revolt against Rome, edited by Peter Schafer; 2003. SacrilegeThe second to third century Greek-writing Roman historian Cassius Dio (Roman History 69.12) said it was Hadrians decision to rename Jerusalem Aelia Capitolina, to establish a Roman colony there, and to build a pagan temple. A complication of this is the possible retraction of a promise by Hadrian to rebuild the Jewish Temple. References: Axelrod, Alan. Little-Known Wars of Great and Latin Impact. Fair Winds Press, 2009. The Archaeology of Roman Palestine, by Mark Alan Chancey and Adam Lowry Porter. Near Eastern Archaeology, Vol. 64, No. 4 (Dec. 2001), pp. 164-203. The bar Kokhba Revolt: The Roman Point of View, by Werner Eck. The Journal of Roman Studies, Vol. 89 (1999), pp. 76-89 The Dead Sea Scrolls: A Biography, by John J. Collins; Princeton: 2012. Peter Schafer The Bar Kochba Revolt and Circumcision: Historical Evidence and Modern Apologetics 1999

Gas turbine science Coursework Example | Topics and Well Written Essays - 1500 words

Gas turbine science - Coursework Example .. 3 2.1.2 Compressor †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2.1.3 Combustion chamber †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 2.1.4 Turbine †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 2.1.5 Exhaust nozzle †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 2.2 Turbofan Theory †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 2.2.1 Fluid mechanics †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 2.2.2 Thermodynamics †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 Works Cited †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 Gas Turbine Design One of the technological leaps in the history of science that led us to a wide spectrum of newer prospects of energy production and transportation was that of the gas turbines engines or what we simply call gas turbines. Today, they have developed into more efficient and dependable machines and have surpassed other types of mechanical prime movers, such as internal combustion engines, both in efficiency and mechanical robustness. The aim of this report is to explore the design ideas and scientific and thermodynamic principles that have helped us develop these valuable machines. Our study will revolve around the design of a turbofan that is a type of gas turbine engine commonly used in airplanes and energy production. 1. The Turbofan Turbofan is a type of gas turbine engine that itself is a common type of air-breathing engine. In order to understand its design, its construction and the function of its important components should be understood. The important parts of a turbofan are as follows: 1. Inlet 2. Compressor 3. Combustor 4. Turbine 5. Exhaust nozzle Figure 1 shows the location of each of these components in a turbofan. To understand the importance and function of every component mentioned above, we will briefly describe the working principle of a turbofan. 1.1 Gas Turbine Operation The operation of an air breathing engine can be understood by looking at the path of the air through the engine and the temperature and pressure variations that it undergoes. Figure 1: Turbofan (2-spool) schematic. (Turbofan) Air from the atmosphere is received by the engine through its inlet and is di vided into bypass stream and the engine core stream. The fan along with the compressor increases the pressure of the air in order to enable a greater air mass flow rate through the engine core, which in turn in required for efficient fuel combustion and the production of sufficient thrust. The compressed air from the compressor is brought into the combustor – or the combustion chamber – where a fine stream of fuel is added into the compressed air and ignited using a flame torch setup. The temperature of the air rises substantially during combustion and as it tends to expand, it is directed towards the turbine which uses the energy of this very hot air to drive the compressor. The rest of the energy gained by the air makes it expel the exhaust nozzle at a high speed and provides the thrust required to accelerate the plane. 2. Design issues of the turbofan Having looked into the operation and role of every component in it, we can classify the design problems of a turbofa n into two categories: 1. Aerodynamics 2. Theory or Science Now we will delve deeper into these modes of design separately and identify the design complexities and the solutions that have been proposed to them. 2.1 Turbofan Aerodynamics

A report on impact of Crime and Deviance on a Sustainable Business Coursework

A report on impact of Crime and Deviance on a Sustainable Business Practices and draw a crime prevention strategy for your busin - Coursework Example 7 5.0 Results interpretation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ... 8 6.0 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 8 7.0 Security Strategy For Preventing IE Crime/Deviance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Abstract Just as ecological economics and green chemistry, industrial ecology is a recent field of research. It deliberately crossed to two distinct disciplines: substance and name. As a result, there has been several issues for industries including field content and difficult to crack questions regarding boundaries. The issues are challenging for the business practicing sustainable practice as industrial ecology. The study provides an overview of IE and offers the strategies for solving the deviance/crimes affecting the practice. 1. Introduction Economic policies and structu res create a context for the throughput, which describes the business operations responsible for delivering throughput activities as pertaining the production of services and goods. In the entire world, businesses undergo challenging times in the process of developing humanity since people have come to the realization that the current living style is never sustainable (Baas & Powell, 2005, 191). The situation can only change when the same businesses and individuals make immediate changes in relation to safeguarding the life of the current and future generations. As the businesses administer the right measures for saving the society, it finds itself in myriad of concepts and term for expressing the numerous array of approaches, priorities and prospects of addressing the critical issue (Allenby & Graedel, 2010, 110). The discussion focuses on the impacts of crime and deviance on industrial ecology as a major sustainable business practice. In addition, the report outlines a crime preve ntion strategy that the business should take to prevent its ecology practices. Environmental sustainability for the industry requires the provision and design of services and products that promote and incorporate: effective, efficient re-use and use of resources, and waste minimization. The increase of trade and drastic industrialization impacts the business environment in terms of the faster consumption of natural resources than the level by which people restore them; expanding a country’s economic growth; pollutants and waste release which is faster that the extent of the earth to absorb them (Allenby & Graedel, 2010, 110). As a result, there is an increasing conflict of the ecological systems and industrial activities. Increasing world concerns relating to the plethora of social and environmental problems about the working in equity, safety, health and circumstances have recently fostered all the sustainability approaches suitable for industries. Legislations, high quality products/services demand from clients, open market, rapid industrialization and the increased competitiveness between industries globally and locally have introduced a high demand not only for the product’s structured design, but also in the innovation process in the industry (Sadler, 2002, 54). On this note, there is an immediate need for the industries, especially in the production business, to develop several approaches

Sport And Physical Education Sport Essay

Sport And Physical Education Sport Essay Discuss the impact of Sport and Physical Education on lifelong health-related physical activity in the UK. The Be active, be healthy plan (2009 p10) believes â€Å"Physical activity includes all forms of activity such as ‘everyday walking or cycling to get from A to B, active recreation not undertaken competitively, such as working out in the gym, dancing, gardening or families playing together, as well as organised and competitive sport†. Sport and physical education is stressed as being an essential part of life, which has a huge impact on both peoples fitness levels and health. It plays a big part in helping to prevent chronic diseases such as heart disease, hypertension and diabetes in adulthood, which is why its important for young people to understand the benefits now. Be active be healthy (2009 p11) also states â€Å"People who are physically active reduce their risk of developing stroke and type 2 diabetes by up to 50% and the risk of premature death by about 20-30%†. Not only does exercise have an effect on physical health but also improves physiological wellbeing as it can relieve stress and anxiety, help with personal development and also improve self esteem and confidence. In recent times there has been more of an emphasis on encouraging young people to take part in more physical activity due to the high rise in obesity levels. Chinn and Rona (1994) state â€Å"Childhood overweight and obesity is increasing in the UK† This rise of obesity has been strongly linked to the fact that young people are not participating in the recommended amount of physical exercise suggested. ThePolicy framework for young people (1998 p4) believesâ€Å"For all young people, participating in at least 30 minutes of physical activity per day should be seen as a minimum. One hour of activity per day represents a more favourable level and is particularly appropriate for children of a primary school age† Primary school children are likely to get the recommended amount of exercise due to their general play time and also through physical education lessons. For secondary school pupils they are more likely to get their recommended activity from specific sports and organised physical activity. Not only is it recommended that older children perform the 30 minutes physical activity but also dedicate time to do specific exercises Policy framework for young people (1998 p3) statesâ€Å"At least twice a week, some of these activities should help to enhance and maintain muscular strength and flexibility† These types of activities are especially important for children as they are not only helpful at that age but can also be beneficial in preventing health risks in later life. Such benefits include helping with bone mineral density and also osteoporosis. Although the rise in obesity level is strongly linked to lack of physical activity, there has been some research which contradicts this and does show that most young people are getting the recommended amount. Armstrong and Welsman (1997) believes â€Å"Objective measures have shown that most young people accumulate 20 minutes or more moderate intensity physical activity most days of the week† Although a lot of young people are getting their recommended amount there are still aims of trying to get more people involved in physical activity. A way in which the Youth Sport Trust is trying to do this is by introducing something called the 5 hour offer. This 5 hour offer gives primary school and secondary school pupils the opportunity to participate in not only school sport but also community based activities. The PE and sport strategy for young people defines the 5 hour offer as â€Å"The Youth Sport Trust and Sport England are working with the DCSF and the DCMS on ways to help local delivery partners increase provision, demand and take-up amongst all young people (5-16 year olds) of their five hours a week of high-quality PE and sport (three hours for 16 -19 year olds)†. The offer of sport for 5-16 year olds will be made up of 2 hours curriculum PE and 3 hours of sport beyond the curriculum through after school, community and club opportunities. The offer also is extended so that it reaches out to young people between the ages of 16-19. This is a significant age range to target as it is also known as the drop-off age from sport. This is because after young people have finished secondary school, PE is no longer a compulsory subject therefore a lot of pupils will probably lose their only chance of participating in physical activity. PE matters (2008 p10) believes â€Å"For some young people, physical education remains their only structured or organised, regular physical activity. It is therefore crucial that pupils receive their entitlement of at least two hours of physical education a week and that it is of the highest quality† This is why the youth sport trust are now offering this age range the opportunity to participate in at least 3 hours of other activity rather that the 5 that primary school and secondary school age pupils have the opportunity of getting. Even though there is a lot of encouragement in getting more people to participate in physical activity there are a lot of influences and barriers that are affecting participation levels. Influences that can have an effect on participation especially in young people are PE teachers. PE teachers can be seen as role models to younger people and therefore have an effect on the attitudes young people have on physical activity. If PE teachers support and encourage their pupils, then they are more likely to take up a more positive attitude to exercise and therefore be more willing to participate in not only school sport but also club or community sport. PE teachers could give society the help which is needed in order to increase the interest in sport which results in more people becoming active and helping to combat the health and obesity issues. Not only can PE teachers influence participation but it is also said that family and friends can have a big influence on participation levels. â€Å"There is substantial evidence that family and peer modeling and support , correlate with physical activity levels of young people(wold and Anderssen 1992) and that access to appropriate environments can enhance their participation† (Sallis et al, 1990; Sallis, 1993b) The reasoning for this is because children tend to look up to their parents and friends and are likely to take notice of their attitudes and actions. If their parents have a negative attitude towards physical activity and dont get the recommended amount that they should be doing, then their children might also take the same opinion. On the other hand if their parents enjoy exercise and took part in sports when they were younger, then their children are more likely to be supported and encouraged to also participate in sports. Friends can also have an effect on participation of others as if you mates are playing and enjoying sport, you are more likely to participate as well. This could not only be due to the health benefits and fun aspects of it but also to the social side associated with playing sport. There has been a lot of debate recently about alternative activities being classed as physical exercise. This is because the older population may not have the time or money to join a club but yet they can do activities such cleaning and gardening, which some people class as exercise but others dont. The Be active be healthy plan (2009)defines the role of exercise as â€Å"What unites all physical activity is its effect upon our bodies, raising our heart rate, brining about an immediate and often beneficial physiology response and improving our overall well-being.† So as long as simple activities such as cleaning and gardening are having that effect on the older population, who maybe cant do as much as younger people can, then it is still beneficial to that persons health. Overall in society sport and physical activity cant be ignored as it helps to improve both a persons physical health and mental wellbeing. Not only does it provide health benefits but it is also a fun leisure activity and even if it is doing something as simple as gardening then I think everyone should be getting their 30 minutes a day. References Department of Health in partnership with other Government Departments, (2009) Be active, be healthy: a plan for getting the nation moving, DH Publications BIDDLE, S. CAVILL, N. And SALLIS, J. (1998) Policy Framework for young people and health enhancing physical activity, In HEA (1998) Young and Active? HEA Publishing The PE Sport Strategy for Young People {Online}. Last accessed 15th April 2010 at http://www.youthsporttrust.org/page/pessyp/index.html Health position paper Physical Educations contribution to public health (2008) PE matters Sport Studies Programme Faculty of Health and Wellbeing Sheffield Hallam University

Sabah Issue

The armed intrusion into Sabah by Sulu terrorists is a blow to the progress of the BIMP-EAGA (Brunei, Indonesia, Malaysia, Philippines-East Asean Growth Area (BIMP-EAGA), says BIMP-EAGA Malaysia Business Council chairman Datuk Roselan Johar Mohamed. Expressing profound dismay over the incident, he called on BIMP-EAGA member countries to go back to the original status quo, focusing more on accelerating economic development in the four countries in a safe and conducive manner.Quoting the age-old saying â€Å"we cannot negotiate if you are pointing a gun at me†, Roselan said that it was true in the context of the sub-regional grouping, which was launched in 1994. â€Å"We must all retract and go back to the drawing board, rethink and revisit our strategy and go back to the negotiating table,† he told Bernama.Roselan was commenting on the recent statement by Former Philippines’ President Fidel Ramos with regard to the standoff in Lahad Datu in the east coast of Sabah , that the BIMP-EAGA should be revived by the countries concerned as the grouping was the key to improve the people’s conditions in south Philippines, Borneo Island and adjacent areas. â€Å"The BIMP-EAGA is the win-win strategy if we are looking from the perspective of a better, more prosperous, more peaceful, more harmonious and more sustainable future for all peoples,† Ramos was quoted as saying.Ramos said the potentials of the BIMP-EAGA were so great that even foreign local governments such as Australia’s Northern Territory and Western Australia states had joined the grouping as associates. Ramos said that during his administration, he tried to set up a corporation that would develop the BIMP-EAGA sub-region. The company is to be jointly run by Malaysia, the Sulu Sultanate’s heirs and private sector partners.The company’s revenue can substitute the annual RM5,300 as the rent to the sultanate’s heirs, Ramos said. In this respect, Roselan acknowledged Ramos’ role in the establisment of BIMP-EAGA, saying that the Former Philippines’ President was both vocal and wise when he initiated the BIMP-EAGA concept together with Malaysia’s former Prime Minister Tun Dr Mahathir Mohamad.