Tuesday, November 26, 2019

Free Essays on Reading Blues

she pronounced them in a slow choppy c... Free Essays on Reading Blues Free Essays on Reading Blues Dyslexia is an inherited condition that makes it extremely difficult to read, write, and spell in your native language despite at least average intelligence. In the book, Sixth Grade Can Really Kill You the author illustrates the impact that dyslexia can have on the self-esteem, and educational progress of an exceptional individual. Helen a pronounced class clown begins to dread going to school and often refers to it as her worse nightmare due to her reading ability. When Helen is called upon to read, she often stutters her words or cannot pronounce them at all. In an endeavor to escape the severe embarrassment of her peers, she often reads prior to class in order to get her words situated. Although her efforts are genuine, it does not prevent other students from giggling and calling her names. Her feelings of inferiority cause her to become physically ill. She expresses her sincere hatred of school by spray-painting â€Å"school makes me puk† on the wall (DeClements, 23). Unfortunately, her effort is a poor one because she misspells puke and is once again on display as the joke of the school. Helen’s learning disability is discovered when her mother realizes that she continually has trouble reading at the sixth grade level. Mrs. Hollings proceeds to take Helen to a psychologist, and has her tested. When she scores average on the IQ test, Mrs. Hollings believes that she can cure her daughter by providing additional support. When the school finally eliminates disruptive behavior and a low IQ as the cause of Helen’s reading problem she is tested for dyslexia. Once the results were received, after many years of felling bad about herself, she is placed in a class filled with students just like her. Through this book, I have learned that there are several warning signs of a learning disability that all teachers should become familiar with. For example, when Helen attempted to read the words she pronounced them in a slow choppy c...

Saturday, November 23, 2019

French Expressions Using Pain

French Expressions Using Pain The French word le pain literally means bread and is also used in many idiomatic expressions. Learn how to say worthless, bankrupt, godsend, and more with this list of expressions with pain. Possible Meanings of Un Pain Loaf (of bread)Bar (of wax)Bar, cake (of soap)Block (of ice) Expressions with Pain Un arbre pain – Breadfruit tree Notre pain quotidien (religion) – Our daily bread Le pain et le vin (religion) – The bread and wine Pain dabeilles – Bee bread Pain dautel (religion) – Host Pain bà ©ni(t) – Consecrated bread Pain brà »là © (adjective) – Deep golden brown Pain eucharistique – Eucharist Pain grillà © – Toast Un pain de là ©gumes/poisson/etc. – Vegetable/fish/etc. loaf Une planche pain – Bread board; (informal) flat-chested woman Une tà ªte en pain de sucre – Egg-shaped head la mie de pain (informal) – Worthless, inconsistent Bon comme (du) bon pain – Good like good bread (extremely good) Long comme un jour sans pain (informal) – Interminable Pour une bouchà ©e de pain (informal) – Cheap, for a song Pour un morceau de pain (informal) – Cheap, for a son Avoir du pain sur la planche (informal) – To have a lot to do, have a lot on ones plate, have ones work cut out Avoir peur de manquer de pain – To be worried about the future Avoir son pain cuit – To be rich; to be condemned Enlever quelquun le pain de la bouche – To deprive someone Être leau et au pain sec – To be bankrupt; to be given only bread and water Être bon comme le pain – To be extremely good Faire de quelque chose son pain quotidien – To make something a habit Faire passer le goà »t du pain quelquun (informal) – To do someone in, to kill Faire perdre le goà »t du pain quelquun (informal) – To do someone in, to kill Gagner son pain – To make a living Manger son pain blanc (informal) – To be in a good situation temporarily Manger son pain noir (informal) – To be in a bad situation temporarily Manger son pain en son sac (informal) – To eat secretly / on the sly Manger un pain trempà © de larmes – To pay a lot for something Ne pas manger de ce pain-l (informal) – To avoid profiting from a sticky or illegal situation Mettre un pain quelquun (informal) – To punch/sock someone Mettre quelquun au pain sec – To punish someone by giving them only bread to eat Nul pain sans peine – No pain, no gain Ôter le goà »t du pain quelquun (informal) – To do someone in, to kill Ôter le pain de la bouche de quelquun – To deprive someone Se prendre un pain (informal) – To get punched or socked one Retirer le pain de la bouche de quelquun – To deprive someone Savoir de quel cà ´tà © son pain est beurrà © (informal) – To know what side your bread is buttered on (to be opportunistic) Tremper son pain de larmes – To be in despair Se vendre comme des petits pains (informal) – To sell very quickly, sell like hotcakes Vendre son pain avant quil ne soit cuit (informal) – To be presumptous, count ones chickens before theyre hatched Ne pas vivre que de pain – To not be materialistic Ça ne mange pas de pain. (informal) – Its not expensive, Its not important. Cest mon gagne-pain. (informal) – Its my job, Its how I make a living. Cest pain bà ©ni(t). (informal) – Its a godsend. Donnez-nous aujourdhui notre pain quotidien. – Give us this day our daily bread. Il a plus de la moitià © de son pain cuit. – He wont live long. Il pleure le pain quil mange. – Hes stingy. Il reste du pain sur la planche. – Theres still a lot to do. Il ne vaut pas le pain quil mange. (informal) – He is lazy. Je vais au pain. (informal) – Im going to get the bread. French Bread Related Expressions There are a lot of different kinds of French bread - here are some of the most common. Gros pain – Bread sold by weight Pain azyme – Unleavened bread Pain bà ©ni(t) – Consecrated bread Pain bis – Brown bread Pain de boulanger – Bakers bread Pain brià © – Hard-crusted, very dense bread from Normandy Pain de campagne – Farmhouse bread, country bread Pain chanter – Unleavened bread Pain au chocolat – Chocolate croissant Pain complet – Wholewheat / wholemeal bread Pain dorà © – French toast Pain dur – Dry bread Pain dà ©pices – Gingerbread Pain (de) fantaisie – Bread sold by piece rather than by weight Pain frais – Fresh bread Pain franà §ais (in Belgium) – Any long loaf of bread Pain de Gà ªnes – Sponge cake with almonds Pain grillà © – Toast Pain de gruau – Vienna bread Pain au lait – Sweet roll / bun Pain au levain – Traditionally leavened bread Pain long – Any long, cylindrical bread like a baguette Pain de mà ©nage – Homemade bread Pain de mie – Sandwich bread (with a thin crust) Pain mollet – Type of bread roll made with milk Pain moulà © – Bread cooked in a pan rather than directly on the oven rack Pain parisien – Long loaf of bread weighing 400 grams Pain perdu – French toast Pain polka – Bread marked with squares Pain quotidien – Everyday bread Pain aux raisins – Raisin Danish Pain rassis –Stale bread Pain de seigle –Rye bread Pain de son – Bran bread Pain de sucre – Sugar loaf Un petit pain – Bread roll

Thursday, November 21, 2019

Organizational Change and Strategic Thinking Research Paper

Organizational Change and Strategic Thinking - Research Paper Example In general, the organizations have to carry on delivering value and face the current challenges, while reorganizing and getting ready for the future challenges. In order to accomplish effective organizational change, whilst performing the difficult task of balancing the present business activities and the preparation for the future, there needs to be reasonable strategies in place. The existence of managers who employ strategic thinking for the planning of organizational development can ensure that the measures for organizational change do not lead to inadvertent consequences. With the rapid changes in the business environment, the managers need decisive thinking skills to shift from the traditional reactive decision-making process to the proactive foresight method, so as to enable the organization to be equipped to face the upcoming challenges (Bonn, â€Å"Developing Strategic Thinking as a Core Competency†).In the middle of the turmoil and intricacy of the modern business wo rld, the successful organizations are those which are aware that, even as it is not viable to observe the future, they can acquire a perspective for the future that would offer them certain indications as to what might be in-store in future. Such organizations then plan accordingly to be prepared for the upcoming events as per their future perspective.  For this type of approach, the management of an organization needs to accept an innovative planning pattern that consists of observing the organization in the perspective of an open system atmosphere.   Such observation will make the organization better positioned to recognize and respond to upcoming events (Bonn, â€Å"Developing Strategic Thinking as a Core Competency†). This would also enable the organization to bring about the changes necessary in those surroundings and also influence the probable changes effecting the organization. The sustainability and performance of an organization in today’s dynamic economi c environment, thus depends on the application of strategic thinking to accomplish required organizational changes. This raises few apparent questions. What is strategic thinking? How can it be employed in accomplishing organizational change? What is the link between organizational culture and strategic thinking? Strategic Thinking – The Why-What-How Approach Richard Hughes and Katherine Beatty have described strategic thinking as â€Å"the collection, interpretation, generation, and evaluation of information and ideas that shape an organization’s sustainable competitive advantage†, in their book ‘Becoming a Strategic Leader’ (Switzer, â€Å"Strategic Thinking in Fast Growing Organizations†). Strategic thinking is a top-down overall observation of the whole organization on the basis of complete understanding of the business of the organization. Thus, strategic thinking consists of observing emerging trends, recognizing if the trends signify o pportunities or intimidation to the business organization. Strategic thinking also involves developing a response of the organization to earn benefit from the prospective opportunity or to alleviate the potential threat

Tuesday, November 19, 2019

Political change in the third world Essay Example | Topics and Well Written Essays - 2500 words

Political change in the third world - Essay Example In spite of all such allegations previous BJP lead coalition government had elected A.P.J. Abdul Kalam, the President of India irrespective of religion and race. Both print and electronic media is very active and they have full freedom of expression in India. They never miss any chance to criticize the communal thoughts of political institutions. In conclusion, the citizens of India support heavily the 'secularism' element of the Constitution which always guides India's political institutions to be secular. Answer: National Liberation Front ruled Algeria for three decades after independence from France in 1962. During this period under President Houari Boumedienne Algeria accomplished some positive economic development due to strategic economic planning by the state controlled centralized public sector and economic institutions. After 1979, the disadvantage of development strategy started appearing, including corruption in administration, continuous inflation, inequality of income, poor performance in agricultural sector, food scarcity and imbalance in economic structure. As a result the nation faced civil unrest by Islamist militants and worst economic crises. In this situation the stubborn government and their failed development strategy give rise to the strong Islamist movement. Chadli Benjedid, the successor of Boumedienne after his death made the political and economic situation even more badly. Political conservatism and unfavorable attitude of workers and managers of public sect ors halted the economic reforms. In October 1988, major youth riots led to the worst political crises ever. As a result due to Islamist movement Islamic Salvation Front became stronger and politically active in Algeria. 3. What was the Biafra War and why did it break out Answer: The Nigerian Federation was divided into three major ethnic groups: the Yoruba, Ibo, and Hausa/Fulani. European used these three major ethnic groups to divide Africa among themselves. As a result of tension caused by other groups the Ibos and other minority ethnic groups which were collectively known as the Biafrans demanded independence from Nigerian Federation. To control oil reserves and access to the Atlantic Ocean in the southern Niger Delta the Hausa/Fulani refused to grant independence to the Biafrans which made the situation more worse. Junior Ibo officers had overthrown Tafawa Balewa's government in January 1966, after the military coup. The ministers that survived after the coup appointed Major-General Johnson Aguiyi-Ironsi, an Ibo, the head of government. As a result the Biafra War broke out with anti-Ibo riots by the Muslims on Ibo people in the north Nigeria, which caused a massacre in September of 1967. 4. What was distinctive about the features and legacies of Japanese colonialism Answer: Japanese colonialism in North and South Korea is only one of its kinds in the world. In comparison with the colonialism of England and Ireland, the Japanese colonialism is appreciated because of its program of colonial industrialization. In 1945, about 25% of Japanese industrial plants were based in Korea. Japan had established heavy industrial plants, network of railroads, system of hydro-electric dams and ports around the Yalu River. Japanese also formed a strong central government to

Sunday, November 17, 2019

Economics, Effects of Specialization Essay Example for Free

Economics, Effects of Specialization Essay Specialization basically means when an individual or businesses produce a narrow range of products in simple words, when a person or business focuses on producing one type of product because they are good in producing that product. International exchange allows for specialization, which is when one producer produces the good that comes at the least cost of production and opportunity to him or her and then trades for those goods that come at a higher production or opportunity to him or her. The law of comparative advantage explains how people can gain from trade and specialization. Comparative advantage is defined as the ability to produce a good at a lower opportunity cost than others can produce it. Therefore, specializing gives that country a comparative advantage over others. specialization also leads to economic interdependence which is when producers in one nation depend on other to provide good and services that they do not produce. eres an example : lets say China produces 500 fish and 200 cheese and Canada produces 200 fish and 500 cheese , China will stop making cheese and focus on producing more fish and Canada will stop making fish and focus more on producing cheese , in the end , they will end up trading , this is economic interdepedence when another country relies on another country for a product or service. Not only does it lead to mutual gains by allowing different countries to specialize in the production of those things they do best, but it also allows them to import goods that foreign producers are willing to supply at a lower cost than domestic producers. Resources and such differ from country to country and give some countries an advantage to producing some goods over others and prove to be more profitable and advantageous to all. By allowing for international trade, countries can specialize in those goods that they can produce most economically and them offer them to consumers at a cheaper, more affordable, and more economical price. Absolute advantage is a situation in which a nation as a result of its previous experience can produce more of a good, with the same amount of resources, than another nation. till , this doesnt mean that just because one country has an absolute advantage that the countries cannot gain from international trade. countries can still gain as long as relative production costs differ. 3 reasons why International trade is necessary International trade allows countries to learn from each other and take in new ideas. international trade is needed between countries is because resources that country needs are not available everywhere. international trade is necessary is that it reduces the risk for one economy.

Thursday, November 14, 2019

Between Utopias Essay -- Literary Analysis, Thomas More

Although comparing one society to another does not require them to be different in government or human behavior, it does necessarily weight one’s faults against its victories to render it better or worse than the other. This comparative structure, found between Thomas More’s two books of Utopia, poses the country of Utopia opposite the broader communities of world civilization. Despite the comparison of Utopia as distinct from and morally better than widespread society, in truth Utopia is, at best, an extension. The sloth of governments abroad have led Utopians to pursue lives of group work rather than personal property. In Book I, Hythloday confronts the wealthy as "rapacious, wicked, and useless, while the poor are unassuming, modest men who work hard" (36). The duality of the claim of wealth versus work makes them appear dichotomous, not to mention cruel, and results in the desire of the Utopians to be free of not only "private property," but of laziness. Thus they partake of group labor, but wherein "every person learns a second trade, besides agriculture" (45). This appears fair and useful, especially when coupled with how "Utopians do not work very long hours, for to "exhaust himself with endless toil" is "such wretchedness, really worse than slavery" (45). Yet In Book I, Hythloday makes a positive example of the Persian Polylerites, whom, "apart from their constant work, they undergo no discomfort in living" (23). This contradiction of values is met with another: their own enslavemen t of others. Though the struggles of the poor amid the wealth of leadership motivate the Utopians to abolish money, it is not to the effect of equality. Hythloday is critical of "a solitary ruler who enjoys a life of pleasure...while all abou... ...uble with working for princes in the common world of government: "You must openly approve of the worst proposals, and consent to the most vicious policies" (35). In Utopia, while opposing the openness of the plans, do in subtle, frightful subjugations control their people in a remote society. While the character of More often argues with Hythloday in Book I for his opposition to wealth and government, by the end of Book II his primary concern is the same, glossing mindset of the loss of beautiful possessions and rule with their "splendor and majesty" (97). Although this position is deliberately focused on the monetary absence in Utopia, his listing of their observances shows acknowledgement; and while Utopia would itself never acknowledge its nearly Spartan oligarchy, between Books I and II it is clear that through comparison, its digression is anything but ideal.

Tuesday, November 12, 2019

A History of Journalism in the Philippines Essay

Revolution, the press, which plays a potent role in the promotion of truth, justice, and democracy, and of peace, progress, and prosperity, was liberated from dictatorship. During this period, crony newspapers were closed and the National Press Club and the Philippine Press Institute were revived to professionalize mass media in the country. During this period, significant changes, advances, and developments have taken place in Philippine journalism. Newspapers and periodicals have expanded in pages, sections, coverages, and circulations. They have become venues of sensitive issues like death penalty, charter change, juetengate scandal, and visiting forces agreement, and of diverse issues about the civil society, land reform, human rights, genders issues, and other areas that before the 1986 EDSA Revolution were previously ignored or minimally covered. Some investigative reports have led to further investigations, have enhanced transparency, and have reduced corruption in the judiciary, executive, and legislative branches of the government. These developments are attributed to the continuing efforts of the newspaper and the periodical industry and their research and academic organizations: the Philippine Center for Investigative Journalism, which conducts rigorous research in the affairs of the state; the Center for Media Freedom and Responsibility, which upgrades professionalism and responsibility of media practitioners through seminars, workshops, and publications; the Philippine Press Institute, which conducts trainings and sponsors the Annual Community Press Awards that recognizes excellence among provincial newspapers and periodicals; and the Asian Institute of Journalism and Communication, which offers graduate studies in journalism and in communication management and conducts media research, interim training, and policy advocacy. In 1998, there are 14 daily broadsheets and 19 tabloids published in Metro  Manila. Among the broadsheets with the biggest circulations include the Manila Bulletin with a claimed circulation of 280 000 on weekdays and 300 000 on weekends and the Philippine Daily Inquirer with a claimed circulation of 260 000 on weekdays and 280 000 on weekends. Among the tabloids with the biggest circulations include the Abante with a claimed circulation of 417 600 and the People’s Journal with a claimed circulation of 382 000. Out of the 408 provincial newspapers and periodicals, 30 are printed daily, 292 are published weekly, and the rest are circulated either monthly or quarterly. Today, based from the 2000 Philippine Media Fact Book, there are 559 print publications, 475 broadsheets, 45 magazines, and 39 tabloids and comics; 22 percent are published in the National Capital Region, 12 broadsheets, 17 tabloids, 32 magazines, 39 comics, and 5 Chinese newspapers. Among the broadsheets with the biggest circulations include the Philippine Daily Inquirer with a daily circulation of 257 416, followed by the Philippine Star, 251 000, and the Manila Bulletin, 240 000. Other broadsheets with their daily circulation are as follows: Today, 152 268; Kabayan, 150 000; Malaya, 135 193; Manila Standard, 96 310; Sun Star Manila, 87 000; Philippine Post, 78 218; The Manila Times, 75 000; Business World, 61 283; and The Daily Tribune, 50 000. Among the tabloids with the biggest circulations include Bulgar with a daily circulation of 448 450, followed by the People’s Journal, 382 200, and the People’s Tonight, 365 811. Other tabloids with their daily circulation are as follows: Remate, 310 000; Abante, 260 000; Bandera, 253 523; Pilipino Star Ngayon, 250 200, People’s Bagong Taliba, 210 000; Balita, 175 725; Tempo, 160 000; Abante Tonight, 150 000; Isyu, 126 835; Saksi Ngayon, 100 000; Remate Tonight, 90 000; Balita sa Hapon, 35 000; and Sun Star Bulilit, 30 000. Among the Sunday supplements of daily newspapers, Panorama of the Manila Bulletin has the highest number of circulation, 300 000, followed by the Sunday Inquirer Magazine of the Philippine daily Inquirer, 268 575, and the Starweek Magazine of the Philippine Star, 268 000. Among the entertainment magazines, Glitter has the highest number of circulation with 300 000, followed by the Pilipino Reporter News Magazine, 188 192, and the Woman Today, 184 900. __________________________________________________________ Inquiry, Dissent, and Struggle Javier Flores and Ava Vivian Gonzales Though the Philippine Collegian retains the singular distinction of being the most illustrious campus paper in the country, there is no single Collegian. A rummage through the archives, through pages crumbling with age, reveals an impermanence of its character. There are indeed as many versions of the Collegian as there are batches of writers and students, and passing crises peculiar to different times. Each generation names its own foes. The process of writing, subversive as it is, fords the inter-generational divide. Such exercise puts one upon inquiry, the starting point of advocacy. When one writes, one requires breathing space: the right to dissect any topic under the sun and in the domain of heaven, and the right not to be interfered with in so doing. The practice of interrogating accepted modes of thinking and overturning paradigms breeds criticism of the powers that be. In the Collegian’s storied past, this criticism, coming at times when to be informed was an offense, was not always welcome. There were issues which came out with white spaces where editorials should have been. Homobono Adaza, then editor in chief (EIC), was removed from office for writing an editorial against the UP Administration. During the Martial Law years, staffers were threatened that they would not graduate if they persisted in  attacking the government. The bright lives of some of its editors: Abraham Sarmiento Jr., Antonio Tagamolila, and Enrique Voltaire Garcia III, among a host of others, were snuffed out. The history of the Collegian is likewise replete with struggles against those who desired to shackle the freedom of writers: the fight against vague provisions on the selection of judges for the editorial exam; the battle to abolish the position of a faculty adviser who had to sign every page proof of the paper; and the endeavor to take care of its own coffers without the Administration holding its finances hostage. Since the birth of Collegian in 1922, generations of writers have dipped their pens into the inkwell of society racked with vicissitudes. The Collegian was a party in their efforts to resolve the varied inequities of the times with articles that seared, and commentaries that burned. It is imperative that we turn the page to remind us of the efforts of those who came before us. Perfection lies not behind us, but ahead of us. It is not a forsaken paradise, but a territory we must one day conquer, a city we must one day build. Nevertheless, it is not a mortal sin to occasionally contemplate the cornerstones that have been placed by those before us to show us what is possible.

Sunday, November 10, 2019

Chemistry IA: Electrolysis of Metal Sulphate solutions Essay

Introduction Electrolysis is the chemical decomposition of a compound by applying an electric current through a solution containing ions. Electrolytes are required to conduct electricity. They must be dissolved in water or in molten state for the electrolytes to conduct because then, the ions are free to move allowing the solution to be electrolyzed.[1] In electrolysis, reduction happens at the cathode whilst oxidation happens at the anode. Reduction is the loss of electrons and oxidation is the gain of electrons. Research Question In this experiment, I will be electrolyzing nickel sulphate (NiSO4) solution. To further explain the aim of this experiment, I have formulated a research question: â€Å"How does changing the current affect the mass of nickel deposited at the cathode in the electrolysis of nickel sulphate?† Hypothesis I predict that as the electrical charge increases, the mass of nickel deposited at the cathode after electrolysis will also increase. Faraday’s law of electrolysis, which investigates the quantitative relationship on electrochemical, can support this. Faraday’s law states, â€Å"The amount of the substance produced by current at an electrode is directly proportional to the quantity of electricity used†.[2] During this electrolysis experiment, the aqueous solution of Nickel Sulphate will transfer Nickel from the anode to the cathode. Therefore indicating that the nickel sulphate solution is ionised by the electric current and dissociated into nickel ions and sulphate ions. This can be represented in a chemical equation: NiSO4 à ¯ Ni2+ + SO42- At the cathode, positively charged nickel ions are formed there and Ni2+ ions are reduced to Ni by gaining two electrons: Ni2+ + 2e à ¯ Ni At the anode, Ni is oxidised into Ni2+ by dissolving and going into the nickel sulphate solution and finally depositing nickel at the cathode: Ni à ¯ Ni2+ + 2e When the electrolysis circuit has electricity flowing, the nickel ions will float towards the electrode. Therefore, when the current is increased, the nickel ions flow faster and reaching the cathode faster. So there will be more nickel deposited as the rate of electrolysis is increased. Independent and Dependent Variables Variable measured Method of measuring variable Independent variable Magnitude of current flowing into the electrolytes (A) The 5 values I will use for current flowing into the electrolytes will be: 0.5 amps 1.0 amps 1.5 amps 2.0amps 2.5 amps To vary the values of current, a variable resistor will need to be used in the ciruit to control the flow of current. The amps values can be determined using an ammeter, which is also attached to the electrolysis circuit. Dependent variable Mass of Nickel (g) The mass of nickel deposited at the cathode after electrolysis will be measured for results. This will be determined by weighing the nickel electrodes before the experiment and after electrolysis. For this, a electronic balance will be used to weigh them. Controlled Variables Variable measured Method of measuring variable Controlled variables Temperature ( °C) The entire experiment will be done in room temperature of around 24 °C to ensure that the temperature for each trial will be the same. The temperature will be measured using a thermometer. Concentration of solution (moldm-3) The concentration of nickel sulphate needs to be kept constant at 1 moldm-3. This is because the same concentration will allow the number of ions in the solution to be the same, thus the number of collisions during the electrolysis will be kept the same. Volume of solution (cm3) The volume of nickel sulphate for each trial will be kept at 100cm3. Measuring cylinders will be used for accurate measurement. Time (min) The timing for the experiment needs to be controlled very carefully to ensure the amount of current passing the electrolytic cell will have the same amount of time. For each trial, it will run for 2 minutes. This will be determined using a stopwatch. Voltage (V) To keep the voltage of this experiment constant set at 5V, we only need to switch the power pack to 5V and keep it there. Distance between electrodes (mm) The distance between the nickel electrodes needs to be kept constant so it doesn’t affect the amount of current passing. The distance will be kept at 40mm and this will be measured using a ruler. Surface of electrodes Before using the electrodes in the experiment, sand paper will be used to remove the oxide layer on the sheet of nickel. This will ensure the surface of all electrodes to be the same and will have the same surface for ions to attach to. Size of electrodes The electrodes need to be kept the same size to ensure there will be an equal surface area for nickel to deposit on. The nickel sheet electrodes will be 10mm by 50mm long. This is measured using a ruler. Equipment Equipment such as measuring cylinders, power packs, wires will need to be the same. This is because different equipment would have different uncertainties, which may affect the final readings of the experiment. Equipment Thermometer NiSO4 solution Nickel electrodes 100ml beaker Resistor Power pack Ammeter Diagram Safety considerations Long hair needs to be tied back Appropriate footwear worn for laboratory experiments Safety goggles should be warn to prevent harmful chemicals from harming your eyes Don’t touch the electric terminals when the electricity is on to prevent shocks Reliable results To ensure accurate and reliable results, I will be undergoing 3 trials for each experiment. This is so I will then be able to calculate an average, thus my data will be more reliable. I will also maintain all the controlled variables and only varying the input of current. Method Set up the apparatus and circuit as shown in the diagram Fill a beaker with 100cm3 of nickel sulphate Weigh the cathode using the electronic balance and record the initial mass of it File the Nickel electrodes using sandpaper to remove any impurities Place each electrode pair into the beaker with nickel sulphate Attach the electrodes to opposite sites of the beaker (measure with a ruler the distance between, it should be around 4cm) by bending the electrodes it Adjust the current to 0.5 amps using the variable resistor Connect the electrolytes into the circuit by clipping on the wires and turn the power pack on Using the stopwatch, time for 2 minutes whilst looking at the ammeter to ensure the current remains the same After 2 minutes, turn the power pack off and take the cathode out. Wash the cathode carefully with distilled water and dry it with a paper towel Weigh the cathode again using the electronic balance and record the mass Repeat the steps 1 to 12 again for 1 amps, 1.5 amps, 2 amps and 2.5 amps Initial Mass of Cathode ( ±0.001g) Final Mass of Cathode ( ±0.001g) Change in mass ( ±0.001g) Average mass gained ( ±0.002 g) Data table The table above is a draft up of the raw data results table I will be using for my final readings from the experiment. It includes columns with headings, 3 trials, units and uncertainties and the average mass gained from the whole experiment. From these results, I can also draw a graph to easier represent the data and can also spot patterns or anomalous data that occur in the results. The actual theoretical mass of nickel deposited at the cathode can also be calculated with a few equations: Charge (C)= Current (A) x Time (s) Moles of electrons= Charge (C)/ 96500 Moles of Nickel= moles of electrons/2 Mass= moles x RAM The total percentage of random uncertainty can be calculated for my final answer in order to determine whether my experiment was fully successful and that the results are accurate. Wires Crocodile clips Stopwatch Sandpaper Ruler Electronic balance ________________ [1] Neuss, Geoffrey. IB Study Guide: Chemistry: Study Guide. [s.l.]: Oxford UP, 2007. Print. [2] â€Å"Faraday’s laws of electrolysis†. Encyclopà ¦dia Britannica. Encyclopà ¦dia Britannica Online. Encyclopà ¦dia Britannica Inc., 2012. Web. 04 Oct. 2012 .

Thursday, November 7, 2019

Discounting the Myth of the First Three Years

Discounting the Myth of the First Three Years Introduction Today, more than ever before, most parents have accepted the notion that the first three years of a child’s life are critically important in determining whether or not the child will mature into an individual of high mental and cognitive abilities. Proponents of the ‘myth of the first three years’ argue that much of the child’s brain development takes place within the first three years and, therefore, parents need to utilize this time-frame to ensure their children gets the best start to life (Bruer, 1999).Advertising We will write a custom essay sample on Discounting the Myth of the First Three Years specifically for you for only $16.05 $11/page Learn More However, controversy surrounds the issue, with current literature revealing that brain development does not shut at three years of age and that there is no objective evidence to indicate that the first three years are of critical importance in the development of var ious abilities that enhances individual success (Gormley et al., 2010). By relying on literature and practical experience, this paper purposes to demonstrate that there is no such thing as the myth of the first three years. Towards Understanding the Myth First coined by Bruer (1999), the myth of the first three years presupposes that â€Å"†¦the first three years of life determine, in an all-or-none, once-in-a-lifetime manner, the success of a child’s development across the lifespan† (Lerner, 2002, p.124). The description implies that the first three years are critical in shaping a child’s cognitive and learning abilities to a point where this period in a child’s lifespan determines whether or not the child will succeed or fail in life (Gormley et al., 2010). As a consequence of this myth, many parents interested in the success of their children might believe that by the time the children enrolls in kindergarten and grade schools, all the brain devel opments critical to their success in life will be behind them. The concept have received criticism from various quarters for putting unnecessary pressure on parents to utilize the first three years to develop their children’s cognitive and learning skills or else risk condemning them to a life of failure. However, neurobiological and behavioral studies conducted over time in addition to our own experiences demonstrate that brain development and cognition are not exclusively limited to the first three years of life. Critiquing the Myth Gormley et al (2010) notes that the first years of life are critical in the development of a child due to a number of varied reasons, which orients more towards attachment and emotional development than towards cognitive development. Indeed, the first few days are critical for the newborn to develop appropriate attachment tendencies to its primary caregiver. A wealth of literature also demonstrates that significant brain development and cognitiv e growth takes place during the first years of life (Lerner, 2002), thus the years form a critical phase of the child’s overall development and growth. But the suggestion that the child’s brain development is exclusively limited to the first three years of life is, at best, an understatement that lacks scientific justification.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Lerner (2002), â€Å"†¦the brain remains an instrument for learning and development across life and, indeed, there are data pertinent to very old age that indicates that cognitive development and learning can occur in the ninth and tenth grade of life† (p. 124). My own personal experience gained through rearing my first two children indicates that teaching kids in the first three years ultimately benefits them later in life, but it is not in itself a plethora of how successful the y will become later in the lifespan. Studies have found that the nature of synapse formation and the cultivation of some synaptic circuits depend to a large extent on the immediate environment and experience (Lerner, 2002). An average child undergoes a multitude of experiences in his or her life time and, in deed, no single experience is likely to impose a domineering influence on the child’s development. As such, a child’s cognitive development and learning should be understood as a life-long process that is shaped by daily experiences not limited to the first three years of life. Positive interactions in the first three years of life will inarguably aid the child to form sharp cognitive skills and mental capacities, but cognition and learning goes past the three initial years to encompass the entire lifespan. In this context, parents may use the first three years to jumpstart their child’s learning and cognitive development, but they should not lose hope that all is lost when the child fails to open up within the first three years. The human race enjoys a long evolutionary history that is filled with numerous life experiences. Studies have revealed that â€Å"†¦many of the so-called enriched experiences some parents seem to intent on providing their children will likely not matter later in life† (Lerner, 2002, p. 125). It is well known the education system changes with the needs of the society and, as such, it is only plausible to suggest that encouraging children in the first three years of life through providing them with enriched experiences is one among several ways that can be targeted on the youngsters to improve their mental and cognitive capabilities (Gormley et al., 2010).Advertising We will write a custom essay sample on Discounting the Myth of the First Three Years specifically for you for only $16.05 $11/page Learn More Learning contexts automatically change as one progress through the li fespan, and early reinforcement assists the child to adapt adequately to environments as they change. In this context, it can be argued that the learning processes that takes place in the first three years offers the child a platform that can be used to relate to upcoming experiences as they continue to learn and develop cognitively. From my own experience with children, I learnt that providing enriched experiences during the first three years offers the child a distinct advantage when it comes to learning and the development of trust and self-control components, but it does not imply that learning, cognitive, and mental development stops at the lapse of the first three years of life. The fact that the brain develops dramatically in the first three years of life cannot be denied (Learner, 2002). However, parents should consider these years as comparable to erecting a strong foundation for a house. In this respect, the first three years, when well utilized, offers the child a solid f oundation to base their further mental and cognitive growth and development. To suggest that development of these critical capacities stops at three years is analogous to arguing that the house is complete just because the foundation has been laid. Building the house requires more time, resources, and energy, just as is the case with developing mental and cognitive capacities. Unless development continues throughout the lifespan, the child will obviously experience deficits in his or her mental and cognitive capacities. This argument provides strength for the socialization process as a key determinant of the child’s mental and cognitive development. Various studies have positively correlated the process of positive socialization with the development of critical mental, emotional, and cognitive capacities, and there is compelling evidence that greatly socialized children are more likely to be successful later in life (Bruer, 1999). However, socialization is a life-long process which cannot be limited to the first three years of life. As such, the first three years should be used to aid the child in developing behavioral patterns that may be critical in determining how well the child is able to socialize with peers later on, but the lapse of the three years should not be construed to mean the end of the socialization process or any other process that assist the child to grow mentally and cognitively. Moreover, studies have revealed that â€Å"†¦even those systems whose development is tied to sensitive or critical periods (e.g. our sensory system) provide some flexibility both in the quality and timing of certain experiences† (Lerner, 2002, p. 125). This assertion implies that the quality and timing of certain life experiences is critical to the mental and cognitive development of the child rather than the bracketing of the first three years.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More It would be impractical to expect a six-month old baby to master the alphabet just because he or she is in the first three years of development and the mother is engaged in exposing the child to the alphabet. In consequence, early reinforcement becomes a secondary but important component aimed towards the child’s mental and cognitive development, and the quality and timing of the life experiences exposed to the child will principally determine his or her mental and cognitive capabilities. Various developmental theories such as Sigmund’s psychoanalysis view the child’s development as a process involving various interconnected phases (Lerner, 2002). Many of the theories adduce evidence to the fact that each of the phases of development is intrinsically important towards the holistic development of the individual. Some of the phases of development occur when the child is past the age of three and, as such, it could prove difficult to tie the child’s mental a nd cognitive development to the first three years of life. The structural arrangement of most of these theories refutes the possibility of a myth of the first three years in as far as human development is concerned. To argue that the success of a child’s development across the life-span is predominantly determined by the first three years is synonymous to adopting a largely mechanistic framework for understanding human development while it is known that development relies on a multiplicity of factors that may not necessarily interrelate in a mechanistic way (Gormley, 2010). For example, my first-born child was discovered to have a learning disability when he was enrolled in a preschool program known as Head Start, but the child has risen against all odds to perform well in grade school. This example reveals that though the preschool learning assisted the child, his mental and cognitive development was not tied to these formative years of development. This is in line with the various theories of individual development. Studies have also adduced evidence to the fact that some children may exhibit a specter of intelligence during the formative years of development only for them to become dull and unproductive later on due to indulgence in certain behavior patterns such as alcoholism and drug use and abuse (Gormley et al., 2010). This line of thinking demonstrates that life-time experiences rather than the first-three years of life are critical in shaping the intellectual and cognitive life of individual. The world is full of examples of individuals who were bright during one phase in their lifespan only for them to deteriorate due to varied factors affecting their immediate environment. As such, the first three years of life must never be seen as the foremost factor in determining whether or not a particular individual will succeed in life. Similarly, our life experiences have shown us that life is much more that the first three years upon birth, and every day is a learning experience. The experiences we undergo on a daily basis helps to sharpen our mental and cognitive abilities, and no single study has ever mentioned a phase of active life where cognitive development and learning ceases to take place (Bruer, 1999). Conclusion From the discussion, it is clear that some of the arguments that perpetuate the myth of the first three years have no basis at all. Our own experiences reveal that learning and cognitive development cannot in any way be limited to the first three years as the myth suggests. Consequently, our responsibility to our children, particularly in efforts geared towards making them succeed in life, must be distributed throughout the course of their lives rather than focusing attention to the first three years of life. It cannot be denied that the first three years can offer a solid foundation to a child’s further cognitive development and learning, but parents must also know that human development is a life-long process (Lerner, 2002). To limit our focus on the first three years would not only be short-sighted, but it would go against the rules of science. Reference List Bruer, J.T. (1999). The myth of the first three years: A new understanding of early brain development. New York, NY: The Free Press Gormley, W.T., Philips, D., Adelstein, S. (2010). Head start’s competitive advantage: Myth or Reality? Policy Studies Journal, 38(3), 397-418. Retrieved from Academic Search Premier Database Lerner, R.M. (2002). Concepts and theories of human development, 3rd Ed. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc

Tuesday, November 5, 2019

I Hate My Job How to Work Hard When You Dont Care Anymore

I Hate My Job How to Work Hard When You Dont Care Anymore The Internet is plagued with clichà ©d articles telling you the corporate world is basically like Disneyland, where everything is golden  and all you have to do is use a little elbow grease and you’ll be okay. Well, I’m here to spill the beans on this facade. It’s simply not true. Sometimes your job sucks and no amount of top 7, top 8, or top 10 lists on how to get ahead will change that.The problem is that you still need to make money. You hate your job and you’re disenfranchised with  the corporate world, but you still need to get paid in order to support yourself.So what do you do? If there is anything I’ve learned from my time on reddit, it’s that redditors are brutally honest- regardless of what that honesty entails. So I’m going to be brutally honest with all of you.  I’m not gonna sit here and give you advice like â€Å"cheer up† or â€Å"shift your mindset† because we all know that’s  common sense, and you could and would do it yourself if it were possible.Instead, I’ll speak from my own personal experiences. Hopefully, it will help some of you look at your job in a new light.1.  Don’t work longer than you’re supposed toIf you’re expected to work 9-5, work 9-5. Don’t waste extra time in that hellhole. My reasoning for this is simple: it will affect your overall happiness and productivity. Think about it, you’re miserable for 8 hours a day, every day. That’s 40 hours of misery a week. Imagine if you stayed an hour late every day. That would bump the number up to 45 hours of misery a week. Don’t do that to yourself. You’ll probably get more work done working 40 hours than 45, anyway.2. Find a side projectPart of the reason you’re miserable is because you’re not really being fulfilled creatively. If you picked up a side project to work on, you would at least be able to find something to look fo rward to during the day. You could start a blog. Take up cooking. Start a YouTube channel. There are tons of options out there. And who knows, one day that side project might become your main source of income.3. Learn  while you workAt this point, we’re assuming your job is dull and unfulfilling. So why not learn something while you work? Listen to a podcast about science (my personal favorite is StarTalkRadio), nature, or anything you find interesting. You can even teach yourself a new language while you enter data into that spreadsheet. As long as your hands do the work, your brain can focus on learning Spanish, French, etc.4. Take a napWhat better way to rejuvenate your energy and productivity than by taking a nap? Can’t take a nap in your office because your boss is a fire breathing dragon? You can download  breather  from the app store, an app that lets you rent quiet spaces for 30+ minute intervals. Each comes furnished with a table, sofa, and most importan tly: silence. While this app should be used sparingly because it can cost anywhere from $20-$40 an hour, taking a nap once a week can work miracles for your overall mindset.So basically what I’m getting at is that even if your job sucks, there are things you can do to rejuvenate your enthusiasm and productivity. All of these things, when used together, can provide you with the ability to work hard at your job even if you no longer care. Because at the end of the day, you don’t need to care about your job in order to bring home that  bacon. You just need to rig the game in your favor.

Sunday, November 3, 2019

Socrates, Plato, Aristotle Essay Example | Topics and Well Written Essays - 750 words

Socrates, Plato, Aristotle - Essay Example Despite the enigma that surrounds his life and his teachings, Socrates is today considered by many scholars to be one of the fathers of Western philosophy. His student, Plato, has done most of his thoughts and ideas that have been put down in writing because there is no record of his thought ever being written down during his lifetime. Based on this, it is very difficult to distinguish between the thought that was of Socrates and what was Plato is because it can be suspected that Plato may have put some of his ideas into the mouth of Socrates to make them seem more credible to his audience due to Socrates’ reputation. The dialectic method of enquiry can be considered Socrates’ most lasting contribution to Western philosophy, which tended mostly to be applied when dealing with moral matters such as what was good and just within the society. The dialectic method, which Socrates used, was first described by Plato when he stated that in order to solve a problem; this problem would be split into a series of questions the answers to which would eventually create a logical solution (McCall 1935 – 1936). The scientific method that is used today is heavily influenced by Socrates’ dialectic method of enquiry because a hypothesis for the solution of a problem is often the first stage in the scientific method. Socrates’ development and practicing of the dialectic method is what has earned him his place as one of the fathers of Western philosophy as well as the creator of the study of political philosophy, and moral philosophy.