Early Childhood Education- The High Scope Curriculum Research Paper - 2

Early Childhood Education- The High Scope Curriculum - Research Paper Example Of the entire curriculums one of the most effective and efficient process is that using the High Scope Curriculum (HighScope, 2009). This report will deal with analyzing the benefits and drawbacks of the High Scope Curriculum and based on the discussion the effectiveness of the approach will be analyzed. The High Scope Curriculum approach has been developed and refined over the last forty years and this method provides numerous strategies and techniques that can be utilized to assist children at the early stages to become problem solvers and independent thinkers (YMCA, 2009). The approach was originally developed and introduced to assist and serve the children ‘at risk’ in the Michigan area (YMCA, 2009). A research had been conducted by David Weikart, the Director of Special Services to assess the reasons for the number of children failing in school. The research brought out results that highlighted the need for early intervention and using the theories of Jean Piaget, he discovered the need for early introduction of ‘Active learning’ (YMCA, 2009). The High Scope Curriculum involves a high degree of active learning throughout the program. The curriculum includes a few early age indicators like the need and initiative of the children to learn new things by asking questions and looking for answers and also trying to solve problems. These steps form the key development indicators for the growth and development of the children and help the educators to develop and design better active learning programs for the children (High/Scope Educational Research Foundation, 2009). The High Scope Curriculum also takes into account the knowledge and the strengths of the children by exposing them to a wide range of learning experiences and also providing them with opportunities to learn things that interest them and learn based on experience. Also the High Scope educators allow the

Laboratory Report Essay Example for Free

Laboratory Report Essay The object of this experiment is to measure the effect of the concentration of the enzyme, amylase, on the rate of degradation of the starch and the effect of the chloride ion concentration in the solvent on enzyme activity. Also, the other object is to discuss the comparison between starch and cellulose digestion. Introduction: Starch is a polysaccharide and it is the major storage carbohydrate in plants where it is found in the plastids. It is made up of two types of polymers. One is amylose, the smaller linear and helical polymer, made up of many glucose molecules joined by ? 1 4 glycosidic bonds. The other larger polymer is amylopectin. It has a branched structure with many ? 1 4 glycosidic bonds between glucose molecules and ? 1 6 glycosidic bonds at branch points. Pure starch is in the form of a white powder which is tasteless and has no odor. It is insoluble in cold water. (Brown, W. H. Poon, T, 2005) Cellulose is another polysaccharide found in the cell walls of plants. It is made up of hundreds of linear chains of glucose molecules linked by ? 1 4 glycosidic bonds. Cellulose is a straight chain structure because the ? 1 4 linkage causes the glucose molecule to rotate 180 degrees. The many chains of cellulose are packed closely together by the hydrogen bonds existing between the hydroxyl groups of glucose molecules. These bonds contribute to the strength of the molecule. Cellulose is also odorless and tasteless and is insoluble in water (Young, Raymond ,1986). Starch is a major component of the human diet. For the digestion of starch, the enzyme amylase is needed which is present in the saliva and is also present in pancreatic secretions. This amylase breaks down starch into maltose, glucose, and limit dextrin. This enzyme works at an optimum pH of 6. 7-7. 0. Like for other enzymes, the greater the concentration of amylase present, the faster the digestion of starch would be. Also, chloride ions are coenzymes for this reaction and act as the allosteric activators of this enzyme. This means that the digestion of starch by amylase will only work in the presence of chloride ions (Thomas J. A. , Spradlin J. E. , Dygert S,1971). This experiment shows how the digestion of starch is carried out in the digestive tract by amylase and the conditions that are required for this reaction to take place. Method: to be inserted by the Results: a) This is a graph of the amount of the enzyme amylase in ml against the rate of reaction, taken as the reciprocal of the reaction time. Here, a linear relationship is seen and as the amount of the enzyme increases, so does the rate of the reaction. b) This is a graph of the chloride ion concentration in ? mol/tube against the rate of the reaction, taken as the reciprocal of the reaction time. This shows that as the concentration of chloride ions present increases, the rate of the reaction also increases. c) The ratio of the rates of digestion of these polysaccharides by salivary enzymes to bacterial enzymes can be approximately 10:1. This is because of the differences in the structures of starch and cellulose. Starch has just simple covalent bonds in its structure while cellulose has covalent as well as the stronger hydrogen bonds present to stabilize it. This is why it takes a longer time for bacterial enzymes to degrade cellulose compared to the time required to degrade starch. Discussion: The relationship that should exist between the rate of a reaction and the concentration of an enzyme should be a linear relation. This means that as the concentration of the enzyme increases, more active sites are present for the reaction to take place on, and so the overall reaction proceeds at a faster rate. The graph that we obtained from this experiment justifies this hypothesis because in it, there is a similar linear relation between the concentration of amylase and the rate of the reaction. After comparing the graph I obtained with two other students I realized that the enzyme that I used for my experiment was less active than the enzymes others used. It can be seen that when using the same amount of enzyme as the other students, the rate of my reaction is comparatively slower. For example, when using 5ml of enzyme solution of the same concentration, my reaction rate was around 0. 25 and others got a rate of around 0. 6 or more. That is greater than two times the difference in reaction rates. However, an error could have occurred if some of the enzymes supplied for the reaction were already denatured. In my graph of chloride concentration against the reaction rate, the shape of the curve is somewhat like this. In the beginning there is a great increase in the rate of reaction for a small increase in chloride concentration. However, as the concentration is further increased, the rate does not increase as much and the curve later flattens out. This means that a Vmax is reached and no matter how much the concentration is increased, there will be no more increase in the rate (Thomas J. A. , Spradlin J. E. , Dygert S,1971). This is because all the binding sites on the enzyme for chloride ions get occupied and addition of more chloride ions will have no effect. For example, in my graph, there is a greater difference in the rate of reaction between the initial change in concentration from 0 to 0. 2 ml than between the change in concentration between 1 and 2 ml. The digestion of starch takes place in the presence of oxygen while the digestion of cellulose is an anaerobic process carried out by bacteria in the stomach of ruminants. Also, ruminants have to regurgitate their food back into the mouth to chew and break down the cellulose further. However, breakdown of starch is not that complex and can be done just once in the mouth. Due to the anaerobic degradation of cellulose, methane gas is produced in these ruminants (Van Soest, Peter J,1994). There is no methane gas produced by animals feeding on starch. Also, the activity levels of animals feeding on starch is greater because the digestion process requires a shorter time, while in ruminants, the digestion takes a long time. Conclusion: Therefore, the rate of the reaction is directly proportional to the enzyme concentration and also increases in proportion to the concentration of its coenzymes to an extent. References: †¢ Brown, W. H. Poon, T. (2005). Introduction to organic chemistry (3rd ed. ). Wiley †¢ Young, Raymond (1986). Cellulose structure modification and hydrolysis. New

Disregard for Plant Life in Sir Arthur Conan Doyle Lost World :: Sir Arthur Conan Doyle Lost World Essays

Disregard for Plant Life in The Lost World Throughout The Lost World, Sir Arthur Conan Doyle continually portrayed his characters both revering and yet mistreating the beautiful foliage around them. It was a rather strange combination of attitudes: people usually have treated the things they revere quite well, but Doyle did combine these attitudes in this writing. Â   Take the example as the group was traveling down the river. During the trip "our two professors watched every bird upon the wing, and every shrub upon the bank" (74). They even used an Assai palm as a landmark so they could find their way back to Maple White Land (75), but what did the plant life get for a thanks? "We drew them up [the canoes] and concealed them among the bushes [probably breaking quite a few branches], blazing a tree with our axes, so that we should find them again" (77). Â   This was typical of the treatment plant life received all throughout the book. It was simply thought of as a resource and not as a living entity. It was noted for its beauty, but scarred or killed the instant one felt the need. Â   There was a much better example of this sort of treatment. To get onto the impregnable Maple White Land plateau there was a lone beech tree, a native to England but not to South America, on top of a pinnacle reasonably close to the plateau. Once the pinnacle was climbed, they cut down that "fellow-countryman in a far off land" (98) to use it as a bridge into Maple White Land. Â   I cut gashes in the sides of the tree as would ensure that it would fall as we desired. . . . Finally I set to work in earnest upon the trunk, taking turn and turn with Lord John. In a little over an hour there was a loud crack, the tree swayed forward, and then crashed over, burying its branches among the bushes on the farther side. The severed trunk rolled to the very edge of our platform . . . and there was our bridge to the unknown. (99) Â   A lone beech tree, rare enough in South America, growing out of the top of a pinnacle was quite an unusual sight and a miracle of nature, but the instant it was deemed useful in some minor way, it was forced to give up its life for the sake of exploration, with no remorse for the request.

The Twilight Saga 4: Breaking Dawn 36. Bloodlust

They came with pageantry, with a kind of beauty. They came in a rigid, formal formation. They moved together, but it was not a march; they flowed in perfect synchronicity from the trees – a dark, unbroken shape that seemed to hover a few inches above the white snow, so smooth was the advance. The outer perimeter was gray; the color darkened with each line of bodies until the heart of the formation was deepest black. Every face was cowled, shadowed. The faint brushing sound of their feet was so regular it was like music, a complicated beat that never faltered. At some sign I did not see – or perhaps there was no sign, only millennia of practice – the configuration folded outward. The motion was too stiff, too square to resemble the opening of a flower, though the color suggested that; it was the opening of a fan, graceful but very angular. The gray-cloaked figures spread to the flanks while the darker forms surged precisely forward in the center, each movement closely controlled. Their progress was slow but deliberate, with no hurry, no tension, no anxiety. It was the pace of the invincible. This was almost my old nightmare. The only thing lacking was the gloating desire I'd seen on the faces in my dream – the smiles of vindictive joy. Thus far, the Volturi were too disciplined to show any emotion at all. They also showed no surprise or dismay at the collection of vampires that waited for them here – a collection that looked suddenly disorganized and unprepared in comparison. They showed no surprise at the giant wolf that stood in our midst. I couldn't help counting. There were thirty-two of them. Even if you did not count the two drifting, waifish black-cloaked figures in the very back, who I took to be the wives – their protected position suggesting that they would not be involved in the attack – we were still outnumbered. There were just nineteen of us who would fight, and then seven more to watch as we were destroyed. Even counting the ten wolves, they had us. â€Å"The redcoats are coming, the redcoats are coming,† Garrett muttered mysteriously to himself and then chuckled once. He slid one step closer to Kate. â€Å"They did come,† Vladimir whispered to Stefan. ‘The wives,† Stefan hissed back. ‘The entire guard. All of them together. It's well we didn't try Volterra.† And then, as if their numbers were not enough, while the Volturi slowly and majestically advanced, more vampires began entering the clearing behind them. The faces in this seemingly endless influx of vampires were the antithesis to the Volturi's expressionless discipline – they wore a kaleidoscope of emotions. At first there was the shock and even some anxiety as they saw the unexpected force awaiting them. But that concern passed quickly; they were secure in their overwhelming numbers, secure in their position behind the unstoppable Volturi force. Their features returned to the expression they'd worn before we'd surprised them. It was easy enough to understand their mindset – the faces were that explicit. This was an angry mob, whipped to a frenzy and slavering for justice. I did not fully realize the vampire world's feeling toward the immortal children before I read these faces. It was clear that this motley, disorganized horde – more than forty vampires altogether – was the Volturi's own kind of witness. When we were dead, they would spread the word that the criminals had been eradicated, that the Volturi had acted with nothing but impartiality. Most looked like they hoped for more than just an opportunity to witness – they wanted to help tear and burn. We didn't have a prayer. Even if we could somehow neutralize the Volturi's advantages, they could still bury us in bodies. Even if we killed Demetri, Jacob would not be able to outrun this. I could feel it as the same comprehension sunk in around me. Despair weighted the air, pushing me down with more pressure than before. One vampire in the opposing force did not seem to belong to either party; I recognized Irina as she hesitated in between the two companies, her expression unique among the others. Irina's horrified gaze was locked on Tanya's position in the front line. Edward snarled, a very low but fervent sound. â€Å"Alistairwas right,† he murmured to Carlisle. I watched Carlisle glance at Edward questioningly. â€Å"Alistair was right?† Tanya whispered. ‘They – Caius and Aro – come to destroy and acquire,† Edward breathed almost silently back; only our side could hear. â€Å"They have many layers of strategy already in place. If Irina's accusation had somehow proven to be false, they were committed to find another reason to take offense. But they can see Renesmee now, so they are perfectly sanguine about their course. We could still attempt to defend against their other contrived charges, but first they have to stop, to hear the truth about Renesmee.† Then, even lower. â€Å"Which they have no intention of doing.† Jacob gave a strange little huff. And then, unexpectedly, two seconds later, the procession did halt. The low music of perfectly synchronized movements turned to silence. The flawless discipline remained unbroken; the Volturi froze into absolute stillness as one. They stood about a hundred yards away from us. Behind me, to the sides, I heard the beating of large hearts, closer than before. I risked glances to the left and the right from the corners of my eyes to see what had stopped the Volturi advance. The wolves had joined us. On either side of our uneven line, the wolves branched out in long, bordering arms. I only spared a fraction of a second to note that there were more than ten wolves, to recognize the wolves I knew and the ones I'd never seen before. There were sixteen of them spaced evenly around us – seventeen total, counting Jacob. It was clear from their heights and oversized paws that the newcomers all were very, very young. I supposed I should have foreseen this. With so many vampires encamped in the neighborhood, a werewolf population explosion was inevitable. More children dying. I wondered why Sam had allowed this, and then I realized he had no other choice. If any of the wolves stood with us, the Volturi would be sure to search out the rest. They had gambled their entire species on this stand. And we were going to lose. Abruptly, I was furious. Beyond furious, I was murderously enraged. My hopeless despair vanished entirely. A faint reddish glow highlighted the dark figures in front of me, and all I wanted in that moment was the chance to sink my teeth into them, to rip their limbs from their bodies and pile them for burning. I was so maddened I could have danced around the pyre where they roasted alive; I would have laughed while their ashes smoldered. My lips curved back automatically, and a low, fierce snarl tore up my throat from the pit of my stomach. I realized the corners of my mouth were turned up in a smile. Beside me, Zafrina and Senna echoed my hushed growl. Edward squeezed the hand he still held, cautioning me. The shadowed Volturi faces were still expressionless for the most part. Only two sets of eyes betrayed any emotion at all. In the very center, touching hands, Aro and Caius had paused to evaluate, and the entire guard had paused with them, waiting for the order to kill. The two did not look at each other, but it was obvious that they were communicating. Marcus, though touching Aro's other hand, did not seem part of the conversation. His expression was not as mindless as the guards', but it was nearly as blank. Like the one other time I'd seen him, he appeared to be utterly bored. The bodies of the VolturFs witnesses leaned toward us, their eyes fixed furiously on Renesmee and me, but they stayed near the fringe of the forest, leaving a wide berth between themselves and the Volturi soldiers. Only Irina hovered close behind the Volturi, just a few paces away from the ancient females – both fair-haired with powdery skin and filmed eyes – and their two massive bodyguards. There was a woman in one of the darker gray cloaks just behind Aro. I couldn't be sure, but it looked like she might actually be touching his back. Was this the other shield, Renata? I wondered, as Eleazar had, if she would be able to repel me. But I would not waste my life trying to get to Caius or Aro. I had more vital targets. I searched the line for them now and had no difficulty picking out the two petite, deep gray cloaks near the heart of the arrangement. Alec and Jane, easily the smallest members of the guard, stood just to Marcus's side, flanked by Demetri on the other. Their lovely faces were smooth, giving nothing away; they wore the darkest cloaks beside the pure black of the ancients. The witch twins, Vladimir had called them. Their powers were the cornerstone of the Volturi offensive. The jewels in Aro's collection. My muscles flexed, and venom welled in my mouth. Aro's and Caius's clouded red eyes flickered across our line. I read disappointment in Aro's face as his gaze roved over our faces again and again, looking for one that was missing. Chagrin tightened his lips. In that moment, I was nothing but grateful that Alice had run. As the pause lengthened, I heard Edward's breath speed. â€Å"Edward?† Carlisle asked, low and anxious. ‘They're not sure how to proceed. They're weighing options, choosing key targets – me, of course, you, Eleazar, Tanya. Marcus is reading the strength of our ties to each other, looking for weak points. The Romanians' presence irritates them. They're worried about the faces they don't recognize – Zafrina and Senna in particular – and the wolves, naturally. They've never been outnumbered before. That's what stopped them.† â€Å"Outnumbered?† Tanya whispered incredulously. â€Å"They don't count their witnesses,† Edward breathed. â€Å"They are nonentities, meaningless to the guard. Aro just enjoys an audience.† â€Å"Should I speak?† Carlisle asked. Edward hesitated, then nodded. â€Å"This is the only chance you'll get.† Carlisle squared his shoulders and paced several steps ahead of our defensive line. I hated to see him alone, unprotected. He spread his arms, holding his palms up as if in greeting. â€Å"Aro, my old friend. It's been centuries.† The white clearing was dead silent for a long moment. I could feel the tension rolling off Edward as he listened to Aro's assessment of Carlisle's words. The strain mounted as the seconds ticked by. And then Aro stepped forward out of the center of the Volturi formation. The shield, Renata, moved with him as if the tips of her fingers were sewn to his robe. For the first time, the Volturi ranks reacted. A muttered grumble rolled through the line, eyebrows lowered into scowls, lips curled back from teeth. A few of the guard leaned forward into a crouch. Aro held one hand up toward them. â€Å"Peace.† He walked just a few paces more, then cocked his head to one side. His milky eyes glinted with curiosity. â€Å"Fair words, Carlisle,† he breathed in his thin, wispy voice. â€Å"They seem out of place, considering the army you've assembled to kill me, and to kill my dear ones.† Carlisle shook his head and stretched his right hand forward as if there were not still almost a hundred yards between them. â€Å"You have but to touch my hand to know that was never my intent.† Aro's shrewd eyes narrowed. â€Å"But how can your intent possibly matter, dear Carlisle, in the face of what you have done?† He frowned, and a shadow of sadness crossed his features – whether it was genuine or not, I could not tell. â€Å"I have not committed the crime you are here to punish me for.† â€Å"Then step aside and let us punish those responsible. Truly, Carlisle, nothing would please me more than to preserve your life today.† â€Å"No one has broken the law, Aro. Let me explain.† Again, Carlisle offered his hand. Before Aro could answer, Caius drifted swiftly forward to Aro's side. â€Å"So many pointless rules, so many unnecessary laws you create for yourself, Carlisle,† the white-haired ancient hissed. â€Å"How is it possible that you defend the breaking of one that truly matters?† â€Å"The law is not broken. If you would listen – â€Å" â€Å"We see the child, Carlisle,† Caius snarled. â€Å"Do not treat us as fools.† â€Å"She is not an immortal. She is not a vampire. I can easily prove this with just a few moments – â€Å" Caius cut him off. â€Å"If she is not one of the forbidden, then why have you massed a battalion to protect her?† â€Å"Witnesses, Caius, just as you have brought.† Carlisle gestured to the angry horde at the edge of the woods; some of them growled in response. â€Å"Any one of these friends can tell you the truth about the child. Or you could just look at her, Caius. See the flush of human blood in her cheeks.† â€Å"Artifice!† Caius snapped. â€Å"Where is the informer? Let her come forward!† He craned his neck around until he spotted Irina lingering behind the wives. â€Å"You! Come!† Irina stared at him uncomprehendingly, her face like that of someone who has not entirely awakened from a hideous nightmare. Impatiently, Caius snapped his fingers. One of the wives' huge bodyguards moved to Irina's side and prodded her roughly in the back. Irina blinked twice and then walked slowly toward Caius in a daze. She stopped several yards short, her eyes still on her sisters. Caius closed the distance between them and slapped her across the face. It couldn't have hurt, but there was something terribly degrading about the action. It was like watching someone kick a dog. Tanya and Kate hissed in synchronization. Irina's body went rigid and her eyes finally focused on Caius. He pointed one clawed finger at Renesmee, where she clung to my back, her fingers still tangled in Jacob's fur. Caius turned entirely red in my furious view. A growl rumbled through Jacob's chest. â€Å"This is the child you saw?† Caius demanded. â€Å"The one that was obviously more than human?† Irina peered at us, examining Renesmee for the first time since entering the clearing. Her head tilted to the side, confusion crossed her features. â€Å"Well?† Caius snarled. â€Å"I†¦ I'm not sure,† she said, her tone perplexed. Caius's hand twitched as if he wanted to slap her again. â€Å"What do you mean?† he said in a steely whisper. â€Å"She's not the same, but I think it's the same child. What I mean is, she's changed. This child is bigger than the one I saw, but – â€Å" Caius's furious gasp crackled through his suddenly bared teeth, and Irina broke off without finishing. Aro flitted to Caius's side and put a restraining hand on his shoulder. â€Å"Be composed, brother. We have time to sort this out. No need to be hasty.† With a sullen expression, Caius turned his back on Irina. â€Å"Now, sweetling,† Aro said in a warm, sugary murmur. â€Å"Show me what you're trying to say.† He held his hand out to the bewildered vampire. Uncertainly, Irina took his hand. He held hers for only five seconds. â€Å"You see, Caius?† he said. â€Å"It's a simple matter to get what we need.† Caius didn't answer him. From the corner of his eye, Aro glanced once at his audience, his mob, and then turned back to Carlisle. â€Å"And so we have a mystery on our hands, it seems. It would appear the child has grown. Yet Irina's first memory was clearly that of an immortal child. Curious.† â€Å"That's exactly what I'm trying to explain,† Carlisle said, and from the change in his voice, I could guess at his relief. This was the pause we had pinned all our nebulous hopeson. I feltno relief. I waited, almost numb with rage, for the layers of strategy Edward had promised. Carlisle held out his hand again. Aro hesitated for a moment. â€Å"I would rather have the explanation from someone more central to the story, my friend. Am I wrong to assume that this breach was not of your making?† â€Å"Therewas no breach.† â€Å"Be that as it may, I will have every facet of the truth.† Aro's feathery voice hardened. â€Å"And the best way to get that is to have the evidence directly from your talented son.† He inclined his head in Edward's direction. â€Å"As the child clings to his newborn mate, I'm assuming Edward is involved.† Of course he wanted Edward. Once he could see into Edward's mind, he would know all our thoughts. Except mine. Edward turned to quickly kiss my forehead and Renesmee's, not meeting my eyes. Then he strode across the snowy field, clapping Carlisle on the shoulder as he passed. I heard a low whimper from behind me – Esme's terror breaking through. The red haze I saw around the Volturi army flamed brighter than before, i could not bear to watch Edward cross the empty white spacealone – but I alsocould not endure to have Renesmee one step closer to our adversaries. The opposing needs tore at me; I was frozen so tightly it felt like my bones might shatter from the pressure of it. I saw Jane smile as Edward crossed the midpoint in the distance between us, when he was closer to them than he was to us. That smug little smile did it. My fury peaked, higher even than the raging bloodlust I'd felt the moment the wolves had committed to this doomed fight. I could taste madness on my tongue – I felt it flow through me like a tidal wave of pure power. My muscles tightened, and I acted automatically. I threw my shield with all the force in my mind, flung it across the impossible expanse of the field – ten times my best distance – like a javelin. My breath rushed out in a huff with the exertion. The shield blew out from me in a bubble of sheer energy, a mushroom cloud of liquid steel. It pulsed like alivingthing – I could feel it, from the apex to the edges. There was no recoil to the elastic fabric now; in that instant of raw force, I saw that the backlash I'd felt before was of my own making – I had been clinging to that invisible part of me in self-defense, subconsciously unwilling to let it go. Now I set it free, and my shield exploded a good fifty yards out from me effortlessly, taking only a fraction of my concentration. I could feel it flex like just another muscle, obedient to my will. I pushed it, shaped it to a long, pointed oval. Everything underneath the flexible iron shield was suddenly a part of me – I could feel the life force of everything it covered like points of bright heat, dazzling sparks of light surrounding me. I thrust the shield forward the length of the clearing, and exhaled in relief when I felt Edward's brilliant light within my protection. I held there, contracting this new muscle so that it closely surrounded Edward, a thin but unbreakable sheet between his body and our enemies. Barely a second had passed. Edward was still walking to Aro. Everything had changed absolutely, but no one had noticed the explosion except for me. A startled laugh burst through my lips. I felt the others glancing at me and saw Jacob's big black eye roll down to stare at me like I'd lost my mind. Edward stopped a few steps away from Aro, and I realized with some chagrin that though I certainly could, I should not prevent this exchange from happening. This was the point of all our preparations: getting Aro to hear our side of the story. It was almost physically painful to do it, but reluctantly I pulled my shield back and left Edward exposed again. The laughing mood had vanished. I focused totally on Edward, ready to shield him instantly if something went wrong. Edward's chin came up arrogantly, and he held his hand out to Aro as if he were conferring a great honor. Aro seemed only delighted with his attitude, but his delight was not universal. Renata fluttered nervously in Aro:s shadow. Caius's scowl was so deep it looked like his papery, translucent skin would crease permanently. Little Jane showed her teeth, and beside her Alec's eyes narrowed in concentration. I guessed that he was ready, like me, to act at a second's notice. Aro closed the distance without pause – and really, what did he have to fear? The hulking shadows of the lighter gray cloaks – the brawny fighters like Felix – were but a few yards away. Jane and her burning gift could throw Edward on the ground, writhing in agony. Alec could blind and deafen him before he could take a step in Aro's direction. No one knew that I had the power to stop them, not even Edward. With an untroubled smile, Aro took Edward's hand. His eyes snapped shut at once, and then his shoulders hunched under the onslaught of information. Every secret thought, every strategy, every insight – everything Edward had heard in the minds around him during the last month – was now Aro's. And further back – every vision of Alice's, every quiet moment with our family, every picture in Renesmee's head, every kiss, every touch between Edward and me†¦ All of that was Aro's now, too. I hissed with frustration, and the shield roiled with my irritation, shifting its shape and contracting around our side. â€Å"Easy, Bella,† Zafrina whispered to me. I clenched my teeth together. Aro continued to concentrate on Edward's memories. Edward's head bowed, too, the muscles in his neck locking tight as he read back again everything that Aro took from him, and Aro's response to it all. This two-way but unequal conversation continued long enough that even the guard grew uneasy. Low murmurs ran through the line until Caius barked a sharp order for silence. Jane was edging forward like she couldn't help herself, and Renata's face was rigid with distress. For a moment, I examined this powerful shield that seemed so panicky and weak; though she was useful to Aro, I could tell she was no warrior. It was not her job to fight but to protect. There was no bloodlust in her. Raw as I was, I knew that if this were between her and me, I would obliterate her. I refocused as Aro straightened, his eyes flashing open, their expression awed and wary. He did not release Edward's hand. Edward's muscles loosened ever so slightly. â€Å"You see?† Edward asked, his velvet voice calm. â€Å"Yes, I see, indeed,† Aro agreed, and amazingly, he sounded almost amused. â€Å"I doubt whether any two among gods or mortals have ever seen quite so clearly.† The disciplined faces of the guard showed the same disbelief I felt. â€Å"You have given me much to ponder, young friend,† Aro continued. â€Å"Much more than I expected.† Still he did not release Edward's hand, and Edward's tense stance was that of one who listens. Edward didn't answer. â€Å"May I meet her?† Aro asked – almost pleaded – with sudden eager interest. â€Å"I never dreamed of the existence of such a thing in all my centuries. What an addition to our histories!† â€Å"What is this about, Aro?† Caius snapped before Edward could answer. Just the question had me pulling Renesmee around into my arms, cradling her protectively against my chest. â€Å"Something you've never dreamed of, my practical friend. Take a moment to ponder, for the justice we intended to deliver no longer applies.† Caius hissed in surprise at his words. â€Å"Peace, brother,† Aro cautioned soothingly. This should have been good news – these were the words we'd been hoping for, the reprieve we'd never really thought possible. Aro had listened to the truth. Aro had admitted that the law had not been broken. But my eyes were riveted on Edward, and I saw the muscles in his back tighten. I replayed in my head Aro's instruction for Caius to ponder, and heard the double meaning. â€Å"Will you introduce me to your daughter?† Aro asked Edward again. Caius was not the only one who hissed at this new revelation. Edward nodded reluctantly. And yet, Renesmee had won over so many others. Aro always seemed the leader of the ancients. If he were on her side, could the others act against us? Aro still gripped Edward's hand, and he now answered a question that the rest of us had not heard. â€Å"I think a compromise on this one point is certainly acceptable, under the circumstance. We will meet in the middle.† Aro released his hand. Edward turned back toward us, and Aro joined him, throwing one arm casually over Edward's shoulder like they were the best of friends – all the while maintaining contact with Edward's skin. They began to cross the field back to our side. The entire guard fell into step behind them. Aro raised a hand negligently without looking at them. â€Å"Hold, my dear ones. Truly, they mean us no harm if we are peaceable.† The guard reacted to this more openly than before, with snarls and hisses of protest, but held their position. Renata, clinging closer to Aro than ever, whimpered in anxiety. â€Å"Master,† she whispered. â€Å"Don't fret, my love,† he responded. â€Å"All is well.† â€Å"Perhaps you should bring a few members of your guard with us,† Edward suggested. â€Å"It will make them more comfortable.† Aro nodded as if this was a wise observation he should have thought of himself. He snapped his fingers twice. â€Å"Felix, Demetri.† The two vampires were at his side instantaneously, looking precisely the same as the last time I'd met them. Both were tall and dark-haired, Demetri hard and lean as the blade of a sword, Felix hulking and menacing as an iron-spiked cudgel. The five of them stopped in the middle of the snowy field. â€Å"Bella,† Edward called. â€Å"Bring Renesmee†¦ and a few friends.† I took a deep breath. My body was tight with opposition. The idea of taking Renesmee into the center of the conflict†¦ But I trusted Edward. He would know if Aro was planning any treachery at this point. Aro had three protectors on his side of the summit, so I would bring two with me. It took me only a second to decide. â€Å"Jacob? Emmett?† I asked quietly. Emmett, because he would be dying to go. Jacob, because he wouldn't be able to bear being left behind. Both nodded. Emmett grinned. I crossed the field with them flanking me. I heard another rumble from the guard as they saw my choices – clearly, they did not trust the werewolf. Aro lifted his hand, waving away their protest again. â€Å"Interesting company you keep,† Demetri murmured to Edward. Edward didn't respond, but a low growl slipped through Jacob's teeth. We stopped a few yards from Aro. Edward ducked under Aro's arm and quickly joined us, taking my hand. For a moment we faced each other in silence. Then Felix greeted me in a low aside. â€Å"Hello again, Bella.† He grinned cockily while still tracking Jacob's every twitch with his peripheral vision. I smiled wryly at the mountainous vampire. â€Å"Hey, Felix.† Felix chuckled. â€Å"You look good. Immortality suits you.† â€Å"Thanks so much.† â€Å"You're welcome. It's too bad †¦Ã¢â‚¬  He let his comment trail off into silence, but I didn't need Edward's gift to imagine the end. It's too bad were going to kill you in a sec. â€Å"Yes, too bad, isn't it?† I murmured. Felix winked. Aro paid no attention to our exchange. He leaned his head to one side, fascinated. â€Å"I hear her strange heart,† he murmured with an almost musical lilt to his words. â€Å"I smell her strange scent.† Then his hazy eyes shifted to me. â€Å"In truth, young Bella, immortality does become you most extraordinarily,† he said. â€Å"It is as if you were designed for this life.† I nodded once in acknowledgment of his flattery. â€Å"You liked my gift?† he asked, eyeing the pendant I wore. â€Å"It's beautiful, and very, very generous of you. Thank you. I probably should have sent a note.† Aro laughed delightedly. â€Å"It's just a little something I had lying around. I thought it might complement your new face, and so it does.† I heard a little hiss from the center of the Volturi line. I glanced over Aro's shoulder. Hmm. It seemed Jane wasn't happy about the fact that Aro had given me a present. Aro cleared his throat to reclaim my attention. â€Å"May I greet your daughter, lovely Bella?† he asked sweetly. This was what we'd hoped for, I reminded myself. Fighting the urge to take Renesmee and run for it, I walked two slow steps forward. My shield rippled out behind me like a cape, protecting the rest of my family while Renesmee was left exposed. It felt wrong, horrible. Aro met us, his face beaming. â€Å"But she's exquisite,† he murmured. â€Å"So like you and Edward.† And then louder, â€Å"Hello, Renesmee.† Renesmee looked at me quickly. I nodded. â€Å"Hello, Aro,† she answered formally in her high, ringing voice. Aro's eyes were bemused. â€Å"What is it?† Caius hissed from behind. He seemed infuriated by the need to ask. â€Å"Half mortal, half immortal,† Aro announced to him and the rest of the guard without turning his enthralled gaze from Renesmee. â€Å"Conceived so, and carried by this newborn while she was still human.† â€Å"Impossible,† Caius scoffed. â€Å"Do you think they've fooled me, then, brother?† Aro's expression was greatly amused, but Caius flinched. â€Å"Is the heartbeat you hear a trickery as well?† Caius scowled, looking as chagrined as if Aro's gentle questions had been blows. â€Å"Calmly and carefully, brother,† Aro cautioned, still smiling at Renesmee. â€Å"I know well how you love your justice, but there is no justice in acting against this unique little one for her parentage. And so much to learn, so much to learn! I know you don't have my enthusiasm for collecting histories, but be tolerant with me, brother, as I add a chapter that stuns me with its improbability. We came expecting only justice and the sadness of false friends, but look what we have gained instead! A new, bright knowledge of ourselves, our possibilities.† He held out his hand to Renesmee in invitation. But this was not what she wanted. She leaned away from me, stretching upward, to touch her fingertips to Aro's face. Aro did not react with shock as almost everyone else had reacted to this performance from Renesmee; he was as used to the flow of thought and memory from other minds as Edward was. His smile widened, and he sighed in satisfaction. â€Å"Brilliant,† he whispered. Renesmee relaxed back into my arms, her little face very serious. â€Å"Please?† she asked him. His smile turned gentle. â€Å"Of course I have no desire to harm your loved ones, precious Renesmee.† Aro's voice was so comforting and affectionate, it took me in for a second. And then I heard Edward's teeth grind together and, far behind us, Maggie's outraged hiss at the lie. â€Å"I wonder,† Aro said thoughtfully, seeming unaware of the reaction to his previous words. His eyes moved unexpectedly to Jacob, and instead of the disgust the other Volturi viewed the giant wolf with, Aro's eyes were filled with a longing that I did not comprehend. â€Å"It doesn't work that way,† Edward said, the careful neutrality gone from his suddenly harsh tone. â€Å"Just an errant thought,† Aro said, appraising Jacob openly, and then his eyes moved slowly across the two lines of werewolves behind us. Whatever Renesmee had shown him, it made the wolves suddenly interesting to him. â€Å"They don't belong to us, Aro. They don't follow our commands that way. They're here because they want to be.† Jacob growled menacingly. â€Å"They seem quite attached to you, though,† Aro said. â€Å"And your young mate and your†¦ family. Loyal† His voice caressed the word softly. â€Å"They're committed to protecting human life, Aro. That makes them able to coexist with us, but hardly with you. Unless you're rethinking your lifestyle.† Aro laughed merrily. â€Å"Just an errant thought,† he repeated. â€Å"You well know how that is. We none of us can entirely control our subconscious desires.† Edward grimaced. â€Å"I do know how that is. And I also know the difference between that kind of thought and the kind with a purpose behind it. It could never work, Aro.† Jacob's vast head turned in Edward's direction, and a faint whine slipped from between his teeth. â€Å"He's intrigued with the idea of†¦ guard dogs,† Edward murmured back. There was one second of dead silence, and then the sound of the furious snarls ripping from the entire pack filled the giant clearing. There was a sharp bark of command – from Sam, I guessed, though I didn't turn to look – and the complaint broke off into ominous quiet. â€Å"I suppose that answers that question,† Aro said, laughing again. â€Å"This lot has picked its side.† Edward hissed and leaned forward. I clutched at his arm, wondering what could be in Aro's thoughts that would make him react so violently, while Felix and Demetri slipped into crouches in synchronization. Aro waved them off again. They all returned to their former posture, Edward included. â€Å"So much to discuss,† Aro said, his tone suddenly that of an inundated businessman. â€Å"So much to decide. If you and your furry protector will excuse me, my dear Cullens, I must confer with my brothers.†

Psychology and Language: Research Proposal Essay

The relationship between psychology and language is a moot point among some scholars. However, when the two disciplines are taken into account in terms of their contrast and comparison, it merges jarringly clear that a relation exists between them. The two are either inextricably bound, or one of the discipline is overly dependent on the on the other. This study is aimed at unveiling the relations that exist between the two. And for this to be realized, the opinion of various targeted respondents will have to be solicited through interviews. Besides, scholarly opinion will also be collected and collated from publications, both recent and past. Their review will therefore assist to come up with a condensed conclusion about the study. In essence, this research will bring to the connection between the two disciplines, how one influences the development of another. Literature Review The relationship between language and psychology can hardly be gainsaid. Various scholars have delved into this discourse, offering their varied opinion supported by their informed arguments.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to some theories, language do exists as a system of signs, the meaning and implications of which are entirely dependent on their relation to other signs of the system, and of the structure of linguistic expressions in which they occur. Other theories have it that language is a system of syntactic forms which come ready made in the mind of the speaker from birth, and which gives speakers the competence to generate and understand infinitely many different propositions. And this is independent of the experience and knowledge that speakers have of that which they speak or of the context in which the propositions are generated and understood. (Paetorius, 98)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The study of languages, otherwise termed as linguistics can sometimes be a technical discipline with a reality and a vocabulary of its own. This best explains why psychologists have often waited for linguists to offer them education on the meaning of language.   This meaning helps the psychologists in the quest to further study its comprehension, processing and acquisition. (Tomasello, 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In The Grammar of Autobiography, Quigley aptly relates the two disciplines by arguing that psychology operates in an unstable, developing world that is open to change as a consequence of our communicative activity, rather than in the independent knowable reality of cognitive psychology. He adds that linking psychology with our social world is hardly a new phenomenon. Instead, proposing language as the mediator between the two is novel. (6) Currently, language isn’t only representative but also formative. It does functions to construct situations as they are, instead of just to reporting them. He argues that our thoughts aren’t just the source of our talk; they are constituted and/or formulated in our talk. Since psychology is the science of the mind, then the objects of psychology is not individuals but what goes on in the space between them. While studying the relation between words and world, it is not cognition but language that gives us the world. (6) In Language as Social Action: Social Psychology and Language Use, another scholar, Holtgraves, point out that language use is interpersonal in many ways. For one, it is a rich source of identity- relevant information. This is because many aspects of language use, for instance accent, speech rate and politeness level, provide crucial information that can be used by others in forming impressions of people. (6) Besides, many of these variables can be changed strategically as means of managing the impressions that people convey to others. Holtgraves therefore concludes that the use of language plays a significant role in both person perceptions; how people perceive one another and impression management: how people vary their talks strategically to achieve particular effects. (6) From the above discourse we can infer that the correlation between psychology and language is best demonstrated by the fact that words, which are the predominant tools of human communication bear meaning which are not independent from the though process of individuals. Michael Forrester argues in Psychology of Language: A Critical Introduction, that there has always existed a link between psychology and philosophy which has been close and occasionally complementary. And this is particularly the case within psychology of language, especially when the question of meaning arises. Therefore it is hard, even impossible to discuss to discuss language as such without looking into the nature of meaning. This makes it difficult o consider key topics in language for instance, communication, language acquisition and comprehension, without the understanding of what is at issue when people use the word ‘meaning’. (56) Forrester adds that the use of a word or a phrase in appropriate way makes one immediately accountable for whatever they say. As a result, we assume that people mean what they say and also intend others will understand the acceptable meaning of the utterance and act accordingly. Therefore, language without meaning is not language at all. This overview study of meaning, otherwise termed as semantics, makes it clear that although there are particular gains in adopting approaches where appropriate, any consideration of what language user mean when they make an utterance in context imputes us to go beyond truth-conditional semantics. In sum, the contemporary study of semantics can hardly be taken without due consideration of the function of language. (56) One universal design feature of language is that their meaning bearing form is that they are divided into two different subsystems: the open class otherwise known as the lexical and the closed class otherwise refereed to as the grammatical. The difference between the two is that open classes do have many members and can easily add many more. These include nouns, verbs and adjectives. On the other hand, closed classes have relatively few members and are hard difficult to augment. They consist of such bound forms as inflections as found in verbs and such free forms as prepositions, conjunction and determinants. The meaning that open-class forms do express are virtually unrestricted, whereas those of closed-class forms are highly constrained both as the conceptual category they can refer to and as to the particular member notions within any such category. (Tomassello, 15) In essence language has a more profound implication s fro our social existence. It plays a role in virtually every aspect of our dealings with others.   Therefore understanding what we are doing when we use language can help us to understand what it means to be a social being. (Holtgrave, 8)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Possibilities have been explored for studying language at its functional roots as well as its structural realization. This is in the sense that human speech may be formed by general adaptive semantics at the limbic core of the brain as it is then articulated within specific sensory and motor routines of the neocortical shell. (Givon and Malle, 71) This argument can be made on anatomical grounds, interpreting function through the density of connections. It can also be made on psychological grounds, interpreting the excitability of limbic-cortical connections as reflective of the process of memory consolidation. (Givon and Malle, 71)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research Hypothesis The conduction of this research will involve both the independent and dependent variables. The independent variables in this study are language as a tool that facilitates communication and psychology as the science of the mind. On the other hand the dependent variables are language speakers, communication and psychologists.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The independent variable in this study are related to the dependent variable in that, it is from the language speakers that the in-depth meaning of words is unveiled, further revealing the underlying intentions behind the spoken words. This relations goes ahead to shed additional light on how the mind is the source of words. Therefore, the spoken word does betray the intention of the mind. The other independent variable, in this case the psychologists, through their informed opinions help to shape the realism and surrealism of the link between psychology and language. Research Methods Research Design The relevant data that will facilitate the comprehensive conclusion of this study will be gathered by the use of both qualitative and quantitative techniques. In essence, both primary and secondary data will be whereas probability and non-probability methods of sampling will be employed in selecting the representative sample of the population.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Target Population. The study will be conducted nation-wide amongst language students (those learning a new language), language teachers, linguists and psychologists. The targeted respondents will fall within the age bracket of 16 and 60 years of age.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Data Collection Instruments For constructive findings to be reached, this study will warrant that various instruments of data collection be employed. For one, quantitative data will be collected by the use of structured interviews: questionnaires will be served to the targeted populations, with questions bearing some slight differences according to the specific ages or occupation of the respondents. Other quantitative data will be gathered by the use of service statistics, which will compare the results of a particular previous relevant studies conducted nationwide. Secondary data sources from books, magazines, journals and legal documents will also offer quantitative data. On the other hand, qualitative data will be gathered through unstructured interviews, whereby experts in law and sociology will be interviewed. Qualitative data will also be gathered from focus group discussions, direct observation in the court proceedings and juvenile jail routine, and content analysis of published material.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Expected Results This study will likely reach the following results: It is anticipated that most respondents will concur with the fact that there is a relation between language and psychology; this response is likely to come from linguists, language scholars and psychologists, who through in-depth study have come into access of this relation. The relationship between language and psychology can easily escape the knowledge of many. This is expected to be the confession of many language speakers who have never had the opportunity through study to both consider how the two disciplines differ and compare. They of course will confess their ignorance about the subtle technical similarities and difference between the two disciplines. However, given a chance to muse over it, the above respondents will readily agree that there is a relation between the two disciplines. This will come easily since they can visualize the link between their thoughts and words. The literature from which the secondary data in this study will be gathered will likely demonstrate views of the correlation between the two disciplines. Some scholars will definitely beg to differ with this argument, though they are not going to outnumber those who support the argument that indeed a relationship exists between the two. Reference Michael Tomassello, The New Psychology of Language: Cognitive and Functional Approaches   to Languages   Structure, 1. Nini Praetorius, (2003) Principles of Cognition, Language and Action, 98.   Thomas M. Holtgraves (200) Language as Social Action: Social Psychology and Language Use,   6, 8. Givon and Bertram F. Malle (2002) The Evolution of Language out of Pre-Language, 71. Jean Quigley, The Grammar of Autobiography, 6. Michael A. Forrester, (1996) Psychology of Language: A Critical Introduction, 56.   

Health Care Finance And Cost Containment Example

Health Care Finance And Cost Containment Example Health Care Finance And Cost Containment – Coursework Example Health Care Finance and Cost Containment Determine how financial ratios determine financial health of an organization. One of thehighest costs that health care facilities incur is acquisition of high tech equipment. Therefore, asset management ratios can be beneficial in helping the managers assess how much they accrue from their acquired asset. Secondly, the other important ratio in health care is cash flow indicators. This can be helpful in helping the managers identify how much cash is being collected over a certain period as compared to the uncollected profits. The third is important ratio is the profitability ratio, which gives the managers an overview of the general health of the organization (Rapoport, 2008). The higher the gross margin of the organization, the more it can make profits as compared to the costs it incurs. Lastly, there are the debt ratios. Most banks use this ratio in order to analyse whether a company will be capable of paying pay its loans in the future. If t he debt ratio is low, the health care facility is more likely to be able to get low interest rates on long-term financing. 2. Strategies for inventory control and cost reduction in healthcareSome of the strategies that health care facilities can use for inventory control and cost reduction in healthcare include benchmarking, invest in inventory control staff, establish a vendor scorecard, invest in systems and ensuring that the day’s work is cleared in the same day. Benchmarking will help in understanding what other competing health care facilities are doing and whether it is working or not. The inventory control staff will help ensure that that the health care does not suffer any loss that may be because of oversight and incompetence (Rapoport, 2008). The vendor scorecard will help in evaluating the supplies and ascertaining whether there is a need to change them or not. Lastly, ensuring that all data within the organization is done away with and compiled on a daily basis re duces the bulk. The benefits that accrue to the health care facility are that it ensures that all vendors abide by their contracts and that the investments are protected and effectively managed. ReferenceRapoport, J., Jacobs, P., & Jonsson, E. (2008). Cost Containment and Efficiency in National Health Systems: A Global Comparison. Weinheim: Wiley-VCH.

Free Essays on Robert Owen

Robert Owen, the son of a saddler and ironmonger, became one of the most successful mill owners of the Industrial Revolution with a reputation as the producer of fine cotton. However, it was not as a successful and respected businessman that he left his mark on history, but as one of the most prominent social reformers of the period, a pioneer of modern British socialism and a source of inspiration to the cooperative and trade union movements. Even as a young boy, Owens was an exceptional person. Before he was ten, he had already read many classical novels such as Pilgrims Progress and Robinson Crusoe, as well as books on history and theology, which as considered much too difficult for a child of his age. Owens moved on to become involved in the textile industry at a young age. He became a Draper ¡Ã‚ ¯s assistant and eventually a Master cotton spinner by the age of twenty. In 1789, he borrowed some money from his brother and went into business with Ernest Jones, a young engineer. Initially, the partnership was to manufacture new spinning machines, but shortly after, Owens set up his own cotton spinner with just three employees. His entrepreneurship led to great success, and by the age of twenty, he was in charge of a modern steam cotton mill employing 500 people. He became extremely successful in this field and eventually became a partner in the Charlton Twist Company. As a partner of the Charlton Twist Company, Owens would often travel great distances to seek orders. On one of his trips to Glasgow, he met his future wife Caroline Dale, the daughter of David Dale. At the time, David Dale was the owner of several large cotton mills at New Lanark. In 1799, Owens and his partners convinced Dale and purchased the New Lanark mills. From the very beginning, Owens saw the poor living and working conditions of the workers and wanted to improve those standards. At the time, the mill employed between 1500 to 2000 workers,... Free Essays on Robert Owen Free Essays on Robert Owen Robert Owen, the son of a saddler and ironmonger, became one of the most successful mill owners of the Industrial Revolution with a reputation as the producer of fine cotton. However, it was not as a successful and respected businessman that he left his mark on history, but as one of the most prominent social reformers of the period, a pioneer of modern British socialism and a source of inspiration to the cooperative and trade union movements. Even as a young boy, Owens was an exceptional person. Before he was ten, he had already read many classical novels such as Pilgrims Progress and Robinson Crusoe, as well as books on history and theology, which as considered much too difficult for a child of his age. Owens moved on to become involved in the textile industry at a young age. He became a Draper ¡Ã‚ ¯s assistant and eventually a Master cotton spinner by the age of twenty. In 1789, he borrowed some money from his brother and went into business with Ernest Jones, a young engineer. Initially, the partnership was to manufacture new spinning machines, but shortly after, Owens set up his own cotton spinner with just three employees. His entrepreneurship led to great success, and by the age of twenty, he was in charge of a modern steam cotton mill employing 500 people. He became extremely successful in this field and eventually became a partner in the Charlton Twist Company. As a partner of the Charlton Twist Company, Owens would often travel great distances to seek orders. On one of his trips to Glasgow, he met his future wife Caroline Dale, the daughter of David Dale. At the time, David Dale was the owner of several large cotton mills at New Lanark. In 1799, Owens and his partners convinced Dale and purchased the New Lanark mills. From the very beginning, Owens saw the poor living and working conditions of the workers and wanted to improve those standards. At the time, the mill employed between 1500 to 2000 workers,...

Creating an Effective Tardy Policy

Creating an Effective Tardy Policy As a teacher, you are sure to face the issue of students who are tardy to class. The most effective way to stop tardies is through the implementation of a school-wide tardy policy that is strictly enforced. While many schools do have this, many more do not. If you are lucky enough to teach in a school with a system that is strictly enforced than congratulations- that is awesome. You will simply need to make sure that you follow through as required by the policy. If you are not quite as lucky, you will need to create a system that is easy to enforce yet effective against tardies. Following are some methods that teachers have used which you might want to consider as you create your own tardy policy. Realize, however, that you must create an effective, enforceable policy or you will eventually be faced with a tardy problem in your classroom. Tardy Cards Tardy Cards are basically cards given to each student with space for a specific number of free tardies. For example, a student might be allowed three per semester. When the student is late, the teacher marks off one of the spots. Once the tardy card is full, then you would follow your own discipline plan or the schools tardy policy (e.g., write a referral, send to detention, etc.). On the other hand, if the student gets through a semester without any tardies, then you would create a reward. For example, you might give this student a homework pass. While this system is most effective when implemented schoolwide, it can be effective for the individual teacher if strictly enforced. On Time Quizzes These are unannounced quizzes that take place as soon as the bell rings. Students who are tardy would receive a zero. They should be very short, typically five questions. If you choose to use these, make sure that your administration allows this. You can choose to have the quizzes count as a single grade over the course of the semester or possibly as extra credit. However, make sure that you announce the system in the very beginning and that you start using them right away. There is a chance that a teacher could start using these to specifically punish one or a few students- not giving them unless those students are tardy. To be fair make sure that you randomly place them on your lesson plan calendar and give them on those days. You can increase the quantity if you find that tardies are becoming more of a problem over the year. Detention for Tardy Students This option makes logical sense- if a student is tardy then they owe you that time. You would want to give your students a certain number of chances (1-3) before instituting this. However, there are some considerations here: Some students might have no transportation other than the school bus. Further, you do have an additional commitment on your part. Finally, realize that some students who are tardy might be those who are not necessarily the best-behaved. You will be required to spend extra time with them after school. Locking Students Out This is not a recommended means for dealing with tardies. You must consider your liability for student safety. If something happens to a student while locked out of your class, it would still be your responsibility. Since in many areas tardies do not excuse students from work, you will have to get them their make-up work which would, in the end, require more of your time. Tardiness is a problem that needs to be dealt with head-on. As a teacher, do not allow students to get by with being tardy early in the year or the problem will escalate. Talk with your fellow teachers and find out what works for them. Each school has a different atmosphere and what works with one group of students might not be as effective with another. Try one of the listed methods or another method and if it is not working do not be afraid to switch. However, just remember that your tardy policy is only as effective as you are in enforcing it.

American Indian Health and Diet Project Assignment

American Indian Health and Diet Project - Assignment Example This fieldwork will be carried out from the 27th of March, along with the lakes of Northern Minnesota and Wisconsin, where the members of the community are expected to still live. Participants are the Anishinabe people; Ojibwe and Chippewa. Interviewer: Hi, I am †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ a student from †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Thank you for the giving me the chance to interview you. I am here to ask you about Manoomin, you remember me asking if you could assist? Please tell me, which community do you belong to; Ojibwe or Chippewa? Interviewer: Please tell me all about it and how your community values it. What cultural values do your people give to it? Are there any cultural practices associated with it? Interviewer: There was a community hero who is said to have been the one who found out about this wild rice. His name was Nanaboozhoo, have ever heard of him? Interviewer: If yes, please tell me about him. Any stories you have heard about this community hero. Interviewer: Any other thing you would like to tell me about this food? When do you people take it? Interviewer: Are there any special recipes in which Manoomin is used? Please tell me about them. Interviewer: Thank you very much. I hope to share with you my findings. Thank you. This is a guiding structure of the interview, and so many questions that the interviewer may ask in relation to the interviewee’s response will be included.  Ã‚  

XMGT DISCUSSION WK1 Essay Example | Topics and Well Written Essays - 250 words

XMGT DISCUSSION WK1 - Essay Example is known as a moral dilemma, where the decision maker faces two or more ethically uncomfortable alternatives (Schermerhorn Jr., Hunt, Osborn, & Uhl-Bien, 2011, p. 208). Many times organizations have to choose between what the â€Å"right† thing to do is and the expectations that shareholders place on them. Most businesses are in operation for profit, so this generally guides their ethical behavior. The problem is that society has become cynical about ethics in business because they know that organizations only want to appear ethical and would rather make money at all costs. An example of this is large corporations that choose to outsource work to third world countries. The working standards and labor unions may be missing in those countries, so an opportunity is presented to take â€Å"advantage† of the situation yet still do nothing illegal. Even though an action may be legal, it may not be ethical. This is a fine line in determining what is okay and what is not. It is really up to the organizations themselves to decide, because if they are found to be involved in unethical practices, then it can negatively affect their brand

14 th amendment Research Paper Example | Topics and Well Written Essays - 1250 words

14 th amendment - Research Paper Example The 14th amendment to the American constitution is highly pertinent because it explicitly addresses immigration and nationality act to give equal protection to its citizens across race, color and culture. 14th amendment was also designed to strengthen the Civil Rights Act of 1875. This is one of most important amendments that helped to declare the Afro-Americans as rightful citizens of America and promoted equality across race, color and culture. When civil Rights had come into force, the color of the skin played a major role in the social status. The whites had maintained a racial divide within the society through deliberate use of powerful lobby of the whites and financial advantages that they enjoyed. The blacks were not allowed to become part of mainstream society so that they remained socially and economically unequal. The Amendment was a huge step towards bridging the socio-cultural and racial gaps in the American society. The equal protection is a critical part that gives legal rights of citizenship to the non white population of America. It clearly established that ‘all persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States ... nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws’ (US constitution). It paved way for tranquil growth of new American society that valued democratic framework. It became a major propeller of social justice across the race and color and provided the former slaves with legal rights to fight against discriminatory social practices. Interestingly separate but equal was a highly controversial doctrine that the white population exploited to gain undue advantages. The words like privileges or immunities, due process of law etc. were misrepresented to favor white population against the non white individuals in the court

Values And Attitudes Towards English As New Englishes Emerge Essay

Values And Attitudes Towards English As New Englishes Emerge - Essay Example The paper discusses that of how language developed in other cultures through the influences of both the positivism of modern globalization and the negative influences of colonialism that hangs over deconstructed cultures, the emergence of New English has changed the overall status of the language within the world. Cultures are now embracing the English that has developed within their nation as a part of their cultural history, colloquialism a part of their beliefs, their values and their system of communications through which they experience their cultural identity. What was a part of the fusion of West and ‘other’ has become a part of the experience of modern society within those regions? The cultural narrative now includes the nature of colonialism and all that it brought to the societies that were held in its yoke, language part of the way in which the new culture supports the New English. Belief systems, traditions, and values are all a part of how English has become a part of the overall development of the world. English in modern contexts provides for business, academics, and the use of the internet to be accessible across borders. From a historical perspective, English has been recreated through the influences of colonialism. As it exists within the world, the inner circle provides overflow into the outer and expanded circle in which English is spoken, developing a core resource through which modern bodies of people can find peace and understanding through economic interdependence and cultural homogenisation.

Film Thesis paper Essay Example | Topics and Well Written Essays - 2000 words

Film Thesis paper - Essay Example In The Big Sleep, which is the first film version of the 1939 novel in the same title by Raymond Chandler, Humphrey Bogart stars as detective Philip Marlowe and Lauren Bacall plays the role of the female lead. Breathless (the French title bout de souffle literally means 'at breath's end'), which achieved international acclaim in the nouvelle vague along with other two movies, was highly recognized for its bold visual style and the innovative editing use of jump cuts. Howard Hawks' film is celebrated as an important Hollywood realist film which treats its subject, theme, and story in a realist manner, and it was highly appreciated by the U.S. Library of Congress, which preserved the film to the National Film Registry in 1997. Through its audacious visual style and the inventive editing use of jump cuts, Breathless is celebrated as a significant example of "anti-realist" film. A comparative analysis of these two essential films brings out significant facts about the various elements of the two genres. Therefore, this paper undertakes a reflective analysis of 'culturally, historically, or aesthetically significant' film The Big Sleep (a Hollywood "realist" film) by Howard Hawks and the French New Wave film Breathless (an "anti-realist" film) by Jean Luc Godard, in order to compare and contrast the theme, narrative, tone, acting, and genre of the two movies. The Howard Hawks film The Big Sleep is one of the most powerful and complex noir movies in the history of the genre and represents the rotten sweetness of corruption through the narration and themes. As the realist version of a celebrated novel, the film depends greatly on the narrative and themes to reflect the story in an effective manner. To several critics, the director has even excelled the author of the novel to represent various significant details of the plot and the narrative of the film is a reflection of this success. "Howard Hawks' The Big Sleep is one of the truly great Hollywood pictures: the Raymond Chandler novel is brought to the screen with panache and authority, and the chemistry between Bogart and Bacall is unsurpassed. While the protagonist lovers are good guys and there is no femme-fatale, the movie has a strong noir aura. The darkly lit atmosphere and strong sexual tension shape our response to a grim and dissolute nether world where PI Philip Marlowe doggedly solves an enigma within a mystery in a plot so convoluted not even the film-makers fully understood it." (The Big Sleep (1946): Love's Vengeance Lost) In the narrative of the film, the director presents a number of murders throughout the film which complicate the audience in easily figuring out the full plot of the story. Significantly, a careful spectator of the film feels that he is left in a world of ambiguity and chaos, similar to the case-hardened private detective Philip Marlowe. Therefore, the realist version of the film through its narrative helps the director in reaching the audience more efficiently. The director has been able to bring about his recurring romantic configuration through the n

Values And Attitudes Towards English As New Englishes Emerge Essay

Values And Attitudes Towards English As New Englishes Emerge - Essay Example The paper discusses that of how language developed in other cultures through the influences of both the positivism of modern globalization and the negative influences of colonialism that hangs over deconstructed cultures, the emergence of New English has changed the overall status of the language within the world. Cultures are now embracing the English that has developed within their nation as a part of their cultural history, colloquialism a part of their beliefs, their values and their system of communications through which they experience their cultural identity. What was a part of the fusion of West and ‘other’ has become a part of the experience of modern society within those regions? The cultural narrative now includes the nature of colonialism and all that it brought to the societies that were held in its yoke, language part of the way in which the new culture supports the New English. Belief systems, traditions, and values are all a part of how English has become a part of the overall development of the world. English in modern contexts provides for business, academics, and the use of the internet to be accessible across borders. From a historical perspective, English has been recreated through the influences of colonialism. As it exists within the world, the inner circle provides overflow into the outer and expanded circle in which English is spoken, developing a core resource through which modern bodies of people can find peace and understanding through economic interdependence and cultural homogenisation.

Symbolism in the Short Story Research Paper Example | Topics and Well Written Essays - 250 words

Symbolism in the Short Story - Research Paper Example That is the main theme of the short story, talking versus communicating. Both parties eventually became frustrated with the direction their conversation is heading, which then leads both of them to put more walls between them, thus aggravating the situation. For example, the girl looked at the hills and mentioned they are lovely, but the man replied pertaining to getting another drink. Then the American said â€Å"The beer’s nice and cool,† to which the girl replied â€Å"It’s lovely.† (Clugston, 2010, p. 112). They were obviously talking about two separate things. This then leads the readers to the symbolism used in the story. The American wants to say anything to convince the girl to go through an abortion, a fact that is not directly mentioned in the story. This is linked to the story’s title Hills Like White Elephants. Hills is usually a symbolism of wanting to escape, while white elephants usually symbolizes something that an individual does not want; in this story, it is the unborn child. Afterwards, the girl takes back her statement and mentions that the hills do not really look like white elephants at all (Clugston, 2010, p. 112). It is a subtle hint that she might want to keep the baby despite the American’s encouragement to abort

Fundamentals of Phonetics Essay Example for Free

Fundamentals of Phonetics Essay Question 34Â  ptsEvery vowel in English has a unique articulatory position based on: (choose as many as apply) Every vowel in English has a unique articulatory position based on: (choose as many as apply) | tongue tenseness| x| tongue height| x| tongue advancement| x| lip rounding| Question 44Â  ptsOne can determine if a vowel is tense or lax by: One can determine if a vowel is tense or lax by: | tongue tension| x| stress| x| duration| x| muscular effort| Question 51Â  ptsThe lax vowels are lower in height than their tense counterparts. The lax vowels are lower in height than their tense counterparts. xx| True| False| Question 61Â  ptsRhotic diphthongs can also be called: nbsp;(choose as many as apply) Rhotic diphthongs can also be called: Â  (choose as many as apply) x| r-colored vowels| | onglides and offglides| x| rhotacized vowels| | lateralized vowels| Question 74Â  ptsWhich of the following list of words contains no front vowels? nbsp;(Choose as many as apply) Which of the following list of words contains no front vowels? (Choose as many as apply) | seat, sit, sat| x| soup, soap, supper| | set, sought, suit| | sought, sot, suit| Question 84Â  ptsWhich of the following sets of vowels have no back vowels? nbsp;(Choose as many as apply) Which of the following sets of vowels have no back vowels? (Choose as many as apply) X| steed, stayed, stud| | stood, stowed, stewed| | skin, scan, scone| | stirred, stove, steer| Question 94Â  ptsThe difference between e and e is: nbsp;(Choose as many as apply) The difference between e and e? is: Â  (Choose as many as apply) x| e occurs in unstressed syllables| x| e? occurs at ends of words| | e? is slightly shorter in duration| | e occurs at the ends of words| Question 104Â  ptsMatch the symbol to its name. Match the symbol to its name. ash ? epsilon ? schwa upsilon ? Question 111Â  ptsThe open o (or backwards c) or [] is: nbsp;(Choose as many as apply) The open o (or backwards c) or [? ] is: Â  (Choose as many as apply) | lax| x| slightly lower than [o]| x| is al ways used in the transcription of or as [? r]| | is used in the word coat| Question 121Â  ptsWe commonly use the wedge instead of the schwa when: nbsp;(Choose as many as apply) We commonly use the wedge instead of the schwa when: Â  (Choose as many as apply) x| the syllable is stressed| | at the end of a word| x| the tongue is slightly lower and more backed| | the syllable is unstressed| Question 134Â  ptsIn which of the following words would we find lip rounding? nbsp;(Choose as many as apply) In which of the following words would we find lip rounding? (Choose as many as apply) x| put| x| toad| x| door| xx| herd| Question 141Â  ptsWhich diphthongs occur only in diphthong form? Which diphthongs occur only in diphthong form? | a? , e? , o? | | e? , o? , ? | x| a? , , | | ? , a? , u? | Question 151Â  ptsWhich diphthong begins in the low mid back position and ends in the high front position? Which diphthong begins in the low mid back position and ends in the high front position? | a? | | o? | o? | x| | Question 164Â  ptsWhich vowels are affected by syllable stress? nbsp;(Choose as many as apply) Which vowels are affected by syllable stress? (Choose as many as apply) x| e| | ? | x| o| x| ? | Question 174Â  ptsWhich vowels are lax? nbsp;(Choose as many as apply) Which vowels are lax? (Choose as many as apply) x| ? | x| ? | X| ? | | e| Question 184Â  pts Which vowels are back? nbsp;(Choose as many as apply) Which vowels are back? (Choose as many as apply) X| u| | ? | X| o| X| ? | Question 194Â  ptsWhich vowels are mid? nbsp;(Choose as many as apply) Which vowels are mid? (Choose as many as apply) | a| | ? | X| ? | | ? | Question 204Â  ptsMatch the following words to the correct transcription Match the following words to the correct transcription choose ?uz chose ?oz chows ?a? z cheese ?iz Question 217Â  ptsMatch the following words to the correct transcription. Match the following words to the correct transcription. course k? rs cures kj? rz cars karz curse k? rs cores k? rz cuss k? s case ke? s Question 227Â  ptsMatch the following words to their correct transcriptions. Match the following words to their correct transcriptions. thee ?i thou ?a? though ?o the they ?e? thigh ?a? thaw Quiz saved at 12:50pm

The Teapot Dome Scandal

The Teapot Dome Scandal Tarryl Garner The topic is Teapot Dome scandal. People in the office decided to make a company for oil to make more money for themselves. Harding called for a return to normalcy, which meant support for the pursuit of private profit. The people in the office was caught and had to turn the oil company to the navy. The Teapot Dome scandal of 1923 was the worst of many political scandals of Hardings tenure and of the 1920s in general. It happened in 1921-1923. It was the first time that a president that had a scandal. The first person who is involved in Teapot Dome is Albert B. Fall. Albert Fall received approximately four hundred thousand dollars exchange for his favoritism. Fall was the United States Senator from New Mexico and the secretary under President Warren G Harding infamous for his involvement. Albert Fall became the first cabinet official was sent to prison. The second person is Edwin C. Denby. Edwin singed all the leases Edwin was cleared of all the charges he had. Became interested in mines, lumber, land, railroads, farming, and stock raising member Territorial House of Representatives 1891-1892. Convicted of bribery for leasing federal lands to oil companies in exchange for personal loans. Fall spent nine months in a New Mexico state prison. Fall retied in major Marine Corps in the United States Reserve in 1919. Appointed chief probation officer in the recorders court of the city of Detroit and in the circuit court of Wayne County in 1920. Resumed the practice of law and various bus iness enterprises died in Detroit Michigan February 8, 1929 interment in Elmwood Cemetery. He also was well known as a dancer. He was writer and wrote books. The third person was Harry F Sinclair. Sinclair wanted to be in a businesses into the oil fields, which was in the early phase of their development in the central part of the country. He was an American industrialist and was the founder of the Oil Company. He was implicated in the 1920s Teapot Dome Scandal. He served six months in prison for jury tampering. Sinclair decided he didnt want to be in jail so he decided to deny all guilt so he can get back into the oil company to make more money that he lost, which continued to prosper. During the Great Depression, he purchased troubled oil companies continuing to build a nationwide network of oil fields, pipelines, and refineries. The fourth person is Edward L. Sinclair. In 1922 Sinclair was the president of the Mammoth oil company, Sinclair was received the rights to the Teapot Do me. He rose from years as a drifter to become the richest man in America. He wants to spend his last years in prolonged court battles on charges of bribery and corruption in the famous Teapot Dome Scandal. While Edward Sinclair waits for his second trial, for bribery, Doheny faced a major family tragedy. Edward Doheny was a friend of fall was prominent in the American petroleum and Transport Company was leaked in the fields in California Elk hills. Edward Doheny was guilty of bribery charge, but Edward was forced to repay $47 million in settlements, taxes, and penalties by the court. The last person was Warren G. Harding. Warren G. Harding was elected the 29th U.S. president on his birthday, and served from 1921 to 1923. At age 14, Harding attended Ohio Central College where he edited the campus newspaper and became an accomplished public speaker. He personally overturned or allowed Congress to reverse many policies of the Wilson Administration and approved tax cuts on higher income s and protective tariffs. Facts about the teapot dome scandal. It was named after rock formation. Fall received bribes of over $400,000 it did not remain as a secret for along time. Greatest and the most sensational scandal in the history of American politics. The Teapot Dome was a geological formation that traps oil underground by the layers of the rocks layer up to form a dome. In 1924, the senate inquiry concluded that the Teapot Dome and Elk hills oil leases had been fraudulent and corrupt. Both Albert Fall and Edwin Denby they had to resign from office because of the Teapot Dome scandal however, President Harding was not involved to have a role in the illegal dealing. Edwin Denby was not fraud but with his helping, the other he was forced to resign from the office. When President Harding he surrounded himself with a group of his old friends that become known as the Ohio gang. Then on August 2nd 1923, President Harding died unexpectedly of a heart attack. Calvin Coolidge became president. The Teapot Dome scandal period was from 1921-1923. The First World War ends for the United States in August of 1921 when the U.S. and Germany signed the Treaty of Berlin. New York Yankee pitcher Babe Ruth hit his 138th home run during June of 1921. Ruth broke the career home-run record that had been held by Roger Connor for 23 years. Seven of the sixteen major railway unions at the time joined to protest wage cuts for railway maintenance workers. At the start of the strike about 400,000 workers walked off the job and while the strike had some economic effects across the country. The surrounding circumstances. Fall secret granted to Harry Sinclair of the oil company to see if he had the exclusive rights to the Teapot Dome Wyoming reserves. He granted similar rights to Edward L. Doheny of pan American Petroleum Company for the Elk Hills reserves in California. They all came very rich. Teapot Dome is a geological feature in Wyoming, Teapot Dome named for nearby rock, and you can see the oil company. In addition, private wells surrounded the naval reserve fields, siphoning off their underground deposits. When the news became public in April 1922, conservationists and small oil producers in Wyoming, who objected to the secrecy and lack of competitive bidding, raised a storm of protest. Teapot Dome was only the most dramatic example of corruption by Hardings appointees. President Coolidge set up the Federal Oil Conservation Board to encourage closer coordination in oil production between the federal government and the oil industry. A company from Sinclair and the rest of the people that was in the scandal indicating that the bonds receiving good things from the leases. There were rumors where in which couple people in Hardings Administration had bought a rich deserted oil reserve in Wyoming to private interest to eventually payback the bribes toward the company. The senate public made a choice to investigate the Albert fall received not only $100,000 from Doheny Fall also received $300,000 from Sinclair the president of Mammoth oil company Fall exchange it to cash for the use of the Teapot Dome oil reserve. It started with rumors that the members of the administration had purchases some the remote rich land which was an oil reserve in Wyoming to private interests in return for bribes. Some men in New Mexico had become increasingly suspicious when they noticed fall buying more land and improving his property there, and oilmen in Wyoming and Colorado began to write their Congressmen in protest and for information. At an executive session of the Public Lands Committee on January 26, 1924, Walsh introduced an idea where he introduced on a Monday during the Senate Resolution calling on President Coolidge to annul the leases of Teapot Dome and Elk Hills and to appoint a special counsel to investigate and prosecute the individuals of all who were involved in the mater. The effect on the government. Judge T Blake ruled against the government to give the scandal to someone else but the leases were finally cancelled when the United States Supreme Court overturned the Kennedy decision. Became synonymous with government corruption and the scandals arising out of the administration of President Warren G. Harding. Since then, it has sometimes been used to symbolize the power and influence of oil companies in America politics. Occidental Petroleum Company took over operations there in 1998 in the largest single divestiture of federal property in the history of the US government. Which currently produces a small amount of crude oil and natural gas and earns approximately $5 million per year for the federal government. Eventually everything was okay the United States Supreme Court decided to get rid of the lease inoperative and the oil company at the Teapot Dome and Elk hills was returned to the government. The suffering of the people were involved in the teapot scandal. Albert B. Fall was convinced of bribery he served nine months of a one-year sentence but after 9 months he been in jail he was released because of bad health. Harry Sinclair was put in prison he served six and half months in prison. Harry Sinclair left prison denying all guilt and returned to his oil business, which continued to prosper. Edward Doheny was acquitted again of the bribery charge, but was ordered by the courts to repay $47 million in settlements, taxes, and penalties. Edward Doheny son was killed by Plunkett. Plunkett later comminuted suicide because Plunkett feared that he was going to be sent to prison for helping delivering cash to Albert Fall. The outcome of the Teapot Dome scandal. District Judge T. Blake Kennedy ruled in favor of against the government, but the leases were finally cancelled when Supreme Court overturned the Kennedy decision. Concluded that the Teapot Dome and elk hills oil leases had been fraudulent and corrupt. The federal government brought the trial to federal court in the state of Wyoming to deny the bribery-induced leases to Teapot Dome that fall had given to Sinclair. Congress made President Harding to cancel the leases. The Supreme Court made the leases cheating ruled illegal the charges what President Harding had go against Albert Fall. People in the office decided to make a company for oil for a backup plan to make a lot of money. When you are in charged you should become a leader and show people how to be a better person.

Marranos: A Lost People :: essays research papers

Marranos: A Lost People Some people might call them New Jews, some New Christians, and others call them Marranos. The majority of the world population has no idea who the Marranos are. To begin to explain these secret people, one must first receive a lesson in World History. We will begin in the 1492. In school, we are brainwashed to connect the year 1492 with the year that Columbus discovered the New World. Yet, if we look at the year 1492, there are other occurrences which are noteworthy. For instance, in the year 1492, Spain, the country which sent Columbus to America, decided to officially expel the Jews from Spain. The Jews were forced to either leave Spain, convert to Catholicism, or be put to death. This was not a surprise to the Jews of Spain. Since 1931, there had been anti-Jewish riots throughout Spain. For years, the Jews had been converting to Christianity to escape religious persecution. These Jews were called conversos. The twist to this tale is that these conversos actually were only putting on a front. They still considered themselves Jews. They practiced in secret.1 The Spanish made every attempt to search out and punish these conversos. Some Jews chose not to convert and they moved to Portugal. . Unfortunately, Portugal, in 1497, expelled the Jews from its borders as well. Anti-semitism was growing in Western Europe and the Jews needed to escape. The prime choice seemed to be so obvious. The Jews went to the New World. The immigration of the Marranos to the new world might have begun with none other than Christopher Columbus. This, of course, is not definite, but there has been research which has shown that Columbus was indeed a Marrano. Apparently his parents were Marranos.2 Even though there are some disagreements about this fact, there is strong evidence to support the claim that Columbus was Jewish. As the Marranos arrived in the New World, they were not able to reveal their secret identities and practice as Jews. This was because the Spanish government established inquisition offices in the New World. These office's sole responsibility was to hunt down Marranos and bring them to justice. The inquisitors had to visit every town once a year and gather evidence of "non- believers" of the church. They would reward anyone who came forth with information. The information could be days old or forty years old, it made no difference to the Inquisitors. The punishments for being caught were varied, never merciful. The mildest form of punishment was Scourging. This was when the victim was forced to strip to the waist in public and receive hundreds of lashes.

Choose one case study and write an academic essay Essay

PART A = Identify the educational needs of the class/training group. Use these educational needs as the basis (headings) for outlining classroom practice, including strategies, in order to accommodate the diverse learning needs of the entire class/training group. Strategies are to be of a detailed, practical and realistic nature. PART B = Name the Education Queensland (or relevant educational body) policies, frameworks, statements and directives that will have implications for this class/training group (include website address). Note how these policies will support your planning that you have written about in part A. Due Date: 20th January, 2014 Course: Education Specialization: Early Childhood Lecturer/Course Examiner: Noah Mbano Word Count: 2380 This assignment will identify and address the educational needs present in the early childhood case study. The educational needs being addressed will be the basis for Part A, which are, English as a second language (ESL), cultural diversity, social skills, intellectual disabilities and behaviour management. Pedagogical practices and strategies will be suggested to cater for the diverse learning needs of all children attending the service. The focus will be on the delivery of learning opportunities, according to need, to maximise students’ learning capacity and not to label the children. Part B will support the pedagogical response and planning ideas outlined in Part A, by the relevant policies, frameworks, statements and directives from Educational government bodies that implicate the service. PART A English as a Second Language (ESL)/cultural diversity The case study states that the centre has a number of children with different cultural backgrounds. The first educational need relates to ESL and cultural diversity. Educators must respect the diverse cultural backgrounds and ensure equity, so children develop knowledgeable and confident self-identities (DEEWR, 2009). A positive sense of self is fostered when children are supported in their environment to feel safe, secure and supported (DEEWR, 2009). Early childhood educators should support students for whom English is a second language to develop their English language skills, empowering them to communicate and engage within their new environment. From the start of their enrolment, students and their families should be welcomed and feel a sense of belonging at the service. The centre’s philosophy should be based on an understanding that parents should be recognised as the child’s first and most influential educator, whilst supporting the National Childcare Accreditation Council’s quality area two ‘Partnerships with families’ (NCAC, 2005). In practice it has been found that, to support a smooth transition parents and child should be encouraged to have a settling in period, which can be used to share knowledge about the center; it’s curriculum and cultural background. Educators should exchange this information verbally as well as in a written form. During the settling-in period the child has the chance to meet new friends and to become more familiar in their new environment, whilst in the comfort of their parents. Enrolment strategies are to understand, support the child, his/her families and caregivers and to differentiate your program to support all cultures. Educators should build an understanding of individual culture including â€Å"norms, values, beliefs, languages, traditions, behaviours, symbols, activities, achievement, and possessions† (Ashman & Elkins, 2012). Educators can familiarised themselves with the families’ beliefs and values by providing the parents with English-language programs or translators, helping by collaborating and giving continuing support. Using these strategies to encourage family participation within the centre will support cultural diversity and an understanding of the world we live in. Example of  this would be celebrating cultural days, such as Naidoc week within the Aboriginal culture. Workers in the industry report that ways in showing a cultural understanding is to ask families to bring in family photos for display, to provide familiar words from their native language or invite them to talk about their culture or share a special dish are other possibilities. This will help ease the child into the classroom environment. To support the child, strategies such as simplifying language, making instructions clear, breaking down the steps, providing multiple technology devices of communication and observations to recognise confidence could be used. Have classroom routines and consistent expectations to help the child understand what they are expected to do. Educators should ensure individual expectations are clear and understood by children to reduce frustration and barriers from being formed (Ashman & Elkins, 2012). Social Skills The second educational need is the inclusion of social skills. Educators have the responsibility to provide a welcoming and safe environment, where children feel accepted and part of a group. Through social interactions children can share knowledge and develop confident self-identities (DEEWR, 2009). Educators should identify each student’s positive characteristics then use them to establish an understanding of interests to keep them engaged. This helps move towards an inclusive environment. An inclusive classroom should provide a safe, flexible learning environment where all students have sufficient support to achieve outcomes consistent with their capabilities, become willing to take risks, and construct knowledge that is personally relevant and meaningful. Differentiating the program experiences and assessment by taking on an individualised approach aims to promote success and self-esteem (Ashman & Elkins, 2012). It cannot be assumed that social inclusion will occur automatically to new students (Ashman & Elkins, 2012). Strategies to encourage social inclusion are to ensure all students are actively involved in the organisation of the classroom; the educator thus needs to build a positive relationship with the student, providing opportunities for social interaction in group work, games and activities. Educators are qualified enough to support students’ friendships and ensure that their classroom is socially responsive. Following up on these aspects should be done promptly with regular observation and review on progression  in social skills from the child. Through anecdotal evidence, documenting these observations have shown to support the reflection process and assist in justifying and preparing plans for the child’s individual needs, interests, strengths and weaknesses (Churchill et al, 2013). Intellectual disability The third educational need is the inclusion of children with intellectual disabilities. All schools aspire to have collaborative, school-based terms that are organised to develop supportive networks for students, including the intellectually disabled. Educators should recognise strengths and capabilities and not make assumptions about the students’ ability based on their diagnostic label. Reasonable steps should be taken to ensure students with disabilities are given multiple means for participating in learning. These would involve learning through multiple, examples, media and formats, choice of context and tools, opportunities for demonstration and level of challenges. Give students plenty of options for expressing what they know, and provide models, feedback and support for their different levels of proficiency (CAST, 2012). Multiple strategies can be guided by the principles from the ‘Universal Design for learning’, which is a framework that shifts educators’ understanding of learner differences. It challenges them to rethink the nature of curriculum materials and endow them with the inherent flexibility necessary to serve diverse learning needs (Wright, 2006, as cited in Module 4, 2014). Strategies that also facilitate this include, varying the type of activities or the method of instruction, providing additional human and technical resources, giving extra support, modifying the ways in which the student will respond, or changing the classroom environment. These variations should be designed in such a way that the student with a disability is able to participate in the learning experiences on the same basis as a student without a disability, and without experiencing discrimination. There is anecdotal evidence that contemporary approaches to intellectual disability emphasise equal ac cess, participation, and recognition that a person’s level of functioning will improve if appropriate, individualise and supports are provided. Behaviour management The fourth educational need is behaviour management. Before considering specific learning issues, there are a number of factors outside of the school that influence school behaviour issues; family, socio-economics, culture, religion and race; and socio-political factors. Educators should agree that it is important to establish a cohesive understanding of socio-culturally acceptable behaviours when addressing behaviour management. Strategies to encourage positive behaviour rely on a pedagogical approach that sees the educator making adaptations, so the students can work effectively. In practice is has been found that students with behaviour problems often learn best when tactile and kinaesthetic strategies are presented. According to Early Childhood Australia (2013) the two main reasons misbehaviour usually occurs is when, children are expressing their feelings and children who have not yet learnt how to do what is expected. Strategies aimed at preventing misbehaviour include setting clear limits with input from the children and teaching the children what behaviour is appropriate and what is not (Early Childhood Australia, 2013). A critical aspect of maintaining students with behaviour problems in an inclusive classroom is the recognition of the learning difficulties that students face (Mooney, Epstein, Reid, and Nelson, 2003, as cited in Ashman & Elkins, 2012). One of the most important strategies for any teacher is to be a role model and to create a supportive and welcoming classroom. This will encourage all students to persist and work together more inclusively. To encourage appropriate behaviour, staff to child ratios should be obeyed at all times. This will ensure adequate care is been given to each child. Routines to be followed, keeping mealtimes regular and not too late, as some children will be hungry and this can lead to misbehaviour due to irritability. This can be changed by being responsive, flexible and adopting an individualised approach to routines. However sometimes circumstances change suddenly and this can result in routines been disturbed, for example, changes at home and the circumstances affecting behaviour is out of your control. The main idea is to facilitate individuals in developing his or her authentic self, through fostering student’s knowledge in a number of different genres, within a school, family or social environment. As a result of the diverse economic, social, spiritual, cultural, and political realities of our individual lives, a single aim of education wouldn’t suit  everyone’s needs. Therefore we need to create opportunities that will lead a student to their own success, a success defined by the individual. After all research has shown that â€Å"the way children learn, is as unique as their fingerprints† (CAST, 2012). Including students with educational learning needs in the regular classroom will provide the children with opportunities to interact with more able peers. By interacting in small groups, students learn to listen to what others have to say, understand that they may have different perspectives, share information and ideas and express different points of view in socially acceptable ways. Although it may appear that time and considerable organisation is focused on children with educational needs, it will have a positive impact on the delivery of the curriculum. The strategies outlined can be used not only for the child in need but all other children in the class will benefit from the additional strategies that will in turn cater for the multiple ways of learning throughout the class. PART B The Early Years Learning Framework (EYLF) is Australia’s first national framework, which forms an important written guideline for the unity of care and practices ensuring all children involved in early childhood education settings experience quality teaching (AGDEEWR, 2009). The EYLF’s curriculum supports children’s learning from birth to five years of age, as well as their transition to school. Part A mentions strategies that relate to the EYLF’s curriculum The ‘Being, Becoming and Belonging: The Early Years Learning Framework is the document used in all services implementing the National Quality Standard. It consists of a set of principals, practices and outcomes that advise educators that children have a strong sense of identity, children are connected with and contribute to their world, children have a strong sense of wellbeing, children are confident and involved learners and children are effective communicators. Strategies suggested in Part A directly relate to these outcomes from the EYLF by advocating play-based learning while recognising the importance of communication, language, social and emotional development (ACECQA, 2009). All elements are fundamental to curriculum making decisions and pedagogy in an early childhood setting. The National Quality Framework (NQF) is a tool to assist childcare providers to improve their services in the areas that  impact on a child’s development and empower families to make informed choices about which service is best for their child. The NQF has many implications for the centre, including a national legislative framework that consists of the Education and Care Services National Law and Education and Care Services National regulations, a National Quality Standard (NQS), an assessment and rating system, a regulatory authority and ACECQA. ‘The Guide to the National Quality Framework’ directs centres in implementing the framework. The National Quality Standard is responsible for administering, including approving, monitoring, and quality assessing and rating. Services are assessed and rated against the Seven Quality Areas; this ensures the organisation and its educator’s are meeting the standards and providing high-quality educational programs. The Seven Quality Areas that relate to all practices outlined in Part A, are; Educational program and practice, Children’s health and safety, Physical environment, Collaborative partnerships with families and communities, Staffing arrangements, Relationships with children, Leadership and service management. Education and Care Services National Law (Queensland) Act 2011 outlines the legislation that has implications for the service. It outlines regulations regarding inclusion and provisions. The National law establishes the ACECQA, which is responsible for ensuring that the NQF that is implemented consistently across all states and territories. The Child Care Regulation 2003 directs policies and outlines the lawful standards that implicate the service. These regulations implicate all practices and strategies outlined in Part A, by providing a directive for compliance. The United Nations Convention on the Rights of the Child (UNCRC) sets out rights in 54 Articles and is guided by four fundamental principles. The articles are about how adults and governments should work together to make sure that all children get all their rights. The four fundamental principles are, non-discrimination, the best interests of the child, survival, development and protection and participation. These protocols have implications for the service with its outline of the basic human rights that children everywhere have. This is put in place to ensure that services are meeting the basic needs of ch ildren, to help them reach their fullest potential. Many of the rights support planning strategies outlined in part A including the right to his or her own name and identity, the right to an education, the right to be  protected from abuse or exploitation, the right to express their opinions and have these listened to and, where appropriate, acted upon and the right to play and enjoy culture and art in safety (UNICEF, 2012). The Disabilities Discrimination Act (DDA) education standards outline the obligations to assist people with a disability under the DDA. The DDA therefore has direct implications for the service when catering for children with disabilities to ensure their right to participate in educational courses and programs on the same basis as students without disability. This means a person with disability should have access to the same opportunities and choices in their education that are available to a person without disability. These policies support the planning and implementation of differentiated learning, assessment, accommodations, adjustments, re-designing and the universal design for learning. Melbourne Declaration outlines a commitment to working to support the development and strengthening of early childhood education, to provide every child with the opportunity for the best start in life and there for has implications for the service. The ‘Commitment to Action’ supports the planning for part A in such areas as developing stronger partnerships and strengthening early childhood education, advocating services to work towards smooth transitions into schools, providing parents, carers and families with information regarding equity and supporting young Australians to become successful learners, confident and creative individuals and active and informed citizens (MCEECDYA, 2008). References Ashman, A., & Elkins, J. (Eds.). (2012). Education for Inclusion and Diversity (4th ed.). Frenchs Forest, NSW: Pearson Australia Australian Children’s Education & Care Quality Authority (ACECQA). (2011). Guide to the National Quality Framework. Retrieved from http://acecqa.gov.au/storage/1%20Guide%20to%20the%20NQF.pdf Australian Government Department of Education, Employment and Workplace Relations (DEEWR) for the council of Australian Governments (2009). Being Belonging Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: DEEWR. CAST,inc. (2012, May 3). National centre on Universal Design for Learning: UDL at a glance [Video file]. Video posted to http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0 Churchill, Rick. (2nd Ed.). (2013). Teaching: making a difference. Milton Qld: John Wiley & Sons Australia, Ltd. Early Childhood Australia. (2013). Managing challenging behaviour. Retrieved from http://www.earlychildhoodaustralia.org.au/learning_and_teaching/childrens_behaviour/managing_challenging_behaviour.html Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Ministerial Council on Education, Employment, Training and Youth Affairs, {MCEETYA} (2003). A National Framework for Professional Standards for Teaching. Retrieved January 2, 2014, from source. http://www.curriculum.edu.au/verve/_resources/national_framework_file.pd Module 4 – Differentiating the curriculum and universal design principles. (2014). Retrieved January 2, 2014, from http://usqstudydesk.usq.edu.au/m2/mod/resource/view.php?id=167984 National Childcare Accreditation Council. (2005). Quality Improvement and Accreditation System: Quality Practices Guide. Retrieved from http://www.ncac.gov.au/resources/qias_qpg.pdf Queensland Government. (2012). Disability Discrimination Act 1992. Retrieved from http://www.comlaw.gov.au/Details/C2013C00022 Unicef. (2012). Convention on the Rights of the Child. Retrieved from http://www.unicef.org/crc/