`` The 13 Most Successful Harvard Dropouts `` By Lauren...

Some people prefer to not deal with the college system in its entirety, which could potentially be beneficial. There are dozens who have dropped out of college with great success. These dropouts were successful because of their motivation for completing challenges and the effort they put into their work. Lauren Browning author of â€Å"The 13 Most Successful Harvard Dropouts† acknowledges Mark Zuckerberg, who dropped out of Harvard only to become the founder of Facebook and gain the title of youngest billionaire. Zuckerberg attended Harvard for two years and dropped out after creating Facebook in his dorm room (par. 12-13). There was also Bill Gates, founder of Microsoft, who also dropped out of Harvard. Gates had some interesting factors that helped him with his success. Browning states â€Å"The applied math major was known at Harvard for his intense study habits. Gates would go on a 36-hour study-bender, sleep for 10 hours, socialize, then start from the beginning† ( par. 5). These dropouts were successful because of their motivation for completing challenges and the effort they put in to their work. With the tuition prices skyrocketing the choice of going or not going to college both share challenges. As most college dropouts are not as successful Mark Zuckerberg or Bill Gates they all encounter some kind of challenge. Surprisingly these challenges differ slightly. When bypassing college the challenges appear in means of finding a stable job with a suitable salary. Often this goes

Ethical Business Practices Free Essays

Today we will evaluate the PepsiCo past performance marketing their product using the six pillars of the marketing code of ethics—honesty, responsibility, caring, respect, fairness, and citizenship. I will also outline how PepsiCo could make further progress as a good corporate citizen when it comes to consumption of its products, such as green initiatives and philanthropic commitments. Code of Ethics According to â€Å"World’s Most Ethical Companies† (2011), PepsiCo made the list for most ethical company’s in the world. We will write a custom essay sample on Ethical Business Practices or any similar topic only for you Order Now So you may be asking yourself were can there be room for improvement. Let me be the first to fill you in on a little secret, no matter how good you are room for improvement will always be there. The PepsiCo include soft drink brands include Pepsi, Mountain Dew, and Mug. Cola is not the company’s only beverage: Pepsi sells Tropicana orange juice brands, Gatorade sports drink, SoBe tea, and Aquafina water. The company also owns Frito-Lay, the world’s #1 snack maker with offerings such as Lay’s, Ruffles, Doritos, and Fritos. Its Quaker Foods unit offers breakfast cereals (Life, Quaker Oats), rice (Rice-A-Roni), and side dishes (Near East). Pepsi’s products are available in more than 200 countries. In 2010 the company acquired its two largest bottlers: Pepsi Bottling Group and PepsiAmericas. Responsibly and Caring PepsiCo takes pride in their quest of providing more food and beverage choices made with wholesome ingredients that contribute to healthier eating and drinking. This means increasing the amount of whole grains, fruit, vegetables, nuts, seeds and low-fat dairy in our global product portfolio. It also means reducing the average amount of sodium per serving in key global food brands, in key countries, by 25 percent by 2015 reducing the average amount of saturated fat per serving in key global food brands, in key countries, by 15 percent by 2020) reducing the average amount of added sugar per serving in key global beverage brands, in key countries, by 25 percent by 2020 (â€Å"Human Sustainability†, 2012). Honesty According to â€Å"Nutritional Labeling† (2012), PepsiCo is committed to providing safe products and to protecting equity in our brands, trademarks and goodwill. In addition, we’re working to ensure that by 2012, basic nutritional information is available to consumers on packages (where feasible to print on the packaging and where permissible by local regulations) for all of our food and beverage products in key markets. In countries where we’ve already met this standard, we’re also working toward an additional goal displaying calorie or energy counts on the fronts of packages. We have already implemented front-of-pack labeling on many products in the U. K. and many other European countries, as well as in Australia. And we are rapidly expanding implementation in a number of countries around the globe, including the U. S. , Canada, Mexico and Brazil (â€Å"Nutritional Labeling†, 2012). Improvements PepsiCo could make a few changes to improve their ethical ranking with the people and media. The first improvement would be triple checking are product for quality and safeness. Nothing worst then having case of sodas sitting in the warehouse with rats around dropping waste everywhere. Or giving you kid oatmeal and it has a dead bug on the inside that kind of stuff will change a person life. I know you can’t catch everything, but they need to minimize to the fullest. The second improvement would be lower some of the sugar levels in a lot of their products. With America youth being obese parents would take notice that this company is stepping the proper steps to help with their kid’s future. I’m sure America’s youth consumer over a billions sodas year and with the lack of working out kids are getting obese it is not just because they drink soda, however soda doesn’t help. While we all know it hard having a good reputation it’s even harder trying to maintain it. PepsiCo has been during ok for many years and I’m sure that will not change for some time to come. The code of ethics is just a stepping stone for companies to follow it is total up to them to go above and beyond the call of their ethical duties to improve the quality of their employees and consumers alike. So in closing I feel PepsiCo has room for improvement and I’m sure they will close that window soon enough. How to cite Ethical Business Practices, Papers

Montessori culture free essay sample

When we gather information about children we should always be ready to be surprised by what we learn about them. Sometimes, however, we have specific things we want to find out or questions about the child that need answering. In situations like this, we will gather information most effectively when we know: what we want to learn next about the child/ren we are observing which information-gathering methods will help us do this most successfully. Let’s look first at the range of possibilities in information gathering. Hint: if you are having difficulties, get out your QIAS Quality Practices Guide and look at Quality Area Principle 3. 2. : Each child’s learning is documented and used in planning the program. This will start you off with many practical information-gathering ideas. Activity 1 Activity 2 Gather detailed information about children and document using a variety of appropriate methods Refine your recording skills You already know about the importance of ensuring that you document information about children that is. Clear and accurate free of assumptions and judgements  ositive and optimistic specific and descriptive avoiding bias and stereotypes. In this learning topic we will further refine your recording skills. We will look at the need for detailed and significant information in observations and the importance of making observations valid and professional. Activity 3 Valid observations The term ‘valid observations’ means something very specific to children’s services professionals. It means ensuring that the methods we use to gain information about children are those best suited to their purpose. We need to decide what we want to find out before we begin observing and we need to know how we will analyse this information to plan appropriately. In other words, it is useless to collect files full of isolated, meaningless notes about children if no-one looks critically at the ongoing story they tell. They should be used to build our knowledge of individuals and groups of children and to guide the planning of experiences to enrich their lives. Activity 4 Activity 5 Professional, representative, relevant and valid observations To ensure that our observations are professional, representative, relevant and valid it is important to: decide what we want to find out before we begin observing children choose the correct observation method and information-gathering strategies to give us valid information about the child or children choose typical routines, play situations, experiences and activities to observe for the child/ren always observe children in a natural setting, never putting them in a ‘testing’ situation allow different observers to gather information on each child to avoid observer bias and to give multiple perspectives on each child observe children over a period of time and in a variety of situations before coming to any conclusions. Significant behaviour It is really important that you become skilled in deciding what sort of behaviours are significant. Observing and recording significant events, experiences and behaviours will give you the most ‘meat’ to interpret from your recording. This can be difficult, especially for the inexperienced observer. Significant behaviour can be summarised as any or a combination of the following. It is events and behaviours that: throw light on a child’s individuality, thinking or perspectives identify the level of skill/s reached identify milestone/s reached show a marked departure from expected behaviour identify a particular expertise or strength identify a particular interest highlight a need for practice, experience or assistance. It is easy to end up with a great many observation records that provide little insight into the child. However, deciding on what to observe, what is significant and the most appropriate method for accurate recording will lead to you having the best chance of gathering authentic material and making useful interpretations of this material. Appropriate methods of gathering information In this learning topic we will build on your knowledge of the range of methods for gathering and documenting information about children. We’ll look at distinctive features of the methods and an example of each. You may have tried them already but if you have not then you will need to practise each one until you feel confident. There are a variety of formal techniques for recording observations in children’s services. Some of these include: narrative forms such as anecdotes and running records  chart forms such as checklists and rating scales jottings sampling methods such as time and event samples language samples surveys time and motion studies sociograms. You are already familiar with anecdotes, running records, checklist and rating scales. If you have difficulty recalling these methods, or if you feel you need more practice in using them, look up these methods in Martin (2004), Nilsen (2001) or Beaty (2002) from the Reference list at the end of this topic. Let’s go on now to look at some more observation methods commonly used in children’s services. Jottings Jottings are very short anecdotes of significant events, behaviours or conversations. A jotting can be as short as a couple of sentences and is usually not longer than a paragraph. Many carers use jottings because they are a quick and easy way to record the essence of significant events and behaviours. Jottings are similar to anecdotal records except that they are much briefer and often describe a specific behaviour rather than a sequence of events. Jottings can be recorded directly after the behaviour has been observed or later from memory. They can form the basis for a more detailed anecdotal record if required. Jottings may be recorded in a log book, diary, note pad, individual book or simply on sheets of paper. At the end of the day or week, the information is usually transferred to individual files or folders. Some carers record jottings on small post-it notes then transfer a number of them onto a page in the child’s file or portfolio. A set of jottings builds up a picture of a child’s development and interests. The observer usually writes a short comment or interpretation to accompany a set of jottings. Below is one example of a set of jottings with interpretation: 12. 7. 09: Rebecca (11 months) lies in her cot after waking up. P bends over her but she does not smile. H, her regular caregiver, comes over and Rebecca immediately starts to smile. 13. 7. 09: Rebecca is sitting on the mat playing with nesting cups. Toni (12 m) crawls to the rug and tries to take a cup from Rebecca’s hand. She squeals, holds on tight to the cup, looking around the room at the adults. 16. 7. 09: Rebecca enters the nursery with her mother. She hides her head in her mother’s shoulder and holds tightly to her shoulder. H comes over to her mother smiling. The two women talk in a friendly manner for two or three minutes. H then says time for Mummy to go, holds out her arms for Rebecca, who leans over and reaches out for H, smiling in return. Comment/Interpretation: Rebecca is experiencing separation anxiety and stranger anxiety which is typical for infants at this age. It shows her growing awareness of others and her ability to discriminate between familiar and unfamiliar people. She is also showing her attachment to her mother and her primary caregiver—H in these jottings. There are other formats that are used to record jottings and carers usually develop a format that suits them and their service. Jottings are probably the most commonly used observation method by children’s services staff because they are relatively quick and easy and provide a lot of information about the individual child’s skills and interests. When you practise making jottings think about: what strategies you use to ensure that your jottings are professional, representative, relevant and valid what new perspectives you now have on the child/ren you observed. We will go on now to look at some sampling methods, which are often considered to be the ‘problem buster’ methods. We usually turn to sampling methods when we want to know how often or under which circumstances particular behaviours occur. Time sampling Time sampling records the frequency of a behaviour. The behaviour recorded must be overt (observable)and frequent (at least once every 15 minutes) to be suitable for sampling. For example, talking, hitting or crying are behaviours that a carer might want to sample for selected children because they can be clearly seen and counted. Problem-solving skills are not suitable for time sampling because it is not always clear to the observer and cannot be counted. Time sampling involves identifying specified behaviours of an individual or group and recording the presence or absence of this behaviour during short term intervals of uniform length. You need to prepare ahead of time, determining what specific behaviour you want to look for, what the time interval will be and how to record the presence or absence of the behaviour. A case study—Cameron Cameron (four years two months) has recently begun to use physically aggressive behaviours in his interactions with the other children. You are aware that it would be easy to fall into the trap of simply starting to see Cameron as an aggressive boy. You might decide to use time sampling to discover exactly how often and when Cameron’s inappropriate behaviour occurs. In this way you will discover information not only about the frequency of the behaviour but possibly what triggers might be motivating his behaviour. Your first task would be to specifically define the inappropriate behaviour. In this case the list is: hitting pushing kicking holding children against their will taking another child’s toy. Other methods, such as narrative methods, would be used to come up with an accurate list of targeted behaviours. You would then need to decide what time intervals to use. In this case the carer wanted to sample the child’s behaviour for five-minute intervals during the first half-hour of the morning for a week. She knew from prior observations that this seemed to be a difficult time for him. There are several different ways to record the targeted behaviour. You could record ‘1’ after the interval if the behaviour occurs and ‘0’ if it does not. This is called duration recording and indicates the presence or absence of the behaviour. An alternative is to use check marks or tally marks if you want to know how many times the behaviour occurred, rather than just its presence or absence. This is called event recording and shows the frequency of the behaviour. You might also want to know exactly which behaviours are occurring and when. You could give the identified behaviours a code to make it easier for you to record them quickly. For example: h=hitting k=kicking t=taking hd=holding p=pushing Here are samples of what your recording could look like: Time intervals (5 minutes each/ 9. 00–9. 30 am) Duration recording (presence or absence) 1 2 3 4 5 6 1 1 1 0 0 0 Event recording (frequency) 1 2 3 4 5 6 1111 111 1 0 0 0 Event recording (presence or absence) 1 2 3 4 5 6 h, p h, p, t h 0 0 0 So you would now have information about the frequency of Cameron’s inappropriate behaviours, at what time in the morning they are most likely to occur and exactly which behaviours he is using. Think about why this information would be helpful to you. Time sampling is a useful method to observe children because it: is quicker than narrative methods to record  is more objective and controlled because the behaviour is specified and limited allows an observer to collect data on a number of children or a number of behaviours at once provides useful information on intervals and frequencies of behaviour provides quantitative (measurable) results useful for statistical analysis. Some of the disadvantages of time sampling are that it: is not an open method and so you may miss much more important behaviour that is not part of the targeted behaviour doesn’t describe the behaviour, its causes or results takes the behaviour out of the context in which it happens is limited to observable behaviours which occur frequently focuses on one type of behaviour (in many cases an inappropriate behaviour) and this may give a biased view of the child. Again, you need to remember the importance of selecting the most suitable observation method to provide you with the relevant information you are seeking and, of course, to use a variety of methods to get a balanced, holistic picture of the child. When you have practiced doing a time sample, think about whether your method for deciding on the targeted behaviour is valid. Why was it valid? After completing time samples, what do you know about the child or subject that you could not find out from using narrative methods? Event sampling Event sampling is also an observation method designed to study a preselected behaviour, especially behaviours of concern. It offers information about the conditions under which the preselected behaviour occurs. It is usually necessary to find out what triggers a particular behaviour in order to develop strategies to deal with it. While time sampling is often used if time intervals or the time of day are an important factor, if the behaviour occurs at odd times, infrequently or for unknown reasons then event sampling is the more appropriate method. The observer must first define the event or ‘unit of behaviour’. Then, the setting in which it is most likely to occur must be determined. The observer then waits for it to occur and records it at the time or from memory. Recording can be done in several ways, depending on the purpose for the observation. If the observer is studying causes or results for certain behaviours then the so-called ‘ABC analysis’ is especially useful, and this is the format we will look at. It is a narrative description of the entire event, breaking it down into three parts: 1 A = antecedent event 2 B = behaviour 3 C = consequent event. Each time the event occurs it is recorded. To gain even more from the event sample it is valuable to identify the purpose of the observation, the targeted behaviour and an observational question on the top of the form. Here is an example: Name: Damian Setting: indoor play Age: 3 ? years Present: Drew and Peter Date: 23 March 2005 Purpose of observation: To find out more about Damian’s aggressive acts Targeted behaviour: Kicking, striking out at peers or teacher with feet with enough force to make children cry. Observational question: What happens immediately before and after Damian kicks others? Time Antecedent event (A) Behaviour (B) Consequent event (C) 8. 15 am Damian playing alone with train set, Drew comes in, picks up a train on the track Damian has built Damian looks at Drew and frowns, stands, pushes at Drew, Drew pushes back, Damian kicks Drew on the leg Drew cries and runs to tell the carer 10. 02 am In the playground Damian is waiting in line for a turn on the swing Damian kicks Peter hard on the leg Peter cries, the carer comes and takes Damian away by the arm to talk to him If subsequent observations of Damian show the same sort of sequence as in the event sampling, the observer could interpret this to mean that Damian does not initiate the kicking but rather responds to interference in his activities in this inappropriate and harmful manner. Intervention strategies then would be based on this information. The advantages for using event sampling include: keeping the event or behaviour of concern intact, making analysis easier being especially useful in examining infrequent or rarely occurring behaviours. There are several disadvantages as well, depending on the purpose of the observation. Event sampling: takes the event out of context and thus may leave out other aspects of the situation that are important to the interpretation is a closed method that looks only for the specified behaviour and potentially ignores other important behaviour misses the richness of detail that anecdotes or running records provide. When you have practised doing an event sample, think about whether you learnt more about it from the antecedent event (possible triggers) or from the consequent event (possible rewards of consequences). Why do you think this is so in this instance? Surveys Surveys are mostly used to gather information on attitudes, interests and opinions. You can conduct an impromptu group survey by asking children to indicate their choice by telling you or by raising their hands. You can conduct a written survey—children with the skills to read independently are usually able to complete a written survey. Written surveys are most useful when you are working with children from five to twelve years. Oral surveys Information can also be gathered from the children themselves by asking open questions, especially about their interests and preferences. With younger children we gather most of this information by observing them at play and in routines, and once they can talk we do it during our conversations with them. The results of these surveys are a legitimate part of your information gathering about the child. As a part of the accreditation system in OOSH, children can be surveyed to find out their opinions and views of their carers and their OOSH service. You can look at surveys designed for children on the accreditation website at www. ncac. gov. au. Follow the links to Information for Children. Here is a survey form designed for school-aged children attending an OOSH care program. Sometimes the children fill it out for themselves, sometimes the carer likes to interview them and sometimes the older children interview the younger school-aged children who cannot read or write yet. Survey form designed for school-aged children attending an OOSH Many services now survey the parents about their children’s routines, interests and preferences so that they can provide care for them that takes account of the child’s home experiences. Parent survey of their child’s routines, interests and preferences Some centres use surveys like this as the opening page in a child’s Portfolio. Time and motion studies Time and motion studies focus on children’s movements in particular areas. They throw light on how many activities the child is involved in over a given period of time and how long they stay at those activities. They give an indication of the child’s interests and perhaps of their concentration span. The simplest way to design a time and motion study suitable for young children is to make a sketch of the playroom and the outdoor area, then to chart the child’s movements over a short period of time and on several different occasions. Sketch of the playroom: 1 Blocks, 2 Tables, 3 Easels, 4 Wet area, 5 Home corner, 6 Books, 7 Puzzles It is often found that children under three years move from one area to another many more times than older children. Have a look at the difference between Rohan’s chart of movements at 18 months and Kymberley’s at four years: Chart of Rohan’s (18 months) movements recorded over seven minutes Chart of Kymberley’s (four years) movements recorded over seven minutes Sociograms A sociogram is a diagram of social relationships in a group of children. It often focuses on children’s perceptions of acceptance and/or popularity within their peer group. Children in an organised group may be asked to name the child who is their ‘best friend’ or ‘person they do not play with’. Results depend on the phrasing of the question and may be influenced by what the child thinks the adult wishes to hear. Information gathered from the group is pieced together and represented diagrammatically. Popular children and those who are solitary or isolated can be seen quickly in the diagram, and some unexpected connections may come to light, leading the carer to observe social relationships and interactions more closely. Over a period of time the sociogram will change as relationships shift and change. It may be interesting to use a sociogram at designated times during the year to assess the dynamics of the group. Children must be old enough to understand the question posed, be able to give a clear answer and be of sufficient maturity to have formed social relationships within the group. The interactions or friendships of younger children tend to be transitory because the children are not yet able to communicate, appreciate the perspectives of others or form social attachments with peers. For these children, a sociogram would reveal little. Here is an example of a sociogram: Sample of a sociogram This example shows information collected from a group of five year olds (seven boys, eight girls). The children were asked: ‘Who are your two best friends? ’ The sociogram may indicate whether some of the children are isolated. Activity 6 Activity 7 Language samples Language samples are transcripts of children’s use of language alone or in conversation for analysis. They record and closely examine the receptive and expressive language of children. This can be done in several different ways. If your purpose is to gain specific information about a child’s use of spoken language it is useful to collect samples of their talk and conversational skills for analysis. You can do this by making a written record of all the language used by a child in an interaction. You would record their speech and the speech of others involved in the interaction as accurately as possible, making sure you represent their speech patterns and articulation as closely as possible. A great aid to this is to use audio taping or video taping so that you can more easily include relevant information such as voice quality, tone and non-verbal features of the child’s language. This is discussed in the next section. Many observers use a language checklist to analyse a language transcript. This allows the observer to note the presence of identified language use and behaviours. Following is a language sample of Olivia (two years and five months) chatting to her father while drawing at home. She is covering the page with letter-like formations as she pretends to ‘write’ a story about people she knows. I have recorded words as she pronounces them. The words in brackets indicate the correct pronunciation of the word. Language sample Child’s name: Olivia Setting: at home Child’s age: 2 years 5 months Time: 10. 05 am – 10. 07 am Date: 27 February Olivia: Yeah, dis (this) one is hard for me Daddy. Mark (her father): What are you writing about? Olivia: I’m writing bout (about) you! Mark: Are you? Olivia: And me and Livvie and Mummy and Simon and Adrian and †¦ and †¦ and †¦ and †¦ Wiyem (William)and Annie and Leigh. Mark: Gee that’s a big story you’re making. Olivia: Yeah. Mark: And what are you going to say in the story? Olivia: I’m just say someding (something). Dis you and dat me and dats Mummy and dats you and Wiyam and Annie and Leigh. Mark: What’s William doing? Olivia: Wiyam he’s playing wif (with) he’s toys and I playing wif my toys. Mark: And what about Simon, what’s he doing? Olivia: He playing wif he’s toys. Mark: And what’s Annie doing? Olivia: Doing her work, job, at school. Wif Simon. Wif †¦ wif †¦ wif †¦ Wiyam. He’s big boy. And more paper Daddy. Mark: Where is it? Olivia: (Pointing to the shelf nearby) Dere (there). There is a lot of useful information in this language sample about Olivia’s receptive and expressive language. Let’s look at a possible interpretation of the sample. Oliva is using extensive sentences of between one and sixteen words in length in this language sample. She is using conjunctions effectively (especially ‘and’) to extend her sentences. She has some difficulty pronouncing some sounds, particularly ‘th’ and the ’ll’ sound in the middle of ‘William’. Olivia’s vocabulary includes descriptive words such as ‘hard’ and ‘big’ and compound words such as ‘something’. She sometimes repeats words several times ‘(and †¦ and †¦ and †¦ ’), appearing to gain time to form her thoughts for the rest of the sentence. Olivia is able to engage in conversational turn-taking and shows ‘topic maintenance’, which are quite mature elements for her age. While much of her language is grammatically correct, she substitutes ‘he’s’ for ‘his’ at times, which could be due to mishearing others using the correct form. Olivia’s receptive language is appropriate for her age, as she is able to answer her father’s questions appropriately. Her expressive language is progressing well and the errors she makes in grammar and pronunciation are typical for her age and should diminish with opportunities to listen to and converse with others providing good modelling. Language samples are useful to: find out more about children’s receptive language abilities assess the development of their vocabulary see how well they are able to articulate (pronounce sounds) assess their ability to use semantic and syntactic conventions see how they use language with a variety of people and in a variety of situations gain information about their interests find out to whom they talk. When you have gained more confidence in writing down direct speech, try recording the language of a child while they are conversing with someone else. You may need permission from parents to make recordings of children and you will need to inform them how they will be stored and disposed of. Here is an example of a group of children talking about the Boxing Day Tsunami 2004 and their reactions and decisions about the media coverage of this tragic event. The tsunami In a small group established at their own accords, Peter, Phillip, Alex, William, Angus, Ethan and Angeline began to pour out their hearts concern. Peter: You know on the news I saw the waves came, they were too big this time, big like up to my roof, and it killed all the people. They died. Angeline: I saw it on the news and the police are looking for the people. Ethan: I saw on the news that toys are sinking. I need to get some toys for the kids. Peter: So they can have toys and clothes and money cause the waves sinked all the money. William: And the people they floated away on the wave. Peter: We need to give them money so they can buy things again. It was then decided amongst the group to establish a box to put money in so it could be sent over to the tsunami victims. The children decided that their families should give. These children later made a collection box for the centre foyer. Interpretations of this language sample will give us insight to the children’s perception of the event which resulted in practical action. Use of photographs, video recordings and audio recordings Digital and film cameras, video recorders and audiotapes are great aids in recording information about children. Since digital cameras and computers have become more affordable, many more centres are gathering information about children based around still photographs. Photographs Instead of writing longer narrative descriptions, the observer can first capture the moment in photos and may later write brief notes about what happened. Still photos of children can be taken in a sequence to illustrate a series of events or the development of an experience as it occurs. It is useful to record a process or behaviour from beginning to end if it is to tell the complete story to the viewer. You can also use photographs to capture children’s constructions, moulding and dramatic play. Maelin painting Maelin painting Maelin painting Maelin’s finished painting Carer’s brief notes: 1 Maelin selects a brush from the black paint pot with her right hand 2 She carefully paints a black stripe, then selects a brush from the white paint pot and paints a white strip 3 She continues to carefully paint a red, green and pink stripe 4 Maelin stands back and looks at the finished painting. You will need permission from parents to take photos of children and you will need to inform them where they will be displayed and how they will be stored and disposed of. Videos Video recordings can work well for this purpose too. For projects that grow and change over time or situations that involve a lot of activity, videotape could be the best form of documentation. This method allows you to record children’s language as well as their non-verbal communication. You can also add a voice-over if you want to comment on the action as you film, or edit the film so that only the most revealing parts remain. A video recording of the progress of a project undertaken by children over some time can provide a wonderful resource for sharing with families, parent meetings and with the children themselves. Audio recordings Audio recordings are particularly good for language analysis. It is often a challenge to make an audiotape of children’s conversation that is clear and understandable. There can be too much background noise and the children may move out of range. There are cassette recorders that are specifically designed to capture human voices as clearly as possible. These make a good resource for this type of observation. Another use of audiotapes is for the observer to speak softly into the microphone instead of writing down their observations. This has the advantage of providing an opportunity to record a great deal of rich detail very quickly. The recording could later be edited and transcribed to a running record with more detail than is usually possible. Photographs, videotapes and audiotapes can be very useful to share when you discuss aspects of the child’s behaviour with staff, parents or with the child. You can add written support material to record the comments of those who are viewing the photos or videos. Just a final note: it is possible that some families may not want to have photos or videos of their child either taken or displayed. Most centres will have a policy concerning this aspect. Usually families will be asked to sign a written consent granting permission for their child to be photographed or videotaped. As a student you would certainly be expected to consult with staff and families about this matter before undertaking any observations of this kind. Activity 8 Work samples Work samples are examples of children’s drawings, paintings, computer drawings and writing. They are also photographs of results of their construction in the block area, moulding with clay or dough and building in the sandpit and so on. Work samples are often collected for children’s developmental records and included as a part of their Portfolio as they are a practical way to demonstrate the child’s skills, creativity and learning. Here are some samples. Child’s drawing of mother, father brother and sister Commentary: Melanie (4 years old) drew a picture of her family. She pointed to the largest figure and said â€Å"That’s my mummy† She pointed to the other figures naming them â€Å"Daddy, my brother and me†. Child’s drawing of a running dinosaur with feet that looks like wheels Commentary: Adam (4 years 4 months) has become very involved in a project about dinosaurs. He frequently consults books about dinosaurs. He said â€Å"This is a racing deinonychus, a speeding dinosaur†. Child’s drawing of a spider with one large figure and two smaller figures Commentary: Amy (3 years 2 months) drew carefully for five minutes. She told the caregiver it was a drawing of a â€Å"big hairy lion spider†. She then carefully drew the 2 small figures on the right. Child’s scribble drawing Commentary: Lewis (1 year 10 months) carefully drew with the orange and green textras. He used a palman grip and scribbled vigorously and babbled as he drew. Child’s drawing of a man on a surfboard Commentary: Sam (3 years 5 months) is very interested in surfing and has been looking through surfing magazines. He said â€Å"This is a man on his surfboard†. A small amount of commentary can be used effectively with work samples. For example, you can record what was happening at the table just before a child did a particular drawing (if this influenced the drawing), what they said about their own painting or the song they sang while building with Lego. You could usefully record the group discussions and problem solving that lead up to a group project. The commentary should lead to a fuller understanding of the children’s thinking, feelings or creativity as they went about producing the work sample. You must always ask children’s permission to collect their work sam

Plagiarism in Higher Learning Essay Example

Plagiarism in Higher Learning Essay Plagiarism in Higher Learning The types of free essays available online often begin with misattributed or irrelevant quotes, such as the words of wisdom offered by astronaut Lt. Rick Astley, who warned that, We, as intelligent, sentient beasts, must devour our young before they can rise up and take control, because inside we both know whats been going on. We know the game and were gonna play it and if you ask me how Im feeling, dont tell me youre too blind to see. It is very easy to catch students who resort to sing free papers from the internet because those essays are often of low quality and are easily searchable through search engines like Google and by using more sophisticated software like Turnitin. With outcomes like wasted time, money, and ruined opportunities for education, the consequences of academic dishonesty far outweigh the few meager benefits. Consider this example: If you spent a lot of effort on writing an essay, would you make it available online for free? Of course you wouldnt. And would you c heck essays for plagiarism if you find such? Sure, you would. You would want some sort of compensation for your intelligence and hard work. So why would you expect a free paper to be worth using? In the end, the amount of time you spend finding a relevant free paper online is probably less than you would use in actually doing the work yourself. Additionally, you wont learn anything by cheating and using an essay from the internet, so youre wasting your own time and money (when considering tuition). So what happens when someone lies and says that an essay is their work, but is actually from some shitty website? We will write a custom essay sample on Plagiarism in Higher Learning specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Plagiarism in Higher Learning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Plagiarism in Higher Learning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Well, teachers and faculty members who read ssays for a living are easily able to discern whether the student in their class produced the writing. These teachers then use their available resources, such as simple search engines and the above mentioned software to determine with absolute certainty that the student has obtained a pre-written paper from an outside source. Penalties for plagiarism vary from school to school, but punishments usually include failing the class (not Just the assignment), revocation of any funding (such as scholarships or stipends), and expulsion. So a student who chooses to cheat instead of doing the work themselves not only wastes their own time and money, they will likely also end up living back at their moms house and working at McDonalds. It is almost certain that the average plagiarist will become addicted to huffing glue and will never enjoy sexual intercourse again. Please remember that Wikipedia is basically a heap of digital garbage that will rarely teach you anything accurate. Using Wikipedia for research is the equivalent of licking a bicycle seat and claiming to have lost ones virginity. Within academia, plagiarism by students, professors, or researchers is considered academic dishonesty or academic fraud, and offenders are subject to academic censure, up to and including expulsion. In summation, students should make at least a minimal effort and their work will far outshine any of the free essays available online. These sites appear to be run by frustrated, illiterate pedophiles and only offer the student a quick route to getting kicked out of school and blowing the chances they had at being successful, intelligent, and happy.

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buy custom Common Errors and Misconceptions essay Key Stage 1 in the maintained schools is the legal term for the two academic years of schooling in the United Kingdom and Wales. Previously it was known as year 1 and year 2, this is when the children are between the age of 5 and 7. The key stage mostly covers pupils in their infant schools but also in some cases it might cover part of primary or first school. Mathematics is the study of space, shape, quantity and change, these is one of the subjects that poses a lot of difficulty to this infant learners. Mathematics formulates patterns, resolve the falsity or truth of conjectures through mathematical proofs. Education act defines the term as the duration which begins with the normal school and starts at the age of six and end at the same time as the time as the school year where a larger number of students attain the age of seven. The purpose of this term is to define the group of students who must follow the National Academic Curriculums programmes. All students in this Key stage must follow a special programme which has ten statutory areas of study; these areas are always set out in the National Curriculum website. They include: Mathematics, English, Science, design and communication Technology, Music, History, Art and design, Geography, and physical education. Religious education is also statutory, non statutory frame work set out in the same web site is not necessarily followed. After this stage, pupils in UK aged 7 in their second year are assessed using a programme of assessment commonly known at the SATs. They cover only Science, Mathematics and English (Spooner, 2002). Mathematics and shapes Set of numbers and functions in many mathematical objects produce different internal structures as a consequence of relations and operations that are defined on the set. Mathematics is then applied to study the properties of those individual sets and later expressed in form of structures. This is the reason why laying a good foundation in mathematics is always important as it paves way to the later complex solution which are solved using the basis laid in the introduction of the subject to the individual. This calls for a detailed analysis on how to deal with the inefficiencies which may lead the pupils from not getting the targeted information. We are going to look at the mathematical errors and misconceptions in reference to shapes in mathematics for the pupils in Key stage 1 ear 2 (Doreen, 2010). Mathematical errors and misconceptions This report deeply examines the recent research done on the teaching approaches aiming to minimise the common mathematical misconceptions and errors made by Key stage 1 year 2 (primary- aged children). It targets whether applying teaching techniques which seek to root misconception as well as common errors is likely to be fruitful. Different teaching approaches are looked into based on dialogue, discussion and challenges existing among childrens mathematical constructions. Changes and choices in mathematics teaching techniques carry with them strategies which not only aim at the teaching practise but also a continues review of the teaching role within the foundation stages ( key stage 1 and 2) to have a firm setting (Spooner, 2002). Its Importance This analysis is ideal for primary trainees as it practically guides them in handling childrens misconceptions and common errors. It main aim is making them gain a deeper understanding on the challenges encountered when a good foundation is not laid at the early development of the concerned children. When this happens the individual child encounters difficulties throughout his or her cause (Doreen, 2010). Difference between mathematical misconceptions and errors The teachers response in handling errors in mathematics requires diagnostic terms: various responses will be suitable depending with the frequency of the error observed. An error may result as a result of many reasons; misrepresentation of text or symbol, carelessness, lack of relevant knowledge or experience related to that concept/ learning objective/mathematical topic, inability or lack of awareness in looking at the answer given or as a result of misconception. Different mathematicians consider view of mathematical error or knowledge to be principally generated from the surface of knowledge: a good example is the pupils response to a task procedural and the only way to correct errors is by through the teacher providing alternative corrections (Scribd, 2011). In addition, the nature of the task chosen by the relevant teacher should not be definite for children making errors. Considerations must be to the technicality or complexity of the task, that is; it should be sufficiently challenging but not too challenging. The nature of the task in reference to task translation should also be considered (Scribd, 2011). Causes of mathematical misconceptions and errors Carelessness In this case, the children lack the importance of being keen in what they are doing thus the mind becomes reluctant, leading to poor judgement. This can be rectified by changing the mode of teaching; also the teachers should create awareness to the pupils of the importance of mathematical elements such as shapes, as they also help in evaluating the level of thinking of individual pupils (Hodson, 2008). Lack of relevant knowledge Teachers should work harder in equipping the children with all the basic knowledge, by so doing the children will gradually are in a position to handle more complex shapes as knowledge piles up. This will lay a good foundation in the decision making of the child as far as mathematical concepts are concerned because he or she has the knowledge and what is required of him/her is to understand the task (Hodson, 2008). Problem in interpreting or reading These challenges result from the incapability of a child to understand. Problems related to interpretation can only be handled through teachers effort to expose the children to different shapes and by so doing confidence is created within them. Having in mind that these are young children, repetition is the only key to meet this challenge (Hasen, 2011). Misapplication of mathematical rule This arises from lack of enough knowledge or exposure. When impacting a certain skill in the mind of little children, the teacher should put all effort in making sure that the concept is understood. It can by met through practise, frequent evaluation and emphasis (Hodson, 2008). Error and misconceptions in reference to shape The first mathematical aspect that young pupils explore is shape. This is to enhance them interact with the three dimensional world and later begin to understand its content. It also hence them to learn and understand their position in space and how hey are related to other objects. After they have learnt of the basics of shape they can later learn of the two dimensional position of their world and this helps in spatial reasoning development (Alice Hansen, 2011). Early Years Foundation Stages Statutory Framework (DCSF, 2007) mainly aims at developing childrens ability to name and recreate patterns with shapes. Space and shape as well as measures, together forms Objective Target 3 of Englands National Curriculum. It aims at understanding properties of different shapes, applying and using shape and understanding properties of movement and position. Key stage 1 pupils aim at developing the language of space and shape while those in Key stage two aim at evaluating two and three dimensional shapes and their characteristics (Scribd, 2011). Although this is among the first topics that children meet in the early encounters with mathematics, teachers should take it serious as it a complex subject. This awareness should be made to teachers (complexity of the subject) in order to help the children in identifying the challenges related to shapes. From their tender age, they begin to draw, this slowly brings sense to their 3 dimensional world through a two dimensional representation. That kind of representation is a form of language which is more convectional than the written or spoken language (Alice Hansen, 2011). Conclusion By being able to identify, analyse and later discuss different errors and misconception with the children, these opportunities will be easily used as they portray themselves through an excellent assessment. It makes it easy to evaluate the performance of the children as they levelled; they all have equal knowledge on the subject matter. Teachers at this level should ensure that this level ground is met to avoid laying down a poor foundation. Shapes are critical in development of mathematics as they down the foundation of the next more complex level. This calls for more time and emphasis to make sure that adequate time the pupils grasp all that is required for them to avoid difficulties in understanding more complex tasks. Also the teaching modes should be looked at to ensure that the technique used best suits the subject, this aims at optimising the level of comprehending as well as interpreting. Buy custom Common Errors and Misconceptions essay

Successful Self-Pub Authors and Their First Books

Successful Self-Pub Authors and Their First Books 4 Successful Self-Published Authors Their Surprising Beginnings So what do a Martian, a BDSM obsessed CEO, a Harvard professor suffering from Alzheimer’s, and a subterranean city have in common?If you guessed that they’re all characters from originally self-published books, you’d be... correct.Today, these titles and characters are famous worldwide, and their authors are some of the most successful in the world. Their backstories are worth re-visiting, as these authors all come from a range of backgrounds. In fact, the only thing they share is a desire to write- and the decision to self-publish. After achieving so much success through the self-publishing model, is it any wonder that Howey is now a champion of all indie authors? "Self-publishing is the future," Howey wrote in an op-ed for Salon, "And it's great for writers.†Were any of these stories new to you? Share your favorite self-published author’s backstory in the comments below! Surprise us.

Political,social,and economicial collapse of communism Essay

Political,social,and economicial collapse of communism - Essay Example Nevertheless having traded totalitarianism for democracy both Russian and Eastern Europeans got economic disorder, political disorder and sometimes even war. As Coit D. Blacker put it on 1990 the leadership of the Soviet Union â€Å"appeared to have believed that whatever loss of authority the Soviet Union might suffer in Eastern Europe would be more than offset by a net increase in its influence in Western Europe" (Blacker, 1990). However it is not likely that â€Å"architects of the Perestroika† were going to dismantle completely Warsaw Pact and Communism. Rather Gorbachev and Politburo supposed that Eastern European communist or Socialist parties should be reformed the way Soviet Communist party was being reformed. Nevertheless reforms run away with both Soviet and Eastern European communists. As soon as popular masses realized that they are no more controlled by omnipotent KGB and local security services they toppled entire communist regimes. Some countries like Eastern G ermany Czechia, Slovakia, Poland succeeded to transit to democracy without having lots of their citizens victimized while Romania and former Yugoslavia were involved in terrible bloodshed.

Str Essay Example | Topics and Well Written Essays - 2500 words

Str - Essay Example Trends in the alcohol market Because Pernod Ricard produces many branded products, it is necessary to focus only on the alcohol industry which makes up the majority of their business success and market share against competition. As the business extended into more foreign markets, as identified by the case study, Pernod Ricard required a new structure philosophy to ensure that the business could operate effectively and competitively against large-scale alcohol producers. This required a decentralisation strategy in order to create an environment where sub-units of the company were empowered to act as their own consultant businesses. Taking ownership of individual development with a cross-functional ability to inter-link independent, self-managed divisions was in response to labour-based trends for productivity and support as well as producing a world-class business capable of revenue growth. Heavier emphasis on branding as identified in the case leads to the logical conclusion that th is business relies on marketing and operations in response to consumer trends. A detailed PESTEL analysis identified key competitive or non-competitive activities at the social level that impact consumer buying perception about consumer products. Heineken, a brand operating in the adult liquor markets internationally, refocused its previous position on quality as a competitive tool and adopted new packaging concepts to gain consumer interest, such as the mini-keg bottling format (Beverage World 2009). Even though this is not a direct competitor, the beer brand experienced a 100 percent increase in sales whilst other companies that did not restructure packaging experienced only a dismal 1.7 percent increase in sales volume (Beverage World). This is driven by consumer sentiment and their current buying trends that makes advertising through innovation a success factor for alcoholic beverage producers. However, this is problematic for Pernod Ricard due to the high regulatory influence t hat exists in foreign and/or domestic markets regarding the responsible use of advertising that depicts alcoholic products. â€Å"The Group (PR) has signed several voluntary self-regulation codes, which impose restrictions on the advertising of and promotions for alcoholic beverages† (pernod-ricard.com, 2010, p.3). The business recognises not only the restrictions placed on advertising, a key success factor for many of today’s businesses in multi-national markets, and places an emphasis on voluntary corporate social responsibility. Similar CSR efforts as an adaptation to existing business strategy has been identified in Anheuser-Busch, a leading alcoholic beverage producer, that â€Å"takes its role seriously†¦(and) has long invested in the communities where (they) live and work† (anheuser-busch.com, 2007, p.3). The efforts undertaken by this non-competitive entity only reinforces that business must restructure and change their strategic focus in order to r emain in control and flexible to meet key trends that impact buying behaviour. Like any other business, it is often in a servant position due to economic trends that affect customer disposable income and their product preferences. The technological

Politics and Religion Essay Example for Free

Politics and Religion Essay Do Religion And Politics Go Hand In Hand? Of Course They Do! Religion in politics has long been a taboo subject or elusive topic to most as they argue that they cannot cohesively coexist together when in all actuality they can and do coexist together. Religion and politics essentially belong together like mashed potatoes and gravy so to speak. However, all around the world the extent to which they coexist varies depending on the cultural influence as well as historical significance pertaining to their area. Religion plays a huge role in American politics. During the 2012 election year people were polled on the importance of religion in their lives and 56 percent said that it is â€Å"very important in their lives. † (Miller) Religion plays a substantial role in politics from influencing how some politicians will cast their vote on certain issues to persuading voters to vote for one candidate or another. Although America prides itself on its religious diversity and separation of church and state however it is a prove fact that religion helps determine who a voter will cast their ballot for. A Gallup poll from June of 2012 discovered that 58 percent of Americans would vote for a Muslim candidate while only 54 percent of Americans would vote for an atheist candidate. When polled it also found that only 1 in 5 Americans would vote for a Mormon candidate which could have essentially cost Romney millions of votes due to his religious preference. Indeed we have seen religion play a very influential role in politics in 2012. Religion and politics were very closely tied together during the presidency of George Walker Bush. â€Å"In the eyes of a lot of people religion played a bigger role in government than usual during the presidency of George W. Bush. President Bush evoked God in his speeches more often than other presidents, stated in interviews that God advised him on certain actions and that he firmly believed that he was enacting God’s will as the chief executive of the United States. (Oganesian) Even our Declaration of Independence closely ties religion and politics together with such statements as, â€Å"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights that among these are life, liberty and the pursuit of happiness. † Notice that Creator is capitalized and undeniably it states that we are endowed certain unalienable rights from our Creator. This can either be someone’s higher power if they choose to call it by that name or simply it could be God. Does religion truly belong in politics? This may very well be one of the toughest questions ever asked in this day and age. Religion delves on the belief in good and morality while politics are the workings and dealings of the administration of government. We are a Nation that was founded on Moral Values, Decency and the rule of law. God’s laws will always play a part in politics. If you examine our money even it says,† In God We Trust. † Truly separation of church and state will never be fully successful. When our President is sworn in to the oath of office even he has to swear on a Holy Bible. Is he not the highest ranking government official in our nation? Yet even he has to follow the rules and guidelines that deal with religion. Over and over again we see how closely religion and politics are actually entwined with one another. According to Djupe and Olson, psychological approaches to the study of religion and politics â€Å"view the key attachment point between religious faith and political commitments as the individual’s identification with religious reference groups† (2007:256). Leege and his colleagues noted that the psychological power of group identification is essential to religion’s effect on politics. For example, groups form the basis of cleavage in a larger society for a variety of cultural and political reasons: (1) whether based on voluntary affiliation or generational replacement, groups socialize members into their values ;( 2) through processes of social identification; groups develop consciousness of kind so that it is possible for members to say â€Å"we hey†; (3) through the interaction of members, a sense of social cohesion develops that provides reinforcement for group identity and norms; and (4) through an advantageous political shorthand, political elites think of society in terms of groups. (2002:49–50) Political issues such as abortion and even same sex marriages are governed by some underlying religious values. For example, many laws dealing with these issues are either vetoed or not put into law by the people who in turn use their religious values to help them vote on the topic. Many states still outlaw homosexual marriages because when it is put on the ballot those who believe that it is wrong vote against it so such laws cannot be passed. Many top politicians think of society in terms of groups whether they be religious groups or political groups. We live in an increasingly religious world in which faith and belief affect every dimension of our existence, so our politicians better talk about it. (Marshall, 2008) Religion does not exist in solitude or expressly by itself. It molds our fundamental view of the essence of human life and the morality in which we should live our lives. Going back to the Constitution the First Amendment guarantees â€Å"the free exercise of religion and prohibits the establishment of religion by the government. † By guaranteeing the free exercise of religion and prohibiting the establishment of religion by the government these principles are working together to protect religious freedom as well as a diversely thriving and religious landscape. The role of religion in politics around the world is sometimes controversial at best however even in other countries politics and religion are closely tied together. Even in post-communist countries such as Latvia political parties and religious groups have alliances which can sometimes sway their supporters to vote for a certain political force. The â€Å"Harmony Center†, that positions itself as an alliance of several (but not all) Social Democratic parties, also demonstrates special courtesy to the church. (Tcraudkalns, pg5) Even in Australia where their reputation for â€Å"godlessness† dates back to the nineteenth century where most places had pubs before they had a church religion and politics are still tied closely together. Australia has a unique way of describing politics and religion in terms of masculinity and femininity. â€Å"This reference to Australian â€Å"maleness† suggests that discussions of the relationship between politics and religion are always also discussions about gender. The association of masculinity with the public realm and rationality, and of femininity with religious faith and the home, makes this impossible to avoid. † (Bellanta, pg10) Although there has never been an established church in Australia the churches that are large and established have had a specific presence and role in public matters. However secular Australia proclaims to be religion has a new found role for itself which proves it has not been abolished. Gustavo Gutierrez, a Peruvian theologian, has provided since the late 1960s a theological interpretation of the person of God and his work that has been closely linked with human history, and particularly with the poor and the marginalized. (Aguilar pg. 146) Gutierrez believed that a direct connection of the Christian faith and the practice of politics could be felt as a result of Christ’s incarnation. He closely tied together religion and politics through the human commonality and to the practice of religion and politics centered on the poor, on the commandment of love and of service to the marginalized as a way of life and in a new era of hermeneutics and commonality. Gutierrez relied heavily on biblical text to tie together religion and politics through the service of the poor. When reading Gutierrez’s writing there is no concise separation of religion and politics. He clearly stated that the practice of religion as well as the practice of politics must be conveyed through the Christian faith. In the words of Gutierrez: â€Å"We shall not have our great leap forward, into a whole new theological perspective, until the marginalized and exploited have begun to become the artisans of their own liberation—until their voice makes itself heard directly, without mediation, without interpreters—until they themselves take account, in the light of their own values, of their own experience of the Lord in their efforts to liberate themselves. We shall not have our quantum theological leap until the oppressed themselves theologize, until â€Å"the others† themselves personally reflect on their hope of a total liberation in Christ. For they are the bearers of this hope for all humanity. † Nigeria’s view on politics and religion are that they mix like â€Å"snake oil and fire water. † It is said that Nigerians are some of the most prayerful people on Earth however Olaye is upset that politicians speak godly words to one another without acting on it. We are taught in the U. S. enerally not to mix religion and politics I our conversation however that does not ring true in Nigeria because they do quite opposite of that. Although Nigeria’s Federal Executive Council is taking prayer from the beginning of public events they are still going to read the pious words of the second stanza of Nigeria’s national anthem. (Sample: â€Å"Oh God of creation. Direct our noble course. Guide our leaderà ¢â‚¬â„¢s right. †(Olaye) Olaye wishes that Nigeria politicians would stop the hypocrisy and says until they do that their country will continue to suffer. In Egypt even the Secretary General has an interesting view on politics and religion. He expressed hope that Muslims would draw a line so that â€Å"politics does not dominate religion, and religion does not dominate politics†. (Ihsanoglu) Two of the main fears in Egypt right now after the fall of Hosni Mubarak are actually related to religion. They are religious identity politics and the largest minority of the religious demographic Coptic Christians. He believes in mutual respect and non-interference between the Islam religion and Egyptian political order. These beliefs are showing us that all over the world no matter how separate people try to keep church and state they are actually inevitably entwined together with no line of separation in sight. Some well-known republicans such as Mike Huckabee and Billy Graham are well known Christians who also turn their values of faith into the public’s eye. During the 2012 election season Graham was quoted as saying, â€Å"I believe it is vitally important that we cast our ballots for candidates who base their decisions on biblical principles and support the nation of Israel. I urge you to vote for those who protect the sanctity of life and support the biblical definition of marriage between a man and a woman. Vote for biblical values this November 6, and pray with me that America will remain one nation under God. † Some would even say that Democrats do the best to live by biblical principles of taking care of the less fortunate among us who are already among the living. However it could be argued that Republicans take a better stance on the biblical principle of protecting the unborn. Jesus warns against those who aspire to political correctness. He says: †¢let them alone: they are blind leaders of the blind. (Matthew 15:14) †¢Ã¢â‚¬ ¦in vain do they worship me, teaching as doctrines the commandments of men. (Matthew 15:9) †¢Can the blind lead the blind? Will they not both fall into a pit? (Luke 6:39)(The Holy Bible) Even as far back as in Jesus time he himself laid out the foundation of politics and religion being one in the same. In church it is taught that going against what is the law such as speeding is considered sin and goes against the political laws which have been set forth in our society. Therefore religious people must abide by the political values set forth in our society. If you turn the table’s politicians must even be religious to a degree because they consider killing, stealing, etc. to be wrong and thus are religiously entwined to the Ten Commandments. In conclusion I say religion in politics has long been a taboo subject and elusive topic to most as they argue that they cannot cohesively coexist together when in all actuality they can and do coexist together. Religion and politics essentially belong together as they date back to even biblical times. However, all around the world the extent to which they coexist varies depending on the cultural influence as well as historical significance pertaining to their area. We have seen that I places such as Latvia, Egypt, and even Nigeria that religion and politics do go together however the extent of their union depends on their different cultural influences. Religion and politics even though we have been taught do not need to bring up as a singular subject and in fact they actually can be brought up together and should be because they are essentially a married union to one another. Whilst some critics will still argue that religion and politics are a disaster when they are meshed together their will always be people who disagree o the subject. Everyone will never be o the same page when it pertains to religion in politics or politics in religion.

Evolution: Just More Proof of God Essay -- Argumentative Persuasive Es

Evolution: Just More Proof of God      Ã‚   The world around us changes. This simple fact is obvious everywhere we look. Streams wash dirt and stones from higher places to lower places. Untended gardens fill with weeds.   - National Academy of Sciences    Humans are inquisitive creatures. Throughout the centuries, we have thought, "Why are we here?" This one question has brought thousands of answers. Once Gods and Goddesses reigned. The many hands of Tishri and Buddha, Tao, Confucius, Muhammad, Huitzpotcly of the South Americas, Re of Egypt, and countless others have been worshiped. From these gods comes the creation of man. In our local, modern society, Christ is present in the vast majority of homes, and behind Christ, the Bible, or the book of God's word.    In the New International version of the Bible, creation was performed by GOD. It took Him seven days. On the first day, He created the earth, covered in water. The "glory of God" provided the light for Earth, as He proclaimed, "Let there be light." He created an atmosphere on the second day. Dry land emerged, on day three, from the sea, displacing it. On this day, He also brought forth trees and plants, which grew and matured before the end of the day. God distinguished night and day on day four. The sun and moon were placed to mark the passing of time. Adam, Eve and all of their descendants knew it to be so. Day five: creatures reproduce according to species. The next day, day six, brought the reproduction of humans and animals alike. Then, God rested on the seventh day (hollaway2).    This is the accepted Christian story of creation. People believed it undoubtedly until Charles Darwin, possibly the world's most noted evolutionist, ... ...more secure faith in a greater good, or possibly a great god.    Bibliography Bethel, Tom. "Evolution Is Not a Scientific Fact." Science and Religion: Opposing Viewpoints. RohrJanelle. San Diego, CA. Greenhaven Press Inc. 1988 davidll@cit-tele.com. November 30, 1998. Evolution vs. Creation Resource Center. Evolution vs. Creation Resource Center. Halloway, Kevin1. November 18, 1998. Is Evolution Science? Evolutionism vs. Creationism; Is Evolution Science? Halloway, Kevin2. November 18, 1998. Creation; Faith or Fact? The Final Countdown? Creation; Faith or Fact? Johanson, David. Lucy: The Beginnings of Humankind. New York. Simon and Schuster. 1981 National Academy of Sciences. November 30, 1998. "Teaching about evolution and the nature of science [Working Group on Teaching Evolution, National Academy of Sciences]".      

Primitivism Essay

â€Å"Why is the art of primitive peoples not considered art at all? †(Nolde, E. 1934). This art of primitive peoples that Emil Nolde refers to is something that is truly appealing to many artists and offers a great source of inspiration for their works. Artists such as Paul Gauguin and Emil Nolde both draw inspiration from these primitive forms of art and borrow different aspects in order to become closer to nature and return to a more pure and expressionistic form of art.Paul Gauguin is said to have always felt like an ‘other’, a primitive and therefore in his later years set out in search of a pure society that was close to nature and free from the corruption of civilisation. ‘Gauguin is traditionally cast as the founding father of modernist primitivism. ’ (Solomon-Godeau, A. 1989. pp314) His many works explore and express his desire to find authenticity and to ‘become a savage’. Similar to Gauguin, Emil Nolde seeks to return to a onen ess with nature, in an attempt to bridge German’s past with its future.Using traditional German forms of art such as folk art and craft and combining this with that of modern images, using loose brushstrokes to create an earthy and natural feel to his works. Nolde was a part of the German Expressionism movement which sought to unshackle their civilisation and return to nature and freedom. â€Å"Primitive peoples create their works with the material itself in the artist’s hand, held in his fingers. (Nolde, 1934) This statement by Nolde explores tactility and the idea of the power of expression in such simple forms, which is what Nolde explains to be a contributing factor as to why artists are so drawn to the works of the primitive peoples. These simple, natural works are intense in their expression of power and meaning thus providing artist such as Nolde and Gauguin with inspiration and direction for their works, showing them how to create simple yet expressive works o f art that are moving and captivating to the viewer.Emil Nolde, ‘In the paintings by which he is best known, ‘primitive’ figure types are used to evoke emotional and religious themes. ’ (Harrison, C & Wood, P. 1992. ) Emil Nolde’s works such as ‘Dance Around the Golden Calf’ (1910) and ‘St Mary of Egypt’ (1912) show this expressive form of painting, with loose brushstrokes and wide use of colour creating a very rhythmic and sensuous painting. These works are representative of Nolde’s move to a oneness with nature as it can be seen that the expression and movement within ‘Dance Around the Golden Calf‘ is very natural and flows. St Mary of Egypt’ uses a wide range of colour and loose brushstrokes to create an incredibly expressive and bold artwork. It is clear to see that Emil Nolde is influenced by the works of primitive peoples as his works are simple yet largely expressive and moving in their aesth etics. Emil Nolde was seen to be very political in his time and was very outspoken with his ideals of art. He ‘attacked the scientific approach to tribal art that ignores its aesthetic potential.While â€Å"Coptic, Early Christian, Greek terracottas and vases, Persian and Islamic art† have been admitted to the canons of high art, he complains, â€Å"Chinese and Japanese art are still classified under ethnography and primitive art is ignored altogether†(Lloyd, J. 1985. pp. 46) This statement shows that the art of primitive people was yet to be considered ‘art’ by the society at that time, therefore by such well known artists as Emil Nolde and Paul Gauguin using non-European cultures as inspiration for their works would have lead to the change in attitudes towards the art of the primitive peoples.Perhaps informing people of its true artistic qualities and lending society to the idea that primitive art should indeed be considered art. Nolde was very pol itical in his manners and rejected any mixing of races, in art as well as in life. ‘The Roman Empire, he tells us, never produced art of real value since it was an amalgam of nations. To this remarkable statement he adds the following observation: ‘England – in many respects to be compared with the Roman Empire – like all Germanic people once had great art, poetry, and wonderful music.But after the immigration of Spanish Jews the country became materialistic, concerned only with power and possessions. Its interests spanned the whole world and went all directions, and what remains now is a nation almost impotent in the arts. ’ (Ettlinger, L. 1968. pp. 200) Although these were his views and opinions, Nolde was still heavily influenced by non-European cultures weaving many references to these cultures throughout his works.Paul Gauguin, like Emil Nolde, used a vast range of colours and wove a flowing feel throughout his works symbolic of the freedom and natural qualities found amongst these non-European cultures they so highly treasured. ‘The Polynesian titles he gave most of his Tahitian works were intended to represent himself to his European market, as well as his friends, as one who had wholly assimilated the native culture.In fact, and despite his lengthy residence, Gauguin never learned to speak the language, and most of his titles were either colonial pidgin or grammatically incorrect. ’ (Godeau. pp. 325) This statement by Solomon-Godeau shows that although Paul Gauguin has set out to return to his primitive ways and ‘become a savage’, he was still programmed to thinking like that of someone from the bourgeois society, unable to fully comprehend the traditions and culture of these primitive people.Gauguin’s works such as ‘Two Women on a Beach’ (1891) and ‘Merahi metua no Tehamana (Tehamana Has Many Ancestors)’ (1893) both explore this natural and pure lifestyle that Gauguin sort to find amongst the Tahitians, whilst also juxtaposing the French impression of their culture and their influence with the use of the European clothes that these women wear. Within the work ‘Two Women on a Beach’ Gauguin’s use of loose, free brushstrokes emphasises the fact that the women are close to nature, they look as though they are carved out of wood.However, these women are also seen to be out of place in their environment as their stances seem somewhat awkward and uncomfortable and the image has been cropped making it feel as though they don’t fit in the image. Both are seen to be wearing missionary dresses/European clothes and are weaving, representing the French’s view of the Tahitian women, lazy, close to nature and savage. Gauguin’s work ‘Tehamana Has Many Ancestors’, similar to that of ‘Two Women on a Beach’, depicts a girl (Tehamana) seated wearing European clothes, holding a woven fan with flowers threaded throughout her hair.Tehamana, like the women in ‘Two Women on a Beach’, also seems somewhat out of place and as though she does not fit within this image. The references to her savage lineage, through the use of the paintings on the wall behind her and the petrogliphs reinforces the fact that like many other Tahitians, Tehamana ‘had no relation to her former traditions. ’ (Godeau. pp. 326) The images of Tahitian women wearing European clothing emphasises and makes reference to the Catholic, Mormon and Calvinist missionaries that had been at work inTahiti for many years before Gauguin had travelled over to Tahiti. The authenticity that Gauguin had set out to discover had diminished, therefore ‘Gauguin did not paint Tahiti, but his Tahitian dream. ’ (Staszak, J. 2004. pp. 353) These images highlighted the fact that the Tahitian’s ‘pre-European culture had been effectively destroyed. ’ (Godeau. pp. 324) Ã¢â‚¬Ë œNot only had the indigenous religion been eradicated, but the handicrafts, barkcloth production, art of tattoo and music had equally succumbed to the interdiction of the missionaries or the penetration of European Products.The bright-coloured cloth used for clothing, bedding and curtains that Gauguin depicted was of European design and manufacture. ’ (Godeau. pp. 324) Paul Gauguin, Emil Nolde and many artists alike have been vastly influenced by the works of primitive peoples, borrowing certain aspects of their culture and art in order to gain inspiration for their own works and expand their expressive capabilities within their art works.The fact that these artists are well known for their works relating to the primitive that have drawn inspiration from non-European, ‘savage’ cultures emphasises this notion that indeed art by primitive peoples should be considered a true art form. Reference List Ettlinger, L. D. â€Å"German Expressionism and Primitive Art,â₠¬  The Burlington Magazine Vol. 110 No. 781 (1968): pp. 200, accessed May 8, 2012. http://www. jstor. org. wwwproxy0. library. unsw. edu. au/stable/pdfplus/875584. pdf? acceptTC=true Lloyd, J. â€Å"Emil Nolde's Still Lifes, 1911-1912: Modernism, Myth, and Gesture,† Anthropology and Aesthetics No. (1985): pp. 46, accessed May 8, 2012. http://www. jstor. org. wwwproxy0. library. unsw. edu. au/stable/pdfplus/20166722. pdf Harrison, C. , Wood, P. Eds. , â€Å"Emil Nolde ‘On Primitive Art’,† Art in Theory 1900-1990, 1992. Solomon-Godeau, A. â€Å"Paul Gauguin and the Invention of Primitivist Modernism,† Art in America, July 1989. (pp. 314,325,326,342) Staszak, J. F. â€Å"Primitivism and the other. History of art and cultural geography,† GeoJournal Vol. 60 No. 4 (2004): pp. 353, accessed May 8, 2012. http://www. jstor. org. wwwproxy0. library. unsw. edu. au/stable/pdfplus/41147901. pd

It Is Better to Have Tried and Failed Than to Have Never Tried Essay

The saying â€Å"actions speak louder than words† can be applied to this scenario. Many people often dare to dream but fear stops them from ever moving forward on their goals. The fear of failure, of not knowing if it is possible to accomplish what may seem like the most unrealistic dream a person sets out to achieve. One example we can learn from is one of the greatest swimmer the world has seen, Ian Thorpe. Four time Swimming World’s Swimmer of the Year, Ian Thorpe once said, â€Å"I think it’s better to attempt something and fail than it is to not even attempt it, so I’m glad that I’ve been prepared to put myself on the line there. Till today, these words continue to ring in my head as I finally realised that it’s better to have tried and failed than not to have tried at all. Ian Thrope, born on the 13 October in 1982, is many times a World Champion and has won eleven World Championship golds, the third-highest number of any swimmer. He was also the Australian swimmer of the year from 1999 to 2003, 4 years running. After winning and earning so many prestigious awards, Ian Thorpe announced his retirement on 21 November 2006. After almost 5 years out of the swimming world, the swimming sensation decided that he would try to qualify for the 2012 Olympics in London. However, no matter how much he tried and the 110% he gave, he did not make it to the 2012 Olympics. Despite his many failures, he still remains as an international inspiration to many, teaching us that it is definitely better to tried and failed than not to have tried at all. Ian Thorpe’s story teaches us that even though we have the most unrealistic goals in life, it is more important to go down fighting, not leaving behind any last regrets. Failure is indeed our best teacher. Being able to go through failure would not kill a person, in fact, it would only make someone stronger. Even when failure sets in, it is good to know that one has given it their all. Even if it doesn’t work out as planned, it is better than looking back and not knowing what one could have done. Speaking from personal experience, failure is the mother of success, and without overcoming the challenge posed to me, I would not make it a step further. For example, ever since I stepped on the podium in the primary school swimming nationals, I have always wanted to have the chance to do it again in the secondary school, scoring more points for my school. This year was the last year the school nationals where I could have a chance on stepping on the podium once again and I made use of the opportunity I was given. I started training extremely hard, to a point where I was at the pool at 5 in the morning and back again after school at 4 in the afternoon for strength as well as water training. The number of times I would turn up could go up to ten times a week. This arduous task went on for four to five months and in between, I still had to make sure that I was keeping up with school curriculum. At the recent national schools, I competed and instead was placed 5th, missing the podium by a whopping one second. Although I failed to reach the goal I set out to achieve, I knew that there was nothing else I could do as I have always wanted to represent the country in the Combined School Games and the recent National Schools Swimming Championship would have been my chance to qualify for the games. I started training extremely hard, to a point where I was at the pool at 5 in the morning and back again after school at 4 in the afternoon for strength as well as water training. The number of times I would turn up could go up to ten times a week. This arduous task went on for four to five months and in between, I still had to make sure that I was keeping up with school curriculum. At the championships, not only did I not qualify for the games, I was also placed 5th, missing out on the podium placing. Although I failed to reach the goal I set out to achieve, I knew that there would be no regrets as I was defeated fighting. â€Å"Success is not final, failure is not fatal: it is the courage to continue that counts. † Although failure may be hard to face, if one doesn’t go down fighting, trying with maximum effort, that could be considered the greatest failure of all time.

DNA Structure and Function Lab Report Essays

DNA Structure and Function Lab Report Essays DNA Structure and Function Lab Report Paper DNA Structure and Function Lab Report Paper Complementary bases Guanine is the complementary base of cytosine, and adenine is the implementers base of thymine in DNA and of oracular in RNA Double helix A pair of parallel helices intertwined about a common axis, especially that in the structure of the DNA molecule. EXERCISE 1 -DNA structure Which carbon atom (position) in the sugar forms a covalent bond with the nitrogen base? The 1 carbon Which carbon atoms of dextrose bond with the phosphate molecule? 4 carbon and 5 carbon Which bases will pair with one another? Adenine will pair only with Thymine Cytosine Guanine In the figure below, write the letters that stand for the complementary bases in the double-stranded DNA puzzle. Indicate the number of hydrogen bonds between the complementary base pairs by dotted lines. Complementary DNA nucleotide strands The phosphate group at the top on the left strand is attached to which carbon atom (position) in the sugar? Which carbon atom of ribose would be attached to the next phosphate group added to the bottom of the left strand? It is attached to the OH group on the 5-carbon. Bottom left -OH is attached to 3 carbon. Which carbon atom of ribose would be attached to the next phosphate group that will be added to the top of the right strand? Which carbon atom of ribose is attached to the bottom right phosphate group? Carbon on top, 5 on bottom. What do you notice about the direction in which each strand is oriented? The left strand is from 5 to 3 and the right strand runs from 3 to 5; they go in opposite directions. II. DNA Replication DNA replication During the S stage of enterprise, each molecule of DNA makes an exact copy of itself. Origin. The place where the enzymes open up the double helix strand of DNA. Semi- conservative replication Saving a half of the old strand and constructing a new one alongside. EXERCISE 2 DNA replication How much of the newly formed DNA molecule is new and how much is the original strand? What term is used for this type of replication? 8 original and 8 new. How often in the life of a cell does replication occur? Only once. Explain the purpose of replication. The purpose is for each cell to make exactly one copy of itself. In the figures below, write the letters A, T, C, G representing the nitrogen base compounds on the two replicated DNA molecules. Label the old and the new strands. Did the nitrogen base sequence change in DNA replication? No, it remained the same. Ill. RNA Structure RNA A type of nucleic acid. EXERCISE 3 comparison of DNA and RNA How are ribose and dextrose sugar molecules similar and different? Similar Both are sugar molecules. Different Ribose is a compound of RNA and dextrose is a component of DNA. Why is the sugar molecule in DNA called dextrose and the sugar in RNA called ribose? Note the number of oxygen atoms. Ribose has more oxygen. Which bases are included in the DNA molecule? CAT Which bases are included in the RNA molecule? JUG C What do you notice about the number of strands making up each molecule? RNA had 1 and DNA had 2 Record your findings comparing DNA and RNA. DNA Sugar 8 4 Bases Strands 2 IV. RNA Synthesis Genetic code Contained in the DNA molecule, the genetic code consists of three bases in a sequence along one strand of the DNA. Transcription The process of assembling RNA using a DNA molecule as a template. RNA Messenger RNA tarn Transfer RNA RNA Ribosomal RNA Triplet A series of three bases on the DNA molecule Code Each three base sequence on a strand of Mrs.. EXERCISE 4 RNA synthesis (transcription) Write in the DNA strand according to the instructions given. Next, write the letters for the base sequence of Mrs.. In the spaces below DNA c 5 Mrs.. 3 Considering the structure of the nuclear envelope, how does the Mrs.. Exit the nucleus? It t ravels out of the nucleus through the nuclear pores. To transcribe means to copy. Is the RNA transcribed from DNA an exact copy? If not, what are the differences? The transcribed RNA is not an exact copy. RNA is single and Oracular replaces the thymine base. What happens to the original DNA section after RNA is transcribed from it? The DNA will re-bond with its complementary bases. Distinguish between replication and transcription. Replication is the exact copy while transcription uses DNA as a template but the structures are different. V. Protein Synthesis Translation An Mrs.. Sequence is read using the genetic code, which is a set of rules that defines how an Mrs.. Sequence is to be translated into the 20-letter code of mini acids, which are the building blocks of proteins.

What Is a Cartilaginous Fish

What Is a Cartilaginous Fish Cartilaginous fish are fish that have a skeleton made of cartilage, rather than bone. All sharks, skates, and rays (e.g., the southern stingray) are cartilaginous fish. These fish all fall into the group of fish called the elasmobranchs. Characteristics of Cartilaginous Fish In addition to the difference in their skeletons, cartilaginous fish have gills that open to the ocean through slits, rather than the bony covering that is present in bony fish. Different shark species may have different numbers of gill slits. Cartilaginous fish may also breathe through spiracles, rather than gills. Spiracles are found on top of the heads of all rays and skates, and some sharks. These openings allow the fish to rest on the ocean bottom and draw oxygenated water in through the top of their head, allowing them to breathe without breathing in sand. A cartilaginous fishs skin is covered in placoid scales, or dermal denticles, tooth-like scales different from the flat scales (called ganoid, ctenoid or cycloid) found on bony fish. Classification of Cartilaginous Fish Kingdom: AnimaliaPhylum: ChordataClass: Elasmobranchii Evolution of Cartilaginous Fish Where did cartilaginous fish come from, and when? According to fossil evidence (primarily based on shark teeth, which get preserved much more readily than any other part of a shark), the earliest sharks evolved about 400 million years ago. Modern sharks arrived starting around 35 million years ago, and megalodon, white sharks, and hammerheads came about 23 million years ago. Rays and skates have been around longer than us, but their fossil record dates back to about 150 million years ago, so they evolved well after the first sharks. Where Do Cartilaginous Fish Live? Cartilaginous fish live all around the world, in all kinds of water - from rays that inhabit shallow, sandy bottoms to sharks that live out in the deep, open ocean. What Do Cartilaginous Fish Eat? A cartilaginous fishs diet varies by species. Sharks are important apex predators and may eat fish and marine mammals such as seals and whales. Rays and skates, who primarily live on the ocean bottom, will eat other bottom-dwelling creatures, including marine invertebrates such as crabs, clams, oysters, and shrimp. Some huge cartilaginous fish, such as whale sharks, basking sharks, and manta rays, feed on tiny plankton. How Do Cartilaginous Fish Reproduce? All cartilaginous fish reproduce using internal fertilization. The male uses claspers to grasp the female, and then he releases sperm to fertilize the females oocytes. After that, reproduction can differ among sharks, skates, and rays. Sharks may lay eggs or give birth to live young, rays give birth to live young, and skates lay eggs that are deposited inside an egg case. In sharks and rays, the young may be nourished by a placenta, yolk sac, unfertilized egg capsules, or even by feeding on other young. Young skates are nourished by a yolk in the egg case. When cartilaginous fish are born, they look like miniature reproductions of adults. How Long Do Cartilaginous Fish Live? Some cartilaginous fish may live for up to 50-100 years. Examples of Cartilaginous Fish: Whale SharkBasking SharkGreat White SharkThresher SharksSkatesSouthern Stingray References: Canadian Shark Research Lab. 2007. Skates and Rays of Atlantic Canada: Reproduction. Canadian Shark Research Lab. Accessed September 12, 2011.Icthyology Department at FL Museum of Natural History. Shark Basics. Accessed September 27, 2011.Icthyology Department at FL Museum of Natural History. Â  Shark Biology Accessed September 27, 2011.Icthyology Department at FL Museum of Natural History. Â  Ray and Skate Biology Accessed September 27, 2011.Martin, R.A. Evolution of a Super Predator. ReefQuest Centre for Shark Research. Accessed September 27, 2011.Murphy, D. 2005. More About Condricthyes: Sharks and Their Kin. Devonian Times. Accessed September 27, 2011.

Passing or Defeating Legislation of your chosen bill Case Study

Passing or Defeating Legislation of your chosen bill - Case Study Example The initial step in the legislative procedure is the introduction of the bill in the legislative house by a representative or a senator. After the introduction, the bill is read to the whole house to create awareness of the bill, a process known as the first reading. The bill then undergoes the committee stage where the committee meets and considers the bill. The bill then undergoes the Floor Action where the entire House or the Senate receives the bill for the second reading. At this stage, the house gets the opportunity to debate the bill. If the bill has no amendments arising from the Floor Action stage, then it proceeds to the subsequent stage. In case of any problems, the bill goes back to the originating chamber for the amendments. The next stage is the governors stage where the governor receives the bill. The governor may sign the bill, veto it, or permit it to be a law devoid of the signature. Projected adjustments to the Texas Constitution are in the form of joint resolution s rather than of bills and needs a vote of two-thirds of the full house in every house for acceptance. The Higher Education Bill was under the House Committee on Higher Education (C290). The committee was under the leadership of the Rep. Dan Branch, and the vice-chairman was Rep. Diane Patrick. Other members included Rep. Roberto Alonzo, Rep. Travis Clardy among others making a committee of nine members. The committee members should support the bill because it would bring a great transformation in the learning sector in the state. Supporters of the legislation: The legislation process is significant in that it helps amend the bill to suit the learning sector in the state. The legislation will help enable needy students in the state to access higher education learning institutions. The legislation will give the budget committee power to augment the finances allotted to the education sector to ensure full funding of the academic activities. On the other end, the