Names and Functions of Chemical Elements in Fireworks

Fireworks are a traditional part of many celebrations, including Independence Day. There is a lot of physics and chemistry involved in making fireworks. Their colors come from the different temperatures of hot, glowing metals and from the light emitted by burning chemical compounds. Chemical reactions propel them and burst them into special shapes. Heres an element-by-element look at what is involved in your average firework. Components in Fireworks Aluminum: Aluminum is used to produce silver and white flames and sparks. It is a common component of sparklers. Antimony: Antimony is used to create firework glitter effects. Barium: Barium is used to create green colors in fireworks, and it can also help stabilize other volatile elements. Calcium: Calcium is used to deepen firework colors. Calcium salts produce orange fireworks. Carbon: Carbon is one of the main components of black powder, which is used as a propellant in fireworks. Carbon provides the fuel for a firework. Common forms include carbon black, sugar, or starch. Chlorine: Chlorine is an important component of many oxidizers in fireworks. Several of the metal salts that produce colors contain chlorine. Copper: Copper compounds produce blue colors in fireworks. Iron: Iron is used to produce sparks. The heat of the metal determines the color of the sparks. Lithium: Lithium is a metal that is used to impart a red color to fireworks. Lithium carbonate, in particular, is a common colorant. Magnesium: Magnesium burns a very bright white, so it is used to add white sparks or improve the overall brilliance of a firework. Oxygen: Fireworks include oxidizers, which are substances that produce oxygen in order for burning to occur. The oxidizers are usually nitrates, chlorates, or perchlorates. Sometimes the same substance is used to provide oxygen and color. Phosphorus: Phosphorus burns spontaneously in air and is also responsible for some glow-in-the-dark effects. It may be a component of a fireworks fuel. Potassium: Potassium helps to oxidize firework mixtures. Potassium nitrate, potassium chlorate, and potassium perchlorate are all important oxidizers. Sodium: Sodium imparts a gold or yellow color to fireworks, however, the color may be so bright that it masks less intense colors. Sulfur: Sulfur is a component of black powder. It is found in a fireworks propellant/fuel. Strontium: Strontium salts impart a red color to fireworks. Strontium compounds are also important for stabilizing fireworks mixtures. Titanium: Titanium metal can be burned as powder or flakes to produce silver sparks. Zinc: Zinc is used to create smoke effects for fireworks and other pyrotechnic devices.

Assessment Is The Process Of Gathering Information And...

Assessment is the process of gathering information and evidence to assess a learner. Assessors will work with the learner to identify gaps in learning, knowledge and skills and provide learning objectives with feedback to enhance their knowledge base, skills and progression. Assessment comes in differing forms and can be used either singularly or in conjunction with another to provide this information. Assessments will gather information and a judgment can be formulated in regards a learners competence, knowledge and skills. Some assessments used can be summarised below. †¢ Observation of performance in the work environment. This method is based upon observations being taken in the work place and will be based on fact and specific work based actions, behaviours and tasks. It allows the assessor to assess the learners’ performance and knowledge of their role. It allows for feedback and input from both the assessor and learner, whereby future goals and learning aims can be set. Observations will allow for a judgement on knowledge and competence. †¢ Examining Products of Work This method is a resource used by the learner from their workplace, for example, care plans, reports, risk assessments, policies or procedures that they use or contribute to on a daily basis. It will aid in professional discussions and provide evidence of competence and knowledge. †¢ Discussion with the Learner This method involves a comprehensive discussion between learner and assessor toShow MoreRelatedAssessment Process2463 Words   |  10 PagesQualification outline P. 3 The assessment process P.4 Types of assessment P.5-6 Concepts and principles of assessment P.7-9 Stages of assessment P.10 Understand how to plan assessment P.11-13 Holistic assessment P.14 Risks of assessment P.15-16 Understand how to make assessment decision P.17 Understand different types of assessment methods P. 18-20 The use of technology in assessment process P.21 Responsibilities of the assessorRead MoreEducational Psychology and Assessment1205 Words   |  5 PagesCertificate in Teaching in the Lifelong Learning Sector - (Intensive) |Unit Title |CTLLS UNIT 3 - Principles Practice of Assessment | |Theory Assessment Number | | |Candidate Name |KEN PHILLIPS |Candidate Number | | |Date Issued | Read MoreDescribe What Your Role, Responsibilities and Boundaries Would Be as a Teacher in Terms of the Teaching Training Cycle6111 Words   |  25 Pagesqualifies the learners to assess an NVQ in the job and area of expertise that they are competent in. The teacher training cycle is divided into 5 parts and supports the tutors roles and responsibilities. PLAN – Advertising the qualification. I advertise the qualification to schools in Newcastle-upon Tyne via Newsletters, e-mails to administration staff, letters to SENCO’s and by a memory key that is posted to school’s. A boundary would be lack of input for how and where the advert / information are advertisedRead MoreDescribe What Your Role, Responsibilities and Boundaries Would Be as a Teacher in Terms of the Teaching Training Cycle6099 Words   |  25 Pagesqualifies the learners to assess an NVQ in the job and area of expertise that they are competent in. The teacher training cycle is divided into 5 parts and supports the tutors roles and responsibilities. PLAN – Advertising the qualification. I advertise the qualification to schools in Newcastle-upon Tyne via Newsletters, e-mails to administration staff, letters to SENCO’s and by a memory key that is posted to school’s. A boundary would be lack of input for how and where the advert / information are advertisedRead MoreMy Understanding Of Effective Learning1543 Words   |  7 Pagespositive learner-centred environment that promotes their success and nurtures their individual desires to learn. My understanding of effective learning is developed from the social constructivist theory, which focuses on the role of social interaction and on the impact of sociocultural factors on our ability to process information cognitively (Rogoff, 1998). There are four key principles that uniquely represent a constructivist approach: Learners are active participants in learning, learners are self-regulatedRead MoreInterviewing And Conferencing As An Assessment819 Words   |  4 PagesInterviewing and conferencing as an assessment Introduction Assessment in a classroom is a strategy employed by teachers, to evaluate the student’s response to learning. The teacher gathers information while interpreting the evidence in trying to understand and make judgments about the student learning. In presenting assessment to the students, the student has verbalized their knowledge on what they have just learned, organize their thoughts and present it out in the summary. The need for assessingRead MoreMy Understanding Of Effective Learning1543 Words   |  7 Pagespositive learner-centred environment that promotes their success and nurtures their individual desires to learn. My understanding of effective learning is developed from the social constructivist theory, which focuses on the role of social interaction and on the impact of sociocultural factors on our ability to process information cognitively (Rogoff, 1998). There are four key principles that uniquely represent a constructivist approach: Learners are active participants in learning, learners are self-regulatedRead MoreTeaching Mathematics and Filippino Student Performance1485 Words   |  6 Pagesstandards-based assessment and rating system to support the progressive roll-out starting with grades 1 and 7 of the k to 12 Basic Education Curriculum in both public and private schools nationwide. This started a wide range of changes in the curriculum, focusing on using assessment as a quality assurance tool to track student progress in the achievement of standards, stimulate self-reflection and personal responsibility for individual learning which is commonly known as assessment for learning (AFL)R ead MoreAnalysis Of The Book Refuge By Jackie French1526 Words   |  7 Pagesvarious opportunities to assess student learning through both formative and summative assessment. The New South Wales Department of Education and Training (2008) outlines that assessment be incorporated into both teaching and learning. Meaning, teachers and students need to be able to monitor their learning throughout the process, rather than just at the end of teaching (New South Wales Department of Education and Training, 2008). They also recommend that teacher collect evidence in a variety of formsRead MorePrinciples of Assessment in Lifelong Learning Essay2701 Words   |  11 PagesPrinciples of assessment in lifelong learning Task A part a The assessment process is a vital part to teaching in the lifelong learning sector. All assessment requires the collection and recording of evidence of student learning. There are many aspects to assessment which will begin from the point of the leaner completing their initial application form. The principles of assessment come under three different headings, Initial assessment, formative assessment and summative assessment. Each of the

Creating market value for consumers Free Essays

The plan is for the creation of an ethnic Arabian/ Middle Eastern restaurant offering entertainment programs in Fairfield County, Connecticut. Arabian Nights is a trendy new ethnic restaurant located in Fairfield, Connecticut. The emphasis of the restaurant is going to be Oriental cuisine, with up-to-date and traditional recipes. We will write a custom essay sample on Creating market value for consumers or any similar topic only for you Order Now Besides, Arabian Nights will offer regular simple dishes for the companions of the consumers who for some reason are not attracted by the rich and spicy Oriental food. The restaurant will also offer evening shows featuring costume displays, fashion shows, dancing, and singing so that customers could taste a flavor of the Orient. In our opinion, the market need for the creation of this product is conditioned by the relative scarcity of ethnic cuisine offerings in the vicinity of Fairfiled, CT. The area also misses rich entertainment possibilities. The interest in ethnic foods surges in the US market as people are increasingly dining out and their tastes shift towards gourmet cuisine. Bakers’ Dozen report on food service trends for 2004 cites the trend for original ethnic foods as one of the most important for the year. The authors of the study believe that the original recipes will increasingly replace â€Å"mall ethnic fare† that is typically â€Å"Americanized version of ethnic food† (Bakers’ Dozen 2004). As one can see from the Megasite Guide to Dining, Fairfield county restaurant owners offer their customers predominantly uniform meal styles, flavored by some intermittent Chinese, Japanese and European ethnic cuisines (Megasite Guide to Dining). In part this is conditioned by the relative lack of ethnic diversity in the area cited by the participants of the high school focus group (Long Range Plan 2001-2006). Arabian Nights will be the first restaurant in the area that will combine eating out with entertainment. The shows will be relatively low-priced as compared to the offerings of the entertainment places like concert halls and theaters ($6-10 per person admission fee on the night of the performance), and will add excitement to the evening out experience. The restaurant will cater both to those who are interested in the Middle Eastern culture and customs and those who have only a fleeting wish to get an exotic meal. The decorations of the interior will feature paintings of the Arabian lifestyle, exquisitely designed modern and ancient maps of the region and a few recipes of the simplest Middle Eastern foods set in trendy frames. In the future, the restaurant will aspire to become the renowned local venue and a community specialty. The focus of the restaurant will be on both food and entertainment. Considering the public’s interest in exotic dishes, Arabian Nights will offer the Oriental food, the area untapped by other fashion restaurants in the vicinity. As today’s public is taking an interest in health diet, the restaurant needs to emphasize the fact that it is using healthy ingredients, and the food is not fattening. The potential customers will include young couples in their 20s and 30s, as well as older public. The potential visitors will be also couples with kids who might take an interest in the show and educational displays in the establishment. The message of the product offerings will be communicated to consumers using various communication channels. The primary vehicle will be advertising including ads in local newspapers, quick commercials on local TV channels, and Internet ads placed on websites on local entertainment and dining opportunities. Besides, the first shows are expected to attract a great deal of publicity that will be supported by the company’s pres releases. The restaurant hoped to achieve publicity also by granting support to the local â€Å"Feed the Hungry† programs. Works Cited Bakers’ Dozen Foodservice Trends: Trends for 2004. Retrieved Jan.12, 2004 from the Hubert Company website: http://www.hubert.com/pdf/hubert-foodservice-trends.pdf Fairfield Public Library. Long Range Plan 2001-2006. Part 9 – Appendix A. Focus Group Results. Retrieved Jan.12, 2004 Megasite Guide to Dining. Current Restaurants, Caterers and Delicatessens. Retrieved Jan.12, 2004 from Megasite Guide to Dining: http://www.culinarymenus.com/current.htm    How to cite Creating market value for consumers, Essay examples

In Encyclopedia Of Psychology And Religion - Myassignmenthelp.Com

Question: Discuss about the InEncyclopaedia Of Psychology And Religion. Answer: One of the most important theoretical aspects in psychology is the concept of reincarnation. The reincarnation is one of the most debated topics in the fields of psychology and philosophy. There are no perfect ways to prove it but there are no ways to disapprove its existence either given the modern technology. There are a number of cases that are thought to be the cases of reincarnation. Reincarnation is held in a high regard among a number of societies and religions (Jones, 2017). The Egyptians to the Hindus there have been a number of references to the concept of reincarnation in the religious text. In the modern scientific world, it exists, but as an anomaly and a hypothesis, not believed, until proven. The hypothesis is majorly dependent on the cases of children having a memory and a detailed knowledge of their past life. Throughout history, there have been a number of cases of people giving vivid details of their past life with intricate detail. There are number of cases in history and mythology portrayed as stories ascertaining the ancient belief in reincarnation. The Hindus take reincarnation and life as a chance to do good deeds and the destiny of their present life depends of the deeds of the past life (Bailey, 2014). Among a number of psychologists, this is seen as a conclusive proof of the existence of a number of lives and they have been passing as phases. There are a number of theories, which have been trying to explain the existence of such memories among children. Still, like every supernatural explanation in the present time the theory remains as a context of debate and a hypothetical entity. The existence of such memories in children is very much an anomaly as they cannot be explained and the justified explanation of such incidents are not available. The different situations are taken int o accounts that have led to the belief in these stories. Firstly, children who have no personal motive behind such actions and often suffer in the process of remembering these memories tell them. Secondly, the intricate details that are often included in the complete stories of these children without any prior knowledge of the person they are talking about is surprising. Thirdly, the vast expanse of the distance that is often there between the children telling the stories and the locations of their previous existence show that they might not have any credible knowledge of the person beforehand, making the stories believable. There have been a number of active psychiatrists studying this phenomenon for a long time and are often shocked by the incidents reported to them. The proof of reincarnation cannot be refuted because there are no scientific explanations of the knowledge that the children possess. There are various theories though put forward by the psychiatrists who refute the presence of any such anomalies in the cycle of human existence (White, 2015). There are various scientific theories too that try to explain the reason behind the children remembering the details of the past life. Few of the theories that deserve mention are the past life regression theory, the genetic memory theory and the theory of linear time. The hypothesis of reincarnation is not dependent on a single case study, there are examples of a number of cases reported throughout the world where the children remember the details of their past life. The people refuting reincarnation and not believing the examples of the children put forward a simple question, why does not everyone remember their past life? One of the major proponents of the reincarnation theory, Dr Brian Weiss explains in his book about a patient who recalled a number of past life incident during a hypnotism session. The doctor wanted to address the issues of a number of phobias she faced and suffered throughout her childhood but was astounded when the root of the phobias led him to a number of past lives during the hypnosis sessions. This concept if any true explains a lot about a number of inexplicable emotions felt by people. A number of emotions like hatred and anger towards someone or something can be alluded to its experience during the past life (Jones, 2017). There is another facet of this theory and any other theory of reincarnation; they all ascertain the existence of soul. There are a number of examples throughout history of people claiming to be reincarnations but a few have stood up to the tests of certainty. Therefore, in this essay, the cases studied by renowned psychiatrist Jim Tucker are portrayed as examples of reincarnation. One of the best examples is the case of James Leininger, a young kid claiming to be a fighter pilot who had been killed in action. Initially, even his family was skeptic about the claims he was making but the amount of knowledge he had about the aircrafts of World War II made his claims irrefutable. Firstly, it is not possible for a kid as young as 4 to know the difference between the bomb in the plane and the drop tank. Secondly he vividly remembered the name of the ship from which he flew, and it was not such a renowned one that the people would remember. Thirdly, and the most important of them all was that he could correct the name of the plane shown in a documentary which only a veteran would remember. Moreover, the nam e he claimed he had in his past life was enrolled as a martyr serving on the aircraft carrier (Tucker, 2016). Though very convincing, this is far from being the only case where a person has claimed to be reincarnated. There is another case of a child named Ryan, who would claim of meeting stars like Rita Hayworth and living in Hollywood. This was a very weird claim and what turned out was even more unbelievable. The claims that the child had made were of being the reincarnation of Marty Martyn who had been a side actor and an agent of a number of stars. The claims could have been questionable and learnt or taught by someone but the details he knew surprised everyone. Ryan claiming to know the number of marriages Marty Martyn had and most important fact that Ryan disclosed was that Marty had two sisters. This claim astonished everyone since Martys own daughters did not know about this (Mills Tucker, 2015). Jim Tucker not only studied these cases but formulated a theory of what might be causing the reincarnations and hoe the children might be having these memories. His theory depends on the fact that consciousness has led to the formation of material world and not the other way round. This shows that the consciousness does not require a brain to exist and it can exist and flow to the consciousness of another person giving them memories of the previous person. Despite the theory looking believable mostly, the counter to this claim of Tucker lies in one of the case studies conducted by him. The case of Kendra Carter is the one which shows a great disparity from this theory shown by Jim Tucker. When asked for the reason for being extremely attached to her swimming teacher, Kendra told that she was her mother who had aborted Kendra in her past life. This was a very weird claim but when it was verified, the swimming teacher indeed had an abortion nine years ago (Drewes, 2005). This is also c onsidered a case of reincarnation but the attachment of the consciousness to the fetus, which was yet to be born to a girl remembering the face of woman born to remains questionable. The consciousness can feel attached to the person who was their parent but a person remembering a face that they had not seen puts the claim in question. There are a number of theories in science, which try to prove these memories. One of the most important theories are relating to time. There are claims that some distortions in time which had led to the formation of such memories among children. The distortion in the time space continuum is said to cause these memories to be formed, but like the reincarnation theory, this too is hypotheses. Despite whatever claims are made by the different psychiatrists supporting reincarnation there is no way to refute the claim. One of the major drawbacks to the theory of reincarnation is that there is no scientific way to understand the link of the memories between the two existential time spans of the individuals (Irwin, 2017). Therefore, in this essay it is seen that the claims of past life memories cannot be refuted or be scientifically proven by anyone. The claims of reincarnations have been coming time and again in the history, and may continue to do so but any argument about them is like an argument about the ghost or gods. These entities exist for those who believe in it and do not exist for those who do not. The truth of these entities cannot be proven and is subjective to individual belief system at present. References Bailey, L. W. (2014). Reincarnation. InEncyclopedia of Psychology and Religion(pp. 1484-1487). Springer US. Drewes, A. A. (2005). Life Before Life: A Scientific Investigation of Children's Memories of Previous Lives.The Journal of Parapsychology,69(1), 188-195. Irwin, L. (2017). Reincarnation in America: A Brief Historical Overview.Religions,8(10), 222. Jones, H. A. (2017). Reincarnation.Journal for Spiritual Consciousness Studies,40(2). Mills, A., Tucker, J. B. (2015). Field Studies and Theoretical Issues Today.Parapsychology: A Handbook for the 21st Century, 314. Tucker, J. B. (2016). The Case of James Leininger: An American Case of the Reincarnation Type.Explore: The Journal of Science and Healing,12(3), 200-207. White, J. J. (2015).Mythology in the modern novel: a study of prefigurative techniques. Princeton University Press.

Outline current policies and legislation relating to children and how these affect your practice. free essay sample

Outline current policies and legislation relating to children and how these affect your practice. 1989 The Children Act States that the Local Authority has ‘a duty to investigate when there is reasonable cause to suspect that a child is su? ering, or is likely to su? er, signi? cant harm’, section 47 The Welfare of the child is paramount regarding his/her upbringing. Parental rights duties and obligations are outlined. Provisions are made regarding fostering, adoption, child minding and day care. When making welfare decisions, the courts are obligated to take into consideration the Child’s wishes and feelings. Law amendments are made, regarding Community, Voluntary and Children’s homes and voluntary organisations. Every TA should know who the safeguarding officer/s are in the school and should know the appropriate ways to communicate with them. There should be knowledge of safeguarding policies and procedures or at least access to copies of the above. We will write a custom essay sample on Outline current policies and legislation relating to children and how these affect your practice. or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If there is reasonable cause to suspect an issue with a child at school, it is the duty of a Teaching Assistant to report it to the appropriate safeguarding officer. 1999 Protection of Children Act Duty of Secretary of State to record names of people unsuitable for childcare employment. All organisations must refer to PoCA list when checking prospective employees. Made it an offence to employ anyone on the PoCA list, even if already employed. A Teaching assistant has a duty to disclose any information regarding any other employees or prospective employees to superiors. 2003 Hidden Harm Focused on children of parents or guardians with drug/alcohol addictions that cause serious negative consequences for themselves and their families. Teaching Assistants should be familiar or at least have access to clear guidance on drug related instances. TA’s have a responsibility to make sure that they, themselves, are adequately trained in recognising signs and possible indications of drug related neglect and general safeguarding. It is the role of the TA to assist in providing a positive school experience. This, in turn, will equip the child with the resilience to cope with adverse life circumstances. 2003 Every Child Matters Green Paper – published with the report into the death of Victoria Climbe. Focus on supporting families and carers. Ensures that interventions take place before crisis point and also that children do not fall through the net. Identifies underlying problems associated with the Victoria Climbe report. Ensures people working with children are valued and supported. â€Å"Every Child Matters acknowledges that children and young people cannot learn effectively if they do not feel safe, healthy or happy, and that learning and well-being go hand in hand. † 2007 According to the ECM standards, every member of support staff should be trained and supported, utilized and encouraged to be successful in their employment. Therefore, TA’s should have an efficient induction, continuous professional development, regular appraisals and be able to seek on-going support. TA’s have a tendency to work closely with children in a group or 1:1 capacity. This is likely to provide a closer working relationship with the children, allowing observations of behaviour in class and a greater knowledge of background, culture and family life. It is also the TA’s responsibility to know the referral process according to the School’s Safeguarding Policy, if there is a suspicion of a safeguarding issue. 2004 The Children Act Nominated Children’s Commissioner. Orders a provision of services regarding private fostering, Child minding/day care. Updated punishment legislation: Offence to hit a Child if it causes mental harm or leaves a mark on the skin. Retracts section in 1989 Children Act regarding reasonable chastisement. Specific provision for disabled children. Highlights the need for support staff to train regarding the identification of possible signs of abuse. It is also necessary to have the ability to know when a given account of how a physical injury was sustained does not tally with the actual injury. There is also a role for support staff to assist in teaching pupils to protect themselves, to a certain degree, against abuse or bullying. Working Together to Safeguard Children 2006 Agencies and organisations should work together, sharing information in order to provide effective services to children, adults and their Carers. The above agencies and organisations have a duty of care and responsibility for safeguarding and promoting the welfare of children. TA’s should be aware of potential indications of abuse. (Stated under ‘Protection’) Be vigilant regarding the risks that abusers or potential abusers cause to children. Share any information that may be useful in assessments made regarding the child’s needs and circumstances. If asked, it is useful for the TA to regularly take part in reviews and the making of specific plans. If it is possible to work with the child’s parents, there is a need for good communication skills, using unbiased language and neutrality. Discuss the steps you would take if you had concerns for the safety and wellbeing of a child. When dealing with suspected physical, sexual, emotional abuse or neglect it is important for every staff member, including support staff, to be aware of how to manage the initial contact with the child, if there is any, and then the appropriate reporting procedure. All schools will have a Safeguarding Policy that should be made easily available for every member of staff. According to the policy used for this exercise, there are five easy steps to remember. Receive If a child needs to talk it is necessary for he/she to have my immediate attention. If this opportunity is not taken the child may change their mind. I would need to listen intently and quietly, with comfort and sympathy, allowing silences where necessary. It is important that I show no denial, shock or disbelief and that the child feels as little responsibility as possible. Unfortunately, children that experience abuse often grow up feeling responsible and blaming themselves for the abuse (2009) More importantly, I would need to take this issue very seriously, even if I have no proof of validity. Reassure It is vital that I should remain calm and composed and that I remain neutral, making no judgements but showing some empathy. It is crucial that I do not make any promises of secrecy to the child, but reassurance that only those that need to know will be told needs to be given. It is important that the child knows that they have made the right decision in telling you. React It is important for me to refrain from overreaction. I am trying to establish whether this is a matter that needs to be referred or not. Overreaction may cause the child distress. Essentially, I should avoid asking leading questions, and keep them open. Also, I should avoid asking too many questions as this would be construed as interrogation, and it is not my place to conduct an interrogation. I am required to remain neutral and refrain from criticising the possible abuser as the child undoubtedly holds affection for them. At this point I must try and explain what I am  going to do next. Record If feasible, I would need to write down and record the time, date and a brief account of the discussion, making sure that it is not my interpretation but an accurate account of what the child expressed to me. Also, it is necessary to document any noticeable non-verbal behaviour. The Safeguarding policy held by the school will direct me to official forms that need to be filled in, so, at this stage, I would fill in a report form. Report Inform the designated teacher/safeguarding officer as soon as possible. There may not have been an initial contact with the child and it may be that there is more of a suspicion of abuse or neglect. In this case, there would be a need for tactful, unobtrusive questions. The TA has to recognise if a child does not want to talk then the matter must not be pursued. Alternatively, it may be useful to discuss the situation with the designated teacher/safeguarding officer before making an official referral. Evaluate the effects of domestic abuse on children. What impact could this have on children within the school setting? According to domesticviolence. org, domestic violence or abuse is defined as the use of behaviours by one person in a relationship with the sole purpose of controlling the other. Partners do not have to be married for domestic abuse to occur. Department of Health in 2002, states that; At least 750,000 children a year witness domestic violence. Nearly three quarters of children on the at risk register live in households where domestic violence occurs Cited by Women’s Aid, 2014. DoH also believes that to witness domestic abuse is emotional abuse in itself. This may possibly be through the witness of a physical injury to an adult or sexual abuse of an adult or even being caught in the middle of a violent dispute between two adults themselves. Frank, Putnam and Teicher, 1994, found that chronically high levels of adrenalin can kill neurons in the brain areas crucial for thinking and memory. In the instance of a child witnessing domestic abuse, the levels of adrenalin would be high enough to arrest the growth of the left hemisphere of the brain and thereby hampering the development of language and logic. There would also be an increase in the body’s antibodies which would significantly weaken the immune system. Children may respond to the witnessing of domestic abuse very differently. These are some of the effects described in a briefing by the Royal College of Psychiatrists (2004): They may become anxious or depressed, causing segregation from friends. They may have difficulty sleeping, effecting their focus and ability to concentrate. They have nightmares or flashbacks, leading to a lack of quality sleep. They can be easily startled, triggering the ‘fight or flight’ reaction which in turn produces adrenalin and increasing anxiety. They may complain of physical symptoms such as tummy aches, associated with anxiety. They may start to wet their bed, instigating low self-esteem and a domino effect to a lot of other effects. They may have temper tantrums, possibly caused by confusion and the inability to understand the situation. They may behave as though they are much younger than they are. They may become aggressive or they may internalise their distress and withdraw from other people. Jaffe, Wilson and Wolfe (1986) suggest that childrens exposure to adult domestic violence may generate attitudes justifying their own use of violence. Cited in Edleson, 1997. They may have a lowered sense of self-worth, causing a withdrawal and failure to thrive in the classroom. They may have an eating disorder, or could well reduce their eating to a very low level. If the domestic abuse is not discovered, or investigated, then a child witnessing the act would inevitably display one or more of the above regularly. They would be at a higher risk of irreversible damage to cognitive, behavioural and social areas of their lives and there would be a definite failure to thrive. Bibliography The Children Act 1989 The Every Child Matters Standards 2007 Pandora’s Project 2009 Putnam, Frank and Teicher, 1994, Presented at the American Psychiatric Association Meeting. Edleson, J. L. (1997, April). Problems Associated with Childrenis Witnessing of Domestic Violence. Harrisburg, PA: VAWnet, a project of the National Resource Center on Domestic Violence/Pennsylvania Coalition Against Domestic Violence. Retrieved 27th February 2014, from: http://www. vawnet. org

Biography of Pedro Flores, Father of the Yo-Yo

Biography of Pedro Flores, Father of the Yo-Yo Pedro Flores (April 26, 1896–December 1963) took what had been a Filipino weapon, and later a Filipino toy, and started manufacturing yo-yos in the United States. He soon became a self-made millionaire as the popularity of the toy skyrocketed. Indeed, the word yo-yo is a Tagalog word, the native language of the Philippines, and means come back. Fast Facts: Pedro Flores Known For: Introducing the yo-yo toy to the United States.Also Known As: Pedro Edralin FloresBorn: April 26, 1896 in Vintarilocos,  PhilippinesDied: December 1963 in Santa Barbara, CaliforniaEducation: University of California, Berkeley, Hastings College of LawSpouse: Edria Myers (m. June 6, 1931–December 1963)Children: Delmar Walters (stepson)Notable Quote: I am more interested in teaching children to use the yo-yos than I am in manufacturing of yo-yos. Early Years Flores was born on April 26, 1895, in Vintarilocos Norte, Philippines. He immigrated with his family to the United States in 1915, later studying law at the University of California Berkeley and the Hastings College of Law in San Francisco. Flores Edria Myers on June 6, 1931. They were married until Flores died. Flores never completed his law degree and began his yo-yo business while working as a bellboy. From Weapon to Toy In the Philippines, the yo-yo was a weapon for over 400 years. The weaponized version featured large, sharp edges, and studs and attached to thick, 20-foot ropes for flinging at enemies or prey. Later, a form of the yo-yo, which had originated in China, became a popular toy in Europe and Asia. Flores had played with these toy yo-yos as a child- they were called bandalores at the time- and felt there might be a market for the toy in the U.S. Yo-Yo Manufacturing Company In 1928, Flores started the Yo-Yo Manufacturing Company in Santa Barbara. Flores began making yo-yos by hand for neighborhood children, but soon, James and Daniel Stone of Los Angeles financed machinery for the mass their production. Within a year, Flores was selling 300,000 yo-yos annually. On July 22, 1930, Flores trademarked the term Yo-Yo. Eventually, Donald F. Duncan Sr., who founded the Duncan Toy Company in 1929, took notice of the popularity of yo-yos. He bought the rights to the trademark and company from Flores that same year for $750,000. Promoting the Yo-Yo Flores stayed active and helped Duncan promote the yo-yo in the early years of the product. Particularly in 1931 and 1932, Flores staged yo-yo contests in various cities around the country. These contests featured yo-yo tricks, which became popular over the years, such as the sleeper, where the yo-yo seems to spin in place at the end of its string, or the walk the dog, where the practitioner seemingly gets the yo-yo to walk/roll along the ground and then return. Death Flores died in December 1963 in Coshocton, Ohio, where he had lived for more than two decades. He is buried in the South Lawn Cemetery in Coshocton. Legacy By 1962, Duncan Toys had sold 45 million yo-yos in the U.S. Three years later, the company went bankrupt. Flambeau Plastics Company (today Flambeau Inc.), acquired the rights to the yo-yo, and today it manufactures and sells the 11 different models of yo-yos (as of April 2018) still under the name of the Duncan Toys Company, which operates as a Flambeau subsidiary. Since Flores brought the toy to the U.S. decades ago, the yo-yo has become deeply ingrained in the culture of the country. For example, in 1968, Abbie Hoffman was cited for contempt of Congress for walking the dog in an effort to entertain the House Subcommittee on Un-American Activities that was investigating him, and Richard Nixon made headlines when he used a yo-yo on stage at the opening of the Grand Ole Opry in Nashville in 1974. Sources Findagrave.com.History Of The Yo-Yo.  Museum of Yo-Yo History.ï » ¿Ã¢â‚¬Å"The Pedro Flores Story | The Character Network.†Ã‚  The Character Network RSS.Revolvy, LLC. â€Å"‘Pedro Flores (Inventor) on Revolvy.com.†Ã‚  Revolvy.

History of olympic games Term Paper Example | Topics and Well Written Essays - 750 words

History of olympic games - Term Paper Example The system in vogue then was, the Spartan messages were particularly carried by naked runners and they ran between the city-states. Travel light was one of the purposes of their nakedness and also to prove that they did not carry anything unlawful except the message. Thus they were able to run one hundred miles in one day, ensuring the speedy delivery of the messages. Training athletes began with gymnastic exercises a month before the Olympics were to commence. Total nakedness was considered as homage to the gods and gratitude for the male form. It was sort of a security check that women camouflaged as males did not participate in the games. The procedure at the starting point of the race differed much as compared to the present practice in vogue. Twenty contenders stood erect with their arms extended in front of them. The race would be re-run, if the first resulted in a tie. Peace was the watchword during the ancient Olympic Games. It was known as â€Å"ekecheiria†, meaning à ¢â‚¬Å"holding of hands.† Safety of the competitors and spectators was assured and all wars, mutual threats and capital punishment stood suspended during the course of games. The ancient Olympic Games were linked to warfare as per the specially adopted procedure. The participants would run 800 yards in full body armor. Thus it was a competition of strength clubbed with speed. That was also to remind all concerned about the physical demands of warfare. In the 3nd century AD, virgins were allowed entry to the Olympic Games as spectators. But for the married women traced watching the game, it was inviting death. They would be thrown off the cliff at Mount Trypeum. Punishment for cheating was almost instant. Judges carried a switch to beat the frauds they were able to catch. Those who indulged in malpractices were fined and bribery and fixing of bets were punishable offences. Complaints regarding corruption were properly investigated and punishment was severe. The participating ath letes mostly did not receive any monetary rewards but were hailed as the proud boys of the city. Sometimes, olive oil, and vases were given as prizes. Star athletes received special favors from the state. Politicians of the state met the expenses of the participating athletes. The ancient Olympics were abolished in 393 A.D. The Olympic Games were revived in 1896.A Frenchman, Pierre de Coubertin, is considered as the father of the modern Olympics and he founded the International Olympic Committee. The Olympic flag, and its five rings, was first flown at the 1920 games in Antwerp, Belgium. After that launch, the flag has been flown at every Olympic event, both summer and winter, ever since. This icon is one of the most widely recognized signs in the word today. The place to hold the first Olympic Games was Athens, Greece. The Games became truly international when for the first time in 1912, for the Games in Stockholm, Sweden, athletes representing five continents participated. World W ar I interrupted the Olympics in 1916. But in 1920, Games were held in Antwerp, Belgium. The significance of Olympic Rings The five rings signify the five continents that take part in the Olympic Games

Renewable Energy- Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Renewable Energy- - Research Paper Example Over the time, the researchers have analyzed that there is a prompt need for the adaptation of renewable energy. For instance, the usage of solar, biomass and geo-thermal energy is important throughout the world to generate sustainable energy and reduce the greenhouse gas emissions (Nnadi et al, 2011). Oil, coal, water and woods have been used since long to produce energy. However, as the technological advancement takes place, there are new methods of producing energy that are flourishing. The world may face a major energy crisis in the future if the natural resources and energy production is not organized. The energy production is a highly technical field which needs skilled people and machinery. Once the energy is produced, it has to be used efficiently so that it is not exploited or wasted. Thus, it is our duty to focus on the important pathways of producing, using and conserving energy so that the future crisis is resolved. Before the energy is produced or used in any country, a detailed study should take place by their scientists to ensure the processes are carried out in the proper ways. There are certain countries in the world that are in a bad condition due to energy shortfalls which impacts their future progress immensely. It is important to adopt measures that are efficient and reliable to make sure the energy resources of a country are not exploited but used up efficiently. The countries suffering a crisis can overcome it by using natural resources to fulfill the everyday energy demands. Nigeria is an example of the countries that are suffering an energy crisis (Nnadiet al, 2011); China is the country that has made active use of its renewable energy resources and India fights the energy crisis it faces and uses up their renewable energy to the fullest (Ravikrishna, 2011). Nigeria is one of those countries that are rich in natural resources. Their natural resources are water,

Prison Corruption and Control Essay Example | Topics and Well Written Essays - 500 words

Prison Corruption and Control - Essay Example For corruption to occur, it requires discretionary powers and a lack of accountability (World Bank, 1998). If accountability is present in any shape or form, the likelihood of corruption becomes reduced. In the same manner, a civil society as well as an organisation within that civil society can reduce corruption if it focuses on accountability wherever there are discretionary powers handed over to a given party (Von Muhlenbrock, 1997). For example, prison wardens may have discretionary powers to a large extent in terms of how prisons are supposed to be handled and how they are to be governed. This discretion gives them great power in managing prisons and they are able to maintain control of quite a few situations where not having discretionary powers would lead to inefficiencies in the system. Even a prison guard can be given discretionary powers and such powers are required for him/her to perform his/her duties. At the same time, all individuals working in a prison have to be made accountable for their actions. Situations where it is suspected that discretionary powers were misused, have to be brought to light and if the individual is found guilty of misusing his/her power, appropriate punishments need to be given out to that individual. Unless the process of holding people accountable for their use of power is established, discretionary power would lead to some level of corruption (Von Muhlenbrock, 1997). As long as accountability remains in place, the chances of prisons, societies even business enterprises becoming corrupt remain minimal (SMH, 2006). The issue of accountability is not limited to social bodies such as prisons and hospitals. On a larger scale it also applies to countries and nations who may use their discretionary powers to establish their own controls over a region or over other countries. Even in such cases, if the country can be made accountable for its actions, the chances of misuse of power become minimized.

Hamlet and Sure Thing | Analysis of Timing and Language

Hamlet and Sure Thing | Analysis of Timing and Language Getting it Right: An analysis of Timing and Language in Hamlet and Sure Thing This essay explores how language is used to reveal the hidden inner thoughts and feelings of characters, and how timing can play a crucial part in the portrayal of dramatic characters to the audience. The work addresses how, in Shakespeare’s Hamlet, language portrays the gradual working through of Hamlet’s thoughts, towards his ultimate ambition of revenge, and in contrast, how language is crucial in establishing the initial and critical connection between Bill and Betty in David Ives’ one-Act play, Sure Thing. Sure Thing presents a sequence of dialogues between a young couple getting to know one another in a coffee shop. The ringing of a bell interrupts their successive attempts at the same conversation. Signifying ‘time out’ when one says something unsuccessful, when, in ordinary circumstances, their conversation might have ended: BILL. This is my first night out alone in a long time. I feel a little bit at sea, to tell you the truth. BETTY. So you didn’t stop to talk because you’re a Moonie, or because you have some weird political affiliation -? BILL. Nope. Straight-down-the-ticket Republican. (Bell). Straight-down-the-ticket Democrat. (Bell.) Can I tell you something about politics? (Bell.) I like to think of myself as a citizen of the universe. (Bell.) I’m unaffiliated. BETTY. That’s a relief. So am I. (Ives, 1994, p.20). In this play, unlike the tumultuous progress of Hamlet, extremes are no good it is the middle ground that both characters seek to inhabit, where safe and reliable answers will secure their trust in one another as a potential partner. Ives’ use of language is witty and selective briefly touching on topics that give the audience an idea of the personality and tastes of the characters, while chopping up the pace to keep their attention. In contrast, Hamlet seeks to explore the extremities of human character and the boundaries between sanity and insanity, and morality and immorality. For example, when Hamlet’s world is suddenly turned upon its head after the murder of his father, Shakespeare uses metaphor to express the ominous and unsettled feelings which Hamlet experiences: I have of late (but whereof I know not) lost all my mirth, forgone all custom of exercises; and, indeed, it goes so heavily with my disposition that this goodly frame, the earth, seems to me a sterile promontory; this most excellent canopy, the air, look you, this brave overhanging firmament, this majestical roof fretted with golden fire, why, it appeareth no other thing to me than a foul and pestilent congregation of vapours! (Hamlet, II. I. Found in Geddes and Grossett, 2006, P.386). Hamlet’s vision of the world is compared to a structure the ‘frame’ of the earth, and the ‘canopy’ of the sky. The metaphor is extended into the following lines, where the phenomena of the natural world are ascribed with human characteristics such as ‘brave’ and ‘majestical.’ Shakespeare’s use of landscape as metaphor is crucial here as it emphasizes the turning upside down of Hamlet’s world the idea that everything he knew and trusted to remain has suddenly transformed into the worst, most extreme, scenario imaginable. For Shakespeare, it is the gradual unfolding of Hamlet’s character, which drives the play forward and causes the audience to question social and personal values. As critic W. Thomas MacCary comments on Hamlet, the development of the plot is determined by the development of Hamlet’s character. Furthermore, Hamlet as a character must ‘reveal what is hidden, [†¦.] so the plot of Hamlet is a gradual revelation of what is rotten in the state of Denmark.’ (MacCary, 1998, p.65): The time is out of joint: O cursed spite, That ever I was born to set it right! (Hamlet, I.v. 188-19. Found in Geddes and Grosset, 2006, p.384). Hamlets infamous delay is necessary for him, and the audience, to have the time to assimilate and make an informed judgement on the events that have passed, before proceeding to the next phase of dramatic intensity. Shakespeare uses soliloquies to portray to the audience what is personal to Hamlet. This technique serves not only to isolate the character, thus focusing attention on him, but also encourages comparisons and reflection on the part of the audience to their own lives, and the country of Denmark. In contrast, the intensity of Ives’ dialogue between Bill and Betty presents a short, sudden insight into the awkwardness and insouciance of a contemporary young couple, meeting for the first time, while providing a witty and thought-provoking social commentary. As this is a play with few props, the attention is focused on the couple; indeed, Bill’s desire to gain Betty’s attention and secure her company is projected onto the waiter, whose imminent arrival at t he end of the dialogue signifies the closing of the scene. The fact that the waiter never arrives and thus fails to interrupt the course of their conversation isolates the awkwardness and potential irony of contemporary social standards: conversation is often jolted, misplaced, and wrongly timed: BILL. (Looks around.) Well the waiters here sure seem to be in some different time zone. I can’t seem to locate one anywhere†¦.Waiter! (He looks back.) So what do you (He sees that she’s gone back to her book.) BETTY. I beg pardon? BILL. Nothing. Sorry. (Bell.) (Ives, 1994, p.17). This inspires the audience to consider the idea that although two fairly similar people are talking in a public meeting place, with nothing to interrupt them, they still cannot get it right. The characters make references to ‘different schedules,’ ‘missed connections,’ and the term ‘different time zone’ is first mentioned by Bill, and then repeated by Betty. This is suggestive of Ives’ intention to present to the audience the idea that in the 21st century, despite the presence of sophisticated means of communication, the simple act of making oneself known to another remains problematic. To conclude, this essay has shown that timing is crucial in both the plays, not only in the portrayal of the character to the audience, but also in the continuity of each play as a whole. Selective and witty use of language in both plays helps to remind the audience that they are not just watching an imagined scenario, but a bittersweet parody of the society of which they themselves are a part. Bibliography Geddes and Grosset, 2006, The Complete Works of William Shakespeare. New Lanark: Geddes and Grosset Ives, D.1994, All in the Timing: Six One-Act comedies. Dramatists Play Service: New York Joseph, B., 1953, Conscience and the King: A study of Hamlet. London: Chatto and Windus MacCary, W.T., 1998, Hamlet: A Guide to the Play. Westport, CT: Greenwood Press

Differences Between Tom Sawyer And Huck Finn Essay -- Mark Twain essay

Huckleberry Finn and Tom Sawyer are Mark Twain's two most memorable characters. Tom Sawyer and Huck Finn experience a life of adventure in and out of role-play, weaving through danger with a childish disregard for personal well being. Even though they are quite alike due to age and hometown, their differences outweigh their similarities. Some of these differences include their upbringing, education, and morality. Tom's upbringing is typical for this time period. He belongs to a middle class family made up of himself, his Aunt Polly, and his half brother, Sid. Tom is obsessed with stories of heroes and villains. He spends his spare time trying to pull together a group of robbers made of the other boys in the neighborhood. Huck's father is a poor alcoholic who habitually beats his son when he is drunk. All their money goes to support his addiction. In The Adventures of Tom Sawyer, Huckleberry Finn and Tom Sawyer find $6000 and the Widow Douglas adopts Huck to "sivilize" him. The Widow's house is the only place where Huck lives as a human being. He wears nice clothes, eats well, and attends school and church on a regular basis. Growing up in a structured household, Tom has been forced to attend school ever since he reached the proper age to do so. Huck's only academic experience is when the Widow Douglas tries to civilize him after Tom and he finds the $6000 in a cave. She forces him to attend school and he learns how to read and write. He has been attending school for over ...

War Is Unpredictable

To an extent war is unpredictable, however the meaningless punishment and demoralising conduct is something that soldiers experience constantly throughout war. In Owen’s poem â€Å"Anthem for Doomed Youth† he diminishes the patriotism and heroism that is commonly associated with war and replaces it with depictions of the harsh punishment and perfidious death of youth in war. Correspondingly in his poem â€Å"Dulce et Decorum Est† he extends the theme of unpatriotic behaviour and hollow death and suggests that war is also a devilish and sinful practice, where nothing but death and hatred arise. Contrastingly, in Stanley Kubrick’s war film â€Å"Full Metal Jacket† he does not look at death in war, but conversely the internal punishment that superior officers give to soldiers, harshly exploring the training and punishment soldiers receive before war. Ultimately, these three texts explore the lack of honour and worthless punishment that soldiers experience constantly in war, depicting war as a place of hatred and sin. In Owen’s poem â€Å"Anthem† he removes the common Romantic concepts of glory and triumph that were associated with war from the early 20th century and realistically explores the truly unpatriotic nature of the battlefield. His ideals contrasted the Romantic ideals of glory as well as the government and the media who exhibited war as valiant and fitting for the youth of the early 20th century. Instantly, Owen’s title of the poem contradicts the reader’s belief in the common war values where he pairs the terms â€Å"Anthem† and â€Å"Doomed Youth† juxtaposing with a gloomy and depressing description of the youth in war. Owen then compares the youth who â€Å"died as cattle† to an abattoir by using metaphor, emphasising the sheer amount of death that occurs on the battlefield, also suggesting that the youth are indiscriminately dying with no justification. Likewise, Owen uses juxtaposition to describe the sounds of war, in which he subverts the calming sound of â€Å"choirs† and depicts them as â€Å"demented†, illuminating the sound of screaming comrades in war and enhancing his anti-heroic view. Thus, Owen through his poem â€Å"Anthem† dishonours the common concepts of glory and triumph, and replaces them with â€Å"mockeries† of the dying youth in war, ultimately suggesting war unheroic and the soldiers deaths unglorified. On the contrary, Stanley Kubrick’s war film â€Å"FMJ† explores the internal and meaningless punishment that soldiers experience whilst training to become a soldier, aggressively depicting the raining as harsh and suicidal. Directed in 1979, Steven Kubrick’s position on war was neither affirmative nor negative and simply stated he was concerned with â€Å"the way things are†, thus forcefully depicting the disciplinary discrepancies of the Americans in Vietna m. The opening montage of the camera focused on the soldier’s heads being shaved depicts the blank expressionless faces of the soldiers and shows the identity loss of the soldiers in war, illustrating their inconsequential individuality. Kubrick uses harsh and explicit dialogue to stress how even though war is â€Å"fair† everyone participating is â€Å"equally worthless†, again punishing the soldiers for their racial background and individuality. Likewise, in the final scene of the introductory sequence before the war, Kubrick displays the suicidal aspect of the meaningless punishment, where Private Pile† explains that even though there is war going on in Vietnam, he is in a â€Å"world of shit† after the punishment from the senior officers. This harsh portrayal of pre-war training explains Kubrick’s view that internally war can be as detrimental as it is on the battlefield. Correspondingly, Owen aims to eradicate all romantic feelings in â€Å"Dulce et Decorum Est† and instead represent war as a sinful and devilish practice. The ironic titling of the poem initially subverts any sense of patriotism and glory associated with war, and condemns the romanticised portrayals of war that the government and the media have created. By deliberately subverting the heroic Latin phrase through the bleak ideas in his poem, Owen depicts the title as an â€Å"old lie† where he suggests that glorification and bravery in war is undermined by the fallacies of the government and the media. In addition, his use of metaphor in the first stanza exemplifies the mechanised and fatigued state of the soldiers in war, where the soldiers â€Å"marched asleep† from the endless punishment and futility of war. Owen indicates here exactly how â€Å"lame† the soldiers were with the pain and suffering of war, illuminating the punishment and empty nationalism he attempts to portray. Furthermore, the graphic imagery of the sinfulness and devilish nature of war used in the third stanza highlights the devilish and sinful representation, by comparing a comrade to a â€Å"devil sick of sin†. Owen here evaluates war as a whole, as a place where even the devil can no longer handle the horrid pain and meaningless suffering. This powerful imagery removes the Romantic ideals of patriotism substituting them with a morbid depiction of â€Å"choking† with sin. Thus, Owen eradicates the glory and valour that had been associated with war literature in the 20th Century and indicts war as a fallacy to children who are â€Å"desperate† for honour. Ultimately, Owen aims to challenge all feelings of glory and heroism that are commonly associated with war and shift these concepts to a historic fallacy where sinful and devilish behaviour arises. Alternately, Kubrick strives to explore both the harsh and unforgiving nature of the battlefield and the meaningless punishment experienced internally in the U. S Marine Corps, where even the pre-war training results in the suicide of a soldier. Each text explains the horror and meaningless punishment as a constant and predictable outcome, as wells as the horrifying and sinful behaviour that soldiers experience, however Owen’s poem â€Å"Dulce et Decorum Est† more effectively depicts the unpredictability of war by emphasising how disgusting war is, promoting it as foreign to any kind of valour and partisanship.

How Teachers Must Handle a Lazy Student

How Teachers Must Handle a Lazy Student One of the most frustrating aspects of teaching is dealing with a lazy student. A lazy student can be defined as a student who has the intellectual ability to excel but never realizes their potential because they choose not to do the work necessary to maximize their capability. Most teachers will tell you that they would rather have a group of struggling students who work hard, than a group of strong students who are lazy. It is extremely important that teachers evaluate a child thoroughly before labeling them as lazy. Through that process, teachers may find that there is much more going on than just simple laziness. It is also important that they never label them as such publicly. Doing so can have a lasting negative impact that stays with them throughout life. Instead, teachers must always advocate for their students and teach them the skills necessary to overcome whatever obstacles are keeping them from maximizing their potential. Example Scenario A 4th-grade teacher has a student who is consistently failing to complete or turn in assignments. This has been an ongoing issue. The student scores inconsistently on ​formative assessments and has average intelligence. He participates in class discussions and group work but is almost defiant when it comes to completing written work. The teacher has met with his parents on a couple of occasions. Together you have tried to take away privileges at home and at school, but that has proved to be ineffective in deterring the behavior. Throughout the year, the teacher has observed that the student has trouble writing in general. When he does write, it is almost always illegible and sloppy at best. In addition, the student works at a much slower pace on assignments than his peers, often causing him to have a much bigger load of homework than his peers have.​ Decision: This is an issue that almost every teacher faces at some point. It is problematic and can be frustrating for teachers and parents. First, having parental support on this issue is essential. Second, it is important to determine whether or not there is an underlying issue impacting the students ability to complete the work accurately and in a timely manner. It may turn out that laziness is the issue, but it may also be something else entirely. Maybe Its Something More Serious As a teacher, you are always looking for signs that a student may need specialized services such as speech, occupational therapy, counseling, or special education. Occupational therapy appears to be a possible need for the student described above. An occupational therapist works with children who are developmentally lacking fine motor skills  such as handwriting. They teach these students techniques that allow them to improve and overcome these deficiencies. The teacher should make a referral to the schools occupational therapist, who will then do a thorough evaluation of the student and determine whether or not occupational therapy is necessary for them. If it is deemed necessary, the occupational therapist will begin to work with the student on a regular basis to help them obtain the skills they are lacking. Or It May Be Simple Laziness It is necessary to understand that this behavior will not change overnight. It is going to take time for the student to develop the habit of completing and turning in all their work. Working together with the parent, put a plan together to ensure that they know what assignments he needs to complete at home each night. You can send a notebook home or email the parent a list of assignments each day. From there, hold the student accountable for getting their work completed and turned in to the teacher. Inform the student that when they turn in five missing/incomplete assignments, they will have to serve a Saturday school. Saturday school should be highly structured and monotonous. Stay consistent with this plan. As long as the parents continue to cooperate, the student will begin to form healthy habits in completing and turning in assignments.

Analytical Essay on To Kill a Mockingbird

Analytical Essay on To Kill a Mockingbird Analytical Essay on To Kill a Mockingbird The story To Kill a Mockingbird written by Harper Lee won the Pulitzer Prize, and in a short time has become a classic and is used in schools in the USA. The plot and inspiration of the characters are drawn from her family, neighbors and an event that took place in Alabama in 1936. The novel tackles the issues or rape and racism, but she filled it with warmth and humor as well. The plot involves Tom who is accused of raping a white girl. The community is torn apart and Atticus decides to defend him. Despite the evidence that clears him, Tom is found guilty. The primary theme is that of racial injustice and the loss of innocence, with the lesser themes of class courage compassion and gender in the American deep south. In particular, there are three themes: Innocence and Experience There are three main children in the story who react to the harsh reality of the trial. All lose their innocence. Dill panics and is filled with fear, Jem grows cynical and disillusioned with the so-called Justice system. Scout reacts more positively, hoping for social change. The main lesson the children learn is that in small towns people who do not conform become marginalized. They also see what adults do not about the loneliness and rejection people like Boo, Dolpus and Tom experience. Scout learns that children are already seen as acceptable or not based on circumstances they cannot control from Aunt Alexandra condemnations and judgments about the Radleys, Cunninghams and others. Children play a main role in Harper Lees novel and her sympathies are with lie with the  good-natured ones. We learn about â€Å"dignity in the midst of squalor† The Enmity and Tension The town is seething with mistrust, amnesty and hate. Prejudice further divides the town by race and class and a price is paid. Racial prejudice is the main focus but class differences and heredity and inherited social status unfairly dictates how people are treated. In this community, economic hardship plays a great part. It is in the great Depression and in extreme conditions Harper shows that people react differently, some are generous and fair, while others are mean and fearful. In this town the poor white farmers have been â€Å"hit the hardest, while businessmen are struggling against bankruptcy. In the middle of it, all are innocents like Tom and Boo. Inequality Harper Lee makes her case for social equality to be practiced as the law provides, and that equal right should be extended to all. She exposes the snobbery and prejudice that mars communities everywhere. She goes far to show the logic behind how things are, and exposes how they ought to be. Education is a clear route to equality in Lees world. It will guarantee equality. All her characters who are educated are also decent and treat others well, such as Scout, Atticus and Miss Maudie. Bob, Mayella and Aunt Alexandra are uneducated, mistrustful and suspicious. It is a tragic situation, moved and manipulated by deep prejudices, deep-rooted suspicion and mistrust, generational class traditions and fearful men. An innocent man is condemned not because of what he did, but because of the powerful forces of racism and inequality. A powerful and effective book. Tips on writing a good analytical essay on this topic: An analytical essay mostly explores another piece of writing, such as a book. If you are writing about a work of fiction, your focus can be one the characters, or a sentence that is central to the work. Write a thesis statement in a sentence or two. You may add background of your topic as well in introduction. Make an outline with introduction, at least three body paragraphs, and a conclusion. Your paragraphs need a topic sentence, and something from the book text. Your personal reactions can be noted. Your conclusion should bring your thesis and paragraphs together. Our custom essay writing service is designed to help students with writing analytical essays on any topics. Just order a custom paper at our website online.

A Comparison of Quality and Business Excellence Programs in the World Assignment

A Comparison of Quality and Business Excellence Programs in the World - Assignment Example ms are organized for specific missions such as best practice sharing, continuous management and quality initiatives, promotion, recognition of top performers, understanding performance excellence requirements, etc. Core values and concepts related to awards keeps on changing with companies. There are certain common core values like social responsibility, leadership, customer, people, management, learning, innovation, etc (Miguel, 2005). Awards have specific categories for individuals and this helps them to remain competitive in long run. In sessions there has been discussion on quality management and its significant benefits. Quality management is not only related to enhanced machinery productivity but is also closely knitted with overall organizational productivity. Team members are motivated through award programs and this even helps to upgrade corporate image. The criteria categories indicate dimensions of award programs like customer, information and data, performance and measurement, people, resources, processes, society, results and strategies. Award level is distinct in different geographical regions. European award level has categories such as award winner, finalist, prize winner, etc. On the other hand, Wales’s quality award has levels like gold, platinum, bronze and silver. The article analyzed the different criteria’s for awards across the globe. Process improvement, benchmark and performance excellence are key objectives of award programs. This statement has been well supported by varying criteria’s across award programs. Figure 3 clearly indicates that communication and best practice sharing are common objectives or award mission. This proves that there is a common ground for designing award programs. These criteria’s are aligned with Malcolm Baldrige National Quality Award. Business excellence depends on certain quality dimensions as described in figure 6. These dimensions are customer, people, leadership, strategies, results and

Strategic management Essay Example | Topics and Well Written Essays - 500 words - 4

Strategic management - Essay Example n order for JetBlue Company to grow, the company should put new emphasis on the grand strategy for growth, operational excellence, and customer intimacy at the corporate level. It should also engage generic strategies of differentiation and overall low cost leadership at the functional level. Mainly, the strategy should include offering an amazing quality product and service that should be summarized under JetBlue experience, network expansion, low fares, and quest for low operating expenses and should invest in new and economical planes. JetBlue Company puts in place five core values to replace the formal mission statement. These values are safety, care, fun, integrity, and passion. The five values are more significant in that they are printed on every paper that JetBlue company issues. These values also provide a framework for the company’s culture. Adams insists that once a company’s values are framed, the company’s culture follows. The company looks forward to enhance the JetBlue experience so that it can differentiate itself from the competition from other companies with similar interests. For the JetBlue Company to continue to grow, it needs to formulate a new vision and mission statements. This is if the company is to remain true to being a low-cost carrier that endeavors to deliver on-time service with the most competitive airfares in the industry. It is the duty of any company to form a strategic management once it formulates a mission statement. This statement allows the firm to realize its potential while having minded what it wants to avoid as it grows successfully. JetBlue Company’s mission has been to be renowned low cost-carrier and the company has been reluctant to change its vision and mission statement. For JetBlue Company to have a clear direction of where it is headed, the company should put together more than a ten-word sentence in order to convey the firm’s mission. The values should be differentiated by making five core

Managing Projects College Essay Example | Topics and Well Written Essays - 2000 words

Managing Projects College - Essay Example Calculation of WACC is not a simple task as many would think, this is because the only part which is simple is calculation of the debt a firm has, these debt include the bank loan and other borrowing, however this is usually the beginning of the hard task since it known that the equity finance is usually more expensive than cost debt finance, this is due to the fact that equity finance has complex computation of the risk premium making computation of WACC complex. This computation of WACC is made more complex when determining which debts or equity should be used to increase the returns on capital of the share holders. The inclusion of corporate tax- rate in this computation adds more trouble while calculating WACC in view of the fact that interest payment is taxable. From the above facts, I would not agree with the statement that calculation of the WACC is the easiest thing in the world because even though the formulae appears simple it cannot be interpreted in lay mans language, e.g. the total finance includes all the trade credits and current liabilities which are reflected in the balance sheet of a company, but for the accountants who calculate the investments alternatives and evaluate critically the account of a company whose objective is to maximize the investment returns, it may not be a hard thing. But I would conclude by disagreeing with the statement. Q2. Determining the replacement of maximus limited machinery using equivalent annual cost: year capital investment running cost scrap value gross value present value factor present value 1 9999 0 9999 9999 1 9999 0 2985 5040 2055 0.909091 1868.182 present value 11867.18 2 9999 0 9999 9999 1 9999 0 4015 3100 -915 0.909091 -831.818 0 4015 3100 -915 0.826446 -756.198 present value 8410.983 3 9999 0 9999 9999 1 9999 0 8970 1080 -7890 0.909091 -7172.73 0 8970 1080 -7890 0.826446 -6520.66 0 8970 1080 -7890 0.751315 -5927.87 present value -9622.26 From the above calculations the machines should be replaced on the third year, this is because the net present value of the machine in the third year is negative (-9622.26) as compared to the other years where the net present value is positive. A negative present value means that the machine has negative value. This is a good measure of investment because it considers the time value of money and particularly useful for selection of a mutually exclusive investment and instrumental in achieving the objective of financial management, however one major factor that needs to be considered while selecting the better investment project is that, this is an absolute measure in that it favors the investment with higher NPV but it is likely that this project has a higher investment cost therefore, its doesn't give best results. Another factor to be considered is the whether the machines have different lives. 3. MARKET EFFICIENCY AND SHAREHOLDER WEALTH MAXIMISATION ARE TWO SIDE OF THE SAME COIN. Market efficiencies is defined as a market in which all the participants have all the information in the market, that is, all buyer and seller have know the prices concerning all the products whereas

William Morris Research Paper Essay Example for Free

William Morris Research Paper Essay William Morris was a poet, artist, manufacturer, and socialist during the mid to late 19th century. He was most active as a wallpaper and textile designer and later in his life a graphic designer. Morris was born March of 1834 in Walthamstow, which was near to London. He lived with his wealthy family near London and learned to read at a young age. He later attended Oxford where he met is friend, Edward Burne-Jones, who would later become one of the greatest Pre-Raphaelite artists. Morris started at Oxford thinking of becoming a clergyman, but soon joined an aesthetic circle. Morris had a great interest in medieval art and architecture, because it was art that was made by people and for people with great skill and craft instead of art that was made by mass production. After graduating and inheriting his father’s money, Morris started working as an architect. After a few years, Edward Burne-Jones influenced him to become an artist instead. Morris started as a poet and painter, but later in his life became more interested in politics, tapestries, graphic design, and textile designs. â€Å"The Arts and Crafts movement evolved as a revolt against the new age of mechanization, a Romantic effort on part of Morris and others to implement the philosophy of the influential critic John Ruskin, who stated that true art should be both beautiful and useful and should base its forms on those found in nature.† Morris and others fought to return to the simplicity, beauty, and craftsmanship that were being destroyed by the process of mass production. He also became more active as a socialist, and had many writings and leadership roles involving this. La Belle Iseult was the only known and finished easel painting made by Morris. It was made in 1858 and shows his model, Jane Burden, who became his wife in 1859. Jane is modeling as Iseult standing in front of an unmade bed in a medieval room. The painting shows many rich colors, and there is great emphasis on the patterns throughout the painting. These patterns can be seen in many of Morris’s work in his tapestries. Throughout the painting Morris uses textures and patterns to make the piece feel more realistic. In the foreground he places Iseult who is standing and looking towards the left. She is not addressing the viewer and looks as though she has recently arisen from bed. In the middle ground he places an unmade bed with a dog snuggled  in. In the background there is a woman musician playing for Iseult. Morris paints Iseult with illuminating skin and keeps her the main focus with her light white and pink patterned dress. There are many curtains draping from the ceiling echoing the colors in her dress. The room is full of things placing it in medieval times. This painting of Iseult is showing her mourning over her lover, Tristram, who was exiled from the court of King Mark. She was locked in the tower after attempting to kill herself. Now she has been sick almost to the point of death mourning for her lover, and this is also shown in the mood of the painting. â€Å"She stands wistfully in her small chamber, her feelings for Tristram reinforced by the springs of rosemary, symbolizing remembrance, in her crown, and the word ‘DOLOURS’ (grief) written down the side of her mirror.† The greyhound also proves the subject to be Iseult, because it is said Tristram gave her the dog and it is now used as her identifying emblem. There has been confusion on the name of this piece, and it has also been called Queen Guenevere. This is most likely because Morris wrote a poem called The Defence of Guenevere in the same year the painting was made, which is addressing the same character in the painting. Morris struggled for months on this picture and spent more time on embroidery and woodcarving. Many of the furnishings in the picture, such as the Turkish rug, the Persian embroidered cover, and the white work hangings are inspired by his actual collection. Strawberry Thief is a printed cotton furnishing textile that was made to be used as curtains or draperies for a wall. It could have also been used as loose covers on furniture. This pattern is based on the thrushes that Morris would often see stealing his strawberries beside his home in the kitchen garden. This is one of his best known designs and is very colorful with the deep indigo blue he used. â€Å"The pattern was printed by the indigo discharge method, an ancient technique used for many centuries mostly in the East.† Morris liked the depth of the color and clarity in the detail. In May 1883 Morris wrote to his daughter, I was a great deal at Merton last week anxiously superintending the first printing of the Strawberry thief, which I think we shall manage this time. Morris was very pleased with his design and even got it patented. It was the first pattern using this old technique where red and yellow were added to the basic blue and white ground. The entire process was painstakingly long to make and it used very expensive cotton.  Even though it was sold at a high price, the textile was one of the most commercially successful patterns for Morris and one of the client’s favorites. Morris was primarily active as a wallpaper and textile designer. The flower motif was a favorite in his work. He would often make his designs simple and stylized and inspired by traditional folk art. Morris’s emphasis on the importance of skill and craft and making art for the people contradicted his expensive textiles that only the wealthy could afford. Morris worked to restore the art of fine fabric printing and often experimented and researched different methods in making fabrics. Strawberry Thief is a colorful design where Morris used an indigo disch arge technique to create it. â€Å"Morris found that in order to produce a true indigo blue the fabric could not be block printed because the indigo dye oxidizes, changing the color as the fabric dries. Morris reused an early technique of vat-dyeing the entire yardage in indigo. Then, by using either a resist process or through bleach printing, areas of the fabric could be opened (the indigo color removed) and redyed the desired color.† Morris would also study old dye recipes, and would wash his fabric in the nearby river and dry it on the grass to allow the sun to bleach away the residual color. He would use organic materials for his primary colors, and would blend dyes and change the strength of dye solution to get the secondary colors. Morris’s early works and patterns were simpler and were made from a contemporary style with more obvious repetition. His later patterns and designs became more complex with more depth. â€Å"Morris believed that a pattern should not be at once entirely self-revea ling and should hold some mystery for the viewer, being sufficiently complex to maintain his attention.† Daisy Wallpaper was made in 1862 and was hand-printed for the firm of Morris, Marshall, Faulkner Co. It is a design showing a variety of plants. The colors of plants included are white, red and yellow flowers placed on a pale background with green flecks which represent grass. â€Å"The flat simple frontal motif was adapted from a tapestry shown in an illuminated manuscript at the British Museum; Block-printed in distemper colours, on paper; The second paper William Morris designed, but the first to be issued (1864).† This wallpaper is another one of Morris’s flower motifs and is simple and stylized. This was also inspired by traditional folk art. This wallpaper was hand printed which made it very expensive. This was the first pattern that Morris  issued, which took place in the year of 1864. It is a simple design of meadow flowers, and these forms are very similar to those seen in the late medieval tapestries. This wallpaper has a medieval character that connects Mo rris’s early work with the Pre-Raphaelite painters. Morris also had an interest in making nature into ornament which also helped influence this design. Morris said â€Å"any decoration is futile when it does not remind you of something beyond itself.† William often observed the plants in his garden and studied them which then they would often end up in many of his works. Morris did not intend for his designs and flowers to be taken as literal transcriptions of natural forms, but instead they were supposed to be seen as stylized re-creations. Morris designed over 50 wallpapers, and advised that the choice of wallpaper for the home must take into account the function of the room. Morris still preferred woven textile hangings over wallpaper, and thought of wallpaper as a makeshift decoration. â€Å"Though naturalistic, they were not of the over-blown chintzy floral style generally described as French, then popular with aristocratic and wealthy customers. On the other hand, though many were flat and to a degree stylized, often drawing on medieval sources for their motifs and character, they did not have the severity and the mor al overtones of reformed design.† During the late 1890s, Morris’s wallpapers could be commonly seen in many artistic middle-class homes. He had great success in â€Å"creating structured patterns from natural forms, with a sense of organic growth controlled by a subtle geometry, was his most important design legacy.† He also influenced the skill of making flat and complex patterns, patterns that were stylized organic forms and motifs of nature. He even changed the way the middle-class decorated their homes. Throughout Morris’s career as a designer he worked to bring people away from the commercialization of the Industrial Revolution and he pushed people to come back and reawaken to the romantic ideas of handcraft medieval design. He would often find his inspiration in nature and today many of his designs can be found on tapestries, textiles, wallpaper, stained glass, carpets, and more. He was one of the more influential voices in Victorian art and architecture of the time. Although Morris did so many different kinds of art, there are a few stylistic elements and ideas that he incorporated throughout his work. Morris really emphasized quality in his work, not only in the quality of the  actual design itself, but also in the quality of life. He believed that the two were entwined in a way and he would encourage people around him to make things for themselves. He also used a historic style which played into all of his work. Bibliography Arnason, H. H. History of Modern Art: Painting Sculpture Architecture Photography. New Jersey: Prentice Hall, 2003. Print Chu, Petra ten-Doesschate. Nineteenth-Century European Art. London: Laurence King Publishing Ltd, 2012. Print. Cody, David. William Morris: A Brief Biography. The Victorian Web. N.p., 17 Oct. 2012. Web. Nov. 2012. http://www.victorianweb.org/authors/morris/wmbio.html. Fowle, Frances. La Belle Iseult. TATE. N.p., Dec. 2000. Web. Nov. 2012. http://www.tate.org.uk/art/artworks/morris-la-belle-iseult-n04999/text-summary. Mackail, John WIlliam. â€Å"William Morris.† The Dictionary of National Biography. Supp. vol. 3. London: Smith, Elder and Co., 1901. 197†203. Print. Marsh, Jan. William Morriss Painting and Drawing. JSTOR. The Burlington Magazine Publications Ltd., 1986. Web. Nov. 2012. http://www.jstor.org/stable/882655. Oman, Charles C., and Hamilton, Jean. â€Å"Wallpapers: a history and illustrated catalogue of the collection of the Victoria and Alb ert Museum.† London: Sotheby Publications, in association with the Victoria and Albert Museum, 1982. Strawberry Thief. Search the Collections. V A Collections, n.d. Web. 02 Dec. 2012. http://collections.vam.ac.uk/item/O78889/strawberry-thief-furnishing-fabric-morris-william/. Whipple, David. Textile Designs and Books by William Morris. JSTOR. Cleveland Museum of Art, 1978. Web. Nov. 2012. http://www.jstor.org/stable/25159593. William Morris Wallpaper Design. Victoria and Albert Museum. Victoria and Albert Museum, 2012. Web. Nov. 2012. http://www.vam.ac.uk/content/articles/w/william-morris-and-wallpaper- design/. Images of the Works: Title: La Belle Iseult Date: 1858 Medium: Oil Paint on Canvas Size: Support: 718 x 502 mm, Frame: 960 x755 x 61 mm Source: Tate Britain (http://www.tate.org.uk/art/artworks/morris-la-belle-iseult-n04999) Title: Strawberry Thief Date: 1883 Medium: Furnishing Fabric/Textile Size: 60.5 x 95.2 cm Source: Victoria and Albert Museum (http://collections.vam.ac.uk/item/O78889/strawberry-thief-furnishing-fabric-morris-william/) Title: Daisy Wallpaper Date: 1864 Medium: block-printed in distemper colors, on paper Size: Height: 687 mm, Width: 544 mm Source: Victoria Albert Museum (http://thetextileblog.blogspot.com/2010/09/william-morris-and-daisy-wallpaper.html) [ 1 ]. Mackail, John WIlliam. â€Å"William Morris.† The Dictionary of National Biography. Supp. vol. 3. London: Smith, Elder and Co., 1901. 197†203. [ 2 ]. Chu, Petra ten-Doesschate. Nineteenth-Century European Art. London: Laurence King Publishing Ltd, 2012. [ 3 ]. Cody, David. William Morris: A Brief Biography. The Victorian Web. N.p., 17 Oct. 2012. Web. Nov. 2012. . [ 4 ]. Arnason, H. H. History of Modern Art: Painting Sculpture Architecture Photography. New Jersey: Prentice Hall, 2003. [ 5 ]. Marsh, Jan. William Morriss Painting and Drawing. JSTOR. The Burlington Magazine Publications Ltd., 1986. Web. Nov. 2012. . [ 6 ]. Fowle, Frances. La Belle Iseult. TATE. N.p., Dec. 2000. Web. Nov. 2012. . [ 7 ]. Fowle, Fances. â€Å"La Belle Iseult.† [ 8 ]. Marsh, Jan. â€Å"William Morris’s Painting and Drawing.† [ 9 ]. Fowle, Fances. â€Å"La Belle Iseult.† [ 10 ]. Strawberry Thief. Search the Collections. V A Collections, n.d. Web. 02 Dec. 2012. [ 11 ]. Strawberry Thief. Search the Collections. V A Collections. [ 12 ]. Strawberry Thief. Search the Collections. V A Collections. [ 13 ]. Chu, Petra ten-Doesschate. Nineteenth-Century European

The Philosophy of Religion

The Philosophy of Religion INTRODUCTION Philosophy refers to the study of the meaning of existence, thought, and knowledge (Blackburn, 1996). One prevailing view amongst philosophers is that philosophy is essentially a method of enquiry, a means of understanding the world, and human nature. Within this domain emerged a philosophy of science, a view that the world can be understood through quantification and experimentation, characterised by rigour, control, objectivity, and replication (Krige Dominique, 2003). It has evolved over time, shifting away from an emphasis on theory falsification (scientific realism) towards a requirement for explanation and prediction. Fundamental to science is positivist philosophy, the idea that only phenomena which can be measured and quantified are worthy of scientific inquiry (LeGouis, 1997). Thus, phenomena such a God, spirits, and the ‘afterlife’ aren’t worth studying. Religion refers to a set of commonly held beliefs and customs, concerned with supernatural phenomena , notably the existence of a divinity, god, or higher ‘power’ or ‘entity’ (Lindbeck, 1984; Jones, 2005). It represents a particular world view characterised by faith, spirituality, holiness, doctrine, and reverence, and often shapes a persons entire life, reasoning, and culture. Thus, it generally follows from this that science, and its associated philosophies, are generally incompatible with religion. But what are the precise sources of this tension? SOURCES OF TENSION Origin of Life Where did life come from? Evolutionary theorists, notably Charles Darwin, argued that species evolve over millennia through a process of ‘natural selection’, whereby only the fittest are able to secure mates, reproduce, and hence ensure the survival of their particular genetic footprint: the weak, by contrast are unable to compete, and ultimately become extinct, in a kind of evolutionary ‘dead-end’ (Darwin, 1852, 1869, 1872). Scientists take the view that life may have emerged ‘spontaneously’, through purely accidental but favourable biological conditions, whereby basic molecules notably amino acids combined to form more complex elements, like carbon dioxide, water, and ammonia (Martin Russell, 2002; Hazen, 2005). These biochemical events were triggered accidentally, for example by random cosmic events (e.g. meteorite/comet activity, hot-springs), as the earth formed (Russell, et al, 1988; Fernando Rowe, 2007). Religion offers a completely dif ferent account. God or some other deity, created life (Dawkins, 2006)! For example, in Christianity the earth was created by God, in six days. Scientists completely reject this view however (Dawkins, 2006). In science, notably astronomy and nuclear physics, the earth and universe are the result of a ‘big bang’, whereby all the matter we observe around us today emerged suddenly in a rapidly expanding fiery explosion of matter emanating from a single point (Peacock, 1999). Before the big bang, there was nothing, no time or matter. Although science fails to account for events preceding the ‘big bang’, the notion that it may be ‘created’ by a supernatural entity is regarded with scepticism. Faith A major feature of religious beliefs is faith (Harris, 2006). To have faith is to have trust in an appropriate divinity, notably God, and also to believe in this divinity or deity without question or reason. So, for example, in Judaism there is considerable emphasis on the notion of Emunah (faith), Christians view faith as an essential aspect of worship, while Muslims have faith – known as Iman – in the prophet Mohammed and his teachings. Faith is also an important element in Buddhism, where it is known as Saddha, meaning to have a conviction in or be determined about something. The requirement that one believes in God without asking any questions, or requesting a reason or justification is utter essential in most religions. It means that even when there is evidence to the contrary, such as an apparent failure of God to answer a prayer, the belief and trust in the divinity must be unshaken. In science by contrast, faith is a highly undesirable and hence discouraged conc ept (Godfrey-Smith, 2003). It is virtually non existent amongst scientists. In medical science for example, rather than having faith the effectiveness of a new treatment procedure, there is a universal requirement for evidence-based practice (Tonelli, 2001). Faith is also anathema amongst philosophers who believe in rational thought, the notion that any position or argument must be justified, that is, backed up by reason or evidence (Bonjour, 1998). The truth, rather than been accepted unquestioningly according to religious teachings, is entirely based on the soundness of reasoning or evidence that accompanies it (Kenny, 1986). Doctrine Religion is governed by doctrine, a set of shared beliefs, faiths, teachings, guidelines, and practices, that people adhere to unquestioningly, and which dictate how they live their lives. Thus, for example, religious dogma promoted by the Christian church, such as Christian Trinity (God is one entity simultaneously incorporating the father, the son, and the Holy Spirit) (McGrath, 1987), and virgin birth (the birth of a child by a woman who is a virgin, as in the case of Mary, mother of Jesus) (Spong, 1994) are examples of religious doctrine. By contrast, science and philosophy aren’t governed by any particular doctrine, other than ethical principles which govern research and practice (Godfrey-Smith, 2003). Admittedly ‘teachings’, or ‘movement’s do exist in science and philosophy, in the form of ‘schools of thought’ promoting one particular way of understanding phenomena. Good examples in philosophy are rationalism, empiricism, realism an d psychoanalysis. In science, there is for example theory or relativity in physics, or the biopsychosocial model perspective in health, medical, and behavioural science (Borrell-Carrio et al, 2004). However, philosophers and scientists aren’t required to adhere to any particular set of principles. In general, scientific movements gain greater acceptability as the body of supporting empirical evidence expands (Krige Dominique, 2003). However, scientists are free to pick and choose what school of thought they belong to, without violating their scientific of ethical principles. Quantification Positivist philosophy, a movement developed by the great philosopher Auguste Comte (Pickering, 1993), and on which much of modern scientific experimentation is based, promotes the notion that any phenomena which cannot be observed, measured, and quantified, isn’t worthy of scientific study (LeGouis, 1997). This ‘scientific ideology’, which implies that all true knowledge is scientific and quantifiable, is incompatible with religion, in which true knowledge is divine in nature, and based on holy scriptures (Boyer, 2001). Truth in religion is arguably unquantifiable – one cannot measure the existence of God, the effectiveness of prayer, the strength of ones faith, or the presence of the Holy Spirit, for example. Scientists generally avoid investigating religion and religious concepts, much in the same way as they side-step researching issues like UFO citings, and abductions: scientific journals with prioritise research papers on religion are few and far betwe en (Potter, 2005), reflecting the positivist attitude that anything which can’t be measured doesn’t represent the truth. Consider the practice of medical science in the UK. The National Institute for Health and Clinical Excellence (NICE) is a body set up in England and Wales, in 1999, to determine what medical treatments are considered worthwhile. Decisions are based primarily on empirical (scientific) evidence, and economic cost-effectiveness analyses (Rawlings Culyer, 2004). Alternative therapies with religious underpinnings rarely receive approval, largely due to the lack of empirical verification (Franck et al, 2007). Objectivity In science there is an emphasis on objectivity, an ability to remain unbiased. This relates directly to the scientific requirement for verifiability and replicability. By suppressing personal feelings, biases, preferences, and prejudices, and adhering strictly to standard protocol, the work of one scientist can be evaluated and reproduced by another scientist, completely independently (Godfrey-Smith, 2003). Objectivity also has philosophical underpinnings, dating back to the nineteenth century with renowned philosophers like Plato, Gottlob Frege, and Immanuel Kant (Rorty, 1991). The basic philosophy is that the truth, knowledge, and reality must exist independent of the mind. Plato for example made a specific distinction between objective knowledge and personal opinion, the latter denoting an unacceptable subjectivity that does not offer an accurate description of reality (Taylor, 2001). In religion, the emphasis is on getting physically, emotionally, and spiritually proximal to ones divinity, rather than maintaining an intellectual distance (Boyer, 2001). Indeed, people are encouraged to wholly immerse themselves in their religions, such that it dictates their entire lifestyle (Boyer, 2001). Thus, the distinction between religion and culture often becomes blurred, such that a religion (e.g. Judaism) becomes highly intertwined with culture (e.g. being an Israeli) (Norris Inglehart, 2007). Religion is generally ingrained in a person’s personal belief system. Thus, whereas a scientist tries to separate his personal views from scientific knowledge, in religion, personal opinions and religious teachings merge. Authority Whereas in most religions authority is solely and ultimately in the hands of a transcendent and supernatural deity, God, or divinity, in science, scientists themselves are their own authority. They are answerable to no-one (other than the particular ethical standards of the professional bodies to which they belong), and may publish their findings at will, helping to expand, and shape, knowledge, reasoning, and general philosophy in their particular field. For this reason, scientists (especially medical doctors) are often accused of ‘playing God’ by religious activists or sympathisers (Hayles, 1999; Stock, 2002), especially with regards to issues like abortion, cloning, and morality. This is known as the transhumanism and hubris argument (Fukuyama, 2004). Philosophers are also their own authority. They take credit and criticism for and whatever philosophy they advocate. Thus, the likes of Plato, Kant, and other greater philosophers are their own authority. In religion by contrast, God or some other deity is the one sole authority, and all worshipers are ultimately answerable to this divinity (Lindbeck, 1984). Religious leaders, such as Imams, Priests, Vicars, and Buddha’s, are merely ‘messengers’ whose primary role is to spread religious teachings: they are ultimately answerable to God, any divine authority they have is extremely limited. So, for example, it can be argued that a Pentecostal priest who purports to execute miracles on particular members of his congregation is in fact merely acting on behalf of God, serving as a ‘channel’ through which God performs his miracles. JUSTIFICATION Are the tensions between religion, science, and philosophy justified? Several arguments are presented below which suggest that the answer to this question is an unequivocal ‘no’. Firstly, the idea promoted by positivist philosophy, and hence modern day science, that religion and religious subjects can’t be studied scientifically is incorrect. Although religious concepts (e.g. God, faith, sin, worship) are generally unobservable, and hence difficult to quantify, scientists do study religion, using scientific methods (e.g. Smith et al, 2003; Myers, 2007). Furthermore, religion offers quantifiable and testable predictions that make it amenable to scientific research. For example, the notion that God exists and/or answers ones prayers can easily be measured and evaluated scientifically (Dawkins, 2006). Secondly, the supposed tension between religion and science appears odd given that science actually emerged from amongst Christians, who were seeking new ways of seekin g out the ‘truth’ about the world, and humanity (Jaki, 1996). Thus, the very scientists and philosophers who embraced notions such as quantification, objectivity, and experimentation were themselves God worshipers, imbued with faith, and adhering strictly to religious doctrine (Godfrey-Smith, 2003). Thus, despite their devotion to scriptures as their main source of truth about reality, many religions allow for the application of scientific theories to everyday problems (Migliore, 2004). So, for example, there is no apparent contradiction if a clergy advices a sick member of his congregation to seek medical treatment, in addition to relying on their faith and asking for divine intervention. Thirdly, science, philosophy, and religion, do actually converge in certain areas, notably metaphysics and cosmology. Metaphysics refers to a philosophical movement concerned with understanding the meaning of reality, existence, and the world (Lowe, 2002; Loux, 2006). It addresses issues beyond the physical world, including questions such as ‘what is reality’, ‘why are we here?’, ‘does God exist’, and ‘Is there a soul?’ Metaphysicists have historically considered these legitimate scientific questions, especially prior to the eighteenth century before the development of modern scientific concepts such as empiricism, and quantification (Lowe, 2002). Yet, it is these very questions that religion and religious teachings are often concerned with. One of the best known fields of metaphysics is theology, the study of God (Migliore, 2004)! The word ‘theology’ means the ‘study of divine things’. In Europe, the Chris tian church, notably the Protestant Church and Roman Catholic Church trains their ministers in Christian theology, for example in Seminaries, or even universities (Woods, 2005). Thus, this begs the question that if religion and science are so incompatible, why would religions, for example Christianity, support academic study and scientific inquiry amongst its clergy? All in all it can be argued that there is no qualitative distinction between religion, and the philosophy of metaphysics (Hazen, 2005). Granted, the answers provided by each perspective may differ wildly. Indeed, certain questions (e.g. ‘does God exist?’) may be inappropriate in many religions. Nevertheless, the overlap between religion, theology, and metaphysics seems obvious (Hazen, 2005). Cosmology refers to the scientific (mathematical) study of the universe, and the role of humanity in it (Hawley Katerine, 1998). Thus, by definition, cosmology and religion are concerned with the same subject matter. C osmology appears to occupy a position between religion and modern science, posing arguments about the relationship between God, humanity, and the physical universe. A sub-branch of cosmology, known as religious cosmology specifically aims at explaining and understanding the universe based, in part, on religious teachings (Hetherington, 1993). Many religious cosmologists accept that God created the universe, but yet recognize the findings of modern science, notably Astrophysics, that the universe was created in the ‘Big Bang’ for example. These two positions aren’t necessarily incompatible; God may be considered to have created the Big Bang! CONCLUSION This essay considers the tension between religion, science, and philosophy, and whether this conflict is justified. Substantial differences exist between religion and science/philosophy: for example, religious notions like faith, God, and unquestioning adherence, are generally incompatible with classic scientific tenets. Similarly, traditional scientific requirements like quantification, and philosophical concepts such as rationality and empiricism, don’t ‘fit’ well with religious practice. 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