Languages and thoughts Essay Example | Topics and Well Written Essays - 1500 words

Languages and thoughts - Essay Example To settle an inquisitive novice these terms can be described very plainly. Thought can simply be defined as a mental state of a person at any instant of time. Generally, what best describes languages is a combination of vocabulary and grammar (a set of rules that defines how language can be used properly and meaningfully). This combination does not include phrases and idioms. According to a web dictionary a language can be defined as, â€Å"Any means of conveying or communicating ideas; specifically, human speech; the expression of ideas by the voice; sounds, expressive of thought, articulated by the organs of the throat and mouth.† Hence the narration of thoughts with the help of a language should be â€Å"Speech†. The superficial correlation of language, thought and speech, as mentioned in the text above, lays the ground for a stream of philosophical questions. Like, is there any relationship of interdependency between language and speech? Does a speech always depict the respective thought process or do people use it to conceal their thoughts as well? How does the process of thinking take place in people’s mind and at what stage does it initiate? How does a child learn to make use of languages to narrate thoughts? What is ego-centric or internal thinking? What role do instincts play in an infant’s thought process and narration of thoughts? In order to pursue answers to the above questions the studies of renowned psychologists and philosophers are looked up. Among them Vygotsky’s study is of executive importance. Language is not dependent on anything else but itself. There are various theories to elaborate this. Russian psychologist Vygotsky in his book â€Å"Thought and Language†, emphasizes upon the social nature of a language stating that the environment surrounding a person essentially influences his thoughts. Young children are influenced greatly by their environment and by the input they get from the elders surro unding them. These influences lay the basic principles of thought and learning within children. Vygotsky emphasizes that the skills, values and knowledge imparted to children by their elders are done with the help of languages and social interactions. The words that come out of an elder’s mouth are objects and thoughts of a youngster. Since Vygotsky believes that languages and thoughts are interdependent internally the rational development of a child is dependent upon his language development. Interactions with the environment formulate and polish the inner speech of a child. The inner speech which is the core of all his personality’s thought stream. The development of a toddler can be a perfect example that depicts Vygotsky’s theory. Partial utterance of merely a single word means one whole sentence. The mere sounds of an infant’s goo gaa and pointing and different objects are his initial aptitudes towards expression of his thoughts. Just saying ‘d rink’ could mean that he wants to drink something or could even be saying what another person is drinking. The next step after utterance of a word from is mouth is that he looks at the expressions of the people surrounding him. Their reactions are registered into his stream of thoughts giving him the idea of the nature of his spoken word. He registers and learns when to say the specific word and when not to say it thus, the next time the child utters the very same word with influence of his past experience. At a later stage in the development of thought

Innovation in Hospitality Essay Example for Free

Innovation in Hospitality Essay Innovation is seen as difficult in many countries around the world, innovation strategies are not inclusive to all countries but vary in each country. To minimise the situation within these countries many firms in particular small business see innovation as a high financial commitment that may also be very risky to the business operations. The reason for this tendency is due to the limited hospitality innovation studies needed as a foundation to support managements perception of the theory. The availability of studies has the ability to encourage innovation that may not be detrimental to finances depending on the level of innovation selected. However innovation brings many other barriers and challenges that hinder the successful implementation of innovation: unqualified employees, knowledge, lack of understanding of the relationship between product and the market, high staff culture turnover, strategy-related factors etc. On the other hand hospitality firms used the following three approaches to innovation to successfully undertake innovation: innovation process strategy, continuous improvement theory and strategy as practice perspective. These innovation approaches are used a survival tool to combat against competition and it brings about benefits to the business: improved quality and brand image, knowledge sharing, customer satisfaction, increase in profits. Is innovation difficult within the hospitality industry.? First of all it may be useful to know what is the definition of innovation. Most definitions of innovation vary across the industry. Bessant and Francis (1999) defined innovation as an organisations wide process of sustained and focused incremental innovation where as Cooper (2002) defined innovation as the innovation process strategy for driving new food concepts from the initial stage right through to the final stage.

Emotional Responsiveness Paper -- self-regulation, emotional awareness

â€Å"You’re mean†, I said to my mother with tears rolling down my face, head down and arms folded, while sitting on my bed. My mother walked over to me and sat on my bed. She placed her hand on my leg and said, â€Å"Do you really think I’m mean if so can you express why?† I responded with my head still down, â€Å"No.† My mother raised my head and said, â€Å"Regina, I just want you to understand that if I say no to something it is not because I am trying to hurt you, it is because I am trying to keep you safe. Just know that I have your best interest at heart.† I hugged my mother and told her that I was sorry and that I loved her. Growing up my parents reacted in many different ways to my emotions. They responded to my emotions verbally and nonverbally. When I was a toddler I spent most of my time with my mother therefore she was the person who responded to my emotions the most. She would often respond verbally. She often times talked me through my emotions so she could find out what was really wrong, and also allowed me to express myself calmly and appropriately. If I was to have an outburst or tantrum she would often ask me questions, like, â€Å"Regina are you angry? Which gave me the opportunity to identify my feelings and or actions with words and she would never deny my feelings during these outbursts or tantrums but would just allow me to work it out or rather let it all out, which is what she would say. As I got older, teenage years to be exact, I and my parents had a couple of rough times; however, I am sure it is normal for teenagers to give their parents a decent hard time. When situations would arise when I would argue and fight with my siblings, my parents would always express to us that it was okay to disagree and voi ce how we feel ... ...cannot change, and taking control of my environment. Using these strategies in handling my stress in a more positive healthy way would make me more comfortable and aid in my ongoing process of being emotionally safe. Becoming more emotionally aware and self-regulated would impact me greatly with working with children. If I am more emotionally aware I would be able to focus more on the child’s needs and what they need to accomplish. To connect with others, we must first be in touch with ourselves. Being emotionally aware, I would be able to teach the children how to communicate their feelings with words in an acceptable manner. My skills on self-regulation and emotional awareness would also impact my interaction with children because I would know to understand and accept the child’s point of view as well as my own but also hold myself and the child to my teachings.

Constructive Teaching Methods: Nursing

I am a registered nurse working in one of the largest NHS hospitals in the UK. There are three different specialities on my ward. Infection disease, Tropical disease, Immunology, but we are well known as the Infection Disease ward. My ward is a Fourteen bedded ward; consisting of mostly single and double lobby side rooms, we also have five bedded bay. Due to the NMC (2008a) confidentiality code I must refrain from using any information regarding the identity of people in order to protect the identities, trust and clinical settings. The purpose of this assignment is to explore the experience of mentoring student nurses and also to establish a working relationship. This professional study will enable me to nurture the student nurses and improve the outcome of the student learning process and how the experience will affect my future practise. The definition of a mentor is a registrant professional e.g. nurse, midwives or any other professionals who has successfully completed an accredit ed mentor preparation programme from an approved HE programme. The NMC definition of a mentor is, a registrant who following successful completion of an NMC approved mentor preparation programme – or comparable preparation that has been accredited by an AEI as meeting the NMC mentor requirements – has achieved the knowledge, skills and competence required to meet the defined outcomes† (NMC, 2008b).Mentors need to be qualified for at least a year in their current profession and most mentors would have worked with students as co-mentors. A mentor is therefore an individual who has achieved the knowledge, skills and competence required to meet the defined outcomes of stage 2 of the developmental framework to support learning and assessment in practice (NMC, 2008b). The role of the mentor is teach and guide future nurses in a clinical area, whilst keeping to the NMC standards of mentoring in health and social care (NMC, 2008b). Mentors play a vital role in supporting , teaching and assessing students in the practice area. Helping study to learn or have better understanding of the ward speciality, according to their level of learning stage.Relate learning and teaching strategies to ensure effective learning experiences and the opportunity to achieve learning outcomes for students by giving the student nurses the confidence to ask questions about their learning experience. Communicating and evaluating principles of assessment, including direct observation to the demonstration of competence, utilising appropriate  criteria for the student nurse. Facilitating learning opportunities, by allowing students to work with the Multi-Disciplinary Team (MDT) and going to surgical or non-surgical procedures to improve their learning development.Part 2.The NMC also known as The Nursing and Midwifery Council is a supervisory body for nurses and midwives. The main purpose of the NMC is to protect the health and welfare of the general public by retaining a regi ster of all nurses, midwifes and specialist community public health nurses that are able to work inside the UK. They ensure this by setting up a framework for their education, conduct, training, presentation and principles.When issuing new standards or giving advice, the NMC turn to nurses and midwives as well as potential nurses and midwives, the general public, employers and all those involved in the teaching and educating of nurses and midwives. When those standards have been set, they are revised once every five years (NMC, 2004a). As part of the NMC standards for mentors; practice teachers, teacher nurses and midwives must correspond to the 8 domains. †¢Establishing effective working relationships†¢Facilitation of learning †¢Assessment and Accountability †¢Evaluation of learning †¢Creating an environment for learning †¢Context of practice †¢Evidence-based practice †¢LeadershipEstablishing an effective working relationship and creating an environment for learning are two important standards that a mentor must create at the start of their mentorship. When establishing an effective working relationship with their student they must exhibit a decent understanding of all factors that affect how the undergraduates integrate into the practice as well as helping the student overcome obstacles that would affect meeting that standard.They must also provide the continuous support and guidance to simplify change from one learning environment to another by providing the student with time to adjust to the changeover. Above all a mentor must have  an authentic professional and semi-professional working relationship to support the student with their entry into the register (NMC, 2004). When creating an environment for learning, a mentor must remember to give guidance and support to a student by identifying the level their working at and by giving the right provision that they need.Also they must use a variety of learning experienc es including patients, clients, carers and the professional team; to meet definite learning needs; also they must classify aspects of the learning environment which could be improved by discussing with others to make suitable alterations. But above all they must perform as a resource to simplify the personal and professional growth of others. The daily challenges that mentors face is time and having a place to address their students. As a mentor you have your own job to carry out as well as teaching and assessing students, which makes time-keeping difficult.A mentor is expected to perform different roles, the main focus lies on a mentor's ability to serve as a role model to nursing students. A mentor cannot neglect their other duties as a nurse, they need to be able to carry out the duty of being a nurse which is a time consuming job, and this also affects how they assess their students as they have barely enough time to do so. Another problematic issue that is hard to solve is havi ng a place to address students in the work environment, it is understandable that a hospital isn’t exactly an office building but a busy environment where all the employees need to be attentive, however this is our place of work nonetheless and students deserve a place where their mentors can thoroughly converse with them on any issues they may have.If mentors were able to instruct their students on certain responsibilities that they need instructions on and assess their students without the challenges that occur around the work place, mentors would have less of a hard time trying to see to all of their responsibilities at once (NMC, 2008b). The Nursing and Midwifery Council standards are to support the learning and assessment in the practise setting. The practise do provide a framework for mentors, however the nature of documents it is not comprehensive enough to consider all angles of competence in the interpretation of the student assessment (Cassidy, 2009)It could be refl ected that on some level of assessment that it can remain biased despite the framework being provided, due to the innate nature of the involved profession and the variation of skills to be  assessed. Duffy (2003) identified that one reason mentors may â€Å"fail to fail† students in practise is lack of knowledge of the assessment process. Price (2005) says that practise-based assessment needs to be conducted transparently, rigorously and fairly, and discussed two purposes of assessment: Formative and summative assessment.Holistic assessment of competence is challenging to structure on a framework, predominantly when considering a student reflexive action to develop their knowledge skills and attitude with emotional intelligence (Freshwater and Stickley 2004). This is somewhat corrected by the responsive development of a ‘sign off mentors’ who make a final judgement on the fitness for practice of the student at the end of their training at the end of their third year placement (NMC 2008b).Part 3: My practice based assessment sessionPractice based assessment is a core method of assessing the knowledge, skills and attitude of a student (Bloom 1956, Wallace 2003), but is complex to ensure objective management (Carr, 2004). To accommodate a diversity of patients and needs (Dogra and Wass, 2006), different types of assessment are necessary, all of which are part of the mentor student relationship (Wilkinson et al 2008, Figure 3, NMC 2008b).Type of assessmentClinical evaluation exercise; is a demonstrations of the student performing an important clinical skill, this can be integrated into ward environment or routine patient encounter (e.g. seeing a student wash their hands with alcohol gel after seeing a patient) Direct observation of procedural skill; observing a student carrying out a procedure and providing feedback afterwards (e.g. performing the seven stages of the hand washing technique). Case based discussion; this is a structured intervi ew to explore behaviour and judgement (e.g. discussing aspects of a study and what a student did or observed). Mini peer assessment; is when a qualified professional providing feedback on an individual’s performance, including self-assessment (e.g. feedback from observers that supervise a student in their clinical placement).Validity and reliability are the cornerstones of a fair and objective method assessment, and mentors need to ensure that their  assessment sessions is appropriate to the level of the learner (Walsh, 2010) Assessment is formal knowledge that allows mentors to review of abstract of knowledge, including the possibility of probable risks or other influencing factors. Assessing an individual in practice, is related to collecting information as evidence of the student’s ability to perform particular in a clinical settings, these includes observing, measuring, interviewing and making decision (Gopee, 2011).These skills are also used to evaluate a studen ts’ knowledge and skills. For the evaluation of health professional learners’ for the clinical competencies and related knowledge, assessments can be described as a purposeful observation and questioning commenced to ascertain the learners’ ability to perform particular clinical interventions in a precise accordance with established or approved guidelines, and the knowledge of rationales for each action (Gopee, 2011).Consistent assessments have limitations regarding validity and reliability for many reasons. There is an obligation for co-ordination between educators and service providers to approve on suitable assessment pathways for formative and summative assessments, allowing a fitting level of an assessment and practice theory link (Price, 2007). Mentoring in a complex clinical setting, makes it difficult to assess the competence of our student learners, also student skills might be ignored due to congruence necessary between possession of personal qualities and their applications in a moment of care, given the complexity of many nursing situation.Therefore, mentors need to be conscious of providing safe, high quality patient care while supporting the participants and learning in complex care situations (Cassidy, 2009). This is critical, as being an expert practitioner may not automatically equate with being a proficient assessor (Cassidy, 2009). Competence has become especially significant to the achievement of clinical learning outcomes as 50% of fitness for practise (Department of Health, 1999).My assessment was to assess the competence of a first year student using the seven stages hand washing technique in a clinical setting. I consider hand washing to be an important skill in nursing because it prevents the spread of diseases and infections from carer’s to patients. Poor hygiene enables infections and bacteria to spread around the hospital, especially when health professionals do not wash their hands thoroughly before and after seeing a patient.Therefore, if everyone washed their hands thoroughly we  would reduce the risk of cross contamination. By teaching my student the importance of the hand washing technique this would then make a huge impact on their learning outcome. I would consider this assessment a direct observation of a procedural skill (Wilkinson et al, 2008). During my assessment, an observing qualified mentor was present and observing at all angles of the assessment and feedback. The observing assessor has completed the written feedback about the assessment provided (Appendix 2). My assessment was planned using the criteria and a number of selected questions developed, to test the students understanding (Appendix 1).The criteria for the assessment, was planned at an appropriate level for the student to comprehend on both a theoretical and practical level (Stuart, 2007).I will establish a rapport by introducing myself to the student and explaining the teaching that I will do without ma king the student learner feel anxious or nervous. I am planning to do a checklist where my student will be able to evaluate my teaching by completing a questionnaire. In this questionnaire my student will be able to evaluate me by choosing a mark between 1-5, 1 being very bad and 5 being very good (Appendix 3). With this plan I will be able to reflect on my teaching and identify my weaknesses so that future students will be able to learn even more from me.My observer informed me that I had established a good rapport with my student which helped reduce any anxiety with the student, also I was informed that I connected with my student which helped the student feel comfortable. The environment was calm which means that the location was suitable for the teaching session. My observer also indicated that I had a good use of verbal language which also means that the student and I had no difficulties communicating pre and post teaching sessions.My positive attitude helped the teaching outco me as it eased the student’s anxiety and provided a good learning atmosphere. Considering the feedback and upon my own reflection on the assessment, there is need for my future development. However, I can say that my teaching was affective in a positive light, and I feel that my student has demonstrated a good hand washing technique that they have learnt from my teaching demonstrations.For future references, I will arrange for my student to take on more responsibilities for example; doing a hand washing audit. In conclusion, my observing assessor thought that my assessment of the student was suitable for their level of knowledge, skill and attitude (Bloom 1956,  Hinchliffe 2009, NMC 2008b) and effective in defining the level of competency in this clinical area.Part 4: My practice based teaching sessionI have arranged a teaching plan (Appendix 4), a power-point presentation and a hand out of the presentation prior to the teaching session. My presentation mentions the importa nce of the hand washing technique and gives step by step instructions that my student will find valuable. This teaching took an andragogy approach as an opposed to pedagogy approach, however, during my demonstrations it was clear that the learning allows for a more pedagogy approach. The pedagogy approach uses a descriptive of the old-style approach to teaching which regards the teacher as the font of all knowledge and upon whom the student is dependent. The learning theory descriptionThe humanistic approach takes into account base feelings, attitudes and values when examining knowledge and skills and recommends that rationale for learning in personal growth. This approach is very useful in nursing, as the attitudes and ethics are closely linked to nursing. One of the key factors of this approach is the importance of creating an independent, student centred, pleasant and safe teaching environment. The humanistic theories identify two different types of teaching approach, andragogy a nd pedagogy. The andragogy uses the concept of adult learning, where the pedagogy is generally regarded as relating to teaching children. There are four basic differences between the adult learner and child learner. Self-concept:Adult are more responsible for their own learning experience, they are less dependent and self-directed in their own learning. Adults are more involved in the planning and evaluation of their work, whereas children rely predominantly on the teacher to plan and also evaluate their learning. Experience:Adults use their past experiences and previous knowledge as a guide to their future learning. Readiness to learn: Adult learners are likely to be in education of their own accord therefore they take their initiative for learning and tend to focus more on that which has direct relevance on their lives. Orientation to learning:Adults are more enthusiastic to try and apply their learning to life and will usually become more problem focused rather than content orien ted.The difference between the cognitive and behaviourist learning theories is that behaviourist believe that learning is based upon the key concept of stimulus response and condition whereas the cognitive believe that learning involves the mental process such as perception, reasoning, memory and information processing (Walsh, 2010).I have arranged for a qualified mentor to assess and observe my teaching and my feedback that I provided to the student (appendix 5). My assessor provided written feedback on my session. My assessor also noted how beneficial the use of further reading and hand outs. Provision of printed hand-outs, particularly with space for notes beside them, may help accommodate students who have dyslexia, and may otherwise struggle to absorb the information provided (White, 2007).I arranged the presentation to a standard where my student would be able to comprehend, with visual and audio guidance where each slide has just enough information to be thoroughly understood ; as I was going through the presentation I was keeping good eye contact and body language to ensure that my students felt comfortable. At the end of the slide, I asked my student if they understood what I said and demonstrated. My assessor commented upon the open questions I asked, keeping the student interested, engaged and relating to practice, encouraging andragogy learning.Learning StyleVisual; Learns through images, visual tools or imagining events. Completed tasks on time, has a reasonable interest in theoretical values Auditory; Learns well through talks or lectures. Absorbs sequenced organised information well, Uses checklist. Great at multitasking. Can focus well and understands the big picture. Kinaesthetic (Tactile) Learns through doing. Tends to enjoy the experience of learning. Finds it easy to demonstrate. Can  completely understand instructions or information when presented orally. Finds attention to detail simple.Upon reflection I can use this experience to expand my personal knowledge and how to develop my skills as mentor in the future. I will different resource to expand on my teaching as a mentor, different methods to suit the individual needs to learn. A wider range of learning styles would accommodate all types of learning (Rassool and Rawaf 2007, Pashler et al 2009). I would also ask my student, the best way to learn and accommodate their learning needs. I can also put more emphasis on patient safety issues (Beskine 2008).Part 5During my mentorship preparation, I have learnt that being a mentor is essential part of the student learning curve. As a mentor it is my responsibility to support my student in meeting the continues professional developments needs in agreement to the Code of Practice (NMC 2008b, Ali and Panther 2008). I also learnt that being a mentor is fragment and section of leadership behaviour to teach students (Girvin, 1998). Transformational direction focuses on the ability to influence circumstances or people by affect ing their methodology of thought and their role modelling (Girvin, 1998). Transformational guidance in nursing inspires independence and allows students or staff to reach their potential and encourages good interprofessional rapport (Pollard, 2009).By assessing and addressing the daily obstacles mentors face in clinical environment, I would act as role model to overcome the difficulty of time and having a quiet place to assess my student. I would manage my time by planning ahead and adhere to this set time and book a room to interview my student in advance. This will help me to develop my student and help me as a mentor, but would also set a good example for the other mentors on the ward, this will improve their behaviour and practice in a positive way (Girvin 1998, Pollard 2009).Overcoming obstacles such as bad staffing levels, busy ward situation and the burden of clinical commitments influence me on a harmful effective working relationship between the student and I (Beskine 2009, Hurley and Snowden 2008, McBrien 2006). Finding time to provide written feedback in the student’s documentation can be limited (Price, 2007). By e-mailing other colleagues mentors regarding the student progress on regular basis it may become common practice providing a greater range of student evaluation and a positive learning environment (Cassidy, 2009). This feedback can then be sent to the mentor at a quieter time, and discussed with the student prior to signing and entry into their documentation with time being less of an issue. Despite this being a good use of resources and time management (Beskine 2009).Preventing influencing factors such as anxiety of the student or I affecting the reliability, subjectivity and the validity of the assessment (Price, 2007). This can be supported by facilitating the learning of my student by having flexibility and understanding of the different learning styles of the student, including students with learning difficulties or disability (White 2007, Stuart 2007). As mentors, we must place strong relations between practice and theory to ensure suitability of assessment and teaching. With these concerns, the student mentor relationship must be encouraged to provide a good quality learning experience (Ali and Panther, 2008).Pre-assessing my students learning style in the initial interview would help me encourage the student to participate in a higher standard of learning (Knowles, 1990). This would help me to adjust my working strategy to build a better relationship between the student and I. I am currently mentoring a first year student on their first clinical placement, and from observation I could identify they lack a great deal of experience with adult learning and constantly need extra support and provision of resources to facilitate the learning curve, predominantly with practical skills.Orientation is the gateway to a positive placement (Beskine, 2009). All students deserve to be assessed fairly and objectively (Ali and Panther 2008), however this might cause hostile emotions or teaching environment to both the student and assessor, so it is important that this is done properly, to ensure student  progression is not impaired (Duffy 2003, Wilkinson 1999) and competence is insured to maintained patient safety(NMC 2008b, Lomas 2009).My main concern is to ensure that all the students I work with are properly assessed and are competent and fit for practice (NMC, 2008b). It is vital to frequently work with students and have clear objectives set for them from the initial interview (Duffy and Hardicre, 2007a). I am aware that my responsibility as their mentor is to make sure all concerns with the student performance are raised by midpoint the latest, so we can set action plan for the final interview. There should be no sudden surprises for the student summative assessment and for their progress and level of competence (Duffy and Hardicre, 2007a).In conclusion, mentoring is a complex and diverse role, and it is a role I will take on with focus and knowledge and the endeavour to continue to develop as a practitioner, assessor and teacher in the clinical setting. This reflective process has been incredibly valuable in preparing me to be a mentor, and my personal and professional development. I have gained a much deeper understanding of the mentor student process through investigation of the various aspects of NMC standards, as well as various assessments and teaching strategies. Areas on which I must develop are clear and in completing this course I feel adequately prepared, and look forward to further developing my skills and knowledge within this role.

Population Problems: A Worldwide Dilemma Essay

Population, specifically in terms of size, is considerably more of an issue today than it has ever been. In fact, some of the most significant problems worldwide are being attributed to the continuous rise of the human global population as mainly contributed by less economically established nations (Sociology Online). However, there is significantly more to these problems regarding population than commonly perceived. In fact, there are already several population problems that have brought about significant detrimental effects to several nations throughout the world, hence evidently causing alarm at a global scale. On of the most identifiable population problem is of course international migration (Sociology Online). From the standpoint of the common individual, migration might seem harmless as it only pertains to the transfer of people from country to country in terms of those who seek a different environment in which to live in. However, considering an immense growth in population, especially from impoverished countries, the migration of individuals from such countries towards countries which are more economically stable may result in various detrimental effects including diminished resources, social barriers, and further increase in population growth (Sociology Online). Given this, there have been methods in which migration may be controlled. In the United States for example, not everyone is allowed to migrate as there are set criteria in choosing the individuals to be allowed to stay in the country (Sociology Online). Another significant population problem is actually very much related to the first one, the continuous reduction of available resources. This problem is rather expected as the more individuals are born, the more people are in need of food. Since, food production cannot always be on par with the demand, problems will obviously arise. In fact, in extreme cases, famine may even break out as a result of the prolonged lack of available food in numerous locations, which evidently causes not only simple cases of malnutrition but in fact can cause numerous deaths for a particular locality (Sociology Online). The methods in which this is addressed is understandably not only through better rate of production of goods but also through a better consideration in terms of how much is consumed. Unlike the other two issues discussed, the third one to be mentioned is more on politics and international relations rather than simply the direct physical effects of the overgrowth of populations. The advanced countries have often showed concern regarding the increasing populations of the less developed countries, and have often expressed their eagerness in coercing the governments of these countries to promote or impose methods of population control (Sociology Online). Even though such suggestions are frowned upon in certain countries, some have in fact initiated population control methods regardless of the suggestions. In fact, the government imposed policies on having children in China have had various positive effects especially in terms of economic status (Sociology Online). As discussed, population problems today are generally associated with immense population growth, and it is evident that most global impacts are from this source. However, it must also be considered that the opposite of overpopulation is also potentially a source of negative implications (Sociology Online). Therefore, in order to truly limit or eliminate population problems, from apparent ones to more specific cases, a focus must be placed upon determining and maintaining an optimal population for each and every country worldwide. Work Cited Sociology Online. â€Å"Population Patterns and Trends. † Sociology Online Chapters and Texts. n. d. 20 May 2009

Hebrew Religions Influence on essays

Hebrew Religion's Influence on essays When the Hebrews petitioned God for a king, he felt betrayed, as if they had lost faith in him. The Hebrews sighted that they wanted a king to judge us like all nations (29), however the Hebrews were not like other nations. They were unique in having a strictly monotheistic religion as well as having their God rule over the whole land as their only king. Even after God had granted the Hebrews a king, religion was still much entwined in the Hebrew government. All decisions made by the king had were to be strictly in line with the will of God as given by the prophets. After leaving Egypt, the Hebrews became a flock roaming around the Middle East. They lacked any true leader and were lawless, holding no regard for God by making graven images and losing faith. It was not until Moses climbed Mount Sinai and was given a covenant set forth by God, to be enforced by the prophets, the 10 Commandments, did the Hebrews begin to form a group of ruling prophets. Throughout the beginning of the Hebrew country, Canaan, before there were kings, the Hebrews only form of government was solely religious based. When the Hebrew people first desired a king to judge us like all the nations (29), God felt betrayed, as if the Hebrews had rejected (him) (29). Despite the fact that God felt betrayed after all he had done for the Hebrew people, he granted their wish of a king. The first kings of Canaan were chosen by God through the prophet Samuel and were instructed to captain over (Gods) inheritance (31). In the event that these kings began to follow the will of the people over the will of God, God would reject him as was the case with Saul, the first king of Canaan. God instructed Saul (through Samuel) to smite Amalek, and utterly destroy all that they have, and spare them not; but slay both man and woman, infant and suckling, ox and sheep, camel and ass (35) Saul does n...

Enrollment to the Freelance Writing Course Closes Today

Enrollment to the Freelance Writing Course Closes Today Enrollment to the Freelance Writing Course Closes Today Enrollment to the Freelance Writing Course Closes Today By Daniel Scocco Today is your last chance to join the DWT Freelance Writing Course. Enrollment will remain open until midnight (GMT). The next edition of the course will take place only in mid-2013. Below, you’ll find what some of the past students had to say about the course: â€Å"What you supplied has far exceeded my expectations, both in content and value for money. I congratulate you on a job well done.† (Margaret Huggins, Australia) â€Å"I just wanted to let you know how much I enjoyed the online course. I have been researching content on how to establish a freelance writing career since earlier this year and your course provided information that I just haven’t been able to find anywhere else. Thanks for taking the time to develop this in a straightforward and manageable fashion.† (Yvonne Smith, United States) If youve been writing for a while as a hobby, this course will teach you the steps needed to take it further, into running your own business. With Alis writing skills and Daniels business acumen, youre really learning from people who have experience. The bonuses and private forum alone are worth the cost. (Rhys Winne, England) We also offer a 60-day money-back guarantee: If you are on the fence about joining, feel free to enroll and take the whole course. If, after that, you decide it was not what you were looking for, simply email us, and we’ll refund your money on the same day. Click here to visit the course page where you can enroll and check all the details, including the course structure, price and bonuses. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:7 English Grammar Rules You Should KnowHow to spell "in lieu of"One Scissor?

How to Apply for Community College 9-Step Guide

How to Apply for Community College 9-Step Guide SAT / ACT Prep Online Guides and Tips Did you know that almost half of all undergrads in the U.S. go to community college? In fact, there are 1,100 community colleges nationwide, and they enroll 13 million students! If you’re looking to make that 13 million and one, read on to learn how to apply forcommunity college: from deciding where to apply to enrolling in classes.Before getting the ball rolling, let’s review what community colleges offer their students and some good reasons to apply. What Can Community Colleges Offer to Students? Most community colleges offer two-year Associate’s degree programs in a wide variety of academic and pre-professional fields. A growing number also offer Bachelor’s degrees, though most of these programs are relatively new and limited in options. People who run community colleges know that not every student wants to stop at their Associate’s degree; in fact, many students attend community college to earn credits and transfer to a four-year college. To ease this transition, lots ofcommunity colleges have â€Å"articulation agreements† with their local state school system. These agreements allow a student to transfer credits smoothly from community college and enter as a junior in a 4-year program. Students can also apply to schools outside of this agreement, but they may need to put a bit more individual effort into making sure their credits will transfer. This plan, often referred to as a â€Å"2 + 2† plan, can have serious financial benefits. Community colleges tend to be more affordable than 4-year institutions, and their flexible class times make it easier for students to work part-time or even full-time jobs. Most community colleges are open access, meaning that all students can enroll(with the exception of a few programs, like nursing and engineering).Many students appreciate the typically small class sizes and attentive professors, who tend to spend most of their time teaching rather than doing research, as with many of their counterparts at research universities. While most community colleges are commuter schools without residential facilities, they oftenoffer clubs, sports teams, and support services that allow students to connect with one another and school staff. These benefits form the basis of the main reasons that students apply to community college. Let’s break down these reasons in a little more detail. It's always good to clarify your reasons before taking a bigleap. Why Do Students Choose Community College? Students apply to community college for a number of reasons. Some high school studentschoose a dual enrollment track, in which they take community college classes to fulfill high school graduation requirements. Some adult students return to school after working for several years to further their education or pursue a new degree or career change. While students at 4-year colleges tend to be around 18 to 22, the average age of students at community college is a little older at 28. For the purposes of this guide, let’s go over the common reasons that students who are about to or who have recently graduated high school choose community college, starting with those looking for professional training. To Get an Associate’s Degree or Professional License Community colleges are an ideal option for students who know they want to go into certain professional fields and are seeking the training or credentials to do so. Some of these occupationsinclude nursing, medical assistants, police officers, engineering technicians, and dental hygienists, among many others. As mentioned above, a fewprograms, like nursing and electrical engineering, may ask forcertain prerequisites from applicants. Usually, these are specific math and science classes in high school and a minimum GPA. Otherwise, the programs are open enrollment. While some students apply with the goal of an Associate’s degree or other certification, others enter community college intending to transfer after a year or more commonly, two years. These next three reasons apply to students looking to transfer and ultimately earn their Bachelor’s degree. Maybe your GPA needs a workout before applying to 4-year colleges. To Strengthen Their GPA For students planning to transfer to a 4-year college, attending community college can be a smart and strategic way to strengthen their GPA. Most 4-year colleges require a GPA of at least 2.0 or 2.5 to apply. For students who had lower grades in high school, taking community college classes can be an opportunity to bring up their grades. They can raise their GPA, earn credits, and transfer to a college to which they may not have been accepted immediately after high school. For students looking to develop their writing and math skills, they can take the time to do so in remedial classes. Any ESL students, furthermore, can hone their language skills in English language classes. Once students have completed a minimum number of credits (usually two years worth), they typically don’t have to send SAT or ACT scores to transfer. This can also help students get into colleges they might not have been able to right after high school. A couple of years in community college can help students strengthen their academic skills and renew their commitment to further education before transferring to a Bachelor’s program. To Figure Out What They Want to Study On a similar note, a year or two in community college can be a good way to figure out what exactly you want to study. Rather than jumping into college feeling unsure about their direction, some students take community classes to explore their options. Since community colleges tend to be a lot less financially burdensome, they make this kind of exploration more feasible. While most community colleges want students to apply to a specific track of study, they do allow you to switch if you want to pursue a different field of study. If you’re planning to transfer, you’d just want to work closely with your advisor to ensure that you’re earning the right credits for a future Bachelor's degree major. Community colleges tend to be a lot less expensive than 4-year schools, as any financialadvisor/ceramic pig worth his weight in pennies will tell you. To Minimize the Financial Burden I’ve mentioned a few times that community colleges tend to be less expensive than 4-year colleges. Exactly how much less expensive are they? According to the National Center for Education, the average community college cost for a year (tuition, materials, other fees) was $9,574 in 2013. While this is a significant sum, it’s less than half of the average for 4-year schoolsof $23,872. In addition to saving money on tuition, community college students are eligible for financial aid, including federal grants, federal loans, state aid, and institutional aid. Plus they may be able to choose evening, weekend, or online classes that allow for a part-time or full-time job. Students considered â€Å"in-state residents† get in-state tuition, which is why most community college students choose schools close to home (along with the convenience of the location). If they transfer to a state school through an articulation agreement, then they further save money with in-state tuition. Ultimately, their diploma comes from the institution from which they graduated, same as any student who attended for four straight years. Now that we’ve gone over the main reasons that students attend community college, let’s go over how you can apply! Do as theAtlantic puffins do. Take things one step at a time. How toApply ForCommunity College, Step by Step As discussed above, most community colleges are open enrollment, so they don’t require as much documentation as do applications to 4-year schools. Every school I know of lets you apply online. Your first step, though, is deciding where to go. Step 1: Decide Where to Apply Since community colleges are open access, you don’t have to send applications to a few different safety,target, and reach schools as you would for other colleges. Instead, unless you're applying to an especially selective track, you canfigure out where you want to go and just apply there. If your main concern is staying close to home, as it is for many students whowill be commuting, then you may simply choose the school in the most convenient location. Most states have several community colleges; Massachusetts has 15 in 24 locations, New York and Texas have over 30, and California has 3! Chances are, you shouldn’t have too much trouble finding local community colleges. Of course, you also want to make sure that the school has the program(s) you want.Researchits website, email theadmissions office, go on a tour, and attend information sessions. These should be available throughout the year, and usually, you can sign up through the school’s website. Simply go to the website and find the â€Å"Visit Us† or â€Å"Information Session† page. That way you can make sure you find the best community colleges withthe programs and resources you need. Once you’ve figured out where to enroll, you can find its online application. Step 2: Fill Out and Submit Your Online Community College Application While many 4-year schools use the Common Application or Universal Application, most community colleges have their own online application portals. A few states offer one system for all of their community colleges, such as California with its â€Å"CCCApply† site. Every college designs its own website, but most will have a tab where you can click â€Å"Apply.† You can see a few examples of the application pages of this northeast community college,Bunker Hill Community College, along with theCommunity College of Philadelphiaand City Colleges of Chicago (note that the Chicago schools have you fill out an initial form and then send you a student ID number to fill out the rest). While they have some differences in design, most community collegeapplications ask for the same details: your name, address, citizenship, residency, high school, and intended major. Most ask for your overall goal, whether you want to earn an Associate’s degree or certificate, acquire personal or professional skills, transfer to a 4-year institution, or enter the workforce. If you’ve already taken some college courses, then you may be able to transfer credits. Additionally, these applications ask if you’re applying for financial aid. Your last step will be providing your electronic signature and hitting submit. As for when to apply for community college, most applicationsare processed within 24 to 48 hours, allowing you to enroll as late as two weeks before the start of classes! I wouldn’t recommend leaving your application this last minute, especially if you're applying for financial aid, but it’s a nice back up in case some other plans fall through. As you can see, you typically don't need to write essays, gather recommendations, or send SAT / ACT scores to community colleges. Generally speaking, the only document you need to provide from your high school is your diploma, GED, or transcript. Step 3: Provide Your High School Diploma, GED, or Transcript Community colleges want to see proof of past or upcoming high school graduation. If you don’t have your diploma from graduation yet or a GED, you should send a copy of your transcript. This will show your expected date of graduation and provide evidence that you’re working toward fulfilling your high school requirements. You can get your transcript from your guidance counseling department. Then you can upload it to your online application, mail, or deliver it to the college in person. If you do have your diploma or GED, you usually don’t need to send your transcript, except for the select programs with their own requirements. You can just send one of those documents. If your school needs your ID, make sureyours has a first name. Step 4: Provide Proof of State Residency, If Applicable If you’re applying for in-state tuition, then you may need to provide proof of in-state residency. Students who have attended high schools in the same state as the community college for more than a year usuallydon’t need to send any further evidence. Your transcript will show that you lived and attended school in-state. If you didn’t attend high school in the state or the college asks for further documentation, you could send a state driver’s license, local bank account, vehicle registration, voter registration, or state or federal income taxes with in-state residential addresses. All of these should be dated at least a year previous. If you’re a dependent, then the document you send should belong to a parent. If you’re an independent, then it should belong to you. If you’re not sure what steps you need to take here, you should contact the community college to get their advice. You wouldn’t want to miss out on financial aid due to confusion with the application. The community college should contact you if there are any issues, but it’s still worthwhile to be proactive and ask them for guidance. Step 5: Submit Your FAFSA Another important financial consideration is applying for federal financial aid with the FAFSA. Your timeline for this may actually fall earlier than your application to community college. The FAFSA application opens up on January 1. As the U.S. Department of Education itself suggests, you should submit your FAFSA as early as possible â€Å"to ensure that you do not miss out on available aid.† Financial aid is another good reason to plan early for college. The FAFSA will ask you to list the colleges to which you’re applying so it can send them your calculated financial need and estimated contribution. If you change your plans, you can sign back in and add a recipient. However, the smoothest plan is to list your community college at the time you apply to FAFSA. In addition to applying for federal financial aid, you might search for and apply to other external scholarships. There are all sorts of scholarships out there with different requirements, so you might find one that seems made just for you! The new student orientation will give you a chance to learn about the school, meet new people, and not have to worry about forgetting anybody's name. Step 6: Attend a New Student Orientation As mentioned above, it’s a good idea to attend a campus tour and an information session before you apply to learn more about your prospective school. Many community colleges also hold orientations for new students. These usually span a day or two and give you information about financial aid, placement testing, student and campus resources and policies, and academic guidance. They may also have you set up a school account and email address. If your school offers its own online portal, then you’ll probably do your class registration and other communication through that. Step 7: Take Placement Tests in Math and English One unique requirement of community colleges is their placement tests. After the college processes your application, you’ll be invited to take placement tests to determine your level for math and English classes. While you don’t have to take the SAT or ACT to enroll, you may find yourself exempt from these placement tests if you havea minimum SAT or ACT score. These vary from school to school, but tend to be around a 450 on SAT Reading or a 47 on ACT English and Readingcombined. For math, schools usually want to see around a 450 on SAT math or a 22 on ACT math. Placement tests don’t affect whether or not you get into community college. Instead, they help to determine what courses you should take in your first semester. It still may be useful to review math and English material before taking them to make sure you don’t end up in a class repeating much of what you already learned in high school. Your advisor's there to help! Step 8: Meet With YourAdvisor By the time you meet with an advisor, you should be all set with enrollment and placement testing. Your advisor can talk to you about the classes you want to take, as well as give you guidance about requirements and classes that could transfer credits to a 4-year school, if that’s in your plans. You can also ask her about opportunities outside of class, like cultural clubs, sports, language groups, and support services. To make the most of this meeting, make sure to research classes and prepare questions. Step 9: Register for Classes Finally, you’ll register for your classes! Full-time students usually take about 4 to 5 classes per semester. The first semester for first yearstends to be highly structured, so you may not have a lot of choice with these first few classes. If your registration is delayed, double check that you’ve paid all your fees and provided all required documentation, like proof of immunization (required for all college students when they start as freshmen - and grad students too, for that matter). Once you’ve registered for classes, you’re all done with the application process! It’s time to settle in and get studying! Now that we’ve gone over the steps for how to apply for community college, is there anything else you can do to get ready? To fully prepare, you must cross a mountain range with nothing but a walking stick and a backpack full of books. How Else Can You Prepare for Community College? While you can technically apply to community college at the last minute, you’d be much better off planning early, like in the winter or spring of senior year. Spend some time researching local community colleges or out of state schoolsand their programs. Attend information sessions, go on a tour, and try to speak to current and former students about their experiences. You should clarify your reasons for attending and overall goals to make sure you’re choosing the best classes and earning the credits you need. Part of this research may also involve learning about the community college’s articulation agreements with state schools and other 4-year schools to which you might ultimately apply. While you may not be sure exactly what 4-year college you’ll eventually transfer to, you can still work closely with your advisor to learn about credit requirements and how and when to apply to Bachelor's programs as a transfer student. As you attend info sessions and meet with your advisor, make sure to prepare some questions about application requirements, class registration, and/or transfer agreements. By gathering all the information you need, you can make the most of your time at community college to learn, earn credits, and work towardyour long-term academic and professional goals. What's Next? Are you also considering 4-year colleges in addition to community colleges or just wondering what the application process is like? To learn more about the process, check out this complete guide to applying to a 4-year college. Are you applying to college, but your GPA is lower than you'd like? Don't be discouraged! Read this guide to learn how to put together a strong college application despite lower than average grades. Colleges can get expensive, so you want to be on the ball about financial aid. This comprehensive guide goes over everything you need to know about applying for financial aid, step by step. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Things They Carried Essay Example | Topics and Well Written Essays - 1000 words - 1

The Things They Carried - Essay Example The burdens that the characters carry manifest themselves even before they arrive in Vietnam. In the story â€Å"On a Rainy River,† the narrator O’Brien explains the events that led him to Vietnam in the first place: â€Å"In June of 1968, a month after graduating from Macalester College, I was drafted to fight a war I hated† (44). As a pacifist, he did not believe in going to war, so he contemplated running away to Canada. With his opposition to the war, O’Brien felt that he could not carry the burden of participating in Vietnam; however, these personal burdens were not the only ones that were weighing upon him. He felt that by becoming a deserter, he would become a burden upon his family: â€Å"They carried the soldier’s greatest fear, which was the fear of blushing. Men killed, and died, because they were embarrassed not to. It was what had brought them to the war in the first place, nothing positive, no dreams of glory or honor, just to avoid t he blush of dishonor. They died so as not to die of embarrassment†(16). These motivations run contrary to the traditional motivations for going to war; he at no point considers going to war for patriotic reasons or for dedication to the ideals and causes of his country. Wanting to not disappoint his family, O’Brien decides that the burden of going to Vietnam contrary to his political beliefs was less of a burden than the ramifications of his draft dodging. Vietnam weighed heavily upon O’Brien, and he had not even been to the country yet. Among the necessities or near-necessities were P-38 can openers, pocket knives, heat tabs, wrist watches, dog tags, mosquito repellent, chewing gum, candy, cigarettes, salt tablets, packets of Kool-Aid, lighters, matches, sewing kits, Military payment Certificates, C rations, and two or three canteens of water. Together, these items weighed

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Coursework portfolio - Essay Example The required skills for the aforementioned job position comprise brilliant communication skills, proficiency in Information Technology (IT) related skills and effective problem-solving as well as decision-making skills (Warwick District Council, n. d). The major duties for the job position of a sales presenter would comprise business development activities, meeting the customers, generating leads and making sales presentations. The required skills include outstanding communication abilities, tenacity, superior level of confidence and self-motivation (International Finance Corporation, n. d). Conversely, the main responsibilities as well as roles of a care assistant are to provide active support as well as deliberately working with the students and most importantly assisting the teaching staffs associated with Individual Care Plans. Moreover, the care assistants would also have to attend and enthusiastically contribute towards Individual Care Plan reviews in conjunction with maintaini ng any kind of related records. Working mutually with the coordinators of Learning Support along with the lecturing staffs and offering useful practical services to the students are also acknowledged to be the duties of a care assistant. In addition, the other important duties of a care assistant include periodic reporting to the Coordinators of Learning Support, Wellbeing Advisors and teachers along with other relevant external agencies. The skills which are required for this particular job position are high enthusiasm, optimism, self motivation and superb communication skills (Trussville City Schools, 2006). Suitability for Each Job On The Basis Of Seven CBI ‘Employability Skills’ Employability Skills Customer Service Advisor Sales Presenter Care Assistant Application of Numeracy I have completed my graduation course which included the subject of Mathematics and also pursued a financial accounting course which involved numerous calculations. Team Working I was a part of a dynamic team in a knowledge process outsourcing (KPO) organisation where I was required to work jointly with the team members and perform as a team during my one year of service. Self Management I experienced the value of self management quality while working in the KPO organisation. Business and Customer Awareness I am presently pursuing a business management course which principally focuses upon the awareness as well as the satisfaction of the customers in the business sector. Application of IT During my graduation, I also pursued a course in Advanced Diploma in Computer Hardware Engineering (ADCHE). The main subjects included Computer Basics, Microsoft Office, Internet, Software Installation and Networking. Problem Solving In one of my subjects in Graduation i.e. Business Regulatory Framework and Company Law (BRF & CL), I had to learn to analyse as well as to recognise the different problems which I had applied in the past while I was working in the KPO organisation. Communi cation & Literacy Though I had completed my graduation program from abroad, it was a remarkable experience for me to communicate with various people belonging to diverse

UK constitutional convention Essay Example | Topics and Well Written Essays - 1000 words

UK constitutional convention - Essay Example A constitutional convention is an uncodified or unwritten and an informal procedural agreement, which is followed by institutions in a state. Common wealth states for instance states that they follow the British west minister system of government. A constitutional convention is therefore traditional unwritten laws that form the fundamentals of the written constitution. Most states in the modern world are guided by constitutional conventions instead of the written constitutions1. However, in the states that follow constitutional conventions, they have difference in distribution of powers, which are remarkably different from those that follow formal constitutional documents (The Economist Intelligence Unit, 2006). Unlike the written constitution, which gives the head of state too much power, constitutional conventions in practice are used only to advice the government. The use of constitutional conventions arose when the exercise of a certain type of power that is not prohibited by law began raising opposition that it became impossible on future instances to take part in additional exercise of these powers. An example of such constitutional convention is that the prime minister of UK cannot continue in office lacking the support of the majority of votes in the House of Commons (The Economist Intelligence Unit, 2007). Different states have a system whereby they use constitutional conventions only, while others use a system whereby they operate alongside written constitutions. ... They can only be exercised when the parliament or the national assembly passes a decree or constitutional amendment codifying the convention. The above principle UK is viewed as authoritative and acceptable in many other jurisdictions, including the most of the common wealth countries (The Economist Intelligence Unit, 2005). Constitutional conventions are not always acceptable due to various reasons. One prominent reason is that they keep on changing overtime as compared to written laws that would require concept and a constitutional amendment. For instance in the UK, the British parliament requested a parliament dissolution from the monarch. Since then, the prime minister in the UK can decide to dissolve the government on his own without consulting the queen. It is of prime importance to note that constitutional conventions have played a huge role in promoting democracy2. This is because they promote equality in the decisions that an individual can make over the other. They also all ow citizens to participate equally in direct representation or through representative democracy (The Economist Intelligence Unit, 2004). According to The Economist Intelligence Unit (2003), constitutional conventions have been known to play a major role to promote democracy. UK has the highest number of constitutional conventions unlike other nations since the majority of its laws are not written. The countries constitutional conventions provide key rules and guidelines for the country’s constitution. These conventions add to, or take away from, in at times dramatic was. One of the main conventions in UK includes the convention of individual ministry responsibilities. The unwritten

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Galileo and Aristotle on falling bodies - Essay Example Aristotle explained how objects fall, he stated that every object has a natural place and if the object is moved it will move back to the natural place. Aristotle was among the first early scientists to quantitatively think about speed of a moving body he came up with to assertions on natural motion of free fall 1. Speed of a falling body is proportional to its weight i.e. heavier bodies fall faster than light ones. 2. Speed of a free falling body is inversely proportional to the density of the medium it is falling through Aristotle did not put into consideration a vacuum because it would be incompatible with his thinking. The inference deduced from his theories shows that objects experience less resistance with increase in speed therefore, in a vacuum an object would move infinitely fast. A study of moving objects led Aristotle to the conclusion that velocity, for a given force was inversely proportional to the density of the medium. In modern science this is v=k/d where v, speed is a function of density d and k is a function of proportionality. He explained acceleration as an objects response to its natural place. He states that since the object ’knows‘it’s final destination it keeps going faster until it gets there. To Aristotle two objects of different kinds in a similar medium would not have similar acceleration as the heavier object overcomes resistance of the medium and would thus fall faster than the lighter object. Aristotle obtained his results from pure observation he did not subject any of his theories to any experimental or mathematical scrutiny he also did not have any methods at the time to create a vacuum or reduce friction in order for him to notice dependency on density. Frictionless uniform motion was not analyzed by Aristotle, he considered motion under constant force acted upon by friction, and he concluded that a constant force must be applied on a body to overcome effects of friction force. Galileo - He was the first p erson to publicly and experimentally observe and prove discrepancies with Aristotle’s predictions one of his first experiments was on motion of bodies on free fall it was a challenge to Aristotle’s motion theories, Galileo’s approach to science was different from Aristotle’s he can be referred to as the father of modern science, he concentrated on describing a problem mathematically first, before coming up with a conclusion , he assembled relevant information and created a coherent pattern to disapprove Aristotle’s assertions. He carried out quantitative results rather than describing observations qualitatively, he speculated that in addition to gravitational force acting on a free falling object there was a counter upward force exerted on a falling object by the medium it is falling through. Galileo came up with experiments to show this phenomenon. He used water as the medium to make motion of object through it relatively slow in order for him to record time taken by each object. With this experiment he discovered 1. Heavy objects that are streamlined reached the bottom of experimenting tank at approximately the same time only a little bit longer than time taken to cover a similar height in air 2. Lighter and less streamlined objects took more time to reach

UK constitutional convention Essay Example | Topics and Well Written Essays - 1000 words

UK constitutional convention - Essay Example A constitutional convention is an uncodified or unwritten and an informal procedural agreement, which is followed by institutions in a state. Common wealth states for instance states that they follow the British west minister system of government. A constitutional convention is therefore traditional unwritten laws that form the fundamentals of the written constitution. Most states in the modern world are guided by constitutional conventions instead of the written constitutions1. However, in the states that follow constitutional conventions, they have difference in distribution of powers, which are remarkably different from those that follow formal constitutional documents (The Economist Intelligence Unit, 2006). Unlike the written constitution, which gives the head of state too much power, constitutional conventions in practice are used only to advice the government. The use of constitutional conventions arose when the exercise of a certain type of power that is not prohibited by law began raising opposition that it became impossible on future instances to take part in additional exercise of these powers. An example of such constitutional convention is that the prime minister of UK cannot continue in office lacking the support of the majority of votes in the House of Commons (The Economist Intelligence Unit, 2007). Different states have a system whereby they use constitutional conventions only, while others use a system whereby they operate alongside written constitutions. ... They can only be exercised when the parliament or the national assembly passes a decree or constitutional amendment codifying the convention. The above principle UK is viewed as authoritative and acceptable in many other jurisdictions, including the most of the common wealth countries (The Economist Intelligence Unit, 2005). Constitutional conventions are not always acceptable due to various reasons. One prominent reason is that they keep on changing overtime as compared to written laws that would require concept and a constitutional amendment. For instance in the UK, the British parliament requested a parliament dissolution from the monarch. Since then, the prime minister in the UK can decide to dissolve the government on his own without consulting the queen. It is of prime importance to note that constitutional conventions have played a huge role in promoting democracy2. This is because they promote equality in the decisions that an individual can make over the other. They also all ow citizens to participate equally in direct representation or through representative democracy (The Economist Intelligence Unit, 2004). According to The Economist Intelligence Unit (2003), constitutional conventions have been known to play a major role to promote democracy. UK has the highest number of constitutional conventions unlike other nations since the majority of its laws are not written. The countries constitutional conventions provide key rules and guidelines for the country’s constitution. These conventions add to, or take away from, in at times dramatic was. One of the main conventions in UK includes the convention of individual ministry responsibilities. The unwritten

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Modern transparencies and unwanted-exposures Essay Example for Free

Modern transparencies and unwanted-exposures Essay Human beings have been constructing shelters to serve different purposes since the beginnings of civilization. How a building was constructed depended on three qualities set out by Vitruvius, the Roman architect in his treatise De Architectura †¢ Durability †¢ Utility †¢ Beauty Across the ages, one of these three criteria has been more important than the other. The precept of modern architecture is ‘form follows function’. The function of the building determines its structure. But built into this precept are many other modern and post-modern conceptions of notions such as privacy, publicity, sexuality, art, etc. Some of the key components of design are space, volume, mass, texture, shadow, light, materials, structure, etc. Each of these components has been given varied importance in the different times. Modernist architecture has been influenced heavily by the Austrian architect Adolf Loos who believed that ‘ornament is crime. ’ He said, The evolution of culture marches with the elimination of ornament from useful objects. He believed that the influence of culture on ornamentation would change with changing culture and therefore ornamentation itself would become obsolete. Adolf Loos said, â€Å"Does it follow that the house has nothing in common with art and is architecture not to be included in the arts? Only a very small part of architecture belongs to art: the tomb and the monument. Everything else that fulfils a function is to be excluded from the domain of art. † Ornamentation is tantamount to art, which Loos completely discredits by saying, â€Å"The house has to please everyone, contrary to the work of art which does not. The work is a private matter for the artist. The house is not. † He differentiates designing a house and depicting art in these words, â€Å"The work of art is brought into the world without there being a need for it. The house satisfies a requirement. The work of art is responsible to none; the house is responsible to everyone. The work of art wants to draw people out of their state of comfort. † Loos echoes the philosophy of Deleuze when he says, â€Å"The work of art shows people new directions and thinks of the future. The house thinks of the present. † According to Deleuze, art is supposed to provide signs reading which a person is supposed come out of the rote of daily quotidian life and move towards creativity. Entailed in this function of art is deep discomfort which is why a house is not supposed to perform the function of art. Entailed in the notion of a house is a feeling of comfort in the present. â€Å"The house has to please everyone, contrary to the work of art which does not. The work is a private matter for the artist. The house is not. † â€Å"The house has to serve comfort. The work of art is revolutionary; the house is conservative. † Adolf Loos strived to strip culture of ‘art’ and ‘ornament’ and bring to it pragmatism, functionality and rationalism. Each of these qualities is attributed to the male. They are in stark contrast to the Jugendstil artists from the Wagner school. According to Susan Henderson, â€Å"Loos maintained that strict gender distinctions were basic to the ordered logic of modern society, and he decried the ambiguous gender roles that had invaded art and culture. Jugendstil decadence lay in its unrealistic attitude towards the capitalist economy, its regressive fascination for a dying aristocratic tradition, and a benighted love of ornament that sapped the productive energies from Viennese culture. His call for cultural reclamation through a reinvigorated rhetoric set the stage for embedding a new masculinism in the language of early modernism and the reassertion of middle-class values after a generation of retreat from the productive enterprise. † There exists an in-built contradiction between notion of perfect space that the architect harbours and the real mess of daily life. In both cases the woman is positioned as hidden and within and is always object subject to the male gaze. The domestic space of the Josephine Baker is converted into an erotic space. Josephine is present ‘in absentia’. The architecture is incorporated into the body of Josephine Baker and the body is entrenched in the architecture. â€Å"This is a wide-ranging and multifaceted notion of circulation, which includes passages, traversals, transitions, transitory states erotic circulations. † (Bruno, 1992) Given this understanding of Loos’ psychology it is a little complicated to learn the aesthetics of the Josephine Baker villa in Paris. This villa stands in contrast to many other designs of Loos. Feres el-DahDah says, â€Å"It is an epistolary attempt to detail her image in ‘various points’ through a kind of writing that stretches a third skin between the body of the architect and that of the dancer. The house is an apparatus†¦through which one can somehow rub against, or trap, a dancer’s exoticized body. It is a building designed as a tactical enterprise, as the imaginary ‘prose’ of an amorous conquest in between whose lines (in between the stripes of its facades and the distribution of its rooms) one is to decode a longing to signify desire. In other words, this house corroborates someone’s yearning to touch the absent body of Josephine. † This ‘present absence’ of Josephine Baker is called by Adolf Loos, ‘modern distinction’. The intense longing for the absent object brings to life that objects giving it a surreal physical manifestation. The elevations of the Baker house support this Freudian argument. The empty spaces represent Loos’ phallocentric desired for the absent object. If the Josephine Baker house is a modern depiction of sexuality that uses large unwanted space as a representation of desire for the body of Josephine Baker, large space is also used to represent violence and inspire fear through the designs of panopticons. Panopticon is a prison designed by Jeremy Bentham, the eighteenth century English Philosopher. The function of a panoticon is to watch the prisons without the prisoners themselves being aware either of the observer or of the process of observation. Jeremy Bentham called it ‘sentiment of an invisible omniscience. ’ â€Å"the more constantly the persons to be inspected are under the eyes of the persons who should inspect them, the more perfectly will the purpose †¦ of the establishment have been attained. Ideal perfection, if that were the object, would require that each person should actually be in that predicament, during every instant of time. This being impossible, the next thing to be wished for is, that, at every instant, seeing reason to believe as much, and not being able to satisfy himself to the contrary, he should conceive himself to be so. This point, you will immediately see, is most completely secured by my brothers plan; and, I think, it will appear equally manifest, that it cannot be compassed by any other, or to speak more properly, that if it be compassed by any other, it can only be in proportion as such other may approach to this. † The fundamental structure of a panopticon consists of a circular building. The rooms of the prisoners are present in the circumference of the building. Iron grating is present on the inner circumference. But this grating is virtually invisible to the prisoner. Such a grating traps the prisoner between the feelings of freedom and imprisonment. The prisoner knows that there is a grating but he cannot see it. It places him a limbo between privacy and publicity. Violation of private space is violence nonetheless. The room of the inspector is at the centre of the building. The windows of the prisoners’ room ‘radiate’ through the centre of the inspector’s room such that the inspector has a direct view into the rooms of all the prisoners. The windows would be covered by blinds till the eye level of the prisoners. This function of a window is opposed to that perceived by Adolf Loos, â€Å"to let the light in; not to let the gaze pass through†. Of course, the context of the windows in both cases is very different. In a panopticon, light is allowed to pass through only to the extent that allows the inspector to see the inside of the cell. In a house, light must be let in to brighten the house and make it comfortable to the inhabitants.

Modern Hot Metal Desulfurization

Modern Hot Metal Desulfurization Modern Hot Metal Desulfurization And Dephosphorization Technologies Introduction The purpose of phosphorus and sulfur removal is to decrease the concentration of these particles along with the undesired inclusions (oxides, borides, nitrides, carbides, and chlorides) to accomplish the final product quality requirements [5]. Dephosphorization involves low temperature, high slag basicity (CaO/ SiO2 ratio) and high oxygen activity whereas desulphurization entails high temperature, high slag basicity (CaO/ SiO2 ratio) and low oxygen activity. Initially, dephosphorization was performed by the addition of iron ores in the blast furnace runner. Soda ash (Na2CO3) was used in the blast furnace house during desulphurization. Subsequently, dephosphorization was improved by the subsurface injection of reagents in vessels, such as torpedo or submarine cars. Desulfurization was enhanced by co-injection of lime and magnesium into the hot metal transfer ladles [6]. The following dephosphorization and desulphurization technologies are reviewed: 1. Dephosphorization by the multirefining converter (MURC) process 2. Dephosphorization using CaO aggregates 3. Desulfurization by Magnesium 4. Desulfurization by flux injection using a new kinetic model 5. Desulfurization by the CFD modeling 1. Dephosphorization By The Murc Process The multirefining converter (MURC) process claims to improve the efficiency of the dephosphorization procedure by reducing the cost and minimizing the slag volume. It is a new hot metal pretreatment in which dephosphorization and decarburization processes are developed in the same converter for further reduction of the decarburization slag. The MURC process reduces the amount of slag by 50 % in comparison to the conventional pretreatment processes (30 %). The decarburization slag is continuously recycled (Figure 1). A low basicity dephosphorization slag is discharged from the MURC due to the high amount of total iron in the slag (T Fe) and no desiliconization treatment of the hot metal. This results into a valuable utilization of the dephosphorization slag in the steelmaking process. 2. Dephosphorization Using Cao Aggregates The multiphase dephosphorization slag is analyzed through the addition of calcium ferrite flux powder into hot metal. It is observed that high [Si] content (0.15 %) shows a similar CaO efficiency for dephosphorization than low [Si] content (0.00 %). The low [Si] content exhibits calcium phosphate (3CaO.P2O5) whereas high [Si] content shows a combination of calcium silicate (2CaO.SiO2), and calcium phosphate. The formation of these solid phases explains a similar CaO efficiency under different [Si] content. 3. Desulfurization By Magnesium Desulfurization is enhanced by the stirring effect of Mg bubbles in the hot metal. The reaction speeds up by the addition of lime and CaC2. These desulfurization reagents were tested in ArcelorMital Indiana Harbor. The typical inclusions before reagent injection were TiC and MnS. TiO2 is added to protect the graphite lining in the blast furnace. MgS + TiC and MgS were the most frequent inclusions after the reagent injection. MnS inclusions were not observed after this stage. This means, most of these inclusions floated up at the end of desulphurization. Further improvement of desulfurization can be achieved by Al addition. The latter reacts with lime to form lower melting point calcium aluminates. 4. Desulfurization By Flux Injection Using A New Kinetic Model Desulfurization is performed by introducing powder reagents (CaO, calcium carbonate, calcium diamide carbonate) into the hot metal using either core wired or a carrier gas (nitrogen). This creates a complex variety of interfaces in torpedo ladles (Figure 2) [7]. There are two reaction modes that are present in the heterogeneous/ immiscible phases. The first mode is related to the transitory reaction between the liquid steel and powder particles. The second mode is the permanent reaction between the slag on the surface and the molten steel. Desulfurization in torpedo ladles. The interfaces are: (1) Jet zone; (2) bubbles and particles rise in the plume zone; (3) bubbles emerge in the breakthrough zone; (4) slag zone; (5) gas-slag-metal emulsion forms in the dispersion zone; (6) metal reacts with lining in the lining zone; (7) lowest stirring intensity in the intermediate zone Several parameters influence the desulfurization of hot metal and are predicted by a new model of submerged powder injection. The total amount of the flux is considered to be liquid at steelmaking temperature and the injection rate along with the time lapse can be determined. The total sulfur removal rate for both the permanent contact (top slag) and transitory (injection powder) mode is obtained by the following equation, The right hand side of the reaction is related to the transitory reaction. This equation is only useful during the powder injection. After that, the right hand side becomes worthless. Sulfide solubility in slag is restricted. Once the sulfide solubility limit is reached, a pure sulfide phase grows within the slag to absorb the excess of sulfur. Sulfide saturation may occur before the slag and metal reach equilibrium. The speed of the reaction is reduced until the sulfur content is dropped. Excess of sulfur in permanent reactions produces a reversion reaction and further desulphurization cannot occur. The transitory reaction removes the excess of sulfur by the continuously addition of fresh powder into the torpedo ladle. It is also recommended to deslag after powder injection. Figure 3 is divided into [% S] wt % and reaction rate. The experimental results are obtained from the 20 CaO-60CaF2-20Al2O3 (by weight) powder injection under an argon atmosphere into 3.4-3.8 kg cast iron at 1310 Â °C. Once the slag (permanent-contact reaction) experiences an excess of sulfur at 420 s, the sulfur concentration decreases continuously until 950 s. The contributions of the permanent and transitory reactions are also displayed. The permanent reaction increases with time until it is saturated. The transitory reaction never approaches to saturation conditions. The difference between these two reactions is not significant large. Therefore, the contribution of these both reactions is generally equal. 5. Desulfurization By CFD Modeling Synthetic slag is used on the desulfurization process due to its reuse in several treatments. The sulfur is transferred to the synthetic slag followed by slag regeneration. Slag regeneration is performed by the oxygen injection to produce gaseous sulfur dioxide (Equation 3). The sulfur distribution also differs from the slag and the metal once desulfurization begins (Figure 4). A porous plug at the bottom of the vessel is used to inject nitrogen in the hot metal. The fluid velocity is increased to optimize the desulfurization rate to improve sulfur transport. Therefore, CFD analyzes the desulfurization and slag regeneration processes to optimize the plug position and calculate the drift velocity of gas bubbles, desulfurization rate, among other parameters, for future design of desulphurization processes. Conclusions Multirefining converter (MURC) (1) Dephosphorization and decarburization are carried out in the same converter, reducing the slag volume for better industrial, economical and environmental purposes (2) The dephosphorization efficiency is increased by greater amounts of CaO to produce solid phases, such as 3CaOP2O5 and 2CaSiO2 Desulfurization by Mg (1) TiC particles are nucleation sites for MnS and MgS (2) MgS inclusions are the most frequent particles after the reagent injection Desulfurization by flux injection using a new kinetic model (1) A new model is developed to evaluate and identify separately the transitory and permanent reactions (2) This model helps to predict the excess of sulfur to avoid reversion of it in the hot metal (3) The contributions of the transitory and permanent contact reactions are observed to be in a similar proportion, concluding equal influence in the powder injection technique CFD Modelling (1) The desulfurization and slag regeneration are successfully modeled using thermal and transport mechanisms References [1] S.Y. Kitamura, K. Yonezawa, Y. Ogawa, N. Sasaki (2002). Improvement of reaction efficiency in hot metal dephosphorization, 29 (2), 121-124 [2] Q. Liu, H. Pielet, P. Kaushik B. Chukwulebe (2009). AISTech 2009 Proceedings. An investigation of hot metal desulfurization by Mg, 1, 821-827 [3] S. Ohguchi and D.G.C. Robertson (1984). Kinetic model for refining by submerged powder injection: Part 1 Transitory and permanent contact reactions, 11(5), 261-274 [4] S. Pirker, P. Gittler, H. Pirker J. Lehner (2002). Elsevier. CFD, a design tool for a new hot metal desulfurization technology, 26, 337-350 [5] X. LV and L. Zhang (2008). Removal of impurity elements from molten aluminum: part 1. A review. 1, 1-35 [6] R.J. Fruehan (Ed.) (1998). The making, shaping and treating of steel (11th ed.). Pittsburgh: The AISE Steel Foundation [7] M. Sadmi S. Ashhab (2007). Jordan Journal of Mechanical and Industrial Engineering. Application of neural net modeling and inverse control to the desulfurization of hot metal process, 1 (2), 79-84

Language as the Key to Identity and Social Acceptance in Richard Wright’s Book, Black Boy :: Wright Black Boy Essays

Language as the Key to Identity and Social Acceptance in Richard Wright’s Book, Black Boy According to African American writer, James Baldwin, language is a â€Å"vivid and crucial key to identity† and social acceptance. Black Boy, by Richard Wright, defends Baldwin’s belief. In a selected Black Boy passage, where Richard and his friends converse, the rhetorical techniques, pathos and warrants assist to convey Wright’s own attitude toward the importance of language as a key to identity and social acceptance. The idea that language is important to identity and social acceptance is defended in the passage by the utilization of pathos. Diction largely relays the comfortability of Richard and his friends with each other by not speaking in proper English, with phrases like, â€Å"that ain’t gonna do you no good,† and words like â€Å"miz† for â€Å"miss† and â€Å"scareda† as â€Å"scared of.† Also, syntax is used to make short explanatory sentences after each blurb of dialog: â€Å"An angry grunt of supreme racial assertion.† Language as an indicator of social acceptance is also seen in the word choice, with a wide array of cuss words, like â€Å"sonofabitch†, â€Å"hell†, and â€Å"nigger†. Repetition is developed through out the passage with the word â€Å"silence,† to indicate the identity of the boys with language. Wright also incorporates personification, personifying the boys talk being able to â€Å"weave, r oll, surge, spurt, veer, swell†¦Ã¢â‚¬  showing the comfortability and social acceptance of each other because of language. Richard Wright’s use of pathos helps to defend Baldwin’s beliefs on language. Another rhetorical technique that aids as a defense for Baldwin’s views is Wright’s use of value-based assumptions, or warrants. The boys establish their black identity through diction, referring to on another as â€Å"nigger† and â€Å"we†, â€Å"naà ¯ve† and â€Å"race†. Many assumptions are made about whites with rhetorical questions like, â€Å"Man, ain’t they ugly?† and other race related questions. The conversation of Wright and his friends make the assumption that whites treat blacks poorly, which establishes identity through language. Agreeing of the other boys with the â€Å"racial assertion† further leads to social acceptance. Repetition of negative statements about â€Å"whites† also further strengthens the warrants. â€Å"The enemy is an animal to be killed on sight† is a metaphor, which illustrates the black assumptions of whites through language.