My Philosophy My Teaching Philosophy - 893 Words

My Teaching Philosophy Since Koreans started to learn English, thousands of people have struggled to master the language. Parents currently invest a lot of money and their children spend enormous amounts of time studying English as government suggests new language policies. However, proper verification and investigation of those policies have not been done yet and the outlet is really not promising (Suh, 2007). Most Korean students study English for tests. The purpose of English is so focused on tests that the situation makes the language classroom very uncomfortable and tense. This situation may also be caused by public schools? preferred method of teaching the grammar-translation method (GTM). Students are given lists of vocabulary terns and are also encouraged to learn grammatical rules, as teachers provide translation activities for their classes instead of practical oral proficiency practice (Richards and Rodgers, 2001). With the pressure of tests and teacher-centered lectures, many students lose inte rest in learning the English language or become stressed out about it. Most of all, some teachers and educators forgot to figure out why students learn the language. I want to use a more inspirational approach to teaching because motivations will affect such things as anxiety, or attitude or willingness to try new learning strategies (Hedge, 2000). Being a professional teacher includes providing good direction and advice to students on how to learn a language. GoodShow MoreRelatedMy Philosophy Of Teaching Philosophy911 Words   |  4 PagesTeaching Philosophy When I think about my teaching philosophy, I think of a quote by Nikos Kazantzakis, Greek writer and philosopher. Kazantzakis states, â€Å"True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.† In my classroom, I will provide an environment that shows I am a â€Å"true teacher.† Philosophy of Discipline I believe that children learn best andRead MoreTeaching Philosophy : My Philosophy1100 Words   |  5 PagesTeaching Philosophy: Lauren Gross EDUC 120 Learn to Teach, Learn to Learn. / Use the past to teach the future ( That is my philosophy) Theory helps teachers think about what we experience and furthermore to teach and learn about how we, as educators, learn. Teachers should be supportive and cooperative, teachers should play the role of a friend, but also stealthily act in the role of advisor or guide for students. Teachers should live by existing educational theories, but also be able to createRead MoreMy Philosophy : Teaching Philosophy1071 Words   |  5 PagesAfter reading Professor Varis teaching philosophy it is quite evident he takes great consideration for his students and their learning opportunities. As I reflect on and review my understanding and my learning philosophy I am given the chance to reflect on past classes and possibly what could have been different on my behalf and the professor’s behalf. Also at this time I relish the opportunity to contimplate what my values, principles, achievement skills and also my expectations for this class areRead MoreMy Philosophy Of Teaching Philosophy1888 Wor ds   |  8 PagesTeaching Philosophy My philosophy of education is founded on the core principle that all children should have equal access to a quality education that will prepare them for higher education and to be contributing members of society. Schools were founded on the primary principle of teaching values to students as well as educating them academically. While values have been removed from the curriculum, I still believe much of what we do as teachers is instilling values in our students. As educators,Read MoreMy Educational Philosophy : My Philosophy Of Teaching Philosophy952 Words   |  4 PagesMy Teaching Philosophy Wk. 13 By, Julie Bernard EDPC603 My objective as a teacher is to make a difference in the lives of the student I teach. Similarly, through teaching I will provide students with the necessary tools to become critical thinkers. As critical thinkers, my students will be able to make reasoned judgements that are logical and well thought out. My students will not just passively accept arguments and conclusions; my students will be equipped to questionRead MoreMy Teaching Philosophy : My Personal Philosophy Of Teaching932 Words   |  4 Pages This is my personal philosophy of teaching. This is my belief about teaching and learning and how I will put my beliefs into classroom practices. First and foremost, the purpose of education is to educate students so that they can be ready for the real world. It should prepare students for life, work, and citizenship. To do this, education should teach one to think creatively and productively. In addition to preparing students for the real world, all students should be able to read and comprehendRead MoreMy Teaching Philosophy1217 Words   |  5 Pagesis at the elementary school level. My current goal is to either teach the 4th or 5th grade level. Moreover, throughout the semester I have read about or seen different philosophies through the observations I have done throughout the semester. While reading chapter 6 in the class text I thought to myself, as an educator what will be teaching philosophy that best suited my beliefs. Moreover, in chapter 6 there was a test where one would figure out their philosophy according to the test result. For meRead MoreMy Philosophy Of Teaching853 Words   |  4 Pages My role, as an educator, is to guide, engage, motivate and inspire students to learn so that they can realize their full potential and achieve their educational or personal goals. As a mathematics instructor my goal is to guide my students to learn to communicate mathematically, value mathematics and its usefulness, understand the material presented, able to recall and apply the concepts. Furthermore, I hope to deepen students understanding in the subject and become confident in their mathematicalRead MoreMy Philosophy Of Teaching For Teaching932 Words   |  4 PagesWhen I was learning about teaching in college classes my philosophy of education was different than when I actually started doing my student teaching. As soon as a teacher enters the classroom, it should be his/her second home. Teaching is a field of occupation where teacher needs have these two personality traits: patience and flexibility. Not all teachers are same thus each has their unique way of teaching students. My philosophy for teaching is very simple and fair. I would like to incorporateRead MoreMy Teaching Philosophy : My Philosophy Of Education1086 Words   |  5 PagesAs I continue to progress through my teaching journey, I have had the opportunity to do a lot of self-evaluation and dig deeper into what makes a great teacher. Since then there has always been a quote that has stuck with me, stated by Seymour Simon, an award winning children’s science author. â€Å"Im more interested in arousing enthusiasm in kids than in teaching the facts. The facts may change, but that enthusiasm for exploring the world will remain with them the rest of their lives.† I truly believe

I Have Learned Through Teaching - 1477 Words

One of the many things that I have learned through teaching young people is that time goes by a lot faster. In reflecting from my field teaching lessons, I realized that there were many things that I was pleased with, but I also realized that there were many things I know I need to work on. Watching a video of you teach a class is the absolute best way to self-evaluate yourself. We are most critical of ourselves when we can see our work played back to us. This experience has not only been helpful in my teaching methods, but it has helped me to establish a more professional and authoritative essence in the classroom. Before students had even seen the writing assignment, students picked up a half sheet of paper when they walked through the†¦show more content†¦When I began the lesson plan on verbals I had students write freely about a significant incident in their lives in which you were taught a meaningful lesson. Students had complete freedom to write on a topic that had hap pened to them, or someone they knew. When students are given the opportunity to write about their lives, that is when we empower students with their own words. The students were able to choose what incident they wanted to write about from their lived experiences. After my minilesson on verbals I wanted students to incorporate these into their own writing to add action and precise details about their significant incident. During this lesson plan I wanted to keep in mind the one ELL student at field placement. I had gotten to know her very well through interviewing her, and knew from previous conversations that she really struggled to understand grammar. When students were working individually on their writing assignment, I made sure to visit this one student in particular to be sure that she understood the concept fully. This student works very hard, and I know she is doing twice the amount of work as every other student due to the language barrier. Through giving this student extra time to process the new information I was able to then check for understanding when students were working independently. This

Role of Women free essay sample

Although women occupied an entirely different position in society compared to men, they too held a certain sphere of influence and power; they simply exerted it in ways that were distinct from mens strategies. By observing the many female characters in The Odyssey, for example; Penelope, Circe, and Calypso, we are able to understand that back then women were inferior to men yet they had power in that they were able to draw men in so quickly and easily (for example sirens, they sing so beautifully that men get drawn in from lust for these things with such beautifull voices, but the irens are killers and they kill any man on a ship that passes), also they are portrayed as being very wise in The Odyssey, Athenas appositive most of the time is bright- eyed Athena which is portraying that as the godess of wisdom, even in disguise, as mentor etc. she still has her bright sparkling eyes which portray her as a very wise woman. This is the same with Penelope as she is portrayed as wise throughout most of The Odyssey. By examining the character of Penelope, the wife of Odysseus, one can see Just how women exerted their power and influence in The Odyssey and to what ends. Penelope uses clever cunning and sexual charm to toy with mens emotions and to meet her own needs while she is waiting for her husband to return from battle. On one hand, she represents motherly characteristics mothers in The Odyssey are seen as the givers of pity and sorrow rather than true supporters of their sons and husbands in terms of military or personal quests. Mothers as seen throughout The Odyssey are women in need of support and guidance as they are weak and fragile, without a steady male hand to guide them, these women apppear to be lost and inconsolable. but she also has some of the traits associated with the seductresses een in The Odyssey, such as Circe and Clytemnestra. Following the role of a mother fgure, Penelope mourns her lost love, seemingly oblivious (at first) to the attentions of the suitors. One major role of women in The Odyssey is their roles as seductresses. When Odysseus crew arrives on Circes island, they are attracted to Circes house because of the alluring voice of the beautiful but monstrous goddess. Homer describes her as singing in a sweet voice as she went up and down a great design on a loom, immortal such as goddesses have, delicate and lovely and glorious in their work. (Book 10, Line 221) Odysseus men respond to this by calling onto her and entering her house. The mens desire for Circe allows the goddess to exploit their weaknesses, trick them, and magically turn them into swine. Odysseus, only, with the help of a protective drug and advice provided by Hermes, goes to rescue his men from Circes island. He follows Hermes exact instructions and when the goddess attempts to strike him with her sword, he lunges at her. Odysseus draws his sword and says, Swear me a great oath that there is no other evil hurt you devise against me. (Book 10 Line 344) Homer has Odysseus draw his sword at this moment; erhaps he aims to show how a womans appeal and sexuality is a threat to male dominance. Such interactions between men and women add a ce rtain dynamic to the epic and make it more interesting and easier for the reader to identify with the story. Although, Odysseus is very sly and resourceful, many times even he finds himself lost when he is in these types of situations with seductive women. Odysseus was so infatuated with Circe that he remained on her island for a year, completely forgetting about going home until his men convinced him to leave. One other moment when we see the importance of gender in The Odyssey is during Odysseus seven-year stay with Calypso on her island. When Odysseus relays the story of Calypso, he changes the story slightly to give the perception that he was held prisoner and lamented the entire time he was there. However, Homer gives us some insight when he says; the nymph was no longer pleasing to him. (Book 5, Line 153) which implies that at some point Odysseus did enjoy himself with the goddess on the island. Calypso offered him immortality and a life of ease. When Odysseus was exhausted with this lifestyle and longed for his wife and homecoming, Calypso tried o use her wiles to convince him to stay with her. She compares herself to Odysseus wife Penelope saying, l think I can claim that I am not her inferior either in build or stature, since it is not likely that mortal women can challenge the goddesses for build and beauty. (Book 5, Line 211) When Odysseus still longs to return home, Calypso forces him to stay on the island. This is against the ideals of Homeric Greek women. Calypso diplays a dominant and manipulative side, which is another threat against male dominance. Calypsos ability to impede Odysseus voyage for seven years, ignifies the belief that powerful women can create danger. In this situation, Homer tells us, if a woman does not accept her place as an impuissant, she is likely to slow down or prevent a man from reaching his goals. The Homeric Greek men consider women valuable but only to satisfy their physical needs. Zeus eventually sends Hermes as a messenger to command Calypso to allow Odysseus to return home. Calypso complains that the gods are allowed to take mortal lovers while someone always interferes with the affairs of the goddesses. Calypso complains about this double standard but eventually meets Zeus request. This is an excellent example of the male biased Homeric Greek society. This epic is dependant on the role of women. It is difficult to completely Judge the beliefs about gender roles in Greek culture based solely on The Odyssey. At times, the roles and actions of women in this poem show the male chauvinist view, that they are objects of beauty and have to succumb to manipulation and trickery to accomplish a goal. There are other times when a womans strength and intelligence come through. Homer uses this interplay to make the epic more interesting and develops an underlying theme of a battle of the sexes.

The Collision Theory Essay Example

The Collision Theory Paper To help me explain the collision I am going to use information from Chemistry Made Clear by Gallagher and Ingram.In order for a reaction to occur the particles must meet and the collision must occur with enough energy. In the reaction I am investigating, the making of magnesium sulphate, the magnesium atoms and hydrogen ions must collide with enough energy to successfully react.Below are some diagrams to help show this:The word equation for this reaction is below:The symbol equation for this is below:If there are many successful collisions i.e. the reaction goes quickly then a lot of hydrogen will be produced i.e. the rate of reaction is fast.However if there isnt enough energy to carry out the reaction then the hydrogen ion will bounce off and nothing will happen.Acid TheoryWhen an acid dissolves in water the acid molecule splits up and hydrogen ions and anions are formed. Their quantity is different depending on the acid. If all the molecules of the acid split up completely then th e acid will have a very acidic pH number. We know all acids contain hydrogen, but strong acids have a high concentration of hydrogen ions (H+) per dm3.H2SO4 2H+ + SO42-Due to the fact the hydrogen ions are in a solution then, as the particulate theory matter tells us, the ions will be moving randomly throughout the solution. Some will hit the metal. If the ions that hit the metal have enough energy then a chemical reaction will occur and the metal will lose electrons which become metal cations. These bond with the hydrogen ions and become hydrogen atoms. These atoms bond in pair to form molecules which effervesce and escape as gas.Rates of ReactionThere are three factors that influence the speed of which magnesium reacts with sulphuric acid.I will look at each of these in detail.* The concentration of sulphuric acid.If the concentration of sulphuric acid is increased then the speed of the reaction will be increased. This is because with an increase in concentration then there will b e more hydrogen ions present. If there are more hydrogen ions then therefore the chances of a collision will be increased, and therefore the reaction will be faster.* The surface area of the magnesium.If a large block of magnesium is reacted with sulphuric acid then only a small amount of magnesium is actually exposed to the hydrogen ions. If the block of magnesium is broken up into small pieces then a larger area will be exposed. This increases the chances of collisions, and the more collisions they is the faster the rate of reaction.* The temperature of sulphuric acid.As mentioned earlier, particles need enough energy in the collision to react. This energy, also know as activation energy can be increased by increasing the temperature. So if the temperature of sulphuric acid is increased, then any collisions that occur will have the activation energy. This means the reaction will be faster.Now for this course work I am required to investigate just one of these factors. I can forget about investigating the temperature of the sulphuric acid as to investigate it in detail may be a safety issue as heating an acid is unwise. It would also be difficult to investigate the surface area of magnesium as to do so I would need five different forms of magnesium and my school only stocks three of these.So the easiest factor for me to investigate would be changing the concentration of sulphuric acid. This is quite easy as the actual experiment is quite straightforward and I can make my own dilutions of sulphuric acid.VariablesThe independent variable is what I am going to investigate; I will do so by changing the concentration of the acid.The dependant variable is what I will be measuring, that is the time taken for all the magnesium to dissolve.The controlled variables is what are going to stay the same to keep the investigation fair; i.e. the temperature of the acid, the temperature of the water, the total volume of acid solution, constant swirling and the size of the mag nesium ribbon.PredictionMy hypothesis is that the higher the concentration of sulphuric acid the faster the rate of reaction with the magnesium ribbon.I have predicted this because:All acids contain hydrogen, and hydrogen dissociates when it dissolves in water to produce ions. Sulphuric acid is one of the acids that dissociates completely to form a strong acid. Sulphuric acid will be very acidic on the pH scale and have a high concentration of hydrogen atoms as all its molecules will dissociate.Its word equation is:H2SO4 (aq) 2H+ (aq) + SO42-(aq)As long as there is enough activation energy then a chemical reaction will take place between magnesium and sulphuric acid and magnesium sulphate and hydrogen will be produced.The more successful collisions there are, the faster the rate of reaction.So if the concentration of sulphuric acid is increased and as long as there is enough activation energy then the rate of reaction will be faster.Apparatus:2 burette holders2 retort stands2 waste beakers1 stop clock1 30cm ruler1 pair scissors1 small plastic filter funnel1 piece sand paper1 pair safety goggles1 white tileChemicalsSulphuric acid 100g/dm310cm length magnesium ribbonWash bottle of distilled waterMethod- Firstly I shall sand the piece of magnesium down to remove the oxide,- Then I shall accurately divide my piece of magnesium into 10 1cm strips using scissors and a ruler.- I shall then zero two burettes, one with water and the other with sulphuric acid.- I shall then accurately add 25cm3 of sulphuric acid into my conical flask.- To this I shall add a single 1cm strip of magnesium starting the stop clock as soon as it enters the flask.- I shall listen and watch until the magnesium completely disappears then I shall stop the clock and record the time.- I shall then repeat this using the same volume of sulphuric acid making sure to zero the burettes.- I will then repeat the above from the third point until now using the values in my table.- By dividing the two times I recorded for a piece of magnesium to dissolve by two I can find out the average time taken for each different concentration.- By inverting my times as fractions (i.e. a time of 20 second which is 20 will become 11 20)I can find out a decimal number which represents Rate ofReactions-1.SafetyDuring this experiment I shall wear safety goggles as Sulphuric acid is corrosive and can burn skin, and, as some may be taken up with the hydrogen ions as they escape as a gas (i.e. acid spray) it is only sensible to wear safety goggles.Strategy for dealing with resultsI shall display my results in a table like the one below:Volume of Sulphuric Acidcm3Volume of Water cm3Concentration of Sulphuric acid g per dm3Time1sTime2sAverage Times(Rounded)Rate of Reaction s-1Rate of Reaction x 1000s-125025100=1002517.2814.54161 =0.06251662.523223100=922518.7817.78181 =0.05551855.518718100=722529.6928.84291 =0.034482934.4816916100=642540.8439.90401 =0.0254025101510100=40251121131131 =0.0088491138.85I will graphically demonstrate these results in a graph which I believe will look similar (if the times have been recorded accurately) to the one below:I have predicted the positive correlation in the graph above as I believe that the rate of reaction is directly proportional to the concentration. I believe that as the concentration of acid doubles the rate should also roughly double. I believe this as when the concentration doubles there are double the number of hydrogen ions present, so there are double the number of ions to collide with. This would mean the reaction should occur in half the time, so the rate at which the reaction took place doubles.I will make sure that the results I take are as accurate as they can be by using burettes instead of measuring cylinders as they are more accurate and have a control on how much liquid is poured.I will make sure I read the meniscus at eye level as to make my reading more accurate. I will also use a white tile and put it behind the meniscus to help me see it clearer.I will sand the magnesium as this will remove the oxide layer which forms and help the reaction to run smoother.I will make sure to start the stop clock at the exact moment the magnesium drops into the sulphuric acid as the reaction will tart then. As well as this I will stop the clock as soon as the magnesium has completely dissolved as this is when the reaction is over.Each different concentration shall have results taken twice to not only find an average time but to see if there has been an error. If an error has occurred I shall repeat the experiment a third time to find out which of my two previous times is incorrect.Also I shall have to make sure the controlled variables I mentioned earlier are kept the same throughout, i.e.The temperature of both liquid shall have to be kept the same, as will the total volume of the acid solution. I will have to make sure that all the pieces of magnesium ribbon are as close to one centimetre as I can possibly make them . The hardest variable I will have to keep the same shall be the constant swirling as it will be hard to keep it the same speed as the time before. All of the above have to be followed to make this experiment a fair test.Obtaining EvidenceMy Table of ResultsVolume of Sulphuric Acidcm3Volume of Water cm3Concentration of Sulphuric acid g per dm3Time1sTime2sAverage Times(Rounded)Rate of Reaction s-1Rate of Reaction x 1000s-125025100=1002517.2814.54161 =0.06251662.523223100=922518.7817.78181 =0.05551855.518718100=722529.6928.84291 =0.034482934.4816916100=642540.8439.90401 =0.0254025101510100=40251121131131 =0.0088491138.85The above is my filled in table of results. All the times are my original times and as they seem quite consistent I felt no need to have to repeat an experiment.I calculated the concentration by using the following calculation:Volume of sulphuric acid x100=ConcentrationVolume of water and acid i.e. 25I calculated average time by using the following formula:Time1 + Time 2 = Average Time2I calculated Rate of Reaction by inverting the Average Time in Fraction and then I calculated its value as a decimal.As you can see from my graph they appear to be quite accurate, but I shall go into more detail in the interpreting section.InterpretingI have drawn a graph to show the rate of reaction against the concentration of the solution. This graph is at the end of the interpreting section.From the table you can see quite clearly that as the concentration of the solution decreases, the time take for the reaction to take place increases. This is what I predicted in my hypothesis.ConclusionI conclude that the rate of this reaction is directly proportional to the concentration of the acid which can be seen clearly from my graph. At a concentration of 40% the rate of reaction was 8.85s-1. The rate then quite steadily increased until, at a concentration of 100% the rate of reaction was 62.5s-1. These results strongly backup my conclusion. So, to increase the rate of reaction, the concentration of acid must be increased.My original prediction was:The higher the concentration of sulphuric acid the faster the rate of reaction with the magnesium ribbon.And I believed, if I drew a graph, it would look like this:I can now say that my original prediction was correct and my actual graph strongly matches the graph I made to show how I believe my results would look, i.e. there would be a strong trend showing that the rate of reaction is directly proportional to the concentration of the solution used.Scientific KnowledgeMagnesium is high up the reactivity series (a list showing how reactive the elements are) and as it is higher up than Hydrogen it means magnesium is more reactive and can displace hydrogen in order to gain stability (a full outer shell of electrons). By placing a piece of magnesium in a aqueous solution of sulphuric acid, the magnesium displaces the hydrogen, which escapes as a gas .Meanwhile, the magnesium is forming into magnesium catio ns which bond with the sulphuric anions and together they form a salt. The hydrogen ions, move randomly throughout the solution, some of which, if there is enough energy collide and successfully react with the magnesium.When the magnesium atoms loose atoms they become cations.This is known as an oxidation reaction as hydrogen ions take the place of the displaced electrons and join together to form molecules.As electrons are gained the below is a reduction reaction. The hydrogen molecules can escape as a gas which can be viewed and heard escaping from the solution.The full equation of the experiment isThis experiment is an example of a redox reaction, due to the fact oxidation and reduction both taking place.The magnesium is the reducing agent as it gives away its electrons quite easily.The hydrogen ions are the oxidising agents in this experiment as they remove the electrons. Should the number of hydrogen ions increase, then more electrons can be removed and the reaction can occur f aster. This can be observed when I used a 100% concentration of sulphuric acid, as there were a large number of hydrogen ions which increased the number of collisions with magnesium where electrons were lost, which increased the rate of reaction.So, to conclude my experiment:If the concentration of the solution is increased, and there is more sulphuric acid present then the rate of reaction with the piece of magnesium is increased.EvaluatingMy resultsOn my graph there is on point that is clearly off the line and two that are just barely on it. The one point that was off was my measurement for the rate of reaction taken for the solution with the concentration of 40gmd-3. It is this point however that I believe is anomalous, as the others are just on the line of best fit.The point recorded for a concentration of 40gmd-3 has a rate of reaction faster than the expected trend. There are several reasons for this. The first is that possible I made a mistake in the measuring and added too m uch acid to the solution which would have given me a result that was too fast. There is also the chance I swirled the solution faster than I had with the other volumes, which would also explain a result off the trend line. Also there is the possibility too little magnesium was added; either I sanded the strip too much, and removed magnesium as well as the oxide layer, or I cut this particular piece too small, but either way it would explain a fast rate of reaction, or through no fault of my own this piece of magnesium was thinner than the rest, i.e. a fault of the supplier.The last possibilities I can think of lie with the stop clock; either I stopped the stop clock too soon as perhaps the effervescence had dropped in noise level and the reaction was continuing when I thought it was over, or I started the experiment too late, while I attempted to drop the magnesium in, start swirling and start the clock all at once.I will now evaluate the two points that are just on the line. To me they are not anomalous, but they do stand out so I will evaluate what could have gone wrong. For the point with a concentration of 92gmd-3 the above possibilities that I have for the point at concentration at 40gmd-3 apply.However for the point at a concentration of 64gmd-3 there must be other reasons as it has a rate of reaction lower than the expected trend. It is possible that I didnt swirl the solution as fast as I had done for the other concentrations. Also it is possible I made a mistake in the measuring of the magnesium and added a piece that was too big which would have meant the reaction would have gone on for longer. Its also possible that I may have made a mistake in the volume of acid and added too little or I could have added too much water. Both of which could have given to a slower rate of reaction than expected. Then there is also the possibility that I may have not sanded the magnesium enough which could have left some of the oxide layer on, which would have slowed my reaction down. Finally it is possible that I stopped the clock too late.Analysis of ApparatusMeasuring ApparatusBurettes I still think using the Burettes were a good choice as I could very accurately control the amount of acid and water I was adding.Ruler- I felt this was a good choice as it enabled me to accurately measure out a 1cm strip of magnesium. However in combination with the scissors it was quite difficult to mark the length I needed to cut on the magnesium.Stop Clock- The stop clock I felt was awkward, as I felt an extra pair of hands were needed to start the clock while I put the magnesium into the conical flask and began swirling. Unfortunately I cannot think of another piece of apparatus I could have used in its place, so it was and is still the best choice open to me.Other ApparatusConical Flask- I feel a wider necked conical flask may have been better, as the piece of magnesium had a tendency to get stuck in the neck of the conical flask.Scissors- I dont really f ell these were adequate in conjunction with a ruler to measure the strips of magnesium off with as I had to scratch the 1cm lengths on the piece of magnesium with these and then remove the ruler to cut the magnesium.What would I do differently?If I had to repeat this experiment there are several things I would do differently.First of all I would use a magnetic stirring device instead of swirling the solution by hand which would remove the possibility of error.Second of all, in conjunction with the magnetic stirrer I would use a beaker as there would be no need to worry about the acid spilling over the side with the magnetic stirrer. This would also mean the piece of magnesium couldnt get stuck as the beaker has a very wide neck.Finally, I would have used some fresh, powered magnesium. This would mean there would be no oxide layer to worry about. Also I would by able to measure it accurately with a scale which could eliminate error that I could have got from having to use a ruler and scissors.Advice to the Medicine CompanyI would advise the company to conduct some large scale tests to find which concentration of sulphuric acid would be safe, as to speed up their reactions I am sure they would use other factors which would increase the rate of reaction; which with a high concentration of acid could cause an unstable reaction.An idea for the distribution of magnesium sulphate would be in the form of wipes which are easy to transport. The magnesium sulphate could be soaked into the wipes which would also prevent any magnesium sulphate being lost in the process because if any remained, it would be absorbed when more material is added.

Ideologies during the Nineteenth Century essays

Ideologies during the Nineteenth Century essays Liberalism is the political philosophy emphasizing the value of individual liberty and the role of the state in protecting the rights of its citizens. The idea of liberalism meant specific individual freedoms such as: freedom of press, freedom on speech, freedom of assembly, and freedom from arbitrary arrest. By the early 19th century France with it's Constitutional Charter and Britain with it's Parliament and historic rights of English men and women were the only two nations that had implemented liberal programs. Yet even in those two countries liberalism and not been implemented to its fullest capacity. Although still impacting the mind set of many, liberalism had lost some of its luster during the early 19th century because of new ideologies that had sprung up which supplement for some of liberalism shortfalls. Many revolutionaries criticized the idea of a complete laissez faire economy with no governmental restrictions. Also in the early nineteenth century liberal political ideal s became closely associated with narrow class interest and increasingly with the middle class. Many intellectuals and foes of liberalism thought that liberalism did not go far enough. Nationalism is the ideology based on the premise that the individual's loyalty and devotion to the nation-state surpasses other individual or group interests. Nationalism was the second radical idea in the years after 1815. Nationalism has usually evolved from real or imagined cultural unity, mostly manifesting itself through the commonality of language, religion, history, or territory. Nationalists have tired to use these common bonds to unit together peoples to fight for or support a common goal. And because of the cultural mixing pot in central Europe, nationalism became a powerful ideology. The early nationalist believed that every nation, like every citizen had the right to exist in freedom. However these overlapping beliefs created ambiguity because its main thrust was...

Transitivity - Definition and Examples

Transitivity s In the broadest sense, transitivity is a method of classifying verbs and clauses with reference to the relationship of the verb to other structural elements. Put simply, a transitive construction is one in which the verb is followed by a direct object; an intransitive construction is one in which the verb cannot take a direct object. In recent years, the concept of transitivity has received special attention from researchers in the field of Systemic Linguistics. In Notes on Transitivity and Theme in English, M.A.K. Halliday described transitivity as the set of options relating to cognitive content, the linguistic representation of extralinguistic experience, whether of phenomena of the external world or of feelings, thoughts, and perceptions (Journal of Linguistics, 1967). An Observation The traditional notion of a transitive verb referred to a simple dichotomy: a transitive verb was a verb which required two argument NPs to form a grammatical clause, whereas an intransitive clause required only one. However, there are many languages where this basic distinction does not adequately cover the range of possibilities. (Ã…shild NÃ ¦ss, Prototypical Transitivity. John Benjamins, 2007) Verbs That Are Both Transitive and Intransitive Some verbs are both transitive and intransitive, depending on how they are used . . .. In response to the question, What are you doing? we can say Were eating. In this case eat is being used intransitively. Even if we add a phrase after the verb, such as in the dining room, it is still intransitive. The phrase in the dining room is a complement not an object. However, if someone asks us, What are you eating? we respond by using eat in its transitive sense, Were eating spaghetti or Were eating a large gooey brownie. In the first sentence, spaghetti is the object. In the second sentence, a large gooey brownie is the object. (Andrea DeCapua, Grammar for Teachers. Springer, 2008) Ditransitive and Pseudo-Intransitive Constructions More complex relationships between a verb and the elements dependent upon it are usually classified separately. For example, verbs which take two objects are sometimes called ditransitive, as in she gave me a pencil. There are also several uses of verbs which are marginal to one or other of these categories, as in pseudo-intransitive constructions (e.g. the eggs are selling well, where an agent is assumedsomeone is selling the eggsunlike normal intransitive constructions, which do not have an agent transform: we went, but not *someone sent us. (David Crystal, A Dictionary of Linguistics and Phonetics. Blackwell, 1997) Levels of Transitivity in English Consider the following sentences, all of which are transitive in form: Susie bought a car; Susie speaks French; Susie understands our problem; Susie weighs 100 pounds. These illustrate steadily decreasing levels of prototypical transitivity: Susie is less and less of an agent, and the object is less and less affected by the actionindeed, the last two dont really involve any action at all. In short, the world provides a very wide range of possible relations between entities, but English, like many other languages, provides only two grammatical constructions, and every possibility must be squeezed into one or the other of the two constructions. (R.L. Trask, Language and Linguistics: The Key Concepts, 2nd ed., ed. by Peter Stockwell. Routledge, 2007) High and Low Transitivity A different approach to transitivity . . . is the transitivity hypothesis. This views transitivity in discourse as a matter of gradation, dependent on various factors. A verb such as kick, for example, fulfills all the criteria for high transitivity in a clause with an expressed object such as Ted kicked the ball. It refers to an action (B) in which two participants (A) are involved, Agent and Object; it is telic (having an end-point) (C) and is punctual (D). With a human subject it is volitional (E) and agentive, while the object will be totally affected (I) and individuated (J). The clause is also affirmative (F) and declarative, realis, not hypothetical (irrealis) (G). By contrast, with a verb such as see as in Ted saw the accident, most of the criteria point to low transitivity, while the verb wish as in I wish you were here includes even irrealis (G) in its complement as a feature of low transitivity. Susan left is interpreted as an example of reduced transitivity. Although it h as only one participant, it rates higher than some two-participant clauses, as it fulfills B, C, D, E, F, G and H. (Angela Downing and Philip Locke, English Grammar: A University Course, 2nd ed. Routledge, 2006)

TWOS anaylsis for 2 companies Essay Example | Topics and Well Written Essays - 1000 words

TWOS anaylsis for 2 companies - Essay Example Organizations may face problems during its operations, and due to the competition in industries, TWOS analysis can identify a strategic position of the company in relation to its set objectives. Mannai Corporation in Qatar is a holding company principally engaged in trades and services across all private sectors in Qatar. The Oxford Business Group (2007) notes the company owns 14 subsidiaries offering sales and services of automobiles, information technology, engineering, and heavy equipment sales among others. The company also offers industrial products as well as office products including logistics, warehouses, and representatives of international organizations. This organization is a complex entity made up of different groups of people specialized with specific purposes in the set of rules, relationships, procedures, policies and culture. According to Rao et al. (2008), in TWOS analysis, threats are the external factors affecting any Corporation. Threats involve elements in the external environment that represent risk to the organization. Competition from outside companies remains the main threat in Mannai Corporation. Milaha is among the main competitors in this industry. The location of the company is strategic and therefore it attracts many interests, which are partly political. Lack of proper security in the area also poses a threat. According to Kamrava (2013), other threats include social threats such as resistance by the society to carry out training programs and lack of funds to facilitate the training of these programs. A strong establishment necessitates a strong political backing sustained funding and just remuneration for the staff. Financial resource is a challenge to the organization. The organization requires expanding and advancing in service delivery. It requires more equipment and staff to run the organization, but funds pouring in are limited. As a result, there are little or no training programs for

Enviromental science Research Paper Example | Topics and Well Written Essays - 1250 words

Enviromental science - Research Paper Example The property management company should institute a no smoking policy if they do not have one in place as tobacco smoke is a source of elevated CO. That may lead the property management company to find that the building is in good working order and the real culprit is the tenant use of tobacco. Moeller (2005) 124 2 12 - 16 Removing the mold would be the next priority. The health risks from mold, whether visible or not would be watery eyes, runny nose, sneezing, itching, coughing, wheezing, difficulty breathing, headache, and fatigue. This is problematic because of the high humidity. The property manager could not force the tenants to run the air conditioning all the time. Air conditioning is an easy way (albeit expensive) method to clean the air coming into a person’s home and lower the humidity. If the mold is causing damage to the unit however, the property management co. could hold the tenant responsible for mold damage and hold the damage deposit or charge damages or an ass essment such as with a townhouse or an apartment. Moeller (2005) 121 N/A 1 Elevated radon levels would be the final priority. Radon gas is undetectable and can go undetected for some time, which makes it no less dangerous. Radon has been shown to cause some lung cancers. Many cities now have building codes that enforce radon detection systems and the property management company would be responsible for this system. The source of elevated Radon is uranium and that would concern the residents if made aware of the information. The information could go public and that would not be good for the property management company. Moeller (2005) 124 2 12 - 16 The reason for placing these hazards in this order of removal or focus is that carbon dioxide affects the residents’ mental faculties and could cause immediate health concerns and/or death of a tenant. This is the most urgent issue. If a tenant because dizzy or weak at an inopportune time they could fall down a flight of stairs, as a n example, or fall asleep with a cigarette, etc.. The mold would be the next priority due to Moeller (2005) statements on Mold and Radon. He states that â€Å"In contrast to radon, the presence of mold can rapidly lead to unpleasant reactions, particularly among those people who have allergies and/or asthma. Since mold requires moisture to grow, it can be controlled by repairing leaks in the plumbing system, installing drainage systems to transport water away from areas near a building, replacing any portions that are water damaged, and/or using air conditioners or dehumidifiers to reduce indoor humidity† (p. 122). These mechanical repairs would be visible and would generate health benefits immediately. They would stop the excess humidity. Moeller (2005) 122 N/A 7 - 26 Housing Scenario Number: __2__ (Answer Sheet) Your Response Course Assigned Reading Source Page(s) Column (if applicable) Line(s) Potential environmental hazards are numerous and include: the homeless living on the streets, in shelters, in cars, buses, or trains. Other environmental hazards are homeless camps, and lack of toilet facilities. Donohoe (2004) 1 N/A 32 Health risks have been shown to be much higher for the homeless. TB, HIV, mental illness, and physical illnesses. Kerker et al. (2011) Shelton et al. (2009) 546 465 1 2 3 –

AIDS Epidemic Increase And African Countries Economies Essay Example for Free

AIDS Epidemic Increase And African Countries Economies Essay The countries of the developing world most seriously affected by AIDS thus far are in sub-Saharan Africa. Accordingly, much of the social research on AIDS in the developing world is concerned with Africa, as is much of the research reviewed in this chapter. But many of the behavior patterns described and the conclusions reached apply elsewhere. AIDS is primarily a sexually transmitted disease, and the escalating epidemics in the developing world are principally the result of sexual encounters with an infected partner. In all countries AIDS is also transmitted by the use of contaminated needles in intravenous drug injections, by blood transfusions of infected blood, and perinatally from infected mothers to their unborn children. But sexual transmission is everywhere the predominant mode, and, internationally, heterosexual transmission accounts for some 70 percent of all new AIDS cases (Mann et al. 1992:33). In the regions of Asia, Latin America, and sub-Saharan Africa, one of three different modes of sexual transmission of the AIDS virus predominatesalthough all modes occur with some frequency in all three regions. In Asia, prostitution plays the key role; in Latin America, homosexual and bisexual behavior; and in Africa, heterosexual transmission. The majority of African countries are experiencing a serious economic crisis. That crisis, though showing signs of moderation in some countries, has resulted in development eluding most of the others, with far-reaching negative consequences on their populaces. When there is no development, there is hopelessness; and where there is hopelessness, there is no effort to work toward development. The circle becomes complete and reinforcing. Unfortunately, in most of Africa, the economic crisis has made life an endless series of vicious circles that are now spreading economic suffering in a concentrated fashion. The economic crisis in Africa represents a historical tragedy, and the historical evidence now suggests that such a crisis need not have occurred. Despite some views to the contrary, the overwhelming opinion is that this economic crisis is primarily the inevitable outcome of the failure of postindependence development policy formulation and implementation in the majority of the African countries. In most of Africa, postindependence development policy was formulated through a statist ideological framework, which was then implemented by experimentation. Moreover, some, if not all, of the countries had to contend with an adverse international economic environment. That combination produced disastrous results. Among other things, poverty and socioeconomic inequalities increased, the external debt burden became heavier, the brain drain intensified, capital flight deepened, the balance of payments weakened, the physical infrastructure deteriorated, unemployment and crime escalated, famine and malnutrition became more pronounced, budget deficits soared, agricultural productivity declined, urbanization burgeoned, environmental degradation expanded, political and civil strife worsened, and corruption became more rampant. These disastrous development results were, in turn, the catalyst behind the deepening economic crisis in Africa, and consequently provided the imperative for policy reform in those countries. Policy reform can be defined as changes in government policy, institutional structure, or administrative procedures that are designed to alter economic activity and improve performance (Roemer and Radelet 1991). Put more succinctly, it is policy change, across the board, to effect sustained economic progress that will lead to a more desirable economic outcome than current practice permits.

Othellos Jealousy in William Shakespeares Othello Essay -- Papers

Othello's Jealousy in William Shakespeare's Othello In Shakespeare's Othello we are introduced into a web of a world entangled with lies, jealousy, and ultimately tragedy. We observe as Iago single handedly destroys the matrimony shared between Othello and the beautiful Desdemona. He does so with a flurry of deceit and trickery, playing upon one of the strongest human emotions, that of jealousy. Iago offers a story of betrayal to his master Othello, which ensnares his soul in a jealous rage of infidelity and honesty. Iago convinces his master that his beloved wife, Desdemona, is false in her virtue and with his right hand man Cassio nonetheless. Iago offers many ‘proofs’ to his lord, most of which are deceitful, but alas some that only work to spark the flame of jealousy in Othello. We shall examine each one and unravel Iago’s plan to dethrone his lord Othello, the Moor whom he despises so much. We first find Iago sparking the flame of jealousy in Othello’s brain when he asks of the honesty of Cassio, as well as Desdemona. Iago sly as he may be begins Othello to suspect ...

Midterm Essay Cj210-04

Midterm Essay Exam xxxxxxxxxxx Kaplan University CJ210-04 1. What are methods of inquiry and how are they used in criminal investigation? The main methods of inquiry are the reconstruction of the past and the discovery or creation of new knowledge. In order to reconstruct the past there are three sources available to the investigator. These are people, physical evidence and records. People are a good source of information once you learn the art of questioning and how to sift through the lies and deceptions. Physical evidence paints a picture or can accurately recreate a crime.Records are used to show an investigator trends leading up to the crime. Now the discovery or creation of new knowledge is what separates the skilled investigator from the rest. This involves instinct, experience, an open mind and what some consider gut feelings. You need to think outside the box. 2. What is the optimal mindset of an investigator and how are the concepts associated with the optimal mindset of an investigator manifest? I believe the optimal mindset of an investigator is to be wary of all. An investigator needs to believe all suspects are guilty until proven otherwise.Never dismiss a clue or lead and never let your guard down. The manifestation of this mindset comes with common sense, experience, training and traits that some people are just born with. I think some of these traits can be learned but the best of the best are born to be investigators. 3. What is the scientific method and how is it applied to criminal investigation by criminal investigators? â€Å"The scientific method is a way of observing, thinking about, and solving problems objectively and systematically. † The criminal investigator uses this process much like a mathematician solves a problem.They identify the problem then come up with a theory. Then they collect data through observations and experimentation. This then helps the investigator to draw conclusions. 4. Discuss the three primary sources o f information for criminal investigators and provide detailed practical examples of each source listed. The three primary sources of information for criminal investigators are physical evidence, people and records. Physical evidence is comprised of things found at a crime scene such as fingerprints, tool marks, bullets, casings, hairs, fibers and many other things.When it comes to people this includes friends, family, witnesses, victims, business associates and people that share the same recreational interests. An example of records could be phone calls, credit card purchases and video surveillance tapes from banks, parking lots, and just about anywhere you go anymore. References Osterburg, James & Ward, Richard (2010). Criminal Investigation: A Method for Reconstructing the Past. Sixth Edition. Anderson Publishing http://www. ncjrs. gov/App/Publications/abstract. aspx? ID=78300

Communication and Proffesional Relationships Essay

1 Information from supporting teaching &learning n schools by Louise Burnham To establish respectful, professional relationships with children and young people you should adapt your behaviour and communication accordingly. You should also be able to show that you are approachable and able to work in an environment of mutual support. When working with children or young people, it is important to earn their trust to enable an honest relationship to develop. This can usually be done by ensuring that your behaviour is professional, relationship and fair at all times. Children of all ages, cultures and abilities must feel secure and valued. In order to get these relationships correct from the start you should all discuss rules and how they will be important when working together. Always respect others at the beginning and remember that this is crucial, start by talking about how you are going to work together and what each individual wants out of it. This will enable that you develop a mutually respectful relationship. All of teachers / assistants need to be aware of the kinds of issues which are vital to pupils and always be able to take time in talking these through when necessary. To show children they are part of the school community you should positively communicate and involve pupils. This however is not the same as giving pupils attention when they demand it! HOW TO BEHAVE APPROPRIATELY FOR A CHILD OR YOUNG PERSON’S STAGE OF DEVELOPMENT 1.2 Information from supporting teaching & learning in schools by Louise Burnham and internet. Communication with children and young people differs across different age groups and stages of development, which may require varying levels of attention at different times. The younger the child, the more reassurance is required, especially when first starting school. They also may need to have more physical contact as a result. As children become more mature, they may require more help with talking through issues and reflecting their thoughts. For example, in Key stage 1 the manner in which I communicate in is being more adapted, to come down to the child’s level of speaking and repeat what is said for them until it is clearly understood. Where as a child in key stage 3 or 4 the language is used informally and formally depending on their confidence to communicate what they think and as technology as evolved emails and text are used as a form of communication. To have patience, act sensitively and take care with children who have  communication difficulties, as they will need a lot more time to understand and comprehend what the task in hand is. Also to feel a reassurance that they don’t feel pressurized when speaking. Some children or young people may not have many opportunities to speak or may be anxious or nervous. The level of communication is adapted to the needs of the individual. For example, if they have a speech disorder, such as a stammer, which makes it difficult for them to speak aloud, then extra time should be allowed, for them to collect their thoughts. Also trying not to finish their sentences, or guess what they are trying to say, to give the child independence of their speech, to encourage self-esteem and confidence. HOW TO DEAL WITH DISAGREEMENTS BETWEEN CHILDREN AND YOUNG PEOPLE . 1.3 Disagreements between children and their peers will often happen regularly and teachers or assistants will have to deal with these situations. This can happen in the classroom but is usually in the playground or while having lunch. It is very important for pupils to know that you have listened to their view in what has happened. Always make sure you hear from all sides of the story and find out exactly what has happened from the beginning. Then you should decide whether anyone was in the wrong and if apologies are required or any further steps. For example referral to head teacher. Children and young people should also be able to understand how their own feelings may influence their behaviour and this might have to be discussed. For example saying to a child‘ I understand you are upset today because you could not do baking today’ will help them link between emotion and behaviour. This will able them to understand how to think about others. An effective way of encouraging children to understand and respect others feelings is discussing this as a whole class or making it an activity such as ‘circle time’. Circle time is very effective for older children however very young children may not be able to sit for a length of time and be able to wait for their turn before speaking out. Some schools use strategies such as the restorative justice programme. Which is taken from the criminal justice system and have worked well as a method of resolving behaviour issues.

roma in the czech republic essays

roma in the czech republic essays Economics 26121 September 18, 1999 The Euro To most people in the United States hearing the word Euro brings about blank stares. Ask this same question in England or another European country and it means bringing Europe together under one common currency. The Euro can be defined as the common monetary system by which the participating members of the European Community will trade. Eleven countries Germany, France, Spain, Portugal, Ireland, Austria, the Netherlands, Belgium, Luxembourg, Finland and Italy will comprise the European Economic Monetary Union that will set a side their national currency and adopt the Euro in 2002. A new National bank, based in Frankfurt Germany, will be constructed and the interest rates that control the economies of these nations will be in the hands of this new system. It is indeed a great experiment, being masterminded in Frankfurt, one that will be felt through out Europe as well as the rest of the world.1 The combined countries, now more commonly refer red to as Euroland, will fall under one national bank. This bank, the European Central Bank, will determine the economic fate of the entire  ¡Union ¡. The merging of eleven currencies is a daunting and somewhat lethal task. The ECB is comprised of seventeen members, each having one vote within the governing council. What has most Europeans concerned is the ECB ¡s secrecy of conducting business. There is no voting record nor will there be published minutes of the meeting that take place. Wim Duisenberg president of the ECB and a native Dutchman stated that he wanted the ECB to be one of the most open banks in the world.1 When BBC reporter Steve Levinson confronted him about this in Frankfurt Germany Wim replied I reconcile these two positions by not defining openness as publishing everything that will be available, but by defining openness as explaining every decision, every consideration. Also the pros and cons and to be very open about that and to be...

Apply for a Canada Old Age Security Pension

Apply for a Canada Old Age Security Pension Canadas Old Age Security (OAS) pension is a monthly payment available to most Canadians 65 or older, regardless of work history. Its not a program that Canadians pay into directly, rather it is funded out of the Canadian Governments general revenues. Service Canada automatically enrolls all Canadian citizens and residents who are eligible for pension benefits and sends a notification letter to these recipients a month after they turn 64. If you have not received this letter, or you receive a letter informing you that you could be eligible, you must apply in writing for Old Age Security pension benefits. Old Age Security Pension Eligibility Anyone living in Canada who is a Canadian citizen or legal  resident at the time of applying and who has resided in Canada for at least 10 years since turning 18 is eligible for an OAS pension. Canadian citizens living outside of Canada, and anyone who was a legal resident the day before leaving Canada, might also be eligible for an OAS pension if they resided in Canada for at least 20 years after turning 18. Note that anyone who lived outside Canada but worked for a Canadian employer, such as the military or a bank, can have their time abroad counted as a residence in Canada, but must have returned to Canada within six months of ending employment, or must have turned 65 while abroad. OAS Application Up to 11 months before you turn 65, download the application form (ISP-3000)  or pick one up at a Service Canada office. You can also call a toll-free number to receive the  application, which requires basic information such as Social Insurance Number, address, bank information (for deposit), and residency information. For assistance with completing the application, call the same number. If you are still working and wish to put off collecting benefits, you can delay your OAS pension. Indicate the date you want to start collecting benefits in section 10 of the OAS pension form. Include  your  Social Insurance Number in  the space provided at the top of each page of the form, sign and date the application, and include any required documentation before sending it to the regional  Service Canada office nearest you. If you are filing from outside of Canada, send the application to the Service Canada office nearest to where you last resided in Canada. Required Information The ISP-3000 application requires information about certain eligibility requirements, including age, and asks applicants to include certified photocopies of documents to prove two other requirements: Certificate of citizenship, immigration documents, or temporary residents permit to prove Canadian legal status, unless you have lived in Canada your entire life.Stamped passport pages, visas, customs declarations, or other documents to prove Canadian residence history. Photocopies of documents proving your legal status and residence history can be certified by certain professionals, as outlined in the Information Sheet for Old Age Security Pension, or by staff at a Service Canada Centre. If you dont have proof of residency or legal status, Service Canada might be able to request the necessary documentation on your behalf. Fill out and include the ​Consent to Exchange Information with Citizenship and Immigration Canada with your application. Tips If you have already turned 65, send your application as soon as possible so you dont miss any more payments. If you have already supplied the documents when applying for a Canada Pension Plan retirement pension, you do not need to supply them again. If you are incarcerated, you can still apply for a pension but the benefits will be suspended until your incarceration ends. If your application is denied, you must submit a request for reconsideration in writing within 90 days of receiving the notification. The appeal should include your name, address, telephone number, Social Insurance Number, and the reason for your appeal, including any new information that would affect the application, and be sent to the address on the notification letter.

Answer to a question from previous selected source Research Paper

Answer to a question from previous selected source - Research Paper Example This paper critiques and reviews the approach to research on medication errors conducted so far. However, Ferner (2009, p.616) also further noted that lack of use of certain algorithms by hospitals, such as the Bayes Theorem, hinders the efficiency of medication error recognition and research. He also discussed the use of numerical methods to assess errors, such as the causality assessment, again focusing on systems analysis of research on medication errors. He focused on failures in design and organization, which then lead to error on behalf of researchers. Ferner (2009) focused on the analysis of scientific method design, which leads to errors in medication error research. Ferner (2009, p.615) pointed out implicitly that design is a problem in research by pointing out the comparison between spontaneous reporting and search by an algorithm. The fact that hospitals do not use the Bayes Theorem is beyond the power of a researcher, who is then limited by the organizational structure of a hospital. Instead of analyzing the medication errors committed in hospitals, Ferner (2009) analyzed how errors take place in research on medication errors. His focus was on the organizational and design flaws of the research methods. Besides only focusing on how researchers commit mistakes while counting errors, he also pointed out that sometimes organizational flaws or algorithms can lead to error in research. Thus, though his work resembles expert opinion, Ferner (2009) went beyond only stating his opinion on counting medication errors, or evaluating the obtained data. He provided an analysis of failures, improvements and recommendations for every step in research on medication

From washington's farewell address warning against getting involved in Essay

From washington's farewell address warning against getting involved in foreign entanglements to the Monroe Doctrine to Theod - Essay Example They were not the only presidents to do this. In later times, at least three Cold War era presidents also followed this course, including Harry S. Truman, Dwight D. Eisenhower and John F. Kennedy. Nor did it end with the conclusion of the Cold War. Barack Obama himself has embraced this policy of implied force as a central theme of his policy. As will be seen, this overriding theme of implied force is the definitive common denominator of all presidential decision-making in foreign policy. Five sources were consulted in the preparation of this paper, and all proved invaluable in the development of one’s understanding of this topic. Harry Ammon provided a critical background for the analysis of James Monroe’s famous doctrine of 1823 as a major departure point for American external policies. Harlow Giles Unger took a somewhat dissenting view from the conventional view that the Europeans had a distinct advantage over the fledgling American republic, and notes that the Ameri cans were stronger at that time than usually given credit for, a surprising position indeed! Former senator Cary Hart of Colorado has the unique insider’s perspective as a practicing politician in the halls of power for many years. Although a seasoned practitioner, Hart is no intellectual lightweight. He holds a doctorate and has lectured at Yale, Oxford and other hallowed institutions. Aida Donald offers keen insights into the Roosevelt Corollary to the Monroe Doctrine, and helps to elevate Roosevelt in historical stature. Louis Auchincloss, an authoritative Roosevelt biographer, establishes the basic thread of continuity between Monroe and Roosevelt, the two presidents emphasized here. James Monroe seemed marked out by destiny to be a diplomat. A protege of Thomas Jefferson and James Madison, fellow Virginians and his immediate forerunners as presidents, Monroe apprenticed himself as a minister to foreign powers. What bothered him from an early date, however, was the comple te lack of respect he encountered toward American diplomats and his beloved country. He felt that America should be taken more seriously as an emerging power in its own right, and he was determined to gain that respect. When he became president, Monroe continued to be influenced by Jefferson and Madison. Britain, Spain and Russia proved particularly worrisome to him. Jefferson had cautioned him against entanglements with European powers—echoing Washington—but Monroe had some ideas of his own about diplomacy. Apparently, as early as March 1822, Monroe was disturbed by European expansion into Latin America (Ammon 476-481). He was already toying with the notion of an â€Å"American system† by that date, so it was not surprising that he went before Congress in December 1823 with the address that would come to be known as the â€Å"Monroe Doctrine†, but only after 1850. This policy, now so familiar to posterity, was only part of Monroe’s unique position in American history. He may be credited with being America’s first â€Å"national security president† (Hart 114). He had already fortified America’s northern border with Canada and taken other measures deemed appropriate for security purposes, so it was but a small leap for him to

Management Approach to Trade Unions Essay Example | Topics and Well Written Essays - 2500 words

Management Approach to Trade Unions - Essay Example The reverse of this, is what certainly applies to trade unions without a stronghold of labour law or with a lack of support by such law. Distinguishing between two different models of corporate governance is now commonplace in terms of understanding management approaches to trade unions. One is the shareholder, in which the primary goal is maximization of shareholder value and only shareholders are privileged to have a strong formalized links with top management. Another is the stakeholder model in which a variety of firm constituencies (employees, suppliers, and customers) has interests that are balanced against each other in decision-making and enjoy 'voice.'1 How trade unions are viewed by management also varies according to country, alongside the extent of their influence on the organization and its decision-making and policies. With all these contentions, this paper aims to ascertain in which ways and why management approach to trade unions differ across counties, which purports to be answered with reference to two countries, particularly the United States and the Philippines. Trade unions are the principal institutions of workers in modern capitalist societies, and are referred to as collective organizations of workers with diverse interests.2 Since the days of Adam Smith, economists and other social scientists, labour unionists, and business owners have been debating the social effects of trade unionism. Many economists view it as a monopoly in the labour market whose primary impact is the increase of wages of members at the expense of the non-members and the effective management of the organization. There were frequent complaints from managers about inflexible operations and work disruptions of firms due to unions, and some social critics have painted trade unionism as socially unresponsive, elitist, and crime-riddled institutions,3 which must not be held on to by desperate workers. The other side of the contention holds that unions bear beneficial economic and political effects, stressing the significant ways in which collective bargaining agreements can pursue improved productivity and better management. Trade unionists note that unionism has the capacity to increase the retention and development of skills of the workers, improve morale, provide information on the goings-on in the shop floor, and pressure management for better efficiency in its operations.4 Besides increasing wages, trade unions provide workers with protection against unfair working conditions and arbitrary management decisions at the expense of the workers. Consequently, the presence of trade unionism in organizations gives a louder voice to the workers and enables them to pursue their demands on the management with a unified and louder voice. However, the negative view of trade unions has increased dominantly during the past thirty years.5 Several right and left advocates, while notable exceptions are considered, doubt the value and social relevance of America's organized labour movement.6 Economists have been indulged in quantifying the economic effects of collective bargaining, focusing almost exclusively on the monopoly wage impact of unions.7 Management Approach to Trade Unions in the United States Much of the seminal work on the concept of

Techniques to Generate Sustainable Fuels and Biofuels

Techniques to Generate Sustainable Fuels and Biofuels SUSTAINABLE FUELS LIKE BIOFUELS Vishal Kaatal[1] University of Toronto Institute of Aerospace Studies, Toronto, Ontario I have studied different ways to generate Sustainable fuels like Biofuels. My focus is whether Biofuels can help the future of Aviation industry as a fuel source of energy, is it easy to produce in environmental without damaging it. What are the ways of generating Biofuels. Whether any country is focusing to produce Biofuels in abundant quantity and difficulties faced by them. Following selected papers have been selected to start my work but will not be limited to find various answers throughout the project and can be added when required. [1]In recent years, it has been seen drastic change in Climate, Natural resources got reduced, and fossil fuels are in the situation of extinction in near future which triggered scientist and researchers to find an alternative source of energy. They came up with an idea of Biofuel which is generated from the waste of trees, sewage, grass, etc. popularly known by Biomass. Biomass is available in abundant quantity in the world as well as cheaper in cost. In this paper, it shows how to produce Biofuel from Biomass for safer world. [2]This paper talks about the development of aviation biofuels. Aviation biofuel has been tested in various test flights which shows positive result but will take time for commercialized. The constrains which were discussed in interviews with leading global aviation biofuel stakeholders between October and December 2011 are costly production, feedstocks limitation and lack of policy for aviation biofuel throughout the world having rules and regulation at different countries. Paper discussed how to apply these problems for future development of global market for aviation biofuel. [3]This paper talks about Biofuels as a transport alternative fuel in Australia because it the 2nd largest about 24% of total energy consumption.ÂÂ   This large amount of energy demand can be meet with biofuels. It shows different biofuels sources available in Australia which can be produced and used by thinking of future projects.ÂÂ   In future, how to develop biofuel supply chain from different generations of biofuel. [4]This paper deals with the implementation of Biofuels in India as a substitute of fossil fuels and target to use biodiesel and bioethanol for the substitution of 20% fossil fuels by 2017. Also, it shows implications for land use, food production in India. [5]It talks about the use of many algae species to produce biofuels. It also talks about the issue of sustainability of commercial-scale microalgae to produce biofuels with the requirement of environmental conditions. [6]This paper talks about the advantage of algae over first and second generation biomass feedstocks to produce biofuels. It shows the scope and possibilities of Algal biorefineries and how the future of biofuels will be developed using algae. [7]In various ways algae is used to produce Biofuels but did anyone wonder whether the production is possible to meet our requirement. In this paper, the author talks about the limitations to commercialization of algae fuels should be learned and addressed for future commercialization. [8]It is notable that when another source of energy like solar, wind and biofuels usage increases concerns over environmental issues mostly in land use which effects on wildlife. In this paper, it talks about the several uncertainties and limitations to establishing energy production at airports, how to overcome these challenges. [9]In current situation, microalgae used for energy production seem not to be economically feasible. When microalgae cultivated under stress condition produces high-value compounds along with lipids or carbohydrates has been discussed here. [10]The extraction of oil consists of various steps which require energy, the cost of biodiesel from microalgae cost more compared to plant oil. Here sustainable approach for utilization as well as emerging cost effective methods has been discussed. References [1] S. Chakraborty, V. Aggarwal, D. Mukherjee and K. Andras, Biomass to biofuel: a review on production technology, ASIA-PACIFIC JOURNAL OF CHEMICAL ENGINEERING, vol. 7, no. 3, pp. S254-S262, 2012. [2] P. K. Gegg, L. C. Budd and S. G. Ison, The market development of avaition biofuel: drivers and constraints, Journal of Air Transport Management, vol. 39, pp. 34-40, 2014. [3] A. K. Azad, M. Rasul, M. Khan, S. C. Sharma and M. Hazrat, Prospect of biofuel as an alternative transport fuel in Australia, Renewable and Sustainable Energy Reviews, vol. 43, pp. 331-351, March 2015. [4] N. Ravindranath, C. S. Lakshmi, R. Manuvie and P. Balachandra, Biofuel production and implications for land use, food production and environmnet in India, Energy Policy, vol. 39, no. 10, pp. 5737-5745, October 2011. [5] M. A. Borowitzka and N. R. Moheimani, Sustainable biofuels from algae, Mitigation and Adaptation Strategies for Global Change, vol. 18, no. 1, pp. 13-25, January 2013. [6] J. Singh and S. Gu, Commercialization potential of microalgae for biofuels production, Renewable and Sustainable Energy Reviews, vol. 14, no. 9, pp. 2596-2610, 2010. [7] Y. Chisti, Constraints to commercialization of algal fuels, Journal of Biotechnology, vol. 167, no. 3, pp. 201-214, September 2013. [8] T. L. DeVault, J. L. Belant, B. F. Blackwell, J. A. Martin, J. A. Schmidt, L. W. Burger Jr and J. W. Patterson Jr, Airports offer Unrealized Potential for Alternative Energy Production, Environmental Management, vol. 49, no. 3, pp. 517-522, March 2012. [9] G. Markou and E. Nerantzis, Microalgae for high-value compounds and biofuels production: A review with focus on cultivation under stress conditions, Biotechnology Advances, vol. 31, no. 8, pp. 1532-1542, December 2013. [10] B. Singh, A. Guldhe, I. Rawat and F. Bux, Towards a sustainable approach for development of biodiesel from plant and microalgae, Renewable and Sustainable Energy Reviews, vol. 29, pp. 216-245, January 2014.

Discuss and consider the role of women in Stephen Dedalus creative Ess

Discuss and consider the role of women in Stephen Dedalus' creative process, how is this reflected in the language and narrative of the novel? From the very first page of "A portrait of the artist as a young man", where Stephen Dedalus writes in simplistic and linear style and uses inarticulate expression and description in his story of the "moocow", to the last where he writes in journalistic form with a vast array of vocabulary and complex language, there is a progression, a maturing, a creative development; and this is influenced by the experiences, relationships and personal growth Stephen goes through as he grows up. Women are certainly an integral part of this creative process, from his experiences with Eileen, to sleeping with a prostitute, and his relationship with his mother, and his attempts to discover what his sensual feelings mean in this journey of self discovery, women feature prominently and have great significance in the creative process of Stephen's life. Stephen is a very interesting and intricate character, and comes freakishly close to the contemporary boy of the time, there is such a sense of realism which is conveyed through him by Joyce, most likely because he is based on himself. For example, Joyce had a mother devoted to Catholicism, as does Stephen, and Joyce was also educated at Clongowes. I think a key reason as to why women play such an important role in Stephen's creative development is the fact that on many occasions he does not know quite how to relate to them, he sees them as a completely different species and really doesn't know how to respond to them, as his experience with the prostitute will testify. Stephen's relationship with the opposite sex begins to deve... ...ourse to his destiny, and this significantly emphasises the importance of women in Stephen's development artistically, it is not even a girl with whom Stephen has any association, to him it is the gender as a whole, and therefore shows how women have played such a significant role for him. In conclusion, there is no doubt in my mind that across the novel, women play possibly the most important role of all in Stephen's artistic development, and it is because of them, whether it be the overbearing but supremely influential mother of Stephen, the experience with the prostitute, the love Stephen feels for Emma, or the epiphany on the beach with the wading young lady, that Stephen reaches the artist status which he eventually obtains and the intertwining suggests a fated nature which Joyce expertly conveys through his language and conscious style of writing. Discuss and consider the role of women in Stephen Dedalus' creative Ess Discuss and consider the role of women in Stephen Dedalus' creative process, how is this reflected in the language and narrative of the novel? From the very first page of "A portrait of the artist as a young man", where Stephen Dedalus writes in simplistic and linear style and uses inarticulate expression and description in his story of the "moocow", to the last where he writes in journalistic form with a vast array of vocabulary and complex language, there is a progression, a maturing, a creative development; and this is influenced by the experiences, relationships and personal growth Stephen goes through as he grows up. Women are certainly an integral part of this creative process, from his experiences with Eileen, to sleeping with a prostitute, and his relationship with his mother, and his attempts to discover what his sensual feelings mean in this journey of self discovery, women feature prominently and have great significance in the creative process of Stephen's life. Stephen is a very interesting and intricate character, and comes freakishly close to the contemporary boy of the time, there is such a sense of realism which is conveyed through him by Joyce, most likely because he is based on himself. For example, Joyce had a mother devoted to Catholicism, as does Stephen, and Joyce was also educated at Clongowes. I think a key reason as to why women play such an important role in Stephen's creative development is the fact that on many occasions he does not know quite how to relate to them, he sees them as a completely different species and really doesn't know how to respond to them, as his experience with the prostitute will testify. Stephen's relationship with the opposite sex begins to deve... ...ourse to his destiny, and this significantly emphasises the importance of women in Stephen's development artistically, it is not even a girl with whom Stephen has any association, to him it is the gender as a whole, and therefore shows how women have played such a significant role for him. In conclusion, there is no doubt in my mind that across the novel, women play possibly the most important role of all in Stephen's artistic development, and it is because of them, whether it be the overbearing but supremely influential mother of Stephen, the experience with the prostitute, the love Stephen feels for Emma, or the epiphany on the beach with the wading young lady, that Stephen reaches the artist status which he eventually obtains and the intertwining suggests a fated nature which Joyce expertly conveys through his language and conscious style of writing.

Mobile Phones are a Menace not a Blessing Essay

Some people think that mobile phones are a complete menace and some think they are a blessing. In this statement I will discuss both sides of this argument. Firstly I will discuss how mobile phones are bad for society and how they are a menace. After this I will discuss how they are a blessing and the good things that they hold. This is a constant issue of debate particularly between this generation and older generations. see more:mobile phones boon or curse essay People believe mobile phones are a menace as they think they have destroyed ‘real’ (face to face) socialising. They believe that because people are constantly in contact with their friends this means that when people meet up in real life they have no socialising skills or cannot hold a conversation the way people used to. A mobile phone can distract you from things that you should be concentrating on. Such as crossing the road, if you mobile goes off in your pocket then you will automatically want to check it, this then takes your attention off crossing a road and could cause you to walk out in front of a car. This can cause a major accident and possibly death. Phones also promote the idea of ‘cyber-bullying’ as people may be able to say things in text form that they couldn’t say face to face. This could also cause fights between friends as one person may take something in a different way than it was meant, sarcasm is something my generation use a lot and it doesn’t travel well via text. Sometimes people get into the way of texting using a text language, where words are shortened to save time. This could then affect your normal spelling for day to day work. Some recent investigations have encouraged the idea that the radio waves given off mobile telephones can produce tumours which therefore cause cancer. On the other hand having a mobile phone can be a great thing. It can help you out in emergencies, say you were stuck somewhere and had no way of contacting anyone, take out your mobile and you have a way of contacting your parents. Mobile phones are a great way of communication to your friends. If something is bothering you all you need to do is text a friend and you have someone to calm you down. Some people say that phones are far too expensive to run. But some of my friends are on excellent deals, Connor gets unlimited free texts after 7.30 and anytime on the weekends, he hardly pays anything. India pays ten pounds a month and gets unlimited free texts and still has ten pounds worth of free calls. Modern phones these days have many many functions. They can be a radio, have the internet, have a music playing function and a camera, they have Bluetooth for sending your friends photos that you have taken very quickly and easily. My Conclusion is that mobile phones are a good advantage to everyday life, you can pick up a simple phones for around fifteen pounds. And then have pay as you go so you manage how much money goes onto your phone at any one time. Personally I find Mobile Phones a great advantage to everyday life. I understand why people may dislike them but I find it unbelievable that they think they are pointless. They are a means of communication even for the school to contact people about sports. If I didn’t have a mobile I would have turned up at school with no one there to tell me a hockey match was cancelled as I was supposed to have found out from a senior player. I believe that mobile telephones are a blessing.

La Dentelliere Essay

La Donatello ©re Examine the role of the uneducated woman in society as portrayed by Pascal Lain © in his novel â€Å"La Donatello ©re†. â€Å"La Donatello ©re† by Pascal Lain ©, notably a sociologist and not an author, follows the life of a young girl, Pomme, as she matures Into adulthood. A main theme examined by Lain © throughout the novel is the role of the uneducated woman and the social boundaries a lack of education may pose for them. Primarily he shows this through the vague characterization of Pomme, her mother and her friend Maryl ©ne as well as through her relationship with a man, Almery. To begin, we first see Lain © portray the uneducated woman through Pomme’s mother. As with Pomme, we never learn the mother’s real name, rendering her also insignificant. In the beginning of the novel Pomme’s mother works as a prostitute in a bar In order to provide for her child after her husband walked out on her, always repeating the phrase â€Å"A vote service†. Her submissive and subservient attitude demonstrates her lack of education and hence her lower social status than the clients. Furthermore. he accepts her situation In life without asking questions or raying to change it, a trait which she passed on to her daughter: â€Å"Ellis acceptant tout implement lies joins et lies d ©bores quo lie sort leur distribuait sans profusion† Being uneducated has led mother to believe there Is nothing more for her in life than the card fate has dealt them. predominantly,  © uses pommel’s bland, transparent and impressionable personality to de monstrate her lack of education. As mentioned, Pomme takes after her mother in accepting everything that comes her way. She is entirely without ambition or aspirations for her life and is quite content with her Job at a hairdressing anon doing only the menial tasks for untrained interns: â€Å"Pomme ne savait ni friser, ni couper, ni telndre. On surety  ¤ ramasser les serviettes. † Lain © demonstrates that Isn’t capable of having a Job with certain responsibility, but also that she neither cares to find one. Pomme is the inspiration for Lain ©Ã¢â‚¬â„¢s title â€Å"La Donatello ©re† – The Lace maker, a famous picture by Jan vermin. She is both the lace and the lace maker. On one hand she Is fragile, delicate and Intricately woven In her simplicity, but then at the same time is simply transparent, basic Pomme. Lain © uses this Imagery to show that Pomme’s lack of substance is derived from her uneducated background and she will never be capable of achieving much, yet performs every menial task using all her effort and concentration. t ¤, n’importe locale, deviant i mm ©diatement cet accord, better unite†. Furthermore, the social boundaries a lack of education may carry for woman are highlighted through the character of Maryl ©ne, Pomme’s friend and hairdressing She longs to be of a higher social class but for her it is impossible to change class use to her uneducated background: â€Å"Maryl ©ne se rendait bien compte qu’il y ava it tout  ¤ c ¶t © d’elle, des autres gens et du tapage, une humanit © sup ©rieure†¦ In fact, social class and education go hand in hand – Maryl ©ne was born into a lower social class and hence never received an education – meaning that social mobility is unattainable. Lain © here uses Maryl ©ne to highlight the relation between social class and a lack of education. Lain © also achieves this through the failure of Pomme’s relationship with Almery de B ©lign ©, a man of a much higher social status than her. From the offset of their relationship Almery tries to change Pomme. Despite being deeply attracted to her simplicity, he tries to educate and culture her, playing her Malher’s symphony. While Almery is nearly moved to tears listening to the work, Pomme seems entirely unaffected: â€Å"Pomme s’ ©tait doucement levee, apr ©s la derni ©re note de la symphonie; elle avait d ©tach © ses mains du poste de radio Puis elle  ©tait all ©e faire la vaisselle qui restait de d ©Jeuner. † At this Almery is astounded and somewhat disgusted, showing that he will never accept her for her lack of education and so the elationship between the classes will never be possible. Lain © also demonstrates a distinct difference between the classes by showing Aimerys extreme ambition compared with Pomme’s lack of drive to achieve anything. On one hand, Almery â€Å"serait-il un Jour conservateur en chef d’un grande muse © national† whilst Pomme is content with her basic, mundane life at present, another aspect Almery cannot accept about Pomme. Hence through the failure of their relationship Lain © demonstrates the social confinements for uneducated, lower class women. In summary, Pascal Lain ©Ã¢â‚¬â„¢s â€Å"La Dentelli ©re† effectively portrays the role that uneducated women play in society and in turn societys social standings. Lain © managed to successfully exhibit, through the use of Pomme, her mother, Maryl ©ne and Pomme’s relationship with Almery, that the uneducated women of society tend to be of a lower social status and highlights the vicious circle that keeps these women from climbing the social ladder due to their sufficient lack of education – oppressing them, keeping them at societys base level. 728 words