Analyzing a research Essay Example | Topics and Well Written Essays - 1000 words

Analyzing a research - Essay Example The article displays the research techniques used in the study in various ways. First, it describes the process of the literature review, which is essential in determining the direction of the current study regarding the formation of the research question (Kington, Sammons, Day & Regan, 2011). Moreover, the article reflects the weaknesses of the existing studies about the topic under research in order to establish an effective and sufficient research on the topic. In addition, the authors describe how they integrated both qualitative and quantitative research methods to identify the factors that contribute to effective teaching practice in primary and secondary contexts. The article under review attempts to establish the factors that contribute to effective teaching practice at primary and secondary levels of study. The data analysis techniques used in the articles includes qualitative, quantitative and mixed methods. The qualitative technique involves various processes such as recording, transcribing and saving the post- and pre-observation interviews. In addition, a coding application was developed to establish the themes of organizational for analysis. The article also highlights that the research team developed the application using NVivo software package in order to enhance qualitative approach of analysing the results. In addition, the qualitative approach was used to analyse the interviews in order to identify various aspects of the teachers and students (Kington, Sammons, Day & Regan, 2011). The research uses the quantitative technique to evaluate the teachers and students questionnaires data. The questionnaires are mainly utilised in the qualitative approach in order to determine the demographic aspects of the research participants. In this case, the questioners’ data regarding the teachers is fed into the SPSS program in order to generate the teachers’ population descriptive information. According to the article, the information on the

Analyzing the Central Theme of Charles Frazier’s Cold Mountain Essay Example for Free

Analyzing the Central Theme of Charles Frazier’s Cold Mountain Essay Cold Mountain is a tragic yet a very profound story of love, searching, and intuition which happens in an environment terrorized by war in 1864 (Buchanan). The story is set on the troubled plains and mountains of nineteenth century America where Inman, the main character, decided to leave the battlefield as he yearned and searched for his lover. In a nutshell, the story basically revolves around a tale of love which bound two people together amidst distance, chaos, and isolation. This debut novel of Charles Frazier has definitely redefined love in ways, portrayed as a powerful force which enables people to overcome dangers and even life threatening situations just to reunite with a loved one. In several ways, the novel reflects the importance of faith as well as love despite isolation, distress, and confusion that an individual faces. Central Theme of the Novel The main feature of the novel which an average reader may notice would be the war of the 19th century America. It tells the story of how distressing and miserable life during war is and how hopeless it gets most of the time. Inman, identified as the main protagonist of the story, was a part of the confederate army before he went on to his venture of coming back to his long lost lover, Ada. His life in the confederate army made him realize that it is indeed a lot worse to lose something a person already has than fail to get what that person currently wants. The war made the character feel all the isolation and alienation any person would never want to experience. Through this isolation, Inman felt the need to come back home. However, amidst the distress and pains brought by the war, Inman’s spirit was kept alive by his love and yearning for Ada. The epic describes how more painful Inman’s longing is for Ada compared to the pains he felt because of his wounds. The author illustrated Inman’s longing as miserable as if, â€Å"his wounds gave hi, just reason to doubt that he would ever heal up and feel whole of a piece again† (Frazier 25). Although the epic was largely about battles, what Inman felt because of his separation from Ada gave the story a soft, emotional, and sentimental effect. This aspect of the story depicts a reality that no matter how harsh a person’s environment may seem, there will always be some spark of compassion and love inside his or her heart to encourage him or her to live. The story also illustrates that compassion and love will always be strong forces that will bind two people regardless of how far they are from each other and irrespective of how tough and immovable the barricade between them may be. Ada’s love, on the other hand, is illustrated in her patience and faith in Inman. Despite their distance, she never stopped waiting for Inman and believing in him. Her faith and belief that everything between them will be alright is reflected in her notes as a response to Inman’s letter which said: â€Å"This you must know: that despite your long absence, such is the light in which I view the happy relation existing between us, that I will never conceal a single thought from you† (Frazier27). The story was basically split between Inman and Ada’s life events which proved that beyond borders, their love will always unite and hold them together. Incorporating such a sentimental theme in a distressing genre such as war was an amazing feat that Frazier was able o successfully portray in his novel. However, upon further analysis of the novel, one may realize that it is from these painful and trying times that the need for love and compassion emerges, since this is the time when people are more likely to feel alienated and lost. It is also from these hard times when the need for someone to love and to be loved back is stronger. Thus, it may appear understandable and explicable why Inman had such a strong desire to come back home and turn his back from the grueling and miserable face of war. Nevertheless, Frazier was also able to present the realities of war in a very compelling manner. The alienation which Inman felt was also very believable which made it possible for the readers to empathize with the main character. Conclusion Cold Mountain is a realistic and compelling epic of a warrior who did not only fight for his state but also for him to come home to the one he loved. In this novel, Frazier was able to blend well the very different concepts of hostility, isolation, alienation, faith, and love. Yet, the author was able to present these ideas in a very realistic manner through the characters of the story. The epic can be considered as a good representation of how powerful love can be inside a person’s heart in times of desolation and loneliness. As reflected in the story, it can indeed be the driving force which can help a person to survive the harsh elements in his environments just to come home to the arms of his or her lover. Similarly, the story also portrays well the impacts of alienation and isolation to an individual and what alterations these impacts can cause to a person’s life and points of view. Thus, if there is anything that this epic would send the readers as a message, it would be that, amidst isolation, distress, and chaos, faith and love can help a person survive the odds and the tough challenges. Works Cited Buchanan, Catherine. â€Å"Cold Mountain: Context. † Spark Notes. 2009. 15 Apr. 2009. http://www. sparknotes. com/lit/coldmountain/context. html. Frazier, Charles. Cold Mountain. New York: Grove Pres

Techniques Of Javelin Throwing

Techniques Of Javelin Throwing Observation and analysis is imperative to coaches in order to provide the learner with detailed feedback about their performance (Hay, 1994). Javelin throwing has shown little change in technique throughout the years and elite performers virtually show identical techniques. Some athletes differ with their techniques by rotating the javelin arm forward, down and then extend it back prior to throwing. The most common technique of javelin keeps the javelin stable without any motion then extends it back before forward motion (Carr, 1999). According to Rogers (2000) the javelin is divided into a four phase pattern. These phases are; approach, transition, block and release and follow through. The approach is the run-up phase prior to withdrawal of the javelin. The run-up develops velocity and this energy created is transferred to the throw. The momentum gathered from the run-up adds 30-40% distance from a javelin that is thrown from a standing position (Rogers, 2000). Athletes prefer to use 12-15 step run up but some find using 8-10 steps comfortable. During the approach there should be a gradual acceleration eventually reaching a maximal, but controllable speed that can be maintained through the transition and release phase. The athlete should be relaxed during the run especially in the upper body and shoulders, maintaining a good posture. The javelin should be carried at a right angle with the shoulder with the javelin kept level and stable whilst in the run-up (Rogers, 2000). The transition phase is used to withdraw the javelin in preparation for the explosive motion of the release of the javelin. The withdrawal is established with a five-step pattern (for right handed thrower this goes left, right, left, right, left). The withdrawal begins when the left foot lands (after 12-15 step run-up). As the left foot lands shoulders turn 90 degrees to the right and the throwing is extended back with the palm facing upwards, so the arm is level or above the plane of the shoulders. The arm is slightly external rotated at the shoulder joint to ensure the palm is facing upwards. The tip of the javelin should be aligned at the level of the chin with shoulder kept level. During this phase the legs and hips are active. The turning of the shoulder controls hip rotation and feet placement and turning of the hips and feet cause deceleration (Rogers, 2000). Figure 1. The transition between approach and withdrawal phase with emphasis on the drawback of the javelin. The final stage of the transition is the most important to gain energy into the release of the javelin, the impulse step. The impulse stride drives the hips and trunk forward. The trunk is kept upright to maintain forwards speed. The right leg is swung infront forward with knee flexed and toe turned up. The left foot then lands forwards as the right contacts the ground (Rogers, 2000). Figure 2. Final Stage of the transition phase the impulse stride. Emphasis on the high knee drive of the right leg. The block and release phase is an explosive continuation from the preceding phase. During this phase the hips and trunk are thrust forward against a straight, left leg. The hips rotate with them finishing facing the direction of the throw. As the left leg is planted in a blocked action the right leg drive forces acceleration of the right hip, stretching the trunk. The throwing arm and all the leg action is kept relaxed and trailing. All these actions cause a stretch of the chest and trunk muscles resulting in a flail like action of the throwing arm (Rogers, 2000). Figure 3. The release phase showing the full extension of the left leg and the right leg driving through the block. During the follow-through the athlete must think of driving through the block. This forces the body high and onto the left toe after release. Another step should check the forwards momentum to prevent exceeding the foul line (Rogers, 2000). Analysis of Performance Using the four phase pattern devised by Rogers (2000) an analysis of a javelin performer comprising of their strengths and weaknesses and comparing them to a good model of practice. Strengths of the athlete shown come in the approach phase of the javelin throw. The athlete uses a 10-15 step run-up with a gradual acceleration which is controlled by the athlete. A controllable speed enables the athlete to gain momentum going into the transition and release phase where the more explosive movements take place. During the approach phase the athlete also shows a good posture with shoulders and upper body relaxed and javelin kept stable (Rogers, 2000). During the transition phase of the throw the athlete has good posture and the footwork is exemplary. The athlete keeps the hips high and upper body upright whilst doing the cross-over steps. During the cross-over steps the javelin is stable and is partly extended. The footwork of the athlete is correct and continues the gradual acceleration gained during the approach run. Prioritising the weaknesses of the athlete are essential so the correct practice drills can be selected and eventually an improvement in technique and performance. The two weaknesses concern the arm positioning and the impulse stride. The athletes arm drops below the plane of the shoulders. This impacts the whip-and flail release as the chest and torso are not kept open (Rogers, 2000; Paish, 2009). During the release phase the block of the left side causes a prestretch of the chest and trunk resulting in a the flail-like action. This cannot occur if the arm drops below the plane of the shoulders. The dropping of the arm below the plane of the shoulders also has biomechanical impacts. The dropping of the arm causes the tip of the javelin to point upwards, causing an over rotation of the javelin. Fig.4 this image clearly indicates the drop of the shoulder beyond the plane of the shoulder. The image clearly shows the impact this has on the hips, causing them to sink and the points of the javelin, which should be kept stable. The second weakness during the transition phase is the lack of an impulse stride. The impulse energy transfers energy from the transition phase to the release. The impulse stride is a final cross-over step but with the exaggeration of the right knee drive. The drive of the right knee aids pulling the hips forward (Rogers, 2000). The athlete being analysed performs the cross-over steps with ease but just has no final impulse stride, which gains explosive energy for the release phase. The lack of an impulse stride means there is no vigorous movement generating no pace and explosion. Fig 5. The image shows the lack of a knee drive. The knee should theoretically be at 90 degree angle. The lack of knee drive reduces the explosive movement of the impulse stride. Another major weakness from the athlete is during the block phase. As Rogers (2000) explains the left side of the body should be kept firm and act as a block whilst the drive comes from the right hand side, accelerating through the block. The left leg should be fully extended so the right hand side can rotate and drive through the left leg. The weakness the athlete shows is that after the impulse stride the left-leg is planted but is flexed. The implications of this are that the right hand cannot drive through the left side, generating no power for the javelin throw. The flexing of the left knee causes the hips to sink meaning body weight is forced backwards. Fig. 6 The image shows the lack of block during the release phase. The planting foot should be firm and almost in a vertical line. The flexing of the front knee causes hips to sink and a lack of drive through this block. Table 1: illustrates the athleteà ¢Ã¢â€š ¬Ã¢â€ž ¢s strengths and weaknesses. Strengths Weaknesses Good posture in run-up with the javelin kept stable. Arm drops below plane of the shoulders when drawn back Uses 10-15 step run-up. Lack of exaggeration during the impulse step Palm faces upwards and shoulder externally rotated when javelin is drawn back. Good footwork during the transition phase, with 3 well performed cross-over steps. During block phase left-leg not fully extended, causes right side not able to drive through the block. Hips drop and height lost during the block and release, caused by left-leg not fully extended. Developing Technique of the Performer As mentioned in the previous section the three key weaknesses have been prioritised. The weaknesses are; the drop of the arm below the plane of the shoulders when extended back, lack of exaggeration of the impulse stride and lack of extension of the left leg during the block and release phase. Drills now need to be created so technique of the performer is improved, so in turn the end outcome of the throw will be improved. Drills for improving these techniques can be combined together with drills for extension of the arm and lead leg culminated together. The first practice drill will be a standing javelin throw. This drill is a warm-up drill but can also focus on technical aspects of the throw (Bowerman and Freeman, 1991). The main objective of this drill is to stabilise the arm. As mentioned a weakness of the performer is the dropping of the arm below the plane of the shoulders. To simplify this drill the athlete could use a turbo javelin, this is a lighter javelin aimed at improving technical aspects or even a tennis ball. The athlete should complete about 30-60 standing javelin throws so the action is stereotyped and the athlete gets the kinaesthetic feel of the throw. During this drill the coach should be giving feedback focusing on the arm position, making sure it is above the plane of the shoulders. This drill is focusing on technical aspects so distance and effort should not be an issue the coach has to focus on. The next progression of the drill aims to perform 3 cross-over steps then perform a throw. This drill despite the introduction of the cross-over steps focuses on the arm position and extension of the lead leg during the release phase. As noticed the athlete during the transition phase lets the javelin drop below the plane of the shoulders, causing an over rotation of the javelin. During this drill the athlete should begin the throw with the arm fully extended to the rear and above the plane of the shoulders. The first stride should then be completed with the left leg and then cross-over step and throw. During the release phase the athlete needs to focus on fully extending the lead leg allowing the right side to be able to drive through the block (Rogers, 2000). The coach should prescribe the athlete to shadow perform this drill and pause as the left leg plants. This will indicate whether the athlete is fully extending the lead leg. Initially this drill should be done at a slow pace t o get used to the rhythm of the movements. Once comfortably the intensity and pace of this exercise should be increased. Again this action should be repeated so the movement is stereotyped to the performer. This means the action can be repeated without any conscious thought. To increase the difficulty of the drill the athlete should throw towards a target, making a gate to aim the javelin towards. The athlete should then challenge themselves out of 10 how many times can the athlete successfully land the javelin. The next drill will focus on the impulse stride. As explained the athlete lacked any exaggeration of the impulse stride therefore lacking explosive power into the release phase. This drill will focus on the high knee drive of the right knee. The athlete will perform cross-over steps over a line of SAQ hurdles. The athlete will only drive the right leg over the 12 inch SAQ hurdles. The will be done so the athlete feels comfortable with the feel and explosive movement of the impulse stride. The athlete should now understand the requirement s of the impulse stride so the final practice should be the athlete performing a 7-11 javelin throw. This will replicate the throw in a competition environment. The coach need to observe all components of the javelin and see if the technique has improved. Summary The javelin throw according to Rogers (2000) is split into four phases. These phases are; approach, transition, block and release and follow through. Each phase has key aspects which the coach should compare against a good model of the practice, the model of practice I compared the performer to was Steve Backley. By using video-analysis strengths and weaknesses of the performance could be drawn. For the weaknesses progressive and technical practices were drawn up so technique of the performer could improve, therefore improving performance. The key weaknesses of the performer analysed was; dropping of the arm below the plane of the shoulder when withdrawn in the transition phase, lack of extension of the lead leg during the release phase and lack of an impulse stride during the transition phase which is the most explosive movement. The progressive practices focused on one or two key points and are basic and repetitive so the technique can be embedded in the performance. Eventually the practices developed into a practice javelin throw replicating what would be done in competition, so developments can be seen.

ANNUAL REPORT :: essays research papers

The production team is proud to report that we have finally reached they end of the Junior Achievement year. This year has been full of trials and tribulations, ups and downs, and filled with many success and failures. From our first meeting on September 18 to our last official meeting on the 28th of April many of our goals has been surpassed with the visions of targeting higher achievements. Each quarter of the 2001 2002 junior achievement year had new obstacles for us to overcome. From the rush into our first quarter to the unexpected conclusion of the fourth quarter we never anticipated that the year would of gone by so fast. For the first quarter of our Junior Achievement year JA was a new experience to nearly all of the students. It was in our first quarter that the production team was appointed, so we began without any delay brainstorming for goods or services that we could produce. After a lot of our various judgement on different items we finally came up with scented and multi-color gel pens. We later considered into making personalized business cards for high school students which turned out to become a greater success then planned. With the dramatic affect that our products had over the market our sales targeted number one on the list and we decided right then and there that we were not going to let anybody overtake us.   Ã‚  Ã‚  Ã‚  Ã‚  When the second quarter began on November 6th the production team really turned into a disaster. Our Vice President at that time started to feel a bit stressed out over the junior achievement program and got fed up to a point in which she decided to resign. That left s to replace her and make sure that Full Hundred got back up again and everything ran smoothly.   Ã‚  Ã‚  Ã‚  Ã‚  With the new production team now elected we tried our best to come up with new products for our second quarter so that our sales would remain on top and no other company would surpass us. With Christmas being right around the corner we decided to use that as our main market and sell mainly Christmas items.

Economics †production possibilities curves Essay

â€Å"Explain how production possibilities curves can be used to demonstrate the problem of unemployment, the effects of technological change and the benefits of economic growth.†A production possibility frontier (also known as production possibility curve) represents all the possible combinations of the production of two types of goods and services that the economy can produce at any given time through graphical means. It is used to clearly demonstrate the problem of unemployment, the effects of technological change and the benefits of economic growth of a modified view of an economy. A typical production possibility frontier is based on four simplifying assumptions:1.The economy only produces two types of goods and services2.The state of technology remains unchanged3.The quantity of resources remains unchanged4.All resources are fully employedUsing the given assumptions, a production possibility frontier may be constructed. Fig 1.1 shows all the maximum possible combination of the production of wheat and cars in an economy when all resources are employed. Society must make decisions on which combination is most desirable, and thus, involving an opportunity cost. This is shown at point C on the line where in order to obtain 40 units of clothing, 50 units of food must be given up. The line AB shows the ideal spot in which an economy should lie as it signifies that all resources are efficiently employed, however in reality, this is often not the case and the problem of unemployment arises. Unemployment in an economy can be clearly identified in a production possibility frontier as the position of the economy would be shifted into the area within the curve. This is demonstrated in Fig 1.1 by X. Economy X is illustrated as producing 100 units of wheat and 40 units of cars, significantly reduced from the potential production of 150 units of wheat or 80 units of cars. This inefficient use of resources negatively impacts on the economy as the potential profit of the whole economy is reduced and resources are wasted. The production possibility frontier is able to clearly visualise the relationship between the production of two goods and services and indicate the state of an economy and its allocation of resources thus demonstrate the problem of unemployment and how it affects the economy’s profit and future implications. A change in the production possibility frontier may occur with technological improvements. This would often shift the curve in an outward direction, signifying the economy being able to develop a high quantity of goods or services with the same number of resource. In many cases, the technological advancement may only benefit to one of the goods or services. For example, the discovery of a genetic code to harvest wheat faster will benefit the production of wheat however, having no effect on the production of cars. This is shown in Fig 1.2 by the line DB where the line is shifted outwards from point A to point D and gradually declining to point B. In this case, 250 units of wheat may be produced as opposed to the original 200 units, providing a gain in production, and thus, the economy’s profits. On the other hand, if the technological advancement benefit both of the goods or services equally, it will cause the curve to shift outwards parallel to the original. An example may be new machinery developed that aids in the production of cars and wheat. This is demonstrated in Fig 1.3 where line AB shifts outwards to line DE. However, this parallel movement of the curve usually occurs with the discovery of new resources. Economic growth refers to an economy’s capacity to produce more goods and services. Factors of economic growth includes: technological improvement; discovery of new resources; increase in population, thus increase in labour. This may be clearly presented with the production possibility frontier by comparing the curves of a past or present economy to a present or future economy. This may be seen in Fig 1.4 where the curve is stretched outwards and the potential production rate is increased. For example point C on the line AB producing 150 units of wheat and 40 units of cars will be shifted to point F, producing 200 units of wheat and 50 units of cars. Economic growth indicates a benefit to our society as more wants and needs will be satisfied in the society, thus improving the standard of living of individuals in the economy. This implicates that the economy will be able to  support a larger population and provide better facilities or environment. A production possibility frontier may be described as one of the essential tools in economics. It allows the viewer to graphically identify the relationships of two different types of goods or services, compare the past/present/future status of an economy and identify the position of the economy in relations to the curve. It demonstrates the problem of unemployment, the effects of technological changes and the benefits of economic growth. bibliography: tim dixon economics textbook

French Expressions Using Prendre - to Take

French Expressions Using Prendre - to Take The irregular French verb prendre means to take and is also used in many idiomatic expressions. This  flexible irregular French -re verb  has a specific way to use it. Watch out for the Sexual Meaning of Prendre We hope not to offend anybody here but it’s a mistake we often hear and that can be quite embarrassing in French. Prendre used with a person has a sexual meaning, just like take has in English.So, do say:Il m’a emmenà ©e au cinà ©ma he took me to the theaterIl est passà © me prendre midi He picked me up at noonbut don’t sayIl m’a prise dans sa voiture - he took me in his car - which definitely has another meaning in French. You need amener/emmener here. Say Prendre Une Dcision (Not Faire) We say to take a decision, we don’t use make (faire). It’s a mistake you’ll also hear French people make in English.Ce n’est pas toujours facile de prendre une dà ©cision.It’s not always easy to make a decision. Expressions With Prendre Etre prisTo be tied up/busyJe ne peux pas venir samedi, je suis dà ©j prise.I can’t come on Saturday, I already have plans. Passer prendre quelquunTo go pick someone upTu peux passer me prendre vers midi ?Can you come get me around noon? Prendre gauche/droiteTo turn left/rightAprà ¨s le feu, tu prends droite.After the signal, take a right. Prendre un pot/ un verre (informal)To have a drinkTu veux prendre un pot samedi soir?Would you like to have a drink Saturday night? Prendre lairTo get a breath of fresh air/take a strollJ’aime bien prendre l’air vers sept heures.I enjoy going for a stroll around 7 PM. Prendre bien la choseto take something wellQuand il m’a dit qu’il ne viendrait pas, je l’ai trà ¨s mal pris.When he told me he wouldn’t come, I didn’t take it well. Prendre leauto leak; to founderMon sac à ©tanche prend l’eau.My waterproof bag leaks. Prendre feuTo catch fireAprà ¨s l’accident, la voiture a pris feu.After the accident, the car caught on fire. Prendre fin (formal)To come to an endLe film prend fin.The movie is coming to an end. Prendre froidTo catch a coldTu devrais mettre un pull, tu vas prendre froid.You should put a sweater on, you’re going to catch a cold. Prendre garde (formal)To be careful, watch outAttention ! Prenez garde vous !Careful ! Be cautious ! Prendre goà »t quelquun/ quelque chose (formal)To take a liking to someone / somethingFinalement, j’aime bien jouer au tennis. J’ai mis le temps, mais j’y ai pris goà »t.At the end, I like playing tennis. It took me some time but it grew onto me. Prendre la mer (very old fashion)To set sail, to put out to seaLe bateau a pris la mer en juin.The boat set sail in June. Prendre au pied de la lettreTo take literallyNe prends pas tout au pied de la lettre !Don’t take everything so literally. Prendre du poidsTo gain weight Noà «l, je prends toujours du poids.At Christmas time, I always gain weight. Prendre quelquun la main dans le sacto catch someone red-handedJ’ai pris mon fils la main dans le sac.I caught my son red-handed. Prendre rendez-vous avecTo make an appointment withJe voudrais prendre rendez-vous avec le directeur.I’d like to make an appointment with the director. Prendre sa retraiteTo retire (from work)Il va prendre sa retraite l’annà ©e prochaine.He is going to retire next year. Prendre ses jambes son couto run offQuand la police est arrivà ©e, le voleur a pris ses jambes son cou.When the police arrived, the thief ran away. Prendre son courage deux mainsto get up ones courageJ’ai pris mon courage deux mains et je lui ai tout dit.I gathered up my courage and told her everything. Quest-ce qui ta pris ?Whats gotten into you?Pourquoi tu as pleurà © soudainement ? Qu’est-ce qui t’a pris ?Why did you suddenly cried? What’s gotten into you? Se prendre (pour)to consider oneself (as)Mais, elle se prend pour qui cette fille?but, who does she think she is, that girl? Sen prendre quelquunto pick on someone, lay into someone (could be physical, mental, light or serious)Quand il est en colà ¨re, il s’en prend toujours sa femme.When he is angry, he always picks at his wife. Sy prendreto go about doing somethingComment tu t’y prends pour ne jamais te faire prendre ?How do you go about it to never get caught? Sy prendre comme un piedto have a wrong way to do something, to do a poor job.Ce n’est pas comme à §a qu’on dà ©coupe un poulet. Tu t’y prends comme un pied.That’s not the way to cut a chicken. You’re doing a very poor job.