Thursday, October 31, 2019

Music Mid-Term Essay Example | Topics and Well Written Essays - 1000 words

Music Mid-Term - Essay Example The concert lasted from 7:30 pm to 9:30 pm. The live performance included 14 professional musicians of the Denver Brass. The performances include Salsa, Day of the Dead Suite, Tango, and Sense Maya (Valencia, 2012). The performers played different classical songs that included Day of the Dead. Denver Brass constitutes of 14 professional musicians (The Denver brass, 2014). Denver Brass’s universal appeal defines its success and prominence. I enjoyed the magnificent surround sound and the entertaining and relaxing fresh musical styles that added vigor to the classical music live concert. I also enjoyed the fact that a diverse audience attended the concert thus denouncing the misconception that classic music is for elite, racist, and educated audience. Indeed, the live concert made me love attending another classical music live concert in the near future. Notably, the performance of the Drever Bass corresponds to the classical stylistic period learnt in class. The Colorado Fiesta: Dances with Brass depicted a classical musical genre as the band sung various classical songs. The programming of the music sought to share the Colorado history in an entertaining manner. The performance sought to bring a musical excursion from Spain to America. The live concert evoked emotions, images, and ideas. Indeed, the fiery dance, cool music, and sensual Flamenco guitar evoked happy and entertaining feelings. The live concert also evoked passionate and romantic feelings courtesy of the romantic song Day of the Dead. The Colorado Fiesta: Dances with Brass was equally colorful thus evoking a beautiful feeling. Some of the most Memorable features of the live concert included the fiery dance, sensual Flamenco guitar that evoked instrumental effects, and the entertaining dancing styles by Fiesta Colorado and Steve Mullins (Valencia, 2012). Additionally, I cannot forget the harmonious melodies and rhythms of the Drever Bass that motivated the audience to sing along to each song

Tuesday, October 29, 2019

How do economic recession affect people's behavior Essay

How do economic recession affect people's behavior - Essay Example However, as the theory points out, the knowledge is never complete and this imperfection leads to economic growth. This may not always be so. In times of economic recession, the more the awareness of bad news, the greater is its impact on human behavior and the economic crisis. According to Charles Hodge, if a human being is assumed to behave out of necessity, he loses his identity as a rational person capable of deciding based on his thoughts and analysis (Hodge as cited in Cleveland, 2000). He becomes a mechanical person and can not be held responsible for the consequences of his behavior. Similarly if he is assumed to base his actions on the contingencies, he is imbibed with irrational and autocratic power of determination, acting even against his own will. Hodge rejects both these patterns of behavior that emerge from the utilitarianism theory. In the third behavior pattern viz., certainty, the individual behavior is explained by the individual’s own rational analysis of a situation and determination of what is best in his own interest, and is embraced by Hodge as the more appropriate explanation of human behavior. The subprime crisis in the USA led to large scale defaults in the mortgage industry and its contagion effect soon engulfed a host of other sectors like the financial institutions, banks and manufacturing industries. Bank failures dried up the credit available for the business and industry and this has in turn led to significant loss of jobs and consumer confidence. All the major economies of the world are facing a downturn due to globalization. Mass communications media ensures that individual behavior is influenced and aggravated by the frenzy of collective disaster. Loss of consumer confidence and credit squeeze are the major factors impacting human behavior in these circumstances. US economy which is characterized by a high degree of consumer spending, is witnessing consumer

Sunday, October 27, 2019

The Effectiveness Of The Jigsaw Approach

The Effectiveness Of The Jigsaw Approach The purpose of this research was to study and analyze the effectiveness of the jigsaw method and other cooperative learning strategies for students with learning disabilities. A 20-question survey about cooperative learning strategies, including the jigsaw, was used to determine educators knowledge of the jigsaw approach and the effectiveness they have had using it with students with and without a disability. Research findings indicate that educators believe cooperative learning does have a positive impact on their students learning new material. Concerns still exist with educators knowledge of cooperative learning strategies and how to properly implement them in the classroom setting. Cooperative learning strategies have been used to improve student achievement for many years. The effectiveness of these strategies, for students with and without disabilities, has been debated. The jigsaw method is a specific strategy that involves students working together and teaching their peers new material. Educators knowledge of cooperative learning is an important aspect for implementing specific strategies, like the jigsaw method. This study is focused on educators knowledge and their opinion on the effectiveness of cooperative learning for students with and without disabilities. The concern of a need for professional development was also examined as a way to increase knowledge of cooperative learning strategies. Review of Literature Cooperative learning is a strategy that has been a part of the education world for many years. It was developed out of the theory of constructivism. It has expanded from its original design of just having students work together with a partner or small group. The effectiveness of cooperative learning has been demonstrated through numerous studies as an effective strategy to increase students comprehension (Bigge Stump, 1999, Law, 2011, Santos Rego Del Mar Lorenzo Moledo, 2005). Law (2011) found, that students higher-order reading performance could be enhanced through engaging in cooperative learning activities with well-planned scaffolding by their teachers (p. 416). Cooperative learning has traditionally been looked at in the general education classroom, but it can also be used for working with students with special needs. Numerous strategies fall under the category of cooperative learning. One particular research-based strategy that has demonstrated effectiveness for increasing student understanding is the jigsaw method. The jigsaw falls under cooperative learning because it allows students to work together to learn new material. According to Bigge and Stump (1999), for cooperative learning to be effective, students need ample opportunities to solve problems as a group first and then resort to teacher assistance (p. 121). Gà ¶Ãƒ §er (2010) suggests the jigsaw approach should be used mainly in teaching grammar and literature. The jigsaw approach is just one of many cooperative learning strategies that has demonstrated effectiveness, but does have weaknesses as a strategy for students in general education as well in special education. The jigsaw approach was first developed by Elliot Aronson (1971) to help students develop their social and cooperative skills. The original purpose was to deal with desegregation issues in Texas, but as it was being implemented, it was discovered that students were gaining a better understanding of the content. There have been numerous studies since then to demonstrate its effectiveness in increasing student understanding. To implement the jigsaw approach, a step-by-step process needs to be followed. Step one is that each student must be a member of two groups. The first group is the home group where students will begin and end the activity and there should be no more than five students in each group. The main responsibility of each member in home group is to teach a portion of the assigned reading/work. Once students are assigned their section they will move to a second group called the expert group. During this step, students discuss the reading/work and gain an understanding until they feel comfortable with presenting the material to their home group. In the final step, students return to their home group and take turns presenting the information they became experts on and listen as other students present their material. In the end, all students have been taught the reading/work without having to do all the work on their own (Fisher, Brozo, Frey, Ivey, 2007). Research provides guidelines for how long students should work in their expert group before they return to their home group. Most studies support part of a given class period, but one study suggests much longer. Young, Hadgraft, and Young (1997) support using shorter periods of time between bringing the expert groups back to their home groups because when the time was expanded they encountered more problems in getting all the material together. The jigsaw approach has also been evaluated for use in the online setting, which is becoming more important to the educational system due to an increase in online education. Weidman and Bishop (2009) found mixed results when using the jigsaw in an online classroom. The struggle came with the individual accountability component of the assignment that was amplified in the online setting. One positive was that it demonstrated increases in student understanding. Benefits of the Jigsaw The jigsaw approach has demonstrated numerous benefits for students of multiple ability levels. Santos Rego and Del Mar Lorenzo Moledo (2005) indicate that the jigsaw technique improved academic performance with students at the beginning of secondary school (ages 12-14 years). The authors connect this finding to students having a higher self-esteem and self-efficacy. They demonstrated that the jigsaw method can be effective at the high school level with both general education and special education students. A similar strength of the jigsaw is that it can do more than just teach students content material. It can help motivate them and teach them to enjoy learning which can increase self-esteem and self-efficacy. Mengduo and Xiaoling (2010) concluded that, The jigsaw classroom reduces students reluctance and anxiety to participate in the classroom activities while increasing self-esteem and self-confidence (p. 122). This is important to learn at the high school level because students are preparing for their future and need to learn how to participate in group activities. Efe and Efe (2011) analyzed how students assigned as group leaders in the jigsaw helped motivate the rest of the group. Results suggested that when given the title of group leader students worked to motivate other students to complete their work. Education is not just about learning the four core content areas (math, science, English, and social studies), it is also about learning how to interact in society and be a produ ctive citizen. In addition to helping students learn new material, the jigsaw helps build social skills. Anderson and Palmer (2001) reports that the jigsaw approach is backed by research showing it to motivate students to work together, share ideas, pursue common goals, and develop self-esteem. Learning the material, being able to work in groups, and knowing how to motivate people are all positive attributes for success in the work place. Whether it is learning material, building self-esteem, or knowing how to motivate, the jigsaw can be utilized to help students with and without disabilities. A final strength of the jigsaw is that it can decrease students anxiety levels. Many students deal with anxiety throughout their educational careers either in a specific subject, in all subjects, or with test anxiety. Oludipe and Awokoy (2010) examined students anxiety levels in relation to participation in chemistry class. Students were divided into two groups; one in a cooperative learning classroom that used the jigsaw approach and the other using a traditional lecture approach. The results showed that students in the cooperative classroom had lower levels of anxiety due to the positive interdependence attribute of the jigsaw method. Positive interdependence allows students to see that success is dependent on their effort and the contributions of the group. Oludipe and Awokoy (2010) conclude that students became more confident and felt secure participating actively in chemistry lessons (p. 35). The jigsaw method also provides a way to help students become active in classroom activities and/or lessons. When students are anxious or sometimes even afraid to contribute, they are going to miss information that is needed to fully understand the material. The jigsaw allows students to work with one another and develop a sense of being needed. When students are needed by their peers, they are more likely to do the work and contribute to the group, and when they do the work, they are less anxious to become involved in future activities. It can also be used early in the school year to help students get to know one another, as it is useful for social skill development as well. Limitations of the Jigsaw The use of the jigsaw approach does have several limitations as well. The first relates to the teacher. A jigsaw is dependent on a teacher explaining how to properly implement the approach and if not done properly, the likelihood of success is limited. Souvignier and Kronenberger (2007) aimed to determine the effectiveness of the jigsaw approach at the elementary level by comparing three conditions of instruction (i.e., jigsaw, jigsaw with a supplementary questioning training, and teacher guided instruction). The results showed that students used the jigsaw method with average results. The authors determined that younger, elementary-aged students could benefit from the jigsaw, but only if certain conditions were met. The authors suggest that, cooperative learning in younger children needs as well explicit (preparing experts as teachers; questioning and explanation training) as implicit (fostering interdependence by adequate learning materials) support (p. 769). The jigsaw seems to be limited in its use with elementary students due to the fact that it requires more specific training for the students before it can be used as successfully as it is for older students which can be a deterrent due to time limitations and classroom demands. Another limitation of the jigsaw approach is the actual data that supports the use of the jigsaw method. As previously noted, the jigsaw approach can be time consuming and difficult to implement. A study examined the jigsaw approach and found that students using the jigsaw performed better than students using a traditional teaching method (Dollard, Mahoney, 2010). Then results showed only a 0.9% increase on a test favoring the jigsaw method. Thus Dollard and Mahoney (2010) concluded, 0.9% is not enough of a difference to conclude with certainty, that the Jigsaw Method is a stronger academic tool than the traditional method of lecture and note taking (p. 12). The participants were in the 8th grade, supporting the finding that the jigsaw method may not be as effective with younger students. A final limitation is related to the findings of Souvignier and Kronenberger (2007), in that it deals with the proper implementation of the jigsaw steps by younger students. This study involved a group of seventh graders who, according to their science teachers, had experience using the jigsaw approach. The purpose of the study was to determine the effect on student learning of the jigsaw approach and another cooperative learning approach. Results showed that neither approach enhanced students understanding of specific science concepts (Zacharia, Xenofontos, Manoli, 2011). However, a major component of the jigsaw approach was left out by the students involved in the jigsaw method. According to Zacharia and colleagues (2011), In particular, after the students returned to their home groups from their expert groups, they engaged in a working mode similar to the TCA one, in which students visit together all the websites, discuss and take notes, rather than teaching each other about the portion of websites they were assigned to them for study (p. 417). These results again support the idea that younger students have a more difficult time following the precise steps involved in the jigsaw method. Teachers in the study reported that students knew the jigsaw method, but when put into action, they skipped the important step of teaching the other members of their group about the area they became an expert on. The step of teaching information to the other students is the main component in the jigsaw approach. If this step was left out, it is clear the students in this study were actually not comfortable or skilled in using the jigsaw approach. Cooperative learning has its roots in the constructivist approach, which entails using experience-based activities. The jigsaw approach allows students to experience learning and contribute to their learning. Tamah (2007) states, Students are encouraged to learn from their fellow students in their expert team and when they go back to their home team they are encouraged to teach one another the material they have worked on in the expert team (p. 13) which describes exactly how the jigsaw approach should work in a classroom. This approach sounds ideal for teachers because it allows the students to be actively engaged in teaching one another. The jigsaw also allows the teacher to be a facilitator, not a director in the classroom, which is a trend in schools today. As outlined, the jigsaw has multiple strengths and limitations. The overall strength is that it is most effective with older students and effective in motivating students to learn as well as to become more confident in their abilities. The jigsaw is an approach that needs to be taught by the teacher and even modeled to ensure every student fully understands the process. A major limitation of the jigsaw is that if it is not fully and properly implemented, students will not gain an understanding of the material they need and perhaps even miss information because it was not taught to them by their other group members. This weakness tends to be amplified when dealing with younger, elementary students. Current research on the jigsaw approach has mainly been done at the middle to high school level with a balance in learning abilities. However, there are many questions that still exist with regard to the effectiveness of the jigsaw approach. Students with Disabilities One remaining question that is becoming more important to schools, relates to the effectiveness of the jigsaw approach for students with learning disabilities. McMaster and Fuchs (2002) concluded that, studies conducted in special education classrooms were associated with smaller effects for cooperative learning (mean effect size = 0.27), than those implemented in regular education classrooms (mean effect size = 0.44) (p. 115). McMaster and Fuchs (2002) study supports the premise that cooperative learning can have an impact on student achievement for both students with and without disabilities. The aforementioned question can be answered with research focused on teachers knowledge of cooperative learning, specifically the jigsaw approach. Additional questions focus on the use of jigsaw in co-teaching environments, whether the jigsaw is as effective for students with disabilities as it is for those without disabilities, and whether teachers understand cooperative learning strategies a nd if not, is there a need for professional development. There are several questions that need to be answered before an absolute answer can be given regarding the effectiveness of the jigsaw approach. Current literature supports and questions the jigsaw, but the questions posed above may become more important to the future of education as the wave of inclusion continues to change the way students are educated in the United States of America. Method The principle issue investigated in this study was how effective cooperative learning could be for students with learning disabilities. The knowledge educators have about cooperative learning strategies is key to proper implementation leading to increased student achievement. This study assessed educators knowledge of cooperative learning, specific strategies (jigsaw, think-pair-share, and numbered heads together), and the need for professional development. Participants This research was conducted with teachers in a Southeastern Ohio school district and with members from a cohort of masters level preservice teachers. Participants were recruited through email invitations sent to a Southeastern Ohio school district (n=98) and members of a masters level cohort of preservice teachers (n=20). A total of 54 surveys were submitted for a response rate of 46%. All participants were currently educators or working on licensure to enter the field of education with years of teaching experience ranging from 0 to 35 years. The participants reported a variety of teaching experiences, ranging from elementary to college. Eighteen of the 53 participants reported having experience teaching special education and 47 of the 53 participants (87%) reported they work with students with special needs daily. Instrument The aforementioned survey (Appendix A) was constituted of 20 questions, both open-ended and forced-choice, including demographic information, educators knowledge of cooperative learning and specific strategies, and opinions regarding cooperative learnings effectiveness for students with and without disabilities. The fourth question asked educators to define cooperative learning. This information was important because of the varying definitions of cooperative learning. The survey asked how often participants used cooperative learning in general, and then for specific cooperative learning strategies. The survey asked about their understanding of the jigsaw method. Additional questions related to preferred cooperative learning strategies and their opinion regarding how effective cooperative learning is for students with and without disabilities. The survey concluded with a question to determine the need for professional development in the area of cooperative learning. Procedures After receiving approval from the universitys Internal Review Board, the researcher obtained approval from the school districts superintendent to distribute the survey via email. One email was sent to the educators in the school district, while another email was sent to the members of the masters level cohort of preservice teachers. The participants were informed that the online survey (created using Qualtrics, an online survey tool) would take no longer than 10 minutes to complete and were completely anonymous. Two reminder emails were sent asking those that had not completed the survey to do so. Results After the survey was closed, the researcher analyzed the qualitative and quantitative data collected with the survey. The qualitative data was used to determine educators definitions of cooperative learning and the jigsaw approach, as well as educators preferred strategy they used in their classrooms. Quantitative data determined how often specific cooperative learning strategies were used in the classroom, as well as ratings for how effective teachers believe cooperative learning is for students with and without disabilities. The results from 54 surveys are reported, but not every question was answered by each participant so the response rates vary by question. The results demonstrated a variety of responses in how educators defined cooperative learning as well as in their understanding of the jigsaw method. Overall, educators agreed that cooperative learning strategies are effective for helping both students with and without disabilities. Table 1 shows how often participants use cooperative learning in their classroom. The mean value is 2.26 (between 1-2 times per week and 3-4 times per week), with the majority of participants (53%) using cooperative learning 1-2 times per week. Table 2 shows how often participants use the jigsaw method in their classroom. The mean value is 1.31 (between 0 times per week and 1-2 times per week) with the majority of participants (69%) choosing 0 times. Table 3 shows how often participants use the think-pair-share method. The mean is 2.00 (1-2 times per week), with the majority (51%) of choosing 1-2 times per week. Table 4 shows how often participants use the numbered heads together method. The mean score is a 2.4 (between less than once a month and once a month), with the majority (45%) of participants choosing never. Table 5 shows how effective participants think cooperative learning is for students without disabilities. The mean score is 4.10 (between somewhat effective and very effective), with the majority (59%) of participants choosing somewhat effective. The participants were asked to give an explanation for their rating and there were several similarities in their wording. Many referred to it being dependent on the type and age of the students. There was also a common response that not all students are able to learn in groups and need the opportunity to work independently. Table 6 shows participants perceptions of the effectiveness of cooperative learning for students with disabilities. The mean score is 3.96 (between neither effective or ineffective and somewhat effective), with the majority (51%) choosing somewhat effective. The participants were asked to give an explanation for their rating and resulting in several similarities in their responses. Several participants indicated the effectiveness was dependent on students willingness to work with others. Others indicated it was effective because it helped build students social skills through interaction with other students. Defining Cooperative Learning Each participant was asked how he/she defined cooperative learning. Fifty-one out of the 54 participants (94%) completed this question. Of the 51, 34 mentioned that cooperative learning was focused on student grouping or students working together, while three participants defined it as teachers working together. The remaining responses did not specify who was involved in working together, but just that it involved working in groups or together to solve a problem. Understanding the Jigsaw Method. Educators were asked to explain their understanding of the jigsaw method. Forty-four educators answered this question, and off the 44, 17 (39%) explained the jigsaw as putting students into one group to learn material and then join another group to teach the material they learned in their first group. Nine of the 44 (20%) responded as not knowing what it is. The others explained the jigsaw as group work, but did not specify the nature of the groups. Why Some Do Not Use Cooperative Learning Educators who responded that they do not use cooperative learning were asked to explain why. Nine participants responded that they do not use any form of cooperative learning strategy. Four of the nine mentioned time as being the main reason for not using cooperative learning strategies. Other responses included lack of skills by students and forgetting to use them. One response indicated the individual was not familiar with enough strategies and how to implement them. Professional Development for Cooperative Learning. The remaining survey questions dealt with the need for professional development in order to learn more about cooperative learning. Fifty-one participants responses to a question asking whether they would benefit from professional development. Twenty-eight responded, yes (55%), 17 said no (33%), and six responded that they might benefit from professional development. This question was followed by another asking why or why not they would want professional development. Many responses indicated participants have learned about cooperative learning, but forget the specific strategies. Other responses indicated that there is always room to learn new ideas and methods for the classroom. The final question asked participants to indicate where they would like to receive professional development. Of the 34 participants who completed this question, 24 would prefer a workshop with the remaining respondents indicating a webinar as the preferred method of delivery for professional development. Discussion The results indicate there is a concern with educators knowledge about cooperative learning and how to implement specific strategies. The educators had a basic understanding, but did not fully understand cooperative learning. Many explained it as simple group work, when it involves more of an understanding that it is student-led and student-centered instruction. The participants were also asked to give their preferred cooperative learning strategy and only 14 of 49 or 29% were able to identify a specific strategy outside of normal grouping. The participants also had a basic understanding of the jigsaw method, but did not all fully understand the idea of creating a home group and an expert group and students are focused on learning new material. The other area that demonstrates a weakness in their knowledge is the fact that 32 of the 51 or 63% of the participants indicated they would benefit from professional development in the area of cooperative learning. Several participants responded that they know they need to learn more and want to have a better understanding of how the different cooperative learning strategies work. The majority of the participants would also like to attend a workshop to learn about the different cooperative learning strategies. The results also demonstrated that educators believe cooperative learning is effective for students with and without disabilities. Forty-four of the 51 or 86% of the responses indicated that cooperative learning is either somewhat effective or very effective for students without disabilities. This demonstrates that educators have confidence in these strategies for students without disabilities. The results also show that 41 out of 51 or 80% of the participants believe cooperative learning is somewhat effective or very effective for students with disabilities. The study demonstrates the effectiveness of cooperative learning, but there is still the concern of the participants not fully understanding what cooperative learning is and how to implement the different strategies. The primary purpose of this study was to determine the effectiveness of cooperative learning for students with disabilities. The researcher believes that cooperative learning strategies can have a positive effect on student achievement, but educators need to fully understand the strategies and how to properly implement them. Many of the participants (80%) support the idea that cooperative learning is effective for students with disabilities. Some participants cited social skill development and self-esteem building as reasons why they think cooperative learning can be effective for students with disabilities. The results from this study also indicate participants (86%) believe cooperative learning is effective for students without disabilities as well. The researcher believes this is important and demonstrates why educators need to understand cooperative learning and how to implement the different strategies. The results did not show the effectiveness of the jigsaw method specifically, as only 17 out of 44 participants were able to define the jigsaw method. The researcher believes this indicates that the jigsaw cannot be effective if educators are not even sure what it is or how to implement it correctly. The literature supports the idea that the jigsaw method is more effective for older students, but this study does not support that by the fact that the majority of respondents in this study did not know what or how to implement the jigsaw method. The research does show and support the study by Santos Rego and Del Mar Lorenzo Moledo (2005) that the jigsaw can create a higher self-esteem and self-efficacy for students with disabilities. Several participants stated that cooperative learning helps students develop social skills and build self-esteem. The researcher believes this is important and supports the effectiveness of cooperative learning for students with disabilities. Implications for Practice The implications for this study show that there is a need for educators to gain a better understanding of cooperative learning and the variety of strategies that it entails. Professional development would benefit educators in the area of cooperative learning. The best form would be a workshop to provide them with an interactive approach that allows them to learn the strategies firsthand. Recommendations Further research of a larger sample might provide a better insight into the need for professional development. This could result in more generalization for teachers nationally to receive professional development on cooperative learning. Due to the small sample, this study is only able to determine the needs of one high school. Conclusion In conclusion, this study provides evidence that educators knowledge of cooperative learning is adequate, but there is a need for professional development on specific strategies. Educators realize cooperative learning can have a positive impact on students with and without disabilities, but they are not confident in implementing a variety of strategies. It would be to the benefit of the students for educators to attend a professional development workshop on different cooperative learning strategies.

Friday, October 25, 2019

Euthenasia In Australia :: essays research papers fc

Euthanasia   Ã‚  Ã‚  Ã‚  Ã‚   Sometimes, life can deteriorate to the point where a person loses their dignity and self-respect, and are unable to communicate; life like this is longer worth living, as the most enjoyable of things are no-longer enjoyable. Euthanasia could, in my opinion, be practiced when a person reaches this point, and then only passively. If the person in question is able to communicate rationally, then their opinion must be asked first.   Ã‚  Ã‚  Ã‚  Ã‚   Assisted death, other than passively should most definitely remain illegal, and in the Northern Territory, it should be made illegal. The nation of Australia must be uniformed, or else people simply go to another state, where the law different.   Ã‚  Ã‚  Ã‚  Ã‚   People should live their lives for as long as it is worth living, as defined above. Some people wish to use euthanasia to die when they are diagnosed with a terminal illness, and given a certain amount of time to live. These people still have those six months, or whatever. If they can, they should enjoy that time, doing all the things they like to do. If they wanted, they could go out and spend all their savings, or retirement money on things that â€Å"I always wanted to get one†, or make themselves feel good by donating to charities. They should not look at the amount of time they don’t have, but instead, at the time they have left. And besides, we all know we are going to die, these people are no different, except they know exactly how much time is left. It has been said that trials and pain make us stronger. Even if someone is in pain, that pain could make them mentally stronger than if they give up and take the easy way out. Life is full of pai n, and joy, everyone goes through both things in their lives, because that is what life is.   Ã‚  Ã‚  Ã‚  Ã‚   Some say that doctor-aided death is widespread already, only covertly, and that the Netherlands is a model of how to establish the right to die by bringing the practice out in the open, where the medical and legal system can oversee it. This issue is similar to how abortion was seen before it was legalized. The main reason for legalization of abortion was because it was being done anyway. People had access to abortion, it was just being done terribly. We're in exactly the same situation today: People have access to assisted suicide; it's just being done so badly.

Thursday, October 24, 2019

Children Therapy Vs Adult Therapy

Counseling children/adolescents can look very different than counseling adults due to many aspects. Adults have their way of life set In a way that Is hard to change as they get older, but kids are learning who they are and are more open to change. Children start their life depending on others as adults have learned how to live independently. Children and adolescents also cope with their hardships and do not realize that they need help as they have not learned who they can go to if they are having problems.Counseling children/adolescents need certain training and skills to each a level of success that we are looking for in a session. The way of thinking for an adult and a child are deferent in so many ways. The adult brain in adults is fully developed and they are set in their ways that can be hard for a counselor to change. It is hard to transform an adult person when they have gone their whole dealing with issues In a way that may be harmful to themselves or others. Adults have gon e their whole life learning who they can trust and who they cannot trust which makes It difficult for the counselor to gain that trust In an adult client.Children have an easier time trusting as It often takes Just a few minutes to open up to a counselor. Changes in the brain structure and function occur during childhood and adolescence (Henderson & Thompson, 2010). Since their brain is still developing they have not learned their way of handling certain emotions as mentioned in Jean Piglet's four stages of cognitive development. Counselors have to work In a different way when dealing with the thinking processes of adults versus children. Dependency changes to an independent frame of mind as a person gets older.Kids depend on their parents for the basic needs as stated in Measles hierarchy of needs which are physiological needs, safety needs, love and belonging, self-esteem, and self- actualization. These needs must be met for us to become self-actualization and reach our full poten tial In all areas of development (Henderson ; Thompson, 2010). Adults that did not meet the lower level of physiological needs such as food, shelter, water, and warmth, may not have met their higher order needs such as self-esteem or love and belonging.People that do not have their basic needs met when they ere younger, may have a hard time with their feelings about themselves or others later on in life. Adults realize that certain things in their lives are not going as they would like, so they wonder whether a counselor could help them. If they realize that they have a problem, they decide on their own to request a counseling session. Children however, never realize that they are having trouble and never think of asking their caregiver to request help for them.Children live with their issues, no matter how serious they may be, and they don't have the Ingenuity to go see a oneself. Instead, the parents or other people close to them notice something Is wrong. Counseling children that do not realize that they need help, makes It harder for the counselor to explain to the person why they are In the session. This can place. Adults usually go to counseling because they have made the choice to go there on their own. Having the client realize that they need help makes it easier on the counselor in the session, but this can come with some push back when dealing with children.Counseling children can come with some adversities which unsolder new to the profession may not be ready for and lack the skills needed to take on these challenges. I feel that building a solid foundation with a kid is important early on in their counseling experience and I would like to learn more about strategies and conversations that would help build that relationship. I have built great relationships with my students at school, but that did take some time which I will not have that much time in a counseling session.Having conversations about their troubles may be hard for a kid to put into wo rks or expressions, so I need o learn how to have a conversation with a child that allows expressing their feelings. I would also like training on the legal issues on what needs to be reported to certain agencies so that I know what to legally do in certain situations. Kids these days are getting their hands on drugs that are new developed each day and I would like training on drugs that I need to be aware of so that I am keeping up with the latest drugs that a client may be trying out. In conclusion, counseling children and adults have their differences.

Wednesday, October 23, 2019

American Diabetes Research Paper Essay

For this research paper, I chose the American Diabetes Association. There are three types of diabetes. Two of them are major. Type one is known as Juvenile Diabetes. It is where your pancreas is unable to produce insulin for your body. Juvenile Diabetes affects mainly young people such as children and young adults. People with type one must take insulin daily. (Type 1)The second type is known as Diabetes Mellitus. Diabetes mellitus is a metabolic disorder ensuing from the body’s failure to produce or appropriately use insulin. It affects mostly adults. People may get Diabetes Mellitus by heredity or lifestyle choices. (Type 2) Gestational is the third type. Women who are pregnant tend to sometimes have this because when women are pregnant, hormonal changes cause your cells to be less responsive to insulin. It is also taken as a sign for women they may have Diabetes Mellitus later on. (Gestational Diabetes) People were first diagnosed with diabetes in the late fifteenth century B.C. in Egypt. The first symptoms were found in 1552 B.C. Many thought diabetes was mostly a urination issue. It wasn’t until 1959, when the two major types were distinguished. (How Long Has Diabetes Been Around) The association itself was formed on August 28, 1940 by twenty six physicians. You can find many programs in all fifty states including the District of Columbia. (Nyondo) I chose to research this association for a few reasons. Diabetes is a huge epidemic that is affecting almost everyone in the world. Everyone I know either knows someone who has it, someone live with it, or they themselves have it. My father and grandmother both have type two. Seeing how it is affecting their lives, it also affects people they live with. It has shown me what diabetes can do to the way you live, eat and act and more. I am also aware of it because of them. They both told me and my siblings to be careful with what we eat. I would like to learn more about this association because  I want to learn how I can take part in helping my family and others with diabetes. I want to make a difference to them and everyone else fighting it. The research foundation was established in 1994 to raise huge contributions to fund diabetes science. Their commitment is to raise funds to improve people’s lives that have the disease. â€Å"100% of all research goes directly to support diabetes research.† (What The Research Foundation Does) There are three main programs to which you can donate. 1. Core Research Program- Investigator projects covering the full spectrum of subject matter in the field of diabetes. 2. Targeted- Donor-driven area of interest as deemed appropriate by the research. 3. General Research Program- Any areas of research currently approved by the association that have the greatest promise. (What The Research Foundation Does) They receive donations by holding up sales such as purchasing flowers for others, special dinners, Step Out, United Way, and direct mail. The cost of diabetes in 2007 follows: $174 billion in 2007 $116 billion- direct medical cost $58 billion- indirect $18 billion- undiagnosed $25 billion- diagnosed $623 million- gestational (Diabetes Statistics) The demographics they serve are everyone in the United States of America. The demographics of people with diabetes are listed as of the 2007-2009 survey: 7.1%- non-Hispanic whites 8.4%- Asian Americans 12.6%- non-Hispanic blacks 11.8%- Hispanic Among Hispanics: 7.6%- Cubans 13.3%- Mexican Americans 13.8%- Puerto Ricans. The years of age: 215,000/2.5%- under twenty years 23.6 million/11.3%- twenty years and older 13. Million/11.8%- men 12.6 million/10.8%- women The total prevalence of Diabetes in the United States: 25.8 million/8.3% – is of the population including children and adults. 18.8% million- diagnosed 7. Million- undiagnosed 79 million- prediabetes 1.9 million- new cases in people ages twenty and older in 2010. (Diabetes Statistics) You can contact the American Diabetes Association by emailing or calling them. By either one, you can request an information packet or have an interview. Their email address is AskADA@diabetes.org, and their calling center is 1-800-DIABETES (1-800-342-2382). Their hours of operation are on Monday, Tuesday, Wednesday, at 8:30 a.m. till 6:30 p.m. EST. Thursday and Friday at 8:30 p.m. till 8:00 p.m. (Contact Us) Diabetes is a huge problem for people of all ages everywhere. It has existed from early on and may soon affect everyone. I believe that more and more people are becoming diagnosed with Diabetes in America because of our nutrition and serving sizes. Americans today are indulging more in unhealthy food. With that, they rely on that food as everyday meals and soon, the serving sizes become greater in size. In addition, most Americans forget about the importance of physical activity. I believe that if more Americans are aware of Diabetes and what the effects are, they will begin to change their ways for the better. The American Diabetes Association is a great foundation because all of the donations go towards the research to support Diabetes. I am glad that I did this association for all reasons. They tell you everything about the association and how they are handling things. This shows that they do care about what people want to know, and they are not afraid of what they do. From what I have learned, the American Diabetes Association is one of the greatest foundations existing today, and will be for more years to come. BIBLIOGRAPHY â€Å"Contact Us.† diabetes.org. February 14, 2011. http://www.diabetes.org/help/contact-us.html â€Å"Diabetes Statistics.† diabetes.org. January 26, 2011. Web. February 10, 2011. http://www.diabetes.org/diabetes-basics/diabetes-statistics/?utm_source=WWW&utm_medium=DropDownDB&utm_content=Statistics&utm_campaign=CON â€Å"Gestational Diabetes.† Diabetes.org. web. February 14, 2011. http://www.diabetes.org/diabetes-basics/gestational/ â€Å"How Long Has Diabetes Been Around† diabetes.ygoy.com. January 11, 2010. Web. February 10, 2011. http://www.diabetes.ygoy.com/2010/11/how-long-has-diabetes-been-around/ Nyondo, Jane. Email. Email interview. February 23, 2011. â€Å"Type 1.† Diabetes.org. web. February 14, 2011. http://www.diabetes.org/diabetes-basics/type-1/ â€Å"Type 2† Diabetes. Org. web. February 14, 2011. http://www.diabetes.org/diabetes-basics/type-2/ â€Å"What The Research Foundation Does.† Diabetes.org. February 14, 2011. http://www.diabetes.org/news-research/research/ada-research-foundation/what-the-research-foundation.html

Tuesday, October 22, 2019

Loan, Lend, Loaned, Lent

Loan, Lend, Loaned, Lent Loan, Lend, Loaned, Lent Loan, Lend, Loaned, Lent By Ali Hale Renee wrote to us to ask: Can you please clarify the proper way to use these words: loan, lend, loaned, lent? Thank you! If you’ll lend me a few minutes of your time, Renee, I’d be glad to! How to use the word â€Å"loan† as a noun and verb The word loan is most commonly used as a noun, and usually means a sum of money which will be paid back with interest (though can refer to any item which is borrowed temporarily.) This is the definition from Merriam-Webster: 1 a: money lent at interest b: something lent usually for the borrowers temporary use For example, the word â€Å"loan† is a noun in all of these sentences: I took out a loan to pay for my new car. If you can’t get another loan, you’ll have to save up.† The loan of your car was very helpful to me. Loan can also be used as a verb in American English, and can replace â€Å"lend† when the meaning is (from Merriam-Webster): (1): to give for temporary use on condition that the same or its equivalent be returned (2): to put at anothers temporary disposal b: to let out (money) for temporary use on condition of repayment with interest Note that â€Å"lend† is used almost exclusively in British English except for when referring to the formal act of borrowing money at interest. â€Å"Loan† can sound odd or old-fashioned, and the Merriam-Webster dictionary states: Although a surprising number of critics still voice objections, loan is entirely standard as a verb. You should note that it is used only literally; lend is the verb used for figurative expressions, such as â€Å"lending a hand† or â€Å"lending enchantment.† Examples of loan being used as a verb are: Please could you loan me some money. I’ll loan him the car if he really needs it. When can â€Å"lend† be used instead of â€Å"loan†? In many cases, the verb lend can be substituted for the verb loan – note that lend can never be used as a noun, though. (â€Å"I took out a lend to pay for my new car† doesn’t make sense!) Lend doesn’t have the same connotations of a financial transaction as loan, and you can lend both physical objects and intangible concepts. For example: I will lend you my bicycle so you can get to work on time. When I’ve finished reading my book, I’ll lend it to you. Could you lend a hand with this suitcase? The new carpet lends the room a cheerful air. What should â€Å"lent† and â€Å"loaned† be used? The word lent is the past tense of the verb to lend. For example: I lent you my bicycle last week. Why haven’t you given it back yet? When I lent you my book, you promised not to write in it. No-one lent a hand with my suitcase. (If you’re used to British English, be careful not to confuse this with leant, the past tense of the verb to lean, which is pronounced in the same way. If you’re American, you’ll probably use â€Å"leaned†, but British English uses â€Å"leant† and this can cause a lot of confusion.) The word loaned is the past tense of the verb to loan. For example: He loaned me a thousand pounds to start my business. If you had loaned me the money when I asked for it, I’d have succeeded. When I loaned him my tractor, I had no idea what he was going to do with it. Hope that clarifies the use of â€Å"loan, lend, loaned and lent†, and do ask in the comments – or on the Daily Writing Tips forum – if there’s anything you’re still unclear on. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Comparative Forms of AdjectivesUse a Dash for Number RangesMay Have vs. Might Have

Monday, October 21, 2019

Why They Play Pranks on Dec. 28 in Spain, Latin America

Why They Play Pranks on Dec. 28 in Spain, Latin America If you should be in a Spanish-speaking country some April 1 and play a joke on your friends and follow that up with a shout of  ¡Tontos de abril! chances are youll get nothing but blank stares as a reaction. The minor holiday of April Fools Day, perennially popular in the United States, is little known in Spain and Spanish-speaking Latin America, but there is a rough equivalent, el Dà ­a de los Santos Inocentes (Day of the Holy Innocents), observed on Dec. 28. The Day of the Holy Innocents also known sometimes in English as the Feast of the Holy Innocents or as Childermas. How Dec. 28 Is Celebrated The day is observed  throughout the Spanish-speaking world  in much the same way as April Fools Day. But when the prankster is ready to reveal the joke, the saying is  ¡Inocente, inocente! or Innocent one, innocent one! (See the lesson on making nouns out of adjectives for the grammar behind this.) It is also common on that day for newspapers and TV stations to print or broadcast news stories based in humor rather than fact. In its origins, the day is a sort of gallows humor. The Day of the Innocents observes the day when, according to the Gospel of Matthew in the Bible, King Herod ordered the baby boys under 2 years old in Bethlehem to be killed because he was afraid that the baby Jesus born there would become a rival. As it turned out, though, the baby Jesus had been taken away to Egypt by Mary and Joseph. So the joke was on Herod, and thus followed the tradition of tricking friends on that day. (This is a sad story, but according to tradition the babies murdered in Jesus stead went to heaven as the first Christian martyrs.) Celebrating With a Food Fight One of worlds more unusual celebrations of any kind is used to mark Dec. 28 in Ibi, Alicante, Spain, not far from the middle of the Spanish Mediterranean Coast. In a tradition more than 200 years old, townspeople engage in a massive food fight of sorts- but its all in good fun and is used to raise money for charity. After a several decades in which the festivities were suspended for the Spanish Civil War and subsequent national events, they were revived in 1981 and have become a tourist draw and major event since then. The festivities are known as Els Enfarinats in Valencian, the local language closely tied to Catalan. In Spanish, its known as the fiesta of Los Enharinados, loosely translated as The Flour-Covered Ones. (Enharinar is the verb for coating something with flour, known as harina.) The festivities traditionally begin around 8 a.m. when participants in mock military attire stage a fake coup and take control of the town and enact all sorts of crazy ordinances in program called New Justice - Justà ­cia Nova in Catalan and Justicia Nueva in Spanish. Those who brake the pretend ordinances are fined, with the money going to worthy causes. Eventually, a massive fight ensues between the rulers and the opposition, a battle fought with flour, vegetables and other harmless projectiles. Festive dancing marks the end of the battle. Other Observances of Inocentes Several other regions have distinctive ways of observing the Day of the Holy Innocents. For example, various celebrations are widespread in Venezuela, where many of the celebrations mix European and indigenous traditions. In some areas, for example, festivities are held in which children dress as the elderly, the elderly dress as children, leaders dressed in tattered clothing, men dress as women and women as men and so on, and many wear colorful masks, headgear, and/or costumers. Names or some of these festivals include the festival of the locos and locaà ­nas (the crazy ones). Although Dec. 28 is not an officially observed holiday, some of the festivities can last the entire day. Another noteworthy celebration takes place in El Salvador, where the largest observance of the day takes place in Antiguo Cuscatln. Floats for a parade are adorned with pictures of children representing those in the Biblical story. A street fair is also held. Key Takeaways In most Spanish-speaking countries, Dec. 28 is observed as the Dà ­a de los Santos Inocentes, or the Day of the Holy Innocents, commemorating the Biblical story of King Herod killing babies in Bethlehem.The day is observed in some areas much like April Fools Day is observed in the United States.Colorful celebrations are held in some other areas to observe the day.

Saturday, October 19, 2019

Anxiety

Anxiety and anxiety are among the most fundamental emotions shared by all animal species. When faced with danger, it causes a sympathetic battle and a flight reaction so that we can react and defend ourselves. Without anxiety and physiological symptoms such as increased allergy to the environment and increased blood supply to the muscles of the feet, the possibility of a disaster injury or danger will undoubtedly increase dramatically. Moderate anxiety can also motivate individuals for specific events such as exams and presentations that clearly benefit from this behavior. I still feel uneasy from the early days. Stranger, social anxiety, general anxiety, chronic anxiety ... my oldest friend. I am very interested, I think that in the 16 years of education, I have not publicly raised more than five questions. I feel comfortable and safe when arranging private courses. This is getting worse and worse. At university, I have a strong interest in party lifestyle. I found a party for 5 nig hts to avoid anxiety and depression, and the reputation of being drunk. From a very young age I was very interesting and powerful in technology, and at the age of 12 I developed a national football team website. My college has the most powerful and difficult IT degree you can find. I hardly studied, I spent the first year, but I can save only for so long, and I have to quit my favorite university before being kicked out (Rhodes student Because only I can understand). Therefore, I am not a stranger to anxiety. And last month, an article saying that there is a clear link between anxiety and Alzheimer 's disease was published in' Science Alert '. In fact, anxiety may be a sign of Alzheimer 's disease, which is terrible for anxious people. Who is no longer anxious? It is not secure. It is like a Nazi. I am concerned. Russia is uneasy. I am worried about North Korea. Be a woman. I am concerned. Do you know that two-thirds of Alzheimer's disease patients are females? This is because we ar e afraid of all the damn time. These panic attacks are your future self, just intercourse with you and let you know that there is nothing good to happen, it will never get better. Therefore, after 20 to 50 years, we all will be a large group of elderly people with dementia. We all like rats in the maze, meet each other, ask directions and apologize for not knowing anything.

Friday, October 18, 2019

Discuss the style of the novella The Stranger, by Camus Research Paper

Discuss the style of the novella The Stranger, by Camus - Research Paper Example The reader is presented with a murderer protagonist who is devoid of motive, reason or logic for the crime he has committed. Camus uses the language of the narrator as a device through which the reader may understand the perspective of Meursault, and as a way to reflect aspects in the development of the story. Meursault as a character is utterly remarkable, in that he is quite unremarkable in every possible way (Day 84). He appears to have no unusual or outrageous attributes, opinions, qualities or flaws when the reader is initially introduced to him. He does nothing special, holds no special job, is not living under any unusual circumstances, does not discuss any extreme or judgemental personal opinions and is far from being emotionally distinctive. Meursault leads an existence in which â€Å"days are added to days without rhyme or reason †¦ [and his life] is an interminable and monotonous addition† (Camus 16). However, it is this lack of special traits and engaged interaction in society and life that makes the character, paradoxically, very remarkable and unusual. As the reader unveils the protagonists’ inner thoughts and plot development of the story, it becomes clear that this character is remarkably detached from society in every way. Furthermore, not only is he de tached from society, he is detached from life itself including family and relationships. He displays an unsettling degree of amorality and total lack of judgement of other people’s actions, thoughts and behaviours. Indeed, his detachment goes even further as we realise that he is also detached from his own emotions and self-identity to the extent that he appears to be lacking in both. From the very beginning of the story, Meursaults language very effectively allows the reader insight into his way of thinking. His sentences are consistently brief and concise right from the start, â€Å"Mother died today. Or maybe yesterday. I can’t be sure† (Camus 1). His lack of elaboration or

Foundations of scholarship&research Essay Example | Topics and Well Written Essays - 3250 words

Foundations of scholarship&research - Essay Example This paper examines the basis for business ethics and zooms in to examine the realities in the international markets and why organisations fail to honour the high ethical standards they observe in their home countries (especially in Europe and North America) when they operate in poorer nations like Latin America, Africa, Eastern Europe and Southeast Asia. The paper examines the history of international business from colonial times. It looks at the elements of colonialism that discouraged ethical behaviour in international trade and also traces this to business in the modern era. It then goes to critically evaluate the reasons why ethical behaviour varies across the globe. This is followed by a practical analysis of how non-ethical acts are perpetrated by multinationals in the real world. The paper ends with recommendations for improvements in observing ethical behaviour amongst international businesses. Every human being and entity has two inalienable rights: the rule against bias and the need for fair hearing in judicial matters (Harris & Partington, 1999). This concept has become the basis on which constitutions and judicial systems around the globe have been founded. It is now the basis of best practices in most transactions and operations of entities around the globe. However, the way it is practised around the globe varies considerably. People and entities are required in all situations to treat other people with fairness and equality. When other people are accused of doing the wrong thing, they have the right to a fair trial and this is a two-way thing. With organisations and businesses being entities, they are expected to observe these laws of natural justice in all aspects of their operation. Organisations are legal entities that have the right to sue and be sued (Harris & Partington, 1999). Effectively, organisations/businesses take inputs from the society, process them and sell them out to external parties (Johnson, Scholes & Whittington,

The History of the Computer Term Paper Example | Topics and Well Written Essays - 1250 words

The History of the Computer - Term Paper Example The history offers chronological events as per the technological advancements commencing with the first computer to the recent computers that have been utilized progressively in the contemporary world. The technological advancements that transpired during the computer age have substantially influenced social and economic developments through faster undertaking of various tasks in dissimilar sectors. In the computer history, computers have various classifications as per evolution from large size to small size including various contributors to these developments. Classification of computers Computers are classified through utilization of diverse criteria with the classification centering on functionality and other related concepts. Computer classifications can be undertaken with regard to technology utilized, uses, capacity or size, period or computer era, operation principle or data types that they utilize (Raum 2). Technological classification This classification concentrates on the technological skills that allow the computer to perform certain functions. The initial classification was regarded as flesh where humans utilized their bodily parts to carry out computations. Wood later turned into a computing appliance with the initial utilization being in the design of abacus. Various scientific inventors then utilized metals in the development of early machines leading to the utilization of electromagnetic appliances in various machines by Zuse and other persons. Electronic rudiments were utilized in ABC and computers that utilized stored programs. However, this classification never considers developments that transpired recently with the development of fresh electronic devices that have considerably boosted computer advances. Classification by capacity Computers have become categorized in accordance to their capacity with the word demonstrating the amount of work as well as the information processing abilities. The operation of these computers can be established through the quantity of information contain within the memory, internal speed, quantity and variety of peripheral components, as well as, the quantity and variety of software present for utilization within the computer. In the initial period, capacity was established through physical size although this has noticeably changed in the recent time allowing smaller computers to have huge capacities. Presently, computer capacity is ascertained as per the applications that certain computer can contain instead of the quantity of information a computer can process. Under this categorization, microcomputers are considered, to contain the lowest capacity. Their memories were made through the utilization of semiconductors that were contained on silicon chips. The microcomputer was considered digital managed through utilization of stored program that made use of the microprocessor with programmable ROM and RAM. They had 4k-64k storage location and had the ability to contain miniature applicatio ns. Minicomputer was then developed in 1960 owing to the demand for computing appliances that could carry out tasks effectively and economically in comparison to large computers. Minicomputers possessed higher operating speeds and extensive storage capacities judged against microcomputers. In this era, operating systems were created in order to contain multiprogramming as well as virtual storage allowing

Thursday, October 17, 2019

History of Modern Science, Galileo and Newton Essay

History of Modern Science, Galileo and Newton - Essay Example Here in this paper, both are discussed; compared and analyzed in a deep manner as per their respective works which brought about a significant change within our modern day luxuries that mankind has in the present times. Galileo was born on 15th February 1564 and is widely regarded as an Italian physicist, astronomer, mathematician and philosopher of repute. He had a major hand in bringing about the scientific revolution within history. His name is synonymous with the very best in the world of innovators, physicists and thinkers since he was, is and will always remain a genius. Mankind owes a lot of gratitude to the personality of Galileo and hence the reason that he is still remembered as a hero notwithstanding a great amount of time has passed since he died – on 8th January 1642. Galileo brought to the fore his achievements in the line of improvements that he made towards the working domains of the telescope as well as the consequent astronomical observations with added support for the sake of Copernicanism. Without a doubt, this formed the basis as to why he was regarded as the "father of modern observational astronomy", the "father of modern physics", â€Å"the father of Modern Scienceâ €  and the "father of science." Galileo studied the motion of uniformly accelerated objects which is usually there in all school and college curricula. The physics courses have special mention of such objects and it comes especially under the heading of kinematics. Galileo made contributions towards the field of observational astronomy which has entailed within it the discovery of the four largest satellites that Jupiter has and named as the Galilean moons. This was so done to give him honor and respect for his work. He also studied the sunspots, firstly made an observation regarding them and then analyzing them in the end. Further, he worked tirelessly towards the related fields of applied science and technology. (Shea & Artigas, 2003) On the other hand, Sir

Detailed Explanation on a D+ Grade Essay Example | Topics and Well Written Essays - 250 words

Detailed Explanation on a D+ Grade - Essay Example I would like to clarify that I am not offering any excuses for my poor grade, just explanations that led to me performing so poorly in the unit. The fact that I passed in all the other units I took in the same semester is testament to my willingness to apply myself regardless of my personal troubles. The unit is very challenging, and it would be difficult for anyone to pass it without putting in the required hours. Poor time management was also very instrumental in the D+ grade I got, because I found it very challenging to dedicate enough time to all my units after being distracted for so long. I applied myself as much as I could in all my units but unfortunately this unit proved very challenging without 100% focus. I am applying for transfer because I believe I have a better chance of passing my remaining units at your University. The environment there is ideal for me and the facilities are great. Kindly consider my

Wednesday, October 16, 2019

The History of the Computer Term Paper Example | Topics and Well Written Essays - 1250 words

The History of the Computer - Term Paper Example The history offers chronological events as per the technological advancements commencing with the first computer to the recent computers that have been utilized progressively in the contemporary world. The technological advancements that transpired during the computer age have substantially influenced social and economic developments through faster undertaking of various tasks in dissimilar sectors. In the computer history, computers have various classifications as per evolution from large size to small size including various contributors to these developments. Classification of computers Computers are classified through utilization of diverse criteria with the classification centering on functionality and other related concepts. Computer classifications can be undertaken with regard to technology utilized, uses, capacity or size, period or computer era, operation principle or data types that they utilize (Raum 2). Technological classification This classification concentrates on the technological skills that allow the computer to perform certain functions. The initial classification was regarded as flesh where humans utilized their bodily parts to carry out computations. Wood later turned into a computing appliance with the initial utilization being in the design of abacus. Various scientific inventors then utilized metals in the development of early machines leading to the utilization of electromagnetic appliances in various machines by Zuse and other persons. Electronic rudiments were utilized in ABC and computers that utilized stored programs. However, this classification never considers developments that transpired recently with the development of fresh electronic devices that have considerably boosted computer advances. Classification by capacity Computers have become categorized in accordance to their capacity with the word demonstrating the amount of work as well as the information processing abilities. The operation of these computers can be established through the quantity of information contain within the memory, internal speed, quantity and variety of peripheral components, as well as, the quantity and variety of software present for utilization within the computer. In the initial period, capacity was established through physical size although this has noticeably changed in the recent time allowing smaller computers to have huge capacities. Presently, computer capacity is ascertained as per the applications that certain computer can contain instead of the quantity of information a computer can process. Under this categorization, microcomputers are considered, to contain the lowest capacity. Their memories were made through the utilization of semiconductors that were contained on silicon chips. The microcomputer was considered digital managed through utilization of stored program that made use of the microprocessor with programmable ROM and RAM. They had 4k-64k storage location and had the ability to contain miniature applicatio ns. Minicomputer was then developed in 1960 owing to the demand for computing appliances that could carry out tasks effectively and economically in comparison to large computers. Minicomputers possessed higher operating speeds and extensive storage capacities judged against microcomputers. In this era, operating systems were created in order to contain multiprogramming as well as virtual storage allowing

Detailed Explanation on a D+ Grade Essay Example | Topics and Well Written Essays - 250 words

Detailed Explanation on a D+ Grade - Essay Example I would like to clarify that I am not offering any excuses for my poor grade, just explanations that led to me performing so poorly in the unit. The fact that I passed in all the other units I took in the same semester is testament to my willingness to apply myself regardless of my personal troubles. The unit is very challenging, and it would be difficult for anyone to pass it without putting in the required hours. Poor time management was also very instrumental in the D+ grade I got, because I found it very challenging to dedicate enough time to all my units after being distracted for so long. I applied myself as much as I could in all my units but unfortunately this unit proved very challenging without 100% focus. I am applying for transfer because I believe I have a better chance of passing my remaining units at your University. The environment there is ideal for me and the facilities are great. Kindly consider my

Tuesday, October 15, 2019

Descartes on God Essay Example for Free

Descartes on God Essay Rene Descartes is a famous French philosopher and is considered as the â€Å"Father of Rationalism. † The aim of his philosophy was to arrive in a solid foundation for knowledge. In order to arrive in this, he used a method called the Methodic Doubt wherein he doubted the senses, mathematics, and even the existence of god. It was only until he arrived with a solid entity called â€Å"the cogito† was Descartes able to discover the center of his existence. Upon finding this center, he was able to use this entity as a means into explaining the existence of the things he previously doubted. In regards to proving the existence of god, we need to tackle first why Descartes needed to doubt the existence of god. This was a very important step in his philosophy because the theories in his philosophy would have a sounder foundation if he was going to use them to explain the existence of God. As what was stated above, Descartes used the Methodic Doubt in order to arrive with the cogito and say his phrase â€Å"cogito ergo sum† or I think therefore I am. This cogito exists in a metaphysical plane because Descartes believed that everything that existed in the physical world were not real. The reasons why he had to doubt the physical world include the fact that the senses deceive us. Examples of these are a pencil which gives the illusion of bending after placing it in a glass of water. Others include dreams which a person would consider to be so real until they wake up in bed. And finally, everything in this world is subject to change which he presented after burning a piece of wax and then asking if the residue of the wax is still considered as wax. After doubting the senses, he soon went to doubt the validity of the physical world. In order to do this, he asserted that there is a malevolent demon that would deceive us into believing that what we perceive is real. Now that he was able to discard god as the foundation of true knowledge, we now shifts his focus to the cogito. However, being left with the cogito could lead to solipsism, a view wherein a person believes that only the individual exists, since everything existed except the cogito. So Descartes needed to prove the existence of God in order to validate the existence of the physical world and free his philosophy from the perils of solipsism. Descartes gave some arguments that led to his proofs of the existence of god. His first proof dealt with the nature of ideas. He classified different kinds of ideas such as those that are innate in a person and those that were received through experience. Being rationalists, he considered ideas cause by the experience doubtful since they do arise from the senses, which he discarded as the means for a clear and distinct idea. So, he shifted his focus to innate ideas, or ideas that have been with a person since birth, and placed the idea of god under this classification. Now, Descartes asked from where these innate ideas came. It cannot be from nothingness since something cannot spring out of nothing. In addition, a perfect idea like that of god cannot come from a less perfect being and so he concluded that there was a first cause that placed the idea of a supreme being in my mind. This argument of Descartes can be compared with that of Saint Augustine’s first cause. However, the difference here is that the arguments of Saint Augustine dealt with motion and change within the physical world. Descartes arguments on the other had, tackle solely with ides and from where they came from. In addition to the argument of a first mover, Descartes was able to prove the existence of god through his own mortality. He asked himself how a person could think of an infinite being, such as god, if there is nothing to compare this form of existence with anything. It is from his own finite existence that he is able to create a distinction between the two modes of existence and prove the existence of an infinite and perfect being that is outside him. His next argument was derived from Saint Anselm’s ontological argument. Here, Descartes tries to justify his argument through describing a triangle. Whenever we would think of a triangle, the first thing that would enter our minds are its attributes, i. e. that it has three sides, all its angles have a total of 180 degrees, etc. Just like whenever we would think of the idea of god, we would usually first think of his attributes which are being omniscient, all-knowing, etc. The difference here is hat although we are able to think of a triangle, thinking about one does not necessarily entail it’s existence. On the other hand, to think of god as a perfect and infinite being must entail that he does exists for to say that a perfect being does not exists would mean that we are depriving god of one attribute and thus making him less perfect. So given this argument, Descartes asserts that existence is needed for perfection for there would be a major contradiction within the assertion of a perfect being that is lacking of any attribute. Finally, Descartes finally says that this god cannot be a deceiving god which he assumed in the beginning. This god cannot be a deceiver for this attribute cannot be found in a perfect being such as god because the act of deceiving someone arises from a certain defect. Upon proving the existence of god, Descartes was able to expand this philosophy by proving the existence of a separate world. He was able to do this by stating that the physical world exists since man was given a certain inclination in order to perceive the world. This inclination was given to us by god and we must believe that the world is true for god would not deceive us with this special inclination that he has given. After reading the proofs of Descartes, I would have to say that his arguments are very solid and logical that it would be hard to think otherwise. However, my only problem with Descartes philosophy is that he used the cogito as a scapegoat to all the problems that he encountered. What Descartes would do is that from the cogito he would begin to explain certain things such as god and the physical world. He would then explore these ideas but when he begins to run of way to explain his arguments he would go back to the cogito. AN example here would be when he tried to explain the existence of the physical world. He simply had to rely on the existence of god and that the inclination he gave man to believe that this world is true. This explanation, to me, seems more as a matter of faith in god as a non-deceiving being rather than a rational explanation.

Monday, October 14, 2019

History of the Rule of Law

History of the Rule of Law Law Society Rule The question of the purpose of the rule of law and how the boundaries should be drawn between moral judgement and the need to maintain a basic level of order within a society has been asked, over the centuries, by many eminent theorists from the legal, political and philosophical world. Several different opinions have emerged with varying degrees of agreement, with the concept that the rule of law is the law and we must obey it, regardless of how unjust the rules may appear. Although the exact meaning of the rule of law has been interpreted in different ways by the various different theorists, the very basic principle that the rule of law means that no individual is above the law seems to hold in all interpretations. In England, the prime example of the rule of law is the Magna Carter in which King John agreed to abide by the feudal laws and the placing of limits on fees relating to feudal land. What is the Rule of Law? Before considering whether or not the rule of law consists merely of a body of rules or whether there is more to the way in which the rule of law is applied, it is first necessary to consider exactly what is meant by the ‘rule of law’. Dicey was not, in fact, responsible for the birth of the rule of law, but was instrumental in bringing it into the public arena for debate and consideration. He contended that the rule of law was made up of three key principles. Firstly, that an individual has the freedom to act in any way he so wishes without punishment provided it is not in breach of any law. This gives supremacy to the rule of law over any other arbitrary act of power that is not backed in law. Secondly, that no one is above the law meaning that every subject, regardless of stature, can be held accountable to the law and punished in the courts of the land. Thirdly, that the rule of law is based on the collective rights of all individuals. Essentially, this means that the courts will enforce individual rights on a collective basis to all subjects within its jurisdiction. This basic concept has been somewhat extended in recent years, most notably by Lord Bingham in his lecture given on 16 November 2006 to Cambridge University where he put forward eight sub-rules that should be seen as part of the overall rule of law. These were that firstly, the law should be available and understandable to all it governs, based on the premise that if someone is to be governed by a law they should be able to understand it fully. Secondly, that when faced with the decision of liability or accountability, the law should be used without so far as is possible the use of discretion. Thirdly, that the law in the way in which it is applied should be equal and universal to all. He did, however, recognise that at times it would be necessary for some individuals to be treated differently. Fourthly, that any law must provide a basic level of protection for all fundamental human rights, to every subject, regardless of circumstances. Fifthly, where there is a civil dispute that cannot be resolved, the parties should have access to cost effective and efficient means of dealing with the dispute. Sixthly, that all members of government or officers of the government should act in good faith when carrying out their law enforcement duties and should not act outside of their individual powers. Seventhly, that any adjudicative process should be fair and transparent in the way it arrives at decisions. Finally, the state has to consider its obligations to international law when complying with any national rule of law. In essence, the rules laid out by L Bingham are not substantially different from those laid out by Dicey; they are merely more detailed regarding the way in which the laws should be applied. This offers greater guidance on the subject of what an individual should do when faced with a seemingly unjust law. It also gives greater insight into the way in which the rule of law should be viewed, generally, and applied in relation to other political, religious and moral frameworks. Application of the Rule of Law Having understood the basic principles of what the rule of law contains, it is then necessary to move forward to consider how this applies and actually works, in practice, in relation to society as a whole. Again, this area has drawn attention from some of the great legal theorists of all time and has, in some cases, been hotly debated. One of the fundamental ideas laid down by Dicey is that the government has no greater authority in terms of the way in which it is viewed in the courts. The rule of law clearly indicates that the government must have restraints and cannot simply act in any arbitrary way that it pleases. This has been borne out in several court cases including the early case of Entick v Carrington where it was held that the warrant a Home Secretary had issued to enter a privately owned property was against the law and, therefore, the government was guilty of trespass. Theorists from the very early stages have recognised that there is a need for some central rule to control all individuals. Not to have any central law would, almost certainly, result in anarchy. In its earliest format, the need for a rule of law was established by Plato and Aristotle where they recognised the need for at least a degree of rule or there would be complete anarchy within society. Without any form of law or rule the stronger and more cunning would effectively make the most of their position by exploiting the weak. It is almost universally accepted that someone needs to take overall control of a way that maintains democracy and prevents the weak from being exploited. For this central control to work, the power needs to be vested in some political and legislative authority. Aristotle, in particular, recognised the importance of the role of this central figure. He debated at length whether this central control should be the rule of law or rule of men. His eventual conclusion was that a rule of law was necessary and that the central figure had to be in the form of some higher governmental authority. He concluded that a rule of law was essential as laws are produced as a result of reason and thought and not based on pure passion. Moreover, having one individual leader can clearly lead to tyranny or self-serving actions. As the rules need to govern every adult individual, each individual should have a say in how these rules are established. Finally, a rotation of those in charge of the rule of law is desirable to ensure equality throughout. For these reasons, Aristotle concluded that a rule of law, operated in a democratic manner, is essential to ensure that rules are consistent and not arbitrary in the way they are both established and maintained. Encroachment on the Rule of Law Despite the universal recognition that the rule of law is both desirable and essential for the effective operation and governance of society, there have been several encroachments on the traditional rule of law. There is a body of thought that suggests the government has made several moves to encroach on the individual’s liberties. One of the most notable of these is the removal of the right to a trial by jury in certain limited circumstances. In doing so, it is argued that the equality and fairness of the system is lost. Individuals are not judged by their peers but are instead dictated to by a higher authority. Another area that has faced criticism is the way in which the secret service operates and, in particular, the Official Secrets Act and related gagging orders that have been put on certain individuals. Clive Ponting, who was a civil servant during the Falklands War, was gagged and prevented from speaking about the activities of the government, during this time. It is argued that this encroachment on individual liberties, to the extent that it is necessary to protect the greater good, should not be seen as a breaking of the overall essence of the rule of law. Although these governmental powers are seen as overpowering the individual’s rights, it is also argued that these encroachments would not in the normal course of daily activities come into contact with these encroachments. Similarly, it is also argued that governmental bodies such as the secret services are overseen by independent bodies and, therefore, are not able to act in a way that is arbitrary or discriminatory. Based on this, it can be concluded that whilst the rule of law is sometimes bent to accommodate the needs of the public as a whole, it cannot be carried out in an arbitrary way. Further, there are checks and balances in place to make sure that no single body exercises too much power over another. The Role of Customs One element of the rule of law which has to be considered when determining how the rules are established and how general customs should be dealt with in the creation of such laws is that of customary practice. This is particularly difficult as customs vary depending on regions, religions and even social classes and are therefore very difficult to control or legislate to take account of. Nevertheless, it should be noted that customs do not create laws, as such; they are simply used by judges when applying the law, which can at times result in an arbitrary application of customs in relation to the rule of law. In order to be recognised as a law, a custom must meet very stringent tests including the fact that it must have existed since ‘time immemorial’, i.e. it must have been in existence since at least 1189 (in accordance with a statute enacted in 1275). The custom must also be certain in terms of scope and application. The case of Wilson v Willes held the customary right to remove as much turf as was necessary from the manor common land. It was held that this custom was not sufficiently certain to be considered a valid law, as it was not clear what limits there were on the amount of turf. Other requirements include the locality of the custom as customs are only ever applied on a local and not national basis. They must have been consistently exercised and exercised as a right rather than an irregular whim. In short, the recognition of a custom as a legal rule is only applied in extreme circumstances and provided that it does not conflict with an existing law. The Role of Morality As established as early on as Aristotle’s works, the rule of man or general morality cannot be relied upon to provide the basis of legal structure for all individuals. Everyone has a different idea of what constitutes moral behaviour; to allow every individual to follow their own moral code would result in chaos and disorder. Whilst everyone has their own moral standards, most individuals recognise that there is a need for universal laws, even if they do not always fall in line with their own moral judgments. The difficulty comes when there is no apparent overall benefit to the law in question. For example, where the act does not harm another and there is seemingly no common purpose then, under the rule of law, there should be no law preventing such actions. This has been the case with homosexuality which is now not considered to be illegal. There are other activities that are thought of as illegal but not immoral, by some at least, such as driving over the speed limit, smoking marijuana or filing a false tax return. It is clear that although law and morality are interlinked, they are not directly and inextricably thought of as one. Despite this, individuals, on the whole will recognise that there is a need for a legal system and will consider it moral to follow these rules even if they do not fully agree with them. Are Unjust Laws, Laws at all? This differentiation between law and morality leads us to consider the ultimate question of whether the rule of law requires individuals to follow the law, even if it is manifestly unjust. Are individuals in fact obliged not to obey rules that they see as unjust as stated by Martin Luther King when he wrote from his jail cell in Birmingham, Alabama, stating ‘one has a moral responsibility to disobey unjust laws’? Where an individual is governed by the rule of law but decides to break one of these laws as he views them as unjust, provided he accepts the resulting responsibility it can be said that he maintains his adherence to the rule of law. The rule of law states that he should be dealt with fairly and expediently and, therefore, spans a much greater remit than simply setting down the laws that must be followed. As stated by Dworkin, simply because the rule seems to be unjust does not give any individual the right to believe that it is a law at all. It does, however, give individuals the right to be dealt with fairly if they choose not to follow such a rule. Conclusions The rule of law is an essential part of any democratic society. A central set of rules that everyone must follow is required to prevent arbitrary rule and, ultimately, total anarchy. Having said this, the rule of law does not simply lay down a set of rules and apply them tyrannically. The rule of law has a much wider scope and considers how the laws should be applied and adapted to deal with societal changes and local customs. It is this overall framework of rules tainted with a degree of political and judicial discretion that makes the rule of law an ongoing success in dealing with the vagaries of human nature. Bibliography Aristotle, Ethics Book V, in K.S. Chukkol, ‘Enforcement of Judgements Against Public Officers and the Institutions and the Rule of Law’, in Ayua (ed.), Law, Justice and the Nigerian Society (NIALS, Lagos 1995) p. 61 David Brink, ‘Legal Positivism and Natural Law Reconsidered’ (1985) The Monist 68 364–387 Ronald Dworkin, Taking Rights Seriously (paperback ed., Harvard University Press, Cambridge, Mass. 1978) John Finnis, Natural Law and Natural Rights (Clarendon Press, Oxford 1980) Lon Fuller, The Morality of Law (revised ed., Yale University Press, New Haven London 1969) Robert George (ed.), Natural Law Theory: Contemporary Essays (Clarendon Press, Oxford 1992) Matthew Kramer, ‘On the Moral Status of the Rule of Law’ (2004) Cambridge Law Journal 63: 65

Sunday, October 13, 2019

The Use of Nuclear Power as a Weapon :: essays research papers

The Use of Nuclear Power As a Weapon August 6th,1945 is not a day to be forgotten.It marks the world’s first use of an atomic bomb, which was dropped on the Japanese city of Hiroshima by the US Military. Three days later, the USA dropped a second atomic bomb on the city of Nagasaki, bringing WW II to an end. In total, more than 140.000 people were estimated to be killed. Although the most memorable effects of the atomic bomb were the mass amounts of death, the development of the atomic bomb has greatly influenced American society and the world. The scientific development surrounding the atomic bomb has been a pivotal point in the world’s history, launching us into the Atomic Age. The cause of building an atomic bomb in the USA was that, on the August 2nd 1939, some scientists wrote to president Roosevelt about the efforts in Nazi Germany to purify Uranium-235 with which might be turned to be used to build an atomic bomb. It was shortly thereafter that the US Government began serious undertaking known as the Manhattan Project. The Manhattan Project was designed to research and production that would produce an atomic bomb. The first cause of using the nuclear power as an atomic power was that the Americans had believed that Japan would never surrender during the WW II. Japan had occupied the islands on the coast of Pacific and they were cruel to the people living there. As a result, some Americans thought that Japan had deserved to be taught a lesson. Another cause for using the nuclear power, that the bomb costed $2 billion, so it would have been difficult to justify not using it after such a huge financial investment. By 1945, the project had nearly 40 laboratories and factories which employed 200,000 people. That was more than the total amount of people employed in the US automobile industry in 1945.The total cost of the project was $2 billion which is about the equivalent of $26 billion today. The final cause of using the atomic bomb was to show the superiority to the USSR because during the war, the USA and the USSR were fighting for different sides, they were rivals, resulting in showing the world who the strongest of all was, so the USA dropped the bomb. These four events tell us that why the nuclear power used as a weapon and changed the world and the effects of this change felt at all levels: in the world history, on the countries, on human beings and on the scientific development, launching us into the Atomic Age.

Saturday, October 12, 2019

Biochemistry :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Biochemistry   Ã‚  Ã‚  Ã‚  Ã‚  What is Biochemistry? Biochemistry is everything from the elements to dehydration synthesis. What is an element? An element in a pure substance that can be broken down in to smaller units called protons neutrons and electrons. There are over 100 elements on our planet. Did you know that DNA is a nucleotide because of it basic structural units which contains sugars joined together to form what looks like a winding ladder?   Ã‚  Ã‚  Ã‚  Ã‚  Elements can be bonded either by covalent bond, ionic bond, peptide bond or hydrogen bond.. Each bond is a chemical attraction between electrons. Once an chemical has bonded and it is written on paper the written bond is knew as a chemical formula. Another written bond is called a structural formula which is an expanded molecular formula showing the same thing as a chemical formula. In order for there to be a brand new chemical formed there must be some from of oxidation which is the transfer of electrons or reduction which is the subtraction of electrons. Sometime a element forms an organic compound which is a compound that includes Carbon. There are many more compounds such as monomer which is a chemical compound that can undergo polymerization or polymer which can be either a mixture or a compound formed but polymerization and consisting essentially of repeating structural units such as a glucose molecule. Also an isotope is any of two or more species of atoms with the same atomic number and a similar chemical behavior but with a different atomic mass   Ã‚  Ã‚  Ã‚  Ã‚  Biochemistry isn’t just about the elements it’s also about foods. There are many saturated and unsaturated fats in foods. Many most people don’t know about them. Amino acids are acids synthesized by living cells or obtained as essential components of a diet. In other words they are the fats in food. Much like a phospholipid which are numerous lipids in which phosphoric acid as well as fatty acids. A lot of food carry glucose which is the chemical word for sugar. Starch is a white odorless and tasteless powdery complex carbohydrate. Another type of carbohydrate is glycogen which is a white amorphous tasteless polysaccharide that is the principal form in which carbohydrates are stored. Steroid is any of numerous compounds containing a 17 carbon 4 ring system the includes various hormones. In order to make all these acids used in food useable the must be denature which means to deprive of natural qualities.