Database Needs for Early Learning Programs Essay

The Outcomes and Targets for the recently passed Families and Education Levy are very high. At the heart of the levy is accountability and using data in timely ways to improve annual outcomes. In the realm of Early Learning the dollars will double and the number of children and professional staff served will increase dramatically. The need for reliable, accessible data is great. An HSD IT web based data system (ELNIS) was created in 2006 for the previous levy. It was deployed in the summer of 2007 and began to be used in the 2007-2008 school year. Hosted by the state of Washington, it is accessible to each agency under contract with the city through a city purchased computer and digital certificate. Help desk support and training are also provided by the city. In 2009 the state ECEAP program substantially changed its enrollment form. ELNIS no longer matches the data elements required by the state. It was decided, because the change came so late in the year, that it was not feasible to make the changes in ELNIS. For the 2009-10 and 2010-11 school years the data has been out of sync with enrollment forms for ECEAP. ELNIS was designed in 2005 with the hope of having a single early learning data base for ECEAP, Step Ahead, and Child Care Subsidy. This proved to be unfeasible given the time constraints and limited resources available to accomplish the task. Children are entered into multiple data bases that do not connect with each other, but all ECEAP children are also in ELNIS. In 2010 Creative Curriculum substantially change the child assessment tool, such that in the final year of the levy 2010-2011 the child assessment data is no longer uploaded into ELNIS. Again it was decided not to reconfigure ELNIS to match the changes in the assessments because of time and cost, until the new levy passed. The OFE monthly report drives the immediate need for data. Each month OFE requires a data set of demographics, attendance and assessment data be delivered on the last day month following the month reported. In the MOA each year between OFE and HSD the data elements are negotiated. The data reporting required for early learning in 2010-2011 is on pages 5 – 8 of this report. These will still form a substantial part of the required data, but there will be additional items and number of records will increase substantially. Further, each year an analysis is completed by the data and evaluation strategic advisor in August/September for the previous school year. The data is used to help managers and education specialists to improve the performance of the agencies in the next school year. This process begins by creating a large data set of assessments matched to each child who has been served. The early vision was that the data would be stored in ELNIS and download for use in evaluations ready to be reported or analyzed. ELNIS is capable of containing the demographic data (although it no longer matches the data collected for ECEAP families) for each child, the agency, site and classroom data, and the ECERS assessment. It can no longer upload the Embedded Child Profile Assessment data, the PPVT- 4 child data, nor any data about professional development. All of this data must be managed separately in Excel spreadsheets and appended to the download from ELNIS. Increased needs for data and new data elements The new levy includes six components of which are three are new and three are expanded: †¢Professional Development †¢Family Engagement and Outreach †¢Preschool †¢Kindergarten Transition †¢Home Visiting Program †¢Health and Mental Health Support for Children The new required elements for reporting are expected to include the following indicators of progress toward the outcomes: †¢Parent-Child Home Program (PCHP) – Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢PCHP – Children will meet standard on the Child Behavior Traits (CBT) and the Teacher Rating of Oral Language and Literacy (TROLL). †¢Family Friend and Neighbor’s (FFN†S) Care Providers – Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢Step Ahead Preschool Programs – Children enrolled will meet the Standard Score and/or make gains on the Peabody Picture Vocabulary Test-4 (PPVT-4) of Receptive English by the end of the preschool year. †¢Step Ahead Preschool serving children who are English Language Learners: Children will make statistically significant gains in English Language Acquisition at the end of the preschool year on the PPVT-4. †¢Step Ahead Preschool – Children will meet age level expectations at the end of the preschool year on Teaching Strategies Gold Child (TSG) assessment. †¢Children served by Step Ahead and SEEC and enrolled in full-day kindergarten – Children will meet the age-level expectations on Washington Kindergarten Inventory of Developing Skills (WaKIDS) . †¢SEEC Pre-K – Classrooms will meet the Environmental Rating Scale (ERS) standard at the end of the program year. †¢SEEC Pre-K – Teachers will meet standard on the Classroom Assessment Scoring System (CLASS) at the end of the program year. †¢Children enrolled in Step Ahead pre-K program will have fewer than 5 absences per semester. †¢Children served by a Step Ahead Preschool will be assessed at level 2 or higher on the district English assessment test at the beginning of Kindergarten. †¢Number of early learning and child care settings receiving targeted consultation or training. †¢% of children who enroll in kindergarten on time. †¢% of children enrolled in full day kindergarten. †¢% of children who attend 90% of school days. †¢% of children who meet the birth to 3-year indicator for health (TBD). †¢% of 4 year olds who meet standard on the curriculum embedded assessment in preschool. Early Learning Health †¢Number of early learning and child care settings and providers receiving targeted consultation or training. †¢Number of children in early learning and child care settings receiving developmental assessments. †¢Number of children in early learning and child care referred for mental health therapy and/or medical follow-up. †¢Number of low-income families linked to a health care home, Medicaid coverage, and/or other health care resources. Assessment Tools used to provide outcome and indicator data Formative Assessments †¢Child: Teaching Strategies Gold (administered fall, winter and spring of the pre-k year) †¢Classroom: Curriculum-embedded classroom checklist (administered annually) †¢CLASS: Annual voluntary observation of pre-k and kindergarten- 3rd grade teachers to measure teacher effectiveness. Summative Assessments †¢Child – PPVT-4 (administered fall and spring of pre-k ) †¢Child – WaKIDS ( administered fall and spring of kindergarten) †¢Classroom – ECERS ( administered annually) Performance Payment with OFE will likely include these Outcomes (indicators) 2010-11 Indicator BaselinesNumber of Students Meeting IndicatorPercent of Students Meeting Indicator Families demonstrating increased positive behavior on the PACT and the CBT 35/4283. 3% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 657/93570. 3% Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold397/546 73. 0% Children are in classrooms meeting an ECERS standard of 5 in each subscale or an average of 6 in all subscales. 397/636 62. 4% Indicator Targets2010-20112012-132013-142014-152015-162016-172017-182018-19 Families demonstrating increased positive behavior on the PACT and the CBT 83. 3% 84% 85% 86% 87% 88% 89% 90% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 70. 3% 73% 76% 80% 83% 86% 89% 90% Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold 73. 0% 75% 78% 81% 84% 87% 89% 90% Children are in classrooms meeting an ECERS standard of 4 in each subscale or an average of 6 in all subscales. 62. 4% 67% 71% 76% 80% 85% 89% 90% Conclusions: ELNIS as currently configured will not meet the needs of the Early Learning System to report data to the funder, to use data for improving outcomes, or to manage data for contract payment purposes and monitoring. Either work needs to begin ASAP on reconfiguring ELNIS or a new data system needs to be created or purchased. Options include an HSD IT build or a purchase of a configurable off the shelf software system, such as Adsystech or ETO. Data will need to begin being reported to OFE in the fall of 2012, eight months from now. What options exist for meeting this need? What resources are available? What planning team should be assembled? Data Set currently required to be reported by OFE (2010-2011) SEEC Early Learning – Pre-K Source: HSD (monthly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for. e. g. 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for. e. g. 12 for reporting period December 2006 Child HSD IDNumeric1 = English 2 = Other than English 3 = English and another language 4 = not reported Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS Child’s Home LanguageNumeric Gender CodeChar 1 SEEC Agency CodeChar 4Corresponds with Agency name look-up table SEEC Site CodeChar 4Corresponds with classroom site look-up table SEEC Classroom Code Char 7Corresponds with classroom look-up table. SEEC StatusNumeric1 = Step-Ahead Pre-K 2 = Step Ahead Match SEEC TierNumericTier I – Step Ahead, Tiny Tots, Refugee Women’s Alliance, and Jose Marti Tier II – Denise Louie Education Center/Head Start Tier III – Non-Step Ahead Early Childhood Education and Assistance Programs (ECEAP) , Neighborhood House Head Start Tier IV – Comprehensive Child Care Program (CCCP), other Head Start Programs in the City of Seattle Days in Pre-K ProgramNumeric/NullTotal number of days the student has participated in the Pre-K program during the month. ECERS Average Subscale Scores and average totalNumericRange 1-7 ECERS – Met StandardYes/No/Null ECERS average score of 4 across all 7 elements Classroom Quality StandardYes/No/NullClassroom met quality standards Classroom LevelNumeric/NullClassroom score based on years of experience and training 1st Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR. 1st Child Assessment – Cognitive DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment. or High/Scope COR 2nd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 2nd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment. 3rd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. Formative Assessment – ChildYes/No/NullChild met the standard in the final embedded assessment as adopted by the SEEC assessment workgroup. PCHPYes/No/NullParticipated in Parent-Child Home Program. SEEC Early Learning – Peabody Picture Vocabulary Test, Fourth Edition PPVT Source: HSD (twice yearly) Data ElementData TypeNotes Child HSD IDNumeric. Child AgeXX-XXChild’s age at time of test in years and months 1st assessment – standard scoreNumeric/NullStudent’s standard score from the 1st Peabody Picture Vocabulary Test. 1st assessment – raw scoreNumeric/NullStudent’s raw score from the 1st Peabody Picture Vocabulary Test 1st assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 1st Peabody Picture. Vocabulary Test 1st assessment – percentile scoreNumeric/NullStudent’s percentile score from the 1st Peabody Picture Vocabulary Test 2nd assessment – standard scoreNumeric/NullStudent’s standard score from the 2nd Peabody Picture Vocabulary Test. 2nd assessment – raw scoreNumeric/NullStudent’s raw score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 2nd Peabody Picture Vocabulary Test 2nd assessment – percentile scoreNumeric/NullStudent’s percentile score from the 2nd Peabody Picture Vocabulary Test. SEEC Early Learning – ECERS Source: HSD (twice yearly) Data ElementData TypeNotes SEEC Classroom Code Char 7Corresponds with classroom look-up table  1st ECERS score – Space and FurnishingsNumeric/NullAverage score for subscale 1st ECERS score – Personal Care RoutinesNumeric/NullAverage score for subscale 1st ECERS score – Language and Reasoning Numeric/NullAverage score for subscale 1st ECERS score – Activities Numeric/NullAverage score for subscale 1st ECERS score – Interaction Numeric/ NullAverage score for subscale 1st ECERS score – Program StructureNumeric/NullAverage score for subscale 1st ECERS score – Parents and StaffNumeric/NullAverage score for subscale 1st ECERS cumulative classroom scoreNumeric/NullAverage score across all subscales 2nd ECERS Score – Space and FurnishingsNumeric/NullAverage score for subscale 2nd ECERS Score – Personal Care RoutinesNumeric/NullAverage score for subscale 2nd ECERS Score – Language and Reasoning Numeric/NullAverage score for subscale 2nd ECERS Score. – ActivitiesNumeric/NullAverage score for subscale 2nd ECERS Score – InteractionNumeric/NullAverage score for subscale 2nd ECERS Score – Program StructureNumeric/NullAverage score for subscale 2nd ECERS Score – Parents and StaffNumeric/NullAverage score for subscale 2nd ECERS cumulative classroom scoreNumeric/NullAverage score across all subscales. Early Learning – Parent-Child Home Program Source: HSD (twice yearly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for, e. g. , 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for, e. g. , 12 for reporting period December 2006. Child HSD IDNumeric Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS, Other, Bi-Racial/Multi Racial Gender CodeChar 1 AgeNumeric In Parent-Child Home Visitor ProgramYes/NoStudent has participated in the Parent-Child Home Visitor Program during the month. Parent-Child Home Visitor Program – Provider CodeNumeric292 = Atlantic Street Center 304 = Neighborhood House at Rainier Vista 305 = Neighborhood House at New Holly 310 = Southwest Youth and Family Services Parent-Child Home Visitor Program – Total Number of VisitsNumeric/NullCumulative number of visits during the month. 1st Child Behavior Traits (CBT) Assessment – Cooperation with Adults Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment – Attention to Task Domain. Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment – Engagement in Developmentally Appropriate Tasks Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior. 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd CBT Assessment – Cooperation with Adults DomainNumeric/NullScore ranges 1-4 2nd CBT Assessment – Attention to Task DomainNumeric/NullScore ranges 1-4. 2nd CBT Assessment – Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Cooperation with Adults DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Attention to Task DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 1st Parent and Child Together (PACT) Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st PACT Assessment -Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd PACT Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 2nd PACT Assessment – Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment – Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4. 1st Teacher Rating of Oral Language and Literacy (TROLL) Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-12 (3 items with maximum of 4 points for each item). 2nd TROLL Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 2nd TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-33 (8 items with maximum of 4 points for each item; one Yes/No item scored 1/0 ) 2nd TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-28 (7 items with maximum of 4 points for each item).

Daphnia Dissection

Effects of Drugs on Heart rate Michelle Dilgard Undergraduate Student Education Major Biology Concentration Tennessee Technological University Cookeville, TN 38505 December 3, 2006 Table of Contents Page Abstract 1 Key Words 2 Introduction3-6 Methods and Materials7-8 Expected Results and Benefits 9 Results 10-11 Discussion12 Conclusion13 Literature Cited 14-15 Abstract This experiment is designed to find out how drugs affect heart rate. This experiment will use Daphnia in order to monitor the effects certain drugs have on heart rates.I will observe the changes in heart rate of Daphnia when exposed to Caffeine, Ibuprofen, Alcohol, and Nicotine. I will have several separate samples of Daphnia in my study. Each community will be exposed to a different drug and observe how the heart rate of the Daphnia changes accordingly. I believe the Daphnia heart rate will increase when the Daphnia are exposed to Caffeine and Nicotine because both of these drugs are stimulants. I believe the Daphnia heart rate will decrease and slow down when the Daphnia are exposed to Ibuprofen and Alcohol.This experiment will show not only the effects of these drugs on Daphnia but also what they similarly do to the human body when it is exposed. Daphnia are used as a humane alternative to Humans when performing this type of experiment. The results on the Daphnia will be very similar to how the human heart would react if exposed to these drugs. Key Words Nicotine Alcohol Caffeine Ibuprofen Effects of Drugs Daphnia Magna Heart rate Drugs Heart Introduction My experiment deals with the affects of different drugs on the heart rate of daphnia. I will focus on the daphnia’s body itself first.Then I will give information pertaining to the drugs used: Caffeiene, Ibuprofen, Alcohol, and Nicotine. Daphnia are small crustaceans that live in the water. They are commonly called water fleas. Daphnia are freshwater zooplankton and consume phytoplankton and some other zooplankton as well. The daphniaà ¢â‚¬â„¢s bodies are transparent and their internal structures can easily be seen. The heart is the internal organ I focused on within the daphnia. The heart can be easily seen within the body cavity of the daphnia which made it easy to find and easy to count the heartbeat (Villegas-Navarro 2003).Caffeine is a very important drug to consider because 90% of American consumes caffeine on a daily basis. Half of all American consume more than 300 mg of caffeine a day which makes it America’s most consumed drug to date. Caffeine is found in coffee, soda, tea, chocolate, etc. Caffeine is known as trimethylxanthine in the medical community. Caffeine can be used as a cardiac stimulant and also as a mild diuretic. Cardiac stimulants increase the heart rate, and diuretics increase urine production. Caffeine is a very addictive drug and operates just like amphetamines such as cocaine and heroin (Nehlig 1992).Caffeine not only stimulates the heart of humans but also the heart of daphnia ( Foster 1997). Ibuprofen is commonly used to relieve pain, tenderness, swelling and stiffness caused by arthritis. It is also used to relieve mild to moderate pain in the body and reduce fever. Ibuprofen is called a NSAIDs. It works by stopping the body’s production of a substance that causes pain, fever, and inflammation. Ibuprofen is most often used to treat arthritis (Cluevers 2004). Alcohol is often used as a solvent in medical drugs, because of its low toxicity and ability to dissolve non-polar substances.Ethanol is often used as an antiseptic, to disinfect the skin before injections are given. When processed correctly Alcohol is drunk in recreation. Alcohol affects the body as a nervous system depressant (Wong 1997). Nicotine like caffeine is a stimulant. This stimulant is found in cigarettes. Cigarettes contain 8 to 20 milligrams of nicotine but when smoke only 1 mg of nicotine actually enters the body. Nicotine can have two effects on the body, it can relax a perso or it can stimulate a person, this is based on the amount and the regularity of smoking or nicotine intake.Nicotine works by causing a releas of adrenaline into the body. Statement of Problem How do certain drugs affect heart rate? Objective/Hypothesis Statement This experiment is designed to find out how drugs affect heart rate. This experiment will use Daphnia in order to monitor the effects certain drugs have on heart rates. I will observe the changes in heart rate of Daphnia when exposed to Caffeine, Ibuprofen, Alcohol, and Nicotine. I will have several separate samples of Daphnia in my study.Each community will be exposed to a different drug and observe how the heart rate of the Daphnia changes accordingly. i. e. Foster 1997 I hypothesize that the Daphnia heart rate will increase when the Daphnia are exposed to Caffeine and Nicotine because both of these drugs are stimulants. I hypothesize the Daphnia heart rate will decrease and slow down when the Daphnia are exposed to Ibuprofen and Alcohol. The null hypothesis to this is: I hypothesize that drugs will have no effect on the Daphnia’s heart rate. Methods and Materials Data Form |Resting Heart Rate |Heart Rate 1 |Heart Rate 2 |Heart Rate 3 | |Alcohol 1 | | | | | |Alcohol 2 | | | | | |Alcohol 3 | | | | | | | | | | | |Ibuprofen 1 | | | | |Ibuprofen 2 | | | | |Ibuprofen 3 | | | | | | | | | | |Caffeine 1 | | | | | |Caffeine 2 | | | | |Caffeine 3 | | | | | | | | | | | |Nicotine 1 | | | | | |Nicotine 2 | | | | | |Nicotine 3 | | | | | ProcedureI used a modified version of the experiment performed by Jasmine Kamai and Varner Allbrett when they studied the effects of Kava on the heart rate of Daphnia. My procedure is as follows: Before beginning my experiment I must mix the drug solutions to be used. First I will dissolve ibuprofen and caffeine tablets into a solution of water in two different containers, that I will later determine what strength to make each. I will also tear open cigarettes and mix the tobac co with water and let sit for 24 hours after which I will drain the water off into a container which will make up my nicotine solution. For alcohol I will just mix vodka and water to a desired strength in a 4th container. Next I will cipher out a daphnia and drop it onto a slide to be viewed under a microscope.I will record its normal heart rate. Next I will add a drop of the alcohol solution and over the next 5 minutes I will record the changes in heart rate after one minute of exposure, 3 minutes of exposure and then 5 minutes of exposure. After recording my results I will dispose of this Daphnia. I will do this same portion of the experiment with two more daphnia. I will then continue with this procedure while using the other three drugs. I plan to use the lab facilities in the Biology Building on Tennessee Tech’s Campus. Along with most of their lab equipment including: microscope, slides, vials, Petri dishes, droppers and other equipment. Materials Water Depression Slide sCover slips Droppers Daphnia Magna Microscope Watch Petri Dishes Daphnia Anatomy Chart Cigarettes 80 proof vodka No-dos Ibuprofen tablets Expected Results and Benefits After performing this experiment I expect to find that the Daphnia’s heart rates will increase with Nicotine and Caffeine because both of these drugs are stimulants and that the Daphnia’s heart rates will decrease with Alcohol and Ibuprofen solution. This experiment will show not only the effects of these drugs on Daphnia but also what they similarly do to the human body when it is exposed. Daphnia are used as a humane alternative to Humans when performing this type of experiment. Results Normal |w/Caffeine |w/Alcohol | |84 |100 |89 | |80 |102 |85 | |86 |105 |90 | |88 |109 |91 | |82 |109 |88 | |84 |103 |85 | |90 |110 |93 | |86 |106 |89 | |80 |90 |84 | |84 |88 |87 | Heart Rate of Daphnia when exposed to Caffeine and Alcohol Change in Heart Rate of Daphnia when exposed to Caffeine Change in Heart Rate of Daphnia when exposed to Alcohol Discussion After performing my experiment I found that Daphnia Magna heart rate greatly increases when exposed to Caffeine. Caffeine is a stimulant and should produce that affect (Nehlig 1992). Caffeine has similar affects on humans (Foster 1997).The heart rate increased anywhere from 10 to 20 beats per minute. As seen in my data table the heart beats sometimes jumped from a normal heartbeat in the 80s to a heartbeat in the 100s when exposed to caffeine. Gerald Adams also found the same result when he tested his hypothesis. I also found that Daphnia’s heart rate slightly increased with the exposure to Alcohol. The heart rate does not have as drastic a change when exposed to Alcohol as it did when exposed to Caffeine. The heart rates just increased by about 5 to 10 beats per minute. As seen in my data table the heart beats only jumped from a normal heartbeat in the 80s to a heartbeat in the 90s when exposed to Alcohol.This was disproved by sever al different experiments (Wong 1997). Wong found that the heart rate of daphnia decreased. Since alcohol is a depressant it should have lowered the heart rate of daphnia. I feel that the increase in stress on the Daphnia may have called this time of increase. When Daphnia is exposed to Nicotine and Ibuprofen, the heart rate of the daphnia could not be seen as any different. (Sollman 1999). Although Cluevers said that there should be a change in the heart rate (Cluevers 2004). Conclusion In conclusion I have determined that the heart rate of Daphnia can be affected by adding different drugs. Daphnia heart rate increased by ten to twenty beats per minute when exposed to Caffeine.Daphnia heart rate increased by five to ten beats per minute when exposed to Alcohol. Unfortunately the results for Ibuprofen and Nicotine could not be seen. There was not enough evidence to determine how the Heart rate changed when the Daphnia were exposed to Ibuprofen and Nicotine. By doing this experiment i t can be assumed that the some of the same reactions could be found if Humans are exposed to these Drugs. Literature Cited Cluevers, Michael. 2004. Mixture toxicity of the anti-inflammatory drugs diclofenac, ibuprofen, naproxen, and acetylsalicylic acid. Exotoxicology an Environmental Safety 59: 309-315. Foster, Rachel. 1997. A stroboscopic method to investigate the effect of caffeine on Daphnia hear rate.Journal of Biological Education 31: 253-255. Nehlig, A. , J. L. Daval, and G. Debry. 1992. Caffeine and the central nervous system: mechanisms of action, biochemical, metabolic and psychostimulant effects. PubMed. com. Villegas-Navarro, Arturo, Esperanza L. Ross, and Jose L. Reyes. 2003. The heart of Daphnia magna: effects of four cardioactive drugs. Comparative Biochemisty and Physiology Part C Toxicology and Pharmacology 136C: 127-134 Wong, Diana C. L. , Philip B. Dorn, and Eric Y. Chai. 1997. Acute toxicity and structure-activity relationships of nine alcohol ethoxylate surfacta nts to fathead minnow and Daphnia magna. Environmental Toxicology and Chemistry 16: 1970-1976. . Appendix Normal |w/Caffeine |w/Alcohol | |84 |100 |89 | |80 |102 |85 | |86 |105 |90 | |88 |109 |91 | |82 |109 |88 | |84 |103 |85 | |90 |110 |93 | |86 |106 |89 | |80 |90 |84 | |84 |88 |87 |

Causes and Effects of the English Language Essay

In America, English is the national language. However, with many different cultures and ways of life, everyone doesn’t speak the same English. In the north, people tend to speak clearly and to some this is correct. In the south, people tend to tie their words together and to some this is incorrect. Ultimately, the question is, is what is good language what is bad and what causes the two. In Orewell’s piece, he criticizes the English language starting from the teachers who teach us on to the authors who entertain us. He emphasizes how bad language begins with those to people and their bad habits. He also stresses that if we â€Å"remain strong in this fight against bad English† then we will soon overcome the bad habits and whatnot. Orewell talks about dying metaphors and usage of words that aren’t in layman term. He suggests that when authors use common metaphors and uncommon scientific words, they are writing incorrectly. Consequently, readers and other writers are reading, writing, and learning incorrectly. In my opinion, Orewell’s essay was not efficient in any way. He was nothing short of a hypocrite doing what they do best. He speaks of creative writing and original methapors, but he uses neither. He speaks of using cumbersome words that nobody relates to, yet the majority of his essay was written as if he spoke old English. He doesn’t follow any of the rules that he strongly suggests will bring us out of this fight of bad English. He’s setting no example for the so-called unrightfully successful authors and novice writers. The English language has many different meanings, expressions, causes and effects. So many, that there can no be one specific person determining which are the most perfect. As stated before different regions of the U.S. determine how those people talk, so unconsciously people read and write the way they speak. Many authors use metaphors to allow the audience to better relate to the message their relaying. Many authors use scientific and uncommon words to help broaden their readers vocabulary and to expose them to more than they knew before reading their piece. These critical readers  pick up dictionaries and thesauruses and begin to further explore the language they’re so familiar with. Orewell is neither the most qualified nor perfect person to suggest how authors should write. After all, no on is criticizing his piece and how it negatively drew the audience in. If he is criticizing the way English is taught then he’s ultimately criticizing the way people interpret. Many people are doing just fine without Orewell’s negative views of the English language.

Project 3 Essay Example | Topics and Well Written Essays - 750 words

Project 3 - Essay Example Four ideal qualities of a good citizen that are exhibited by Jazz musicians include self-sacrifice, public spirit, sincere performance of duties and self-control and self-confidence (Heater 198). Most of the jazz artists exhibit these qualities in their own unique way. Self-sacrifice in reference to a good citizen is one who gives up self-interest to the interest of the community. The spirit of service and devotion are upheld by the individual. Such qualities are portrayed by Jazz artists in their work and performances. The desire of every Jazz artist is to keep all Americans entertained without considering their race or color. Benny Goodman was the first white bandleader to hire a black musician into his ensemble. He used his fame in the Jazz music to spread black music. He sacrificed his fame among the white listeners and that of his band all for the purpose of promoting the blacks and black music. The quality of public spirit states that a good citizen shows willingness and readin ess to make it a living interest in all the public affairs. Such a citizen is ready to fight for the rights if other people while taking part in all public activities. Billie Holiday who was a jazz artist was vocal in fighting for the rights of the black people, especially with her song â€Å"Strange Fruit† that was inspired by the lynching of the two blacks, Thomas Shipp and Abram Smith. The artist performed the song every night amid emotions, and this made the civil rights movements to adopt it as their anthem (Peretti 89). Sincerity in the performance of duties means that a citizen performs his/ her duties with sincerity and faithfulness. Such a citizen willingly cooperates with the state officials in the discharge of their duties and remits their taxes just as the law requires them. Jazz artists and musicians perform their duties with devotion and sincerity. Among the most celebrated musicians of jazz and who was also a pioneer of jazz was Louis Armstrong born in 1901. At the age of 13 he started playing the cornet. All through his career life, he dedicatedly played jazz music with the purpose of entertaining the American population. Indiscriminately he played in all concert whether made of white people, black, Asians or Muslims. Self-control and self-confidence requires a good citizen to be sober in temperament and exhibit a lot of self-control in all public dealings. A self-controlled citizen possesses a disciplined character and does not indulge in vicious habits. Duke Ellington who was a master composer of jazz showed his self-confidence and self-control qualities of good citizenship during his entire career life of jazz. At the age of seven, he was confident that he would be a great keyboard player as well as founding the â€Å"swing† era of jazz. He remained a self-controlled person even after the great success that he had in his career. 2. My view of these qualities including additional measures proposed for moving present-day America toward a thriving multi-cultural society A lot of efforts have been directed towards creating a thriving multi-cultural society in the present day America. Along the history of racial oppression among people in the American population, any method available that could completely erase or wipe out the culture of racism in the American population has been embraced. Promoting quality citizenship among the American po

Radio report about jazz Essay Example | Topics and Well Written Essays - 750 words

Radio report about jazz - Essay Example The instruments played during their Live concert in Belgium in 1958 included trumpet, saxophone, piano, drums and Bass guitars. The concert starts with drums by Art Blakey followed by the rest of the band blowing their saxophones and playing their pianos. The song is classified under cool jazz characterized by hard and fast sound similar to that of Bebop. Such music was popularized by Lester Young between the 1940s and 1960s (Goldersher 83). However, the roles played by instruments differed significantly. For example, drums were accompanied by sticks while walking bass was complimented by Art Blakey in assistance with Lee. The piano was meant to raise the tempo of the cool flow of the song. This is unlike achieving neutrality of sounds through the hard and fast sounds of the drums and saxophone. Moanin’ is also a jazz piece done by Art Blakey & The Jazz Messengers. It was performed in 1958 in the famous Belgium concert. Musicians in the entourage included Bobby Timmons, Benny Golson, Lee Morgan and Jymie Merritt. Instruments, on the other hand, entailed piano, bass guitars, tenor saxophone and trumpet. Moanin’ is a fusion of swing and Hard Bop. Swing was popularized by Duke Ellington because of several band members as noted in Moanin’. ... Art Blakey & The Jazz Messengers performed ‘I Remember Clifford’ in Belgium in 1953 as part 3 of their ongoing concert. The musicians present were Lee Morgan, Jymie Merritt, Benny Golson, and Bobby Timmons. Instruments included pianos, bass guitars, tenor saxophones, mallet drums and trumpets. Use of instruments in this piece was both distinct and significant in projecting the message in the song. The piece being a mixture of Bebop and Modern Jazz because of sentimental beats used piano to match its beats. Alternatively, bass was applied to increase the vocals of other musicians in the band (Goldersher 87). Conversely, decision by Lee not to sing the song and instead concentrate on the mallet drums gave the piece its modern jazz combination. Horn players, on the other hand, infused beats in between breaks to help the tenor in the saxophone. A Night in Tunisia was another thrilling performance of 1958 in Belgium by The Jazz Messengers and was written by Frank Paparelli an d Dizzy Gillespie. Others artists who performed the song include Jymie Merritt, Benny Golson, Art Blakey, Bobby Timmons and Lee Morgan. Instruments comprised of tenor saxophone, bass, piano, drums and trumpet. However, being Afro-Cuban jazz style, the piece had a fusion of African beats similar to soul music with a modal harmony. It has also a minimal influence of the Bossa Nova genre popular in Brazil and also known as West Coast Jazz. The pianist uses low sounds with muted vocals of the trumpeter to produce looping beats with funk feel (Goldersher 82). Bassists and saxophonists, on the other hand, play their miscellaneous percussion instruments to compliment the ride pattern of the piece. However, Lee Morgan is the most appealing soloist in the group because of his

Emirates Essay Example | Topics and Well Written Essays - 2000 words

Emirates - Essay Example From this research it is clear that presently, Emirates caters to a world-wide market. The primary aim of this study is to examine the current management [practices of Emirates Airlines. To address the aim, the researcher explores the nature of Emirates Airlines business practices and the continuous changes that in give the avion industry in UAE and worldwide. In order to maintain a good performance in the global market and increase the opportunities for expanding its business activities in other country, Emirates Airlines has been successfully analyzing and overcoming its shortcoming or other weaknesses by executing effective strategies. Additionally, to accept the changes in the regional as well as international business environment, it creates an effective and/or flexible management structure which helps the company to maintain sustainable growth. This paper examines the relentless growth of Emirates, and investigates the various strategies that underpin its core competencies, which are responsible for its 20 years of consecutive profitability. The paper establishes that the underlying formula for Emirates’ success is largely attributed to its hub and spoke operation, competitive cost structure and the strong leverage of its brand. Overall these factors are contributing towards the Emirates Airlines' phenomenal growth.

How important was the Meiji Emperor in shaping the era of change over Research Paper

How important was the Meiji Emperor in shaping the era of change over which he reigned - Research Paper Example Meiji can be a very good choice for someone trying to create a radio or television documentary concerning the social history of Japanese’s nation. This is because of his role in the Japanese social and political reforms. His activities in office give him interesting candidature that does not only entertain, but also historic figure. The most famous sense of pride to the Japanese is the Meiji restoration that bears his names, the abolishment of the idea of feudalism, and the impending industrialization in the Japan. Meiji Emperor Emperor Meiji was initially referred to as Prince Mutsuhito, and was born on 3 November 1852 to Nakayama and emperor Komei. Mutsuhito used the name Meiji, which meant the enlightened government. Soon after being promoted to be the emperor, he changed his name to Meiji whilst moving the capital from Kyoto to Tokyo. Kyoto had been the imperial capital’s location for many years. During this period the Meiji restoration and revolution was still unde rway. The forces of imperialism gathered under Meiji’ rule and they manage to defeat the Tokugawa. Thereafter, the power passed to daimyo who was the leader of the revolution. Meiji retained his title and prowess as the emperor though the government had become an oligarchy comprising the political, economic, and greatest military men of Japan. Meiji himself was a symbol of leadership, and thus championed the peace restoration in his territory by assisting the imperialists defeat the Shoguanate. The Reign of Emperor Meiji When the emperor of Meiji was restored, Japanese State had a weak military. During this time, Japan was primarily an agricultural State with low levels of technological development. Many of the independent feud lords controlled the emperor. The western powers hard initially forced Japan to sign agreements that restricted its control over its own external trade. In this regard, they demanded that crimes touching on foreigners in Japan to face trial in the west ern courts, and not Japan. At the end of the Meiji emperor following his demise in 1912, Japan had improved in many ways (Herbert, 2000). They had a highly bureaucratic and centralized mode of government, and a constitution outlining the establishment of an elected parliament. In addition, they had a well-developed transport and communication network. They also had well-educated citizens free from feudal restrictions of class. Japan had established a rapidly growing industrial sector rooted on the latest advancement in technology. The establishment of powerful armed forces of the army and navy followed all these. By this time, Japan had completely regained foreign trade control and all the legal systems. It had established full self-governance and equality in almost all international affairs following its victory over the two wars. One of the wars was against Russia who was a major European power. Japan had gone past its goals in a less than a generation. In that process, it changed its society as a whole. Success in modernization of Japan has related interest in how and why it was in a position to adopt western social, political, and economic institutions within a very short time. The answer to this was found in Meiji restoration. The political revolution is what restored the emperor back to power and he did not rule directly. People expected him to listen to the advice of those who had overthrown the shogun. In this regard, small group of ambitious, patriotic, and able young men from the lower levels of samurai

INformational interview Essay Example | Topics and Well Written Essays - 750 words

INformational interview - Essay Example She didn’t advise immediate specialization unless I want to pursue a very focused career, such as school counseling or psychometry. A broad based education which also includes courses from counseling, reading specialization, learning disabilities, educational leadership, and teaching English as a second language is very important. The courses in these areas help to prepare an applicant with a theoretical understanding of many areas within education. The value of a college education is that it exposes a person to the underlying foundation of a discipline of practice, making the individual broad based and flexible in more ways than a technical education. All the classes taken in the course of a university degree aren’t so much individually important as the global effects of having taken them. A college education reminds employers that one is able to comprehend specific and complex information, understand the self-discipline required to see the job through, and remind them that the employee knows the value of and how to do research to find what is needed to present information intelligently; it shows ability to problem-solve, perform critical and analytical thinking, and apply it to innovative approaches. The application of classroom theories helps a person to be able to fulfill many different roles within an organization, making a valuable contribution to the company. This, in turn, translates to job security. If starting over, the interviewee said she would diversify her education as much as possible to focus on many aspects within the general discipline. She would have included more practicums and opportunities for hands-on training while under a preceptor’s guidance. She would have included more leadership and learning disabilities courses as well. In today’s world, employers need a jack of all trades and a master of some of those trades. In teaching young children, it is not enough to just understand something education and its del ivery systems, one must have a passion for helping young people start their lives; a willingness to be a positive role model and mentor. Her area of preference is teaching English as a second language to elementary school children, this is where the interviewee feels the most fulfilled. She enjoys showing students as well as their parents how reading and communication skills in another language are very important to success in this culture. In addition to her duties school, she was often required to attend as well as workshops to the community at large, create educational booths at public events, and conduct after hours’ parent meetings and consultations. It was a challenge she seemed to enjoy. She said that’s what made her day job doable. The biggest challenge this interviewee faced in performing her position was finding funding for outreach programs to help indigent children get the reading and communication skills they need. There is such a need for information in t he communities at an approachable level. Many times indigent parents simply don’t trust the public education system in general so she had to find innovative ways to reach these families to provide services, while at the same time also finding funding for the project. The most important characteristics a person in teaching can develop are the ones associated with

Comparison Between Macy's And Polo Specialty Store Essay

Comparison Between Macy's And Polo Specialty Store - Essay Example The invention of the black and white television in 1949 gave a substantial boost to the children wear industry. Children wear shows become popular programs and their licensing made quite a substantial amount of money for the children wear manufacturers. This money was in return re-invested back into the industry thereby enlarging and making it bigger. 1958 and 1959 were also noteworthy years for the fashion industry as the Hush Puppies shoes, and the Barbie Doll were invented respectively. The puppies' shoes were necessary for protecting the feet of the children as walking or working without shoes was not only stressful but also painful and full of discomfort. The invention spirit did not stop as several other new trends in children wear continued to be invented. During the entire 1960's, a whole lot of a variety of colors, patterns, and prints were produced. Some of these colors were light blue, light pink and light green. 1n 1970, various textiles including polyester were invented. Since the invention of the sewing machine, the discovery and subsequent use of manufactured fiber in apparel was another enormous development in the children wear industry. By this time, children wear was also beginning to look like adult wear. In 1980, a crucial shift occurred from manufactured fiber to more natural fiber such as cotton and linen among others. Naturals fibers were of immense preference over the manufactured fibers were either cheap, readily available or simply made better children's clothes.

IT Protect against Viruses Essay Example | Topics and Well Written Essays - 1000 words

IT Protect against Viruses - Essay Example When I think of how a virus gets around on the web, I cannot help but think of the whooping cough or measles. Many years ago there were vaccines discovered that prevented these two illnesses. Children before that were very ill when they got these diseases. Many of them died. After the vaccine was discovered and children were inoculated, both diseases virtually went away. However, later on parents decided not to get these vaccines because they did not trust them and both diseases began to come back and then were spread to others one at a time in daycares. That is the way a virus gets around in a computer group also. Not too long ago, as an example, a friend who takes care of a computer system in a hospital noticed a virus warning that kept moving around. Eventually it was everywhere. It was nearly impossible to get rid of. It got in through a computer that someone forgot to load the virus software on and that nurse had been out on the web. It was a very expensive mistake. The connection between a company's computer and home users is the same as my touching your hand and you passing me a virus. If you had flu shot and not got the virus, you would not have passed it to me. Virus software, of course, affects network security but so does malware (infoworld.com). Many IT specialists say that these are now worse than the Trojans were and are. Malware sends in search mechanisms that get deep into the computer information and pull out personal things like all your employees security information or the company's security information. These are set up, not by hackers but by people that are out there to make a profit on your information and it only takes visiting the web at the wrong site or downloading the wrong file. This is truly dangerous to your organization and to any of your employees that may be working from their own PC's at home. In today's world, we are all touched by computers and like keeping personal and important information that is in paper form secure, so is it important to keep information secure on the computer. We all take a huge responsibility in being connected. We can pass malware or a virus on to anyone if we are not protected ourselves and that includes things like banks and utility companies as well as our own corporations. Who has not sent an email in to work at some time. When that happens a virus or malware could easily be passed on. Many people cannot afford the latest in antivirus software, especially when things are constantly changing (cnet.com). Many of the companies now provide continuous updates but there is always a time when you come to the end of those and have to pay. Providing free antiviral software that really works and is consistently updated could eradicate viruses just like the measles were stopped. If the virus cannot be transferred to someone else or in this case someone else's computer, it will die. This is a very good reason for absolutely everyone with a computer to have an antiviral program that works. It protects us all so the expense is nothing compared to have a computer or a corporation full of computers go down. People make more money online right now than has ever happened before. There are more wealthy people in the world and in the United States than ever before (bbc.co). Much of that wealth has been generated due to an online business. That wealth could disappear in a moment with the right virus and there are many out there trying to create it.

RESPOND TO CLASSMATES RESPONSES ON BUSINESS NEGOTIATIONS IN JAPAN Coursework

RESPOND TO CLASSMATES RESPONSES ON BUSINESS NEGOTIATIONS IN JAPAN - Coursework Example You so well outline that the Japanese are a high power distance society where pessimism seems to have no room amidst the harmony that they so much value. Japanese mixing business with social or rather personal life can greatly overwhelm foreigners who might find it to be disgusting merely due little acquaintance with the Japanese’s way of life. To avert complications common in cross-cultural negotiations, Americans must comprehend Japanese non-verbal cues, as this will also ease the negotiation process. However, rather than relying on translators, it is most appropriate that one masters fundamental aspects of the Japanese language prior to attending a meeting in Japan. Your response portrays a good amount of research. Your introduction of deductive and inductive reasoning propels the discussion and instigates further exploration of the world of communication and psychology. The Japanese build trusts and harmonious relationships in every activity that they participate in. While asking questions about a culture is effective in understanding other people’s culture, it is important to appropriately contemplate the questions that can be asked to avoid offending the Japanese whose are proud of and gratified with their unique culture. Researching about Japanese culture prior to the meeting is also quite vivacious but the research should focus on points or sections that can be necessary during the business negotiation. Japanese customers want to feel treasured under every circumstance. As you rightly point out, saving face and showing respect to hierarchy are important in international trading especially in Japan. Multi-cultural diversity requires that business personnel are familiar with their partners’ culture. Embarking on a programme of language training will not be a waste of resources since the output will eventually overshadow the input. The company will appear to

International Terrorism and Global Politics Essay Example for Free

International Terrorism and Global Politics Essay In the 21st century, it would seem that the term â€Å"terrorist† has become an all encompassing description of anyone whom civilized people feel is a threat to innocent civilians, domestic tranquility, and the everyday life that most people take for granted. Government officials declare â€Å"war on terrorism† and the like. Expanding upon, and deviating from the typical definition of a terrorist, Charles W. Kegley’s 2002 edition, The New Global Terrorism: Characteristics, Causes, Controls, contains a chapter entitled â€Å"Is There a Good Terrorist? †, which asserts that one nation’s terrorist may fairly be considered another nation’s patriot. This paper will maintain the argument that no terrorist is a â€Å"good terrorist†, in contrast to the presentation of Kegley in his volume. Defining Terrorism To begin, a valid argument can be made against so-called â€Å"good† terrorists by establishing a baseline definition of terrorism. In some of his other writings, Kegley has maintained that one of the problems in condemning terrorists is that the act of terrorism itself is so hard to define; in other words, as was mentioned previously, a terrorist may not be considered a terrorist by everyone, because ultimately, some group of people or nation is supposedly benefitting from the terror inflicted on another group. However, by fine tuning the definition of a terrorist, it will be possible to reinforce and build upon the argument of this paper- that there is no such thing as a good terrorist. In order to make that assertion solid and tenable, one must realize that the term terrorism should in fact refer to acts of violence, war or sabotage inflicted upon innocent civilian populations by a person or persons not affiliated with an organized army and outside of the scope of declared warfare. Within this context, we are not talking about the soldier who serves his country by defeating enemies in combat, but we are talking about extremists who detonate car bombs near schools and hospitals. In using this definition, it is possible to further bolster the argument. Terrorism is about Targets as Well as Intentions A second assertion that can be made in critique of Kegley’s presentation comes from a discussion of the issue of the targets of terrorism as well as the intentions of terrorists, as earlier defined. For example, a terrorist, for all of his claims that he is trying to free other people from the oppression of another group, change a bad situation, avenge previous wrongs and the like, is violating international law as well as the basic moral codes when the terrorist inflicts casualties among defenseless civilians, such as when terrorists launch attacks on religious centers, public places or even private residential areas, there is a tremendous wrong being done, no matter what noble cause the terrorist claims to support or advance. Simply put, the means do not justify the end. A Fine Line between Patriotism and Vigilantism A key point continues to echo throughout this research- the fine line between defeating enemies and violating the written and unwritten laws of humanity. Indeed, one could make the argument, for example, that the founders of the United States in some ways inflicted terrorism according to our previously stated definition, for many of them were un-uniformed, taking up arms against an organized, sovereign government, no matter how noble the cause was for which they were fighting. However, when looking at terrorists in regard to being those who step over the line of legality and morality for the sake of their causes, again the message returns that there must be at least some level of decency in the world, even among those who adamantly oppose one another, for if opposing groups are allowed to continually launch terror attacks upon each other, all of humanity will soon degrade to chaos and anarchy, serving no one’s interests. Indeed, it is morally, ethically and legally wrong for people to take the law into their own hands; therefore, all potential or actual terrorist acts must be dealt with in the harshest possible terms. Conclusion In this paper, the argument has been made and supported that there is no such thing as a good terrorist, no matter what the intentions, motivations or goals of the terrorist, keeping in mind that there are certain criteria which define what makes a terrorist. Therefore, it must be remembered that patriots are not those who blow up women and children, poison reservoirs or destroy public gathering places, nor are those who wear the uniform of their country and fight in declared wars terrorists. Once that differentiation is made and adhered to, all of humanity will be all the better for it. Conversely, if we allow these grey areas to exist where a potential terrorist thinks they will receive rewards, either in this world or the one to come, the death toll of innocents will continue to swell. Hopefully, this key distinction will be realized by the people of the world before it is too late.

Components of the International Political System

Components of the International Political System International Political System I. International Political System and Its Components Pre-Socratic Greek philosopher Heraclitus said that the only thing constant in this world is change. Taking this statement, he believes that people must not only accept the changes happening, moreover, they must know how to celebrate it.[1] By trying to look around, one can clearly see the things that have changed and are continuously changing; some getting better, some becoming worse, others are mixed, name it, the world has it. Among the most common things that have changed and/or modified over the years are the value of every care the value of currency against the other, monetary inflation rate, voting behavior of people, climate, language, technology, among others. Despite the fact of these changes happening, each state has its own way of coping, mobilizing, promoting and even recreating to it and has a parallel effect to the global society. It is very important to recognize these changes for it will be one of the bases in order to provide answer to the question that will be solved in this paper: As of now, do we have an international political system? After thorough research and analysis, the stand of this paper acclaims that yes, as of now, we do have an international political system. In this paper, arguments related to government structure, behavior of the populace, power, and development will be presented in order to toughen its claim that there is international political system nowadays and its presence today was brought about by the different actions of the people in the yesteryears and significant events that had happened then. Before proceeding to the points that will strengthen the claim, it is important to unlock first the complex terms used in the formulating the question and break it into smaller ideas. The question at hand can be divided into three parts in order to make sure that at the end, there will be a proper riposte. For the first part, the question suggests a certain time frame as to when the answer must be based on, which is the present time, â€Å"as of now,† next, a certain manifestation is being searched upon, â€Å"do we have,† and lastly, the main factor that is being considered, the â€Å"international political system.† Since the first and second parts of the query are relating on the third one, this time, it is necessary to define the said system and explain it for this will greatly help in guiding the points that will be presented on the latter part of this paper. The term â€Å"international political system† is comprised of three different terms that carry different significant meaning in the study of Political Science and this calls for identifying each before understanding it as a single thought. First to be identified is the system. System is the composite formed by a structured set of interacting units.[2] Unit is the entity composed of various sub groups, organizations, communities, and many individuals, sufficiently cohesive to have actor quality (i.e. to be capable of conscious decision-making), and sufficiently independent to be differentiated from others and to have standing at the higher levels (e.g. states, nations, transnational firms).[3] To highlight, it is important that the system must have interacting units, meaning, there is reciprocal action or influences between such. Otherwise, it cannot be considered as a system. Next is politics. It might be best characterized as the constrained use of social power – the study of the nature and source of those constraints and the techniques for the use of social power within those constraints.[4] It can also be lowered to an idea of chasing interests and decisions. Whenever an individual is faced with choices or when a state is choosing to possible decisions on issue of just and unjust for the populace, they fall to the same ground, politics. To be given meaning lastly is the term international. This term was fashioned by Jeremy Bentham and he footnoted in his work that the word international, it must be acknowledged, is a new one; though, it is hoped, sufficiently analogous and intelligible. It is calculated to express, in a more significant way, the branch of the law which goes commonly under the name of the law of nations: an appellation so uncharacteristic that, were, it not force of custom, it would seem rather to refer to international jurisprudence.[5] From this definition, he only wanted to imply that while there are laws that can be implemented exclusively within the territory of every state, on the other hand, there is also law, an international law, that is being followed and must be abide by all the states that recognize such since they share a common region or organizational goal. Example of this is the UNCLOS or the United Nations Convention on the Law of the Sea. It lays down a comprehensive regime of law a nd order in the worlds oceans and seas establishing rules governing all uses of the oceans and their resources.[6] Through UNCLOS, contradicting claims of every state relative to world’s oceans and seas are being put into table, subjected to presentation of evidences, similar in a trial court, and draws the judgment from the substantiations offered by each of the state. Having defined the concepts that make up the idea of international political system, this time, it is significant to draw the definition of IPS itself. From the delineations provided, it can be illustrated that an international political system simply means that it is a system with the same components or units that are interacting between each other or amongst one another, dependent to every other units within it, and has a trajectory of similar, related, or parallel goal or purpose. Reaching this definition, it only provides that if the system that we currently have in the society today do not fit in the three major qualifications of [a.] interacting units, [b.] dependent to each or one another, and [c.] has analogous goal, it can obviously be declared that we do not have an international political system. For the next pages, these factors will be the foundation of the paper’s stand. II. State and International Government Organizations A better way to proceed to next part of this paper is by citing a clichà © quote which has been attributed to International Relations for quite a long time, from Lord Palmerston, and he said â€Å"We have no permanent allies, we have no permanent enemies, we only have permanent interests.†[7] Seeing the status quo, of different states shifting alliances, focused on constantly claiming territories, and partnership with other countries for strengthening military defenses, Lord Palmerston was never wrong even it was already more than a century ago when he mentioned it. Security is important for a state since it greatly affects the populace, economy, the government and its sovereignty. If the state’s security is threatened, it does not only put the people into the brink of harm, but moreover, it places the entire territory beyond the threshold of peace, thus, violence. Because of these possibilities, it is significant that a state must establish alliance with other state or be part of an international government organization. Being part of the international organization brings the concept of international systems or the largest conglomerates of interacting or interdependent units that have no system level above them.[8] International government organizations exist to help the states handle issues that they cannot alone and they also create cooperation between the states.[9] By being part of an international government organization, it is true that at this point, the member state does not only consider what is solely good and beneficial for his country, but then it learns to recognize the existence of other states and realize, in one way or another, their importance to itself. International government organizations help each country to fully understand and be educated about the process of diplomacy. Process is what units are actually doing in the system.[10] Diplomacy is the process wherein they send representative, called a diplomat, to other state, or into an IGO to conduct arbitration and settle state disputes. The study of the concentration and distribution of power in the international system is an important topic in the study of world politics because of a presumed correlation with the likelihood of war.[11] This is why, as mentioned, diplomacy is important and participation with the international government organizations is beneficial because it greatly influences in maintaining a state and the entire region’s peace, cooperation and security. IGOs such as United Nations, World Trade Organization, International Monetary Fund; and the regional organizations like Association of Southeast Nations and North Atlantic Treaty Organization, greatly help in meeting the needs of the states which has affiliation to these organizations. They aid in the healthcare, security, financial needs of the member state and they debate on issues to determine the best solution for problems arising in the states and the organization as a whole. III. The Three Major Qualifications Going back, I have mentioned that if the system that we currently have in the society today do not fit in the three major qualifications of [a.] interacting units, [b.] dependent to each or one another, and [c.] has analogous goal, it can obviously be declared that we do not have an international political system. In brief, this paper strongly confirms that presently, there is International Political System. One of the strongest points to prove it is the presence of order in the society. There are laws that are being followed, there are international government organizations that have the same goal which is to help every member state for its development, and the units here, or the groups or organizations with an actor-quality like decision-making, were able to have connections, relations, and interactions in various fields be it for economic purposes, cooperation for stronger bond of the organization and for active participation of every member states. From the very start, the question itself used the phrase â€Å"as of now†, and for this, I will also cite the specific proof of the presence of IPS in the present time. First is the serious effort of the United Nations in finding way to help the Fijian UN peacekeepers captured by the Syrian branch of Al Qaeda. Just last Sunday, Filipino p eacekeepers were able to escape from the rebels. The UN has also offered aid to the nearly  three million  Syrian refugees it has registered in neighboring countries.[12] Another, the ASEAN Integration will be put into effect for less than a year and a half from now until the self-imposed due date of end-2015.[13] These are the proofs that the units follow a certain system in the political grounds of the society today which creates ordered processes. [1] John Mansley Robinson,An Introduction to Early Greek Philosophy, (Boston: Houghton Mifflin Company, 1968), 91 [2] Barry Buzan and Richar Little, International Systems in World History: Remaking the Study of International Relations, (New York: Oxford University Press Inc., 2000), 442. [3] Ibid. p. 442. [4] Robert E. Goodin and Hans Dieter-Klingemann, A New Handbook of Political Science, (Oxford: Oxford University Press Inc., 1998),p. 4. [5] M. W. Janis, Jeremy Bentham and the Fashioning of â€Å"International Law,† (The American Journal of International Law, 1984), pp. 405-418 [6] Daniel Hollis, United Nations Convention on the Law of the Sea (UNCLOS) 1982, The Encyclopedia of Earth, 2010), www.eoearth.org/view/article/156775. [7] David Brown, Palmerston and the Politics of Foreign Policy, 1846-1855 (Manchester: Manchester University Press, 2002), pp. 82-83. [8] Barry Buzan and Richard Little, International Systems in World History: Remaking the Study of International Relations, (New York: Oxford University Press Inc., 2000), pp. 69. [9] Henderson. Understanding International Law, 33. [10] Buzan and Little, International Systems in World History: Remaking the Study of International Relations, 80. [11] Diana Richards, A Chaotic Model of Concentration in the International System, (International Studies Quarterly 1993), 37, pp. 55-72. [12] Ben Hubbard, (2014, August 31). Affiliate of Al Qaeda Confirms Capture of U.N. Peacekeepers in Syria. Retrieved August 31, 2014, from The New York Times: http://www.nytimes.com/2014/09/01/world/middleeast/un-peacekeepers-captured-in-syria.html?_r=0 [13] Rommel W. Domingo. (2014, September 1). Asean inches closer to economic integration. Retrieved September 1, 2014, from Inquirer.net: http://business.inquirer.net/177832/asean-inches-closer-to-economic-integration

Analysis of Classical Economist Theories

Analysis of Classical Economist Theories Yashwardhan Banthia â€Å"Do the classical economists constitute a coherent school of thought in the history of economics, or are they rather a loose grouping of writers whose differences are more salient than what they have in common?† Abstract This paper will discuss the analysis of capital accumulation, income distribution and technological progress expounded by major classical economists, David Ricardo, Adam Smith and Karl Marx. Detailed arguments on Smith’s views on division of labor, Ricardo’s investigation of using the labor theory to replace machines and Marx’s theories of capitalism and his version of Ricardo’s analysis will be explained. It will finally be concluded that classical economists constitute a coherent school of thought, whose philosophies are more similar than different. Introduction The classical school of thought has always placed a great amount of emphasis on the analysis of economic growth. The question asks the reader whether the theories and philosophies of the classical writers were logical and consistent with regard to the economic behavior, or if they were simply writers whose ideas were rather dissimilar to that of their compatriots. The paper would critically discuss the ideologies and theories implemented by classical economists, with particular focus on the effect of the various forms of technological change that have major insinuations on the income distribution amongst rent, wages and profits. The components of this paper are as follows: Section 2 highlights Adam Smith’s approach to this issue of technological change where the argument pivots around his views on division of labor and its components. Section 3 reviews David Ricardo’s definition of the labor theory of value and his response to technical change which would feature chapter XXXI, â€Å"On Machinery†, which is newly added as seen in the third edition of the Principles. Section 4 studies the views of Karl Marx, where his hypothesis on the â€Å"organic composition of capital† is examined closely in relation to the theory proposed by Ricardo. The sections are not just limited to these specific writers, other classical economists are discussed in the capacity of the aforesaid philosophies as and where applicable. Following this is a final section that concludes. Adam Smith – Division of labor At the very beginning of The Wealth of Nations, Smith, in his â€Å"Introduction and Plan of Work† maintains that a nation’s social product (taking into account the social product minus the workers’ consumption) is measured by â€Å"the skill, dexterity, and judgment with which the labor is generally applied†. A primitive feature of his study, Smith considers an investigation of the reasons due to which the productivity of workers would increase (Smith, WN I.3-4). Smith’s perception of the concept of division of labor was extremely wide; it covered many characteristics and varying forms of technological change. Principally although, Smith accredited the division of labor to the influence of three essential elements that led to an increase in productivity. Firstly, specialization helped workers hone their skills and become defter as a result. Secondly, a lot time is saved as there is no shift from one activity to another and there is better utilization of resources. Lastly, arduous and complex labor processes would be replaced by powerful machines through innovation, i.e., replacing labor with machines. A careful study of Smith’s analysis of division of labor further clarifies Smith’s ideas as can be seen in the first three chapters of the first book of The Wealth of Nations. In chapter one for instance, Smith distinctly conveys how effective a device, division of labor is in terms of increasing productivity. He then goes on to say in chapter two, that it is a natural human tendency â€Å"to truck, barter and exchange one thing for another†, which appear to be entrenched in â€Å"faculties of reason and speech†, which further provides justification to division of labor (Smith, WN I.ii.1-2). The argument is then completed in chapter three where Smith emphasizes the fact that the market limits the division of labor: a larger division of labor is generated by a larger market and thus, larger productivity is generated between firms as a result. While the markets are expanded by accumulation of capital, Smith’s study emphasizes on the determinants of th e latter. Consequently, there has been a lot of debate on whether Smith’s views on division of labor, income distribution and his analysis of accumulation were ‘consistent’. I believe that technological progress was not viewed by Smith as boon, which was indisputably valuable to all classes of society. However, sections three and four would discuss Ricardo and Marx, and their views and criticisms on elements of Smith’s theories. David Ricardo – Labor theory of value and technological changes Before we discuss Ricardo’s views on the implications of technological change and its effects on income distribution and capital accumulation, his â€Å"fundamental law of income distribution† must first be defined; an inverse correlation between wages and the general rate of profit. He said that the rate of profits would be smaller if a large proportion of what the labor produces is given to him and vice-versa (Ricardo, Works VIII: 194). He was certain of the fact that technological change was an integral component in terms of the developing the modern society and that different effects would be experienced as a result of different forms of change. He was the first economist to have officially defined labor theory of value and thus, his work was considered to be the turning point in the history of the classical school of thought. This is because he reflected upon numerous scenarios in order to arrive at a broad range of consequences that could be an aftermath of technological change. He argued on one particular case regarding a production unit that was completely automated and rightly pointed out that in a case where all the work is done by machinery, there will be no demand for labor. Furthermore, he discussed that nobody despite capitalists would be able to consume commodities or even buy or rent a machine. (Ricardo, Works VIII: 399-400). Surprisingly, the most important technological change commonly associated with Ricardo is however, the problem of â€Å"machinery†. He further went on to assert that the introduction of new machines into the system of production can finally lead a redundancy of workers. This was later defined as â€Å"technological unemployment† Following this, Ricardo withdraws his previous views on machinery in his third edition of the Principles, 1821, in which he states that â€Å"the application of machinery to any branch of production, as should have the effect of saving labor, was a general good, accompanied only with that portion of inconvenience which in most cases attends the removal of capital and labor from one employment to another† (Ricardo, Works I: 386). Ricardo was however convinced that Say’s law, could not in every case, avert the redundancy of workers (Ricardo, Works I: 290). He the rightly corrected himself by stating that he was convinced that using machinery in place of labor was â€Å"injurious† to the interests of the labors.(Ricardo, Works I: 388). On the contrary, I strongly support his idea that it is possible without reducing profits, that advanced and improved machines reduced the amount of labor required for production purposes. Labor productivity would increase however as the machines decrease â€Å"the sacrifice of labor† (Ricardo, Works IV: 397). However, on a final note on Ricardo, it must be mentioned that Ricardo, as a classical economist had a very deep understanding regarding of labor theory of value. Marx’s version of this idea would be discussed next. Karl Marx – Capitalism and labor theory of value Marx adopted Ricardo’s labor theory of value and inculcated some changes of his own. He extended Ricardo’s theory by defining value to be the product of â€Å"all socially expended labor† which was needed, thus suggesting that apart from direct labor, labor used by to create the product was likewise factored into value. Marx reserved special praise for Ricardo’s â€Å"scientific impartiality and love of truth† (Marx 1954: 412) and the â€Å"honesty which so essentially distinguishes him from vulgar economists† (Marx 1969: 555). On closer inspection, it can be observed in Marx’s volume III of Capital, part three specifically, where he appraises Ricardo’s views on effects of technological change and the labor theory. In such a way, this problem of technological change was Marx’s attention of focus of attention in his scrutiny of capitalism. However, Marx insisted that this problem must be examined regularly within the framework of a â€Å"circular flow of production† as he had established in his second volume of Capital. Furthermore, Marx view was that every stage and line of production required â€Å"constant capital†. The important underlying implication is that maximum level of profit in such a system would be finite. These levels of profit would be determined by what Marx coined as â€Å"the organic composition of capital† and would have an upper limit. His study led him to the conclusion that if this â€Å"organic composition of capital† falls (rises) during the time period where there is capital accumulation and changes in technology whilst assuming that wages remain constant, then, it must follow that that the actual rate of profit will fall. As a reader, I am almost compelled to think that Ricardo’s views and ideas have had a strong impact on Marx, as is exhibited by his statements. Likewise, Marx inspected Ricardo’s theories with utmost care, correcting the latter’s theories in some cases, but most evidently absorbing what he reflected to be thorough into his framework. For instance, Marx asserted that when the organic composition of capital rises, it is inevitably the case that the general rate of profits may fall given the fact that the surplus value would be constant, which is contrary to Ricardo’s principle. Another such example could be Marx’s â€Å"relative over-population† theory (Marx 1959: 249-251) or a â€Å"reserve army of the unemployed†. Marx proclaims that the redundant workers cannot be expected to be hired back by factories that utilize machines because of the labor saving trait of the machines. A downward pressure is thus exerted by this reserve army. To Marx and capitalism, what mattered is not â€Å"saving in living labor in general†, however â€Å"a saving in the paid portion of living labor† (Marx 1959:262). The evidence is unmistakable; I believe that it serves to show how intricately close the writings of Ricardo and Marx were: also the fact that Marx was coherent in exhibiting his theories, and comprehensive in portraying his thoughts which has served its purpose in the history of economic thought. Conclusion This essay shows how major classical economists consist of a coherent school of thought through their philosophies and theories that still continue to serve as a basis on which more modern models and theories have been established. This paper shows how major classical economists tackled the issue of technological change that contributed to the growth of a capitalist economy. The three economists, namely Smith, Ricardo and Marx place a lot of attention on the impact of accumulation of capital and technological change on profits. It is interesting to note that although they arrive at a conclusion that the general rate of profit would fall, their arguments which back up that claim differs in important characteristics. The essay is however limited to evaluating a hypothetical situation of one-good economies that are not well suited to examine the intricacies at hand. Nevertheless, it is distinctive that all these writers have, in their own capacities, contributed to explaining the dynamisms of a capitalist economy and the need to increase labor productivity. The argument can be concluded by supporting the claim that these writers constituted of a coherent school of thought whose theories and ideas were more similar to each other and it isn’t the case that their differences were more noticeable than what they had in common. Bibliography and references Bhaduri, A. and Harris, D.1987. The complex dynamics of the simple Ricardian system. Quarterly Journal of Economics102,893–902. Dmitriev, V.K. 1974. Economic Essays on Value, Competition and Utility, English translation of a collection of Dmitriev’s essays published in 1904 in Russion, edited by M.D. Nuti, Cambridge: Cambridge University Press. (Originally published in 1898) Eltis, W. 1984. The Classical Theory of Economic Growth, London: Macmillan Garegnani, P. 1987. â€Å"Surplus Approach to Value and Distribution†, The New Palgrave. A Dictionary of Economics, edited by J. Eatwell, M. Milgate and P. Newman, vol. 4, London: Macmillan, pp. 560-74. Glyn, A.2006. Will Marx be proved right?Oxonomics1,13–6. Hicks, J. 1969. A Theory of Economic History, Oxford: Claerendon Marx, K. 1954. Capital, vol. I, Moscow: Progress Publishers. Marx, K. 1959. Capital, vol. II, Moscow: Progress Publishers Marx, K. 1969. Theories of Surplus Value, vol. 2, Moscow: Progress Publishers. Marx, K. 1971. Theories of Surplus Value, vol. 3, Moscow: Progress Publishers. Ricardo, D. 1951-73. The Works and Correspondence of David Ricardo, 11 volumes, edited by Piero Sraffa with the collaboration of Maurice H. Dobb, Cambridge: Cambridge University press. In the essay his volumes are referred as Works, volume number: page number. Schefold, B. 1976. â€Å"Different Forms of Technical Progress†, Economic Journal, 86: 806-19 Smith, A. 1976. An Inquiry into the Nature and Causes of the Wealth of Nations, two vols. In The Glasgow Edition of the Works and Correspondence of Adam Smith, Ed. R. H. Campbell and A. S. Skinner, Oxford: Oxford University Press. Stigler, G.1958. Ricardo and the 93% labor theory of value.American Economic Review 48,357–67. Sweezy, P.1942.The Theory of Capitalist Development.New York:Monthly Review Press. 1

Modern Health Hazards :: science

Modern Health Hazards Modern Health Hazards, dangers arising from man made circumstances that threaten the wellbeing of humans environment. These are normally taken as hazards arising from the mistakes human's have made over the past year's affecting the Healthy status of the entire planet completely. Different hazards threat human life on earth & By the level or extent of threat the effect can be serious and sometimes even cause death. Modern Hazards mainly are pollution of different types ,Drugs , chemical usage and some day to day human activities too Air Pollution, contamination of the atmosphere by gaseous, liquid, or solid wastes or by-products that can endanger human health and the health and welfare of plants and animals, or can attack materials, reduce visibility, or produce undesirable odours. Among air pollutants emitted by natural sources, only the radioactive gas radon is recognized as a major health threat. A by-product of the radioactive decay of uranium minerals in certain kinds of rock, r adon seeps into the basements of homes built on these rocks, posing a risk of lung cancer to residents. Effects of Air Pollution Potential pollutants may exist in the materials entering a chemical or combustion process (such as lead in petrol), or they may be produced as a result of the process itself. Carbon monoxide if inhaled in excess can cause lung problems, loss of oxygen in the blood & finally cause death .In December 1984 deadly methyl isocyanate gas was leaked from a chemical plant in Bhopal, causing the deaths of at least 3,300 people. Water Pollution, contamination of water by foreign matter such as micro-organisms, chemicals, industrial or other wastes, or sewage. Such matter deteriorates the quality of the water and renders it unfit for its intended uses. Effects of Water Pollution Notable effects of water pollution include those involved in human health. Nitrates (the salts of nitric acid) in drinking water can cause a disease in infants that sometimes results in death. Cadmium in sludge-derived fertilizer can be absorbed by crops; if ingested in sufficient amounts, the metal can cause an acute diarrhoeal disorder and liver and kidney damage. The hazardous nature of inorganic substances such as mercury, arsenic, and lead has long been known or strongly suspected. Noise Pollution, adverse effects of noise in our living and working environment. Noise is, by definition, unwanted sound. It may be annoying, it may interfere with speech communication, leisure, or relaxation, and, at very high levels which may occur at work or during certain noisy leisure activities, it may result in hearing loss by causing damage to the hair-cells in the cochlea in the inner ear.

Albert Einstein :: Biographies Science Essays

Albert Einstein Of all the scientists to emerge from the nineteenth and twentieth centuries there is one whose name is known by almost all living people. While most of these do not understand this man's work, everyone knows that its impact on the world of science is astonishing. Yes,many have heard of Albert Einstein's General Theory of relativity, but few know about the intriguing life that led this scientist to discover what some have called, "The greatest single achievement of human thought." Einstein was born in Ulm, Germany on March 14, 1874. Before his first birthday, his family had moved to Munich where young Albert's father, Hermann Einstein, and uncle set up a small electro-chemical business. He was fortunate to have an excellent family with which he held a strong relationship. Albert's mother, Pauline Einstein, had an intense passion for music and literature, and it was she that first introduced her son to the violin in which he found much joy and relaxation. Also, he was very close with his younger sister, Maja, and they could often be found in the lakes that were scattered about the countryside near Munich. As a child, Einstein's sense of curiosity had already begun to stir. A favorite toy of his was his father's compass, and he often marveled at his uncle's explanations of algebra. Although young Albert was intrigued by certain mysteries of science, he was considered a slow learner. His failure to become fluent in German until the age of nine even led some teachers to believe he was disabled. Einstein's post-basic education began at the Luitpold Gymnasium when he was ten. It was here that he first encountered the German spirit through the school's strict disciplinary policy. His disapproval of this method of teaching led to his reputation as a rebel. It was probably these differences that caused Einstein to search for knowledge at home. He began not with science, but with religion. He avidly studied the Bible seeking truth, but this religious fervor soon died down when he discovered the intrigue of science and math. To him, these seemed much more realistic than ancient stories. With this new knowledge he disliked class even more, and was eventually expelled from Luitpold Gymnasium being considered a disruptive influence. Feeling that he could no longer deal with the German mentality, Einstein moved to Switzerland where he continued his education. At sixteen he attempted to enroll at the Federal Institute of Technology but failed

Book Club Novel Study vs. Conventional Core Novel Study

Book Club Novel Study vs. Conventional Core Novel Study Although the Book Club approach and the conventional novel study approach are group discussion oriented, the Book Club method is a more efficient way of extracting thorough analysis from multiple perspectives. In the Book Club approach, students are forced to read because we are constantly being evaluated. During discussions, the teacher is always walking around evaluating groups.My group especially was always prepared because of the fear of not getting a good mark due to being unprepared. The fact that we are constantly being evaluated develops pressure on the students, which forces them to prepare for the discussion the night before. Preparing the night before allows for a more in depth analysis. If everyone is prepared with notes and questions the discussion will be much more interesting because everyone brings something to the table.Which in essence allows a much more effective and efficient discussion. However, with the con ventional approach you have majority of the classroom not participating and not being involved in the discussions. In last year’s English class, there were a set number of students who were always participated and then the majority of the class not effectively participating. Because the traditional method is a more broad discussion and there aren’t specific roles for students to carry out students are not pressured to be prepared.I can use myself as an example, last year there would be times I wouldn't read the sections assigned and because of this I found myself not participating and engaging in class discussions. The Book Club approach consists of continuous evaluation and a certain set of tasks like discussion leading that force students to consistently engage in discussions. The evaluation creates pressure, causing students to be prepared and contribute during scheduled conferences. On the other hand, the traditional method of novel study is not as effective.The st udents are not pressured because they feel as if they are not being evaluated on a regular basis. So students take advantage of this and feel their input is not necessary and rest of the class will carry their weight. To conclude, both approaches involve students participating and engaging in a group discussion but the Book Club approach has a higher efficiency in terms of each students input during discussions in comparison to the conventional core study.

Positive environments for children and young people Essay

Positive environment A positive environment is one that supports all aspects of the child’s development; staff members/carers can provide the children different ways to extend their developments. By doing activities and guiding the children through their learning, this creates a positive environment for them. Example: Reading and writing activities will help the child or young person’s cognitive and intellectual development. Singing and speaking to the children or young people will help further their communication and language development. Praising and positive responses will encourage good behaviour and will help them understand right from wrong. This will help extend the child or young person’s physical and intellectual development. In the nursery that I am training in we allow the children and young people to have access to outside and inside, we call this ‘free play’. We have some staff inside and some outside to supervise the children and young people. Inside: We will set out an activity for them on the tables and in the ‘role-play. These activities could be finger painting, gluing and sticking; each activity we do with the children and young people will cover all aspects of their developments. All of these activities are supervised by either a member of staff or a student to ensure they are behaving and that they are all safe. ’ We have a baby gate that’s blocking the children and young people from the kitchen area, where the adults (members of staff will prepare their food, this is to ensure their safety. Outside Children and young people will have sand and water activities outside. They also have a variety of toys and places to explore such as the ‘shed shop’ and the ‘outdoor kitchen’. The children and young people also play with the bikes and scooters, these will only be taken out by and adult/member of  staff. The garden itself is surrounded by a wooden fence that has a gate (fire exit), this gate has a high bolt that can be moved by a member of staff. For both inside and outside we ensure that all the children and young people are supervised and that their needs are met; nappy changing, nap time and their lunch/snack time. We also provide the children and young people with a cold compress if they have had a bump or fall; we have a first aid kit for any other injuries the children may get when doing an activity. Regulatory requirements that underpin a positive environment for children and young people Early Years Foundation Stage (EYFS) Framework All early year providers must ensure that children and young people’s educational and intellectual needs are met and that the child or young people develop well. Ensures children are kept healthy and safe Ensures that children have the knowledge and skills they need to start school EYFS ensures that every child or young person makes good progress and no child gets left behind Learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly Partnership working between practitioners and with parents and/or carers Childcare Act 2006 Reduce child poverty: To support parents and carers to work, and focus on the provision of good quality childcare for working parents or adults. Reduce inequalities between young children: Focus on supporting children most at risk of poor outcomes because of deprivation and disadvantage and promote social mobility. Improve wellbeing for young people and children HSWA (the health & safety at work act 1974) Securing the health, safety and welfare of persons at work; Protecting persons, other than persons at work, against risks to health or safety arising out of or in connection with the activities of persons at work; Controlling of highly flammable or otherwise dangerous substances, stored correctly or locked away to prevent any harm or danger to any persons Cleaning and ensuring the work equipment is in working order and that instructions, training or supervision is given if needed Providing protective clothing or equipment if risks cannot be removed but can be prevented Report certain accidents, injuries, diseases and dangerous occurrences Care Standards Act 2006 People running day-care services for children up to eight years old must register with Ofsted Early Years (Office for Standards in Education, Children’s Services and Skills) Regular inspections must be carried out to ensure that the childcare setting is both safe and suitable for all young people and or those that are vulnerable In a childcare setting there must be an activity plan for all children and young people to ensure their educational needs and to help extend all their developments Safeguarding and welfare requirements Protection to all child and young persons Data protection Qualified staff, Training, Support and Skills Safety and Suitability of Premises, Environment and Equipment Confidentiality Staff Record Sheet Complaints Procedure Registration Form Safeguarding Children Policy Safeguarding Children Procedure Social Networking Policy Partnership with Parents Policy Settling In/Child Induction Policy Accident Record Form Recruitment Policy & Procedure Staff Employment Contract First Aid Box Guidance References Contribute to the Support of Positive Environments for Children and Young By lillie94 | March 2012 People http://www.studymode.com/essays/Contribute-To-The-Support-Of-Positive-944399.html How is Childcare Regulated? 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