Fashion at the Royal Wedding Essay Example | Topics and Well Written Essays - 750 words

Fashion at the Royal Wedding - Essay Example This essay follows the magnificent events of the Royal Wedding day, that occured in London, United Kingdom on 29th of April, 2011. As the world watched the most awaited day of 2011, the Royal Wedding of Prince William and Catherine Middleton filled the screens not only of television sets around the world but of computers as well. This essay suggests that the romance that filled the air could be the top reason for billions of people to have taken a break, to witness and share the joy of witnessing a modern fairytale come alive. But it is also undeniable that among the top reasons of watching the wedding was to have a look at the unveiling of the wedding gown and dress of the bride. Interestingly, it was not only the bride’s ensemble that proved to have been anticipated during the day but reviews of the affair show that the royal fashion has been expected to be a sight awaited not only by fashion designers and experts but by the general public as well. Talk about the brideâ€⠄¢s gown was all over social networking sites like ‘facebook’ and ‘twitter’ as well as news reports around the world through air and paper. This essay also focuses on description and analysis of the dresses of Queen Elizabeth, Prince William, bride's maids and other honourable guests fashion appereances, such as Queen Sofia of Spain and princess Letizia. In conclusion of the essay, the researcher describes his opinion that as for the men on the ceremony, not much fuss the mass-media gave to their garbs as compared to those of the women’s.... s’ dress were similarly designed to that of the bride’s in accordance to tradition, made from the same fabric but sewn by another designer, Nicki Macfarlane (omg.yahoo). Both dresses worn by the sisters was the handy works of Sarah Burton, a 36 year old fashion designer from Manchester who worked alongside the famous fashion designer and owner of the company named after him, Alexander McQueen. She has proven to have the potentials of a creative modern fashion designer first by being appointed the head of women’s wear of McQueen, a pretty flattering position for a person who worked for a world renowned fashion designer for only four years. After the legend’s death in February of last year, Burton succeeded her patron as the creative director of McQueen (White). Creating the wedding gown of the newest member of the royal family, Burton now faces a greater responsibility and challenge as the most famous fashion designer of this age. The royal fashion is not g oing to be complete without looking at the queen whose fashion designer is a close confidant, Angela Kelly who made a bright yellow outfit for Queen Elizabeth. Her dress was simple, matched with a yellow hat and accessorized with the Queen Mary’s lover’s knot brooch. Speaking of hats, the guests displayed a variety of them so that the hats made quite a buzz. Probably the most disdained headdress was that worn by princess Beatrice who looked like she had an octopus on her head. It was a Philip Treacy hat, the same designer of her sister’s hat as well as that of Victoria Beckham’s and the Duchess of Cornwall, Camilla’s without the outrageous reactions. Princess Eugenie received an identically negative comment about her attire which was not impressive at all with her blue seemingly disheveled dress and

Global Stratification Essay Example for Free

Global Stratification Essay Please choose one example of a third world country that was colonized (like Jamaica) and apply one of the theories learned in this week (i. e. world system theory, neo-colonialism, culture of poverty, etc. ) to analyze its economic conditions. Answers: North Korea is the only country of socialistic type which didn’t take any steps to change its regime in favor of democratic or market economy during the second part of the 20th century. The country exists for more than half a century but the last 10 years it exists in the conditions of economic crisis because of economic isolation. North Korea is characterized by extremely low GDP less than 1000 dollars per capita. Therefore, the country is one of the Third World nations. The main reason North Korea is a Third World nation is that it is one of the fewer countries which still practice communism in the globe. North Korea rejects capitalism and is closed from the rest of the world. People are suffering, despite the fact that North Korea is considered the forth group of nation in the World System Theory. When Communism was proved to be inefficient, the economy of North Korea collapsed. Moreover, North Korea keeps isolating itself from globalization of capitalism; its economic situation will less likely to improve. Apart from the natural drawbacks of the communism, Culture of Poverty also plays its role in the worsening situation of North Korea. As far as people in North Korea are so poor that they didn’t even have enough food to consume, they would not take any risks to take any steps to improve their lives. Also, the consequences of violating the governmental could be fatal. Thus North Korea perpetuates poverty from one generation to the next generation. Meanwhile despite the hunger and natural disasters the Korean system hasn’t â€Å"exploded† yet.

Mitzi Myers Criticism of Wollstonecrafts Maria Essay -- Literary Cri

Mitzi Myers' Criticism of Wollstonecraft's Maria In her article about Mary Wollstonecraft Mitzi Myers examines Maria in contrast to her other works, especially Mary and Vindication of the Rights of Woman, in an effort to better understand the author and her purpose in writing. She refers to arguments posed by several critics in order to build her conclusions. She also seeks the insights provided by William Godwin's notes about Wollstonecraft. Myers calls her an "individualist and innovator in her fiction and aesthetic theory as well as in her polemical tracts," and admits that "Wollstonecraft confronts, though she does not solve, the problem of integrating a rational feminist program with one woman's subjective feminine vision (107). Mitzi Myers acknowledges that it was William Godwin's respect for Mary Wollstonecraft's work and his belief that her work of fiction might " 'have given a new impulse to the manners of a world' had the sketch equaled the conception" (107). Myers believes that Wollstonecraft kept her pledge to "finish the continuation [of The Rights of Women as] promised in the Advertisement" (107). Taken from Memoirs of Mary Wollstonecraft: ed. W. Clark Durant ( l 927), p.111, Myers cites "William's account of Wollstonecraft's protracted labors (more than twelve months for Maria versus six weeks for the Rights of Woman) . . ." Godwin relates, " . . . When she had finished what she intended for the first part [of Maria], she felt herself more urgently stimulated to revise and improve . . . than to proceed" (107). Just as "anti-Jacobin critics promptly attacked the novel as an apologia for a philosopher's wanton conduct" (l07), Myers feels that many modern biographers treat her attempt at a novel similarly, a... ...oes seem a fair assumption based on what seem to be her goals. Suggesting that we are left with a "mingling despair and hope, Wollstonecraft's hints for the ending comprise an oddly apposite do-it-yourself kit for the reader" (113). Myers seems to be suggesting that the story is stronger without an ending; from Wollstonecraft's vantage, allowing the reader the option of completing the story, provides her the advantage of making her statement while avoiding public criticism regarding the lesson, or even failure of achieving the optimum conclusion. For the modern reader, the unfinished story provides a glimpse of the society which produced Wollstonecraft and her 'feminist' ideas, but it also makes for interesting writing assignments and/or discussions. Works Cited Myers, Mitzi. "Unfinished Business: Wollstonecraft's Maria." The Wordsworth Circle 11 (1980) 107-14.

A research paper on River Tamirabarani

Introduction: The Tamirabarani River originates from the famous Agasthiyarkoodam Peak in Western Ghats,Ambasumadram Taluk.It flows through Tirunelveli and Tuticorin .Etymology: The Thamirabarani contains traces of copper, hence its name (Thamiram means copper in Tamil). The copper content gives it a distinct reddish shade.The river has also been historically known as Porunai.Some scholars interpret the name Tamiraparani as Tamiram (copper) and Varuni (stream or river). They ascribe this origin as the bed of the river is of red soil; when the water flows on the red soil it gives a copper-like appearance.Historical Reference: The Ancient Greeks of the time of Ptolemy refer to the river as Solen. Spelt differently as Tampraparani, Tamraparni, Tamiravaruni, etc., the river is mentioned as the Porunai nathi in Tamil poetic literature. It gets recognition and is referred to as the renowned one in Sanskrit literature references to which are as old as that of the Puranas and Epics.Almost all the villages and towns along the course of this river are historical settlements.One well known example is Aadhichanallur which is a preserved  site of the State Archaeology Department from where pre-historic artifacts are excavated.The Tamirabarani river is referred to in anicient Sangam and Tamil texts. In Mahabharatha (3:88) the river is mentioned as â€Å"Listen, O son of Kunti, I shall now describe Tamraparni. In that asylum the gods had undergone penances impelled by the desire of obtaining salvation†Geographical Notes: The Tamiraparani originates from the peak of the Periya Pothigai hills of the Western Ghats above Papanasam in the Ambasamudram taluk. The great river like the Cauvery, but unlike most of the other Indian rivers, is fed by both the monsoons – the south west and the north-eastern and is seen in full spate twice a year if the monsoons do not fail.Prior to the bifurcation of the Tirunelveli district, the Tamiraparani was the only major river in Ta milnadu which had its source and end in the same district. After bifurcation, the river traverses the two districts of Tirunelveli and Tuticorin before joining the Gulf of Mannar of the Bay of Bengal at Punnaikayal in Tiruchendur taluk of Thoothukkudi district.The river is 130 kilometers in length and the Thamirabarani basin is situated between latitudes 8.21` N and 9.13` N and between 77.10` E longitudes. The forty metres deep Vanatheertham waterfalls are located near the origin of the Thamirabarani River. The river is feed by its tributaries as well as by monsoons. The river is joined by its headwater tributaries Peyar, Ullar, Pambar before it flows into the Kariyar Dam reservoir, where it meets Kariyar.The river descends down the mountains near Papanasam, where it forms the Kalyanatheertham falls and Agasthiar fallsTributaries Of The River: From the source to sea, the total length of the river is about 125 km., of which its course in Tirunelveli district alone is about 75 km. Ori ginating at an altitude of 1725 m. above MSL at Periya Pothigai hill ranges and integral hill track of Western Ghats in Ambasamudram taluk, it passes through the taluks of Tirunelveli and Palayamkottai of Tirunelveli district and Srivaikundam and Tiruchendur taluksof Thoothukkudi district. In the Ghats, the chief tributaries of the river are the Peyar, Ullar, Karaiyar, Servalar and the Pambar. These rivers join the Tamiraparani and enrich its  course before it reaches the plains. The first tributary which enriches the water of the Tamiraparani in the plains on the right side is the Manimuthar. Then comes the Gadananathi, which joins the Tamiraparani at Tiruppudaimaruthur. Before the Gadananathi’s entry into the Tamiraparani, the Gadananadhi is joined by the rivers Kallar, Karunaiyar and Veeranathi or Varahanathi which joins the river Gadananathi about 1.5 km north-east of Kila Ambur. The river Pachaiyar is another tributary which joins the Tamiraparani near Tharuvai village in Palayamkottai Taluk.One of the important and affluent tributaries of the Tamiraparani is the Chithar or Chitranathi which arises in the Courtalam hills and receives supply from the rivers Gundar, Hanumanathi and Karuppanathi. The Chithar empities itself into the Tamiraparani in Sivalapperi Village. The river drains with its tributaries an area of about 4400 sq. km. As most of its extensive catchments areas lay in the Western ghats, the river enjoys the full benefit of both the monsoons which make the river perennial. Since all its tributaries are arising from the Western ghats, the river is prone to heavy floods especially during the North East monsoon. Usage Of The River(Then):Not much is known about the usage of Tamirabarani River back then. The river has been historically known as Podhigai. It finds mention in the ancient Sangam and Tamil texts. There is an ancient script written as ‘Thamirabarani mahathmiyam’.Usage Of The River(Now): The many anicuts,dams and re servoirs on the Thamirabarani river, along with those on the Manimuthar River, provide a large proportion of the water for irrigation and power generation for Tirunelveli District. It is fed by both the monsoons – the south west and the north-eastern and is seen in full spate twice a year if the monsoons do not fail. The Gadananadhi has 6 anicuts and a reservoir of 9,970,000 m ³, and irrigates 38.87 km ² of wetlands. The Ramanadhi has 7 anicuts, a reservoir of 4,300,000 m ³, and irrigates 20.23 km ² of wetlands. Pachaiyar River has 12 anicuts and irrigates 61.51 km ² of wet and dry lands.The important irrigation channels branching off from both the banks of the river Tamiraparani are, South Kodaimelalagian channel, North Kodaimelalagian channel (Kodaimelalagian  anaicut), Nathiyunni channel (Nathiyunni anaicut), Kannadian channel (Kannadian anaicut), Kodagan channel (Ariyanayagipuram anaicut), Palayam (Palavur anaicut) channel, Tirunelveli channel (Suthamalli anai cut), Marudur Melakkal, Marudur Keelakkal (Marudur anaicut), South Main Channel and North Main Channel (Srivaikundam anaicut). Of these the first seven anaicuts were constructed during the period of ancient and medieval rulers and the last anaicut namely the Srivaikundam anaicut was constructed and completed by the British in 1869.List of dams across Thamirabarani river:1. Kodaimelaalagain anaicut 1281.67Hectares 2. Nathiyunni anaicut 1049.37 Hectares 3. Kannadian anaicut 2266.69 Hectares 4. Ariyanayagipuram anaicut 4767.30Hectares 5. Palavur anaicut 3557.26Hectares 6. Suthamalli anaicut 2559.69Hectares 7. Marudur anaicut 7175.64HectaresList of channels:1. South Kodaimelalagain channel 2. North Kodaimelalagain channel 3. Nathiyunni channel 4. Kannadian channel 5. Kodagan channel 6. Palayam channel 7. Tirunelveli channel 8. Marudur Melakkal 9. Marudur KeelakalPollution And Other Problems: This was an article in a Tamil daily.Many rivers in Tamil nadu have already become poisoned due to the mixing of industrial wastages and sewages. No measures have been taken to prevent them from degradation. Cooum is the best example for how a river can be degraded into a drainage. Noyyal has been polluted long back by the industries at. Uyyakondan/ Kudamuruti river, which passes through Tiruchirappalli has almost reached the drainage degree. Thamirabarani was the only perennial river in Tamil Nadu. Now, this river also poses a danger of being polluted due to plastic waste. Water falling from Coutralam falls is named as Sitraaru (Chitra Nadhi in Sanskrit), which is a branch to Tamirabharani is getting polluted by tourists day by day by polythene wastes. The Servalaaru, another branch river of Tamirabarani also getting poluted in its origination point itself by the tourists. Of late, Thamirabarani River is greatly polluted due to rapid industrialization on its banks including pulp, paper, textile, various workshops, photographic industries, various small scale industries leadin g to the discharge untreated effluents as also human and animal wastes, etc.The waste consists of dye stuff, sulphates, sulphide, copper, zinc, lead, phenolics, chlorides, lingo cellulosic wastes, mercaptans, mercury, etc. The survey conducted at various canals of Thamirabarani river reveals that the arsenic, chemical and pollution levels are extremely high than the permissible limits. Further the presence of amala plants in the canal greatly absorbs the oxygen level leading to the death of living things. Besides, the increased presence of microbes spreads foul smell in the canals. There are shocking reports that one litre of river water contains more than 1,300 microbes. The presence of high-level of toxic substances in the river water and its consumption causes irritation and other skin related diseases. There is huge apprehension among the scientists and farmers that if the present situation is allowed to continue, the crops will be greatly affected. Due to sand mining,the number of fish in the river has met with a drastic decrease.In Tirunelveli,Tuticorin,Virudhunagar districts,people are hesitating to use the â€Å"Jiva Nathi†Tamirabarani’s water for irrigating their fields.The river earlier was the source of water for cooking,consum-ption and other uses.The hotels,factories and hospitals on the banks of the river are dumping their hazardous wastes in the river.The settlements on the banks are also polluting the river on their part.The people have been using the river as a place to attend their nature’s call.Because of these,some parts of the river has become unfit for human use.Due to the mixing of germs,harmful alloys,factory wastes in the river,the Tamirabharani river is heading towards destruction.Plans And Projects To Rectify The Problems:Though the Government has taken many steps to clean rivers,none of them are being carried out properly.Also,the awareness among the people is decreasing day by day.First of all,if the mixing of wastes in the river is stopped,two thirds of the pollution will stop.The river also poses as a breeding ground for mosquitoes as the sewage mixes in the river.If the sewage is diverted,the breeding of mosquitoes will stop.Rivers and streams provide 65% of our nation’s drinking water.The second step is to create awareness among the people.Many rivers have been saved due to community projects undertaken by the people.Likewise,if the problems faced by the Tamirabharani river gains awareness,there is scope for positive development.Conclusion:The problem is never too late to be solved.The future of the Tamirabharani river will be determined by our actions.Do we want our Tamirabhrani river,the â€Å"Jiva Nathi† Tamirabharani to become another Cooum?The question is posed before us.The answer for this question lies in our hands. Through the National River Cleanup Program in the US, 900,000+ people have cleaned 162,000+ miles of streams, removing almost 9 million pounds of tras h.This could act as an example for us.The steps taken hereafter, should be proactive and not improvident. A research paper on River Tamirabarani Introduction:The Tamirabarani River originates from the famous Agasthiyarkoodam Peak in Western Ghats,Ambasumadram Taluk.It flows through Tirunelveli and Tuticorin .Etymology:The Thamirabarani contains traces of copper, hence its name (Thamiram means copper in Tamil). The copper content gives it a distinct reddish shade.The river has also been historically known as Porunai.Some scholars interpret the name Tamiraparani as Tamiram (copper) and Varuni (stream or river). They ascribe this origin as the bed of the river is of red soil; when the water flows on the red soil it gives a copper-like appearance.Historical Reference:The Ancient Greeks of the time of Ptolemy refer to the river as Solen. Spelt differently as Tampraparani, Tamraparni, Tamiravaruni, etc., the river is mentioned as the Porunai nathi in Tamil poetic literature. It gets recognition and is referred to as the renowned one in Sanskrit literature references to which are as old as that of the Puranas and Epics.Almost all th e villages and towns along the course of this river are historical settlements.One well known example is Aadhichanallur which is a preserved  site of the State Archaeology Department from where pre-historic artifacts are excavated.The Tamirabarani river is referred to in anicient Sangam and Tamil texts. In Mahabharatha (3:88) the river is mentioned as â€Å"Listen, O son of Kunti, I shall now describe Tamraparni. In that asylum the gods had undergone penances impelled by the desire of obtaining salvation†Geographical Notes:The Tamiraparani originates from the peak of the Periya Pothigai hills of the Western Ghats above Papanasam in the Ambasamudram taluk. The great river like the Cauvery, but unlike most of the other Indian rivers, is fed by both the monsoons – the south west and the north-eastern and is seen in full spate twice a year if the monsoons do not fail.Prior to the bifurcation of the Tirunelveli district, the Tamiraparani was the only major river in Tamiln adu which had its source and end in the same district. After bifurcation, the river traverses the two districts of Tirunelveli and Tuticorin before joining the Gulf of Mannar of the Bay of Bengal at Punnaikayal in Tiruchendur taluk of Thoothukkudi district.The river is 130 kilometers in length and the Thamirabarani basin is situated between latitudes 8.21` N and 9.13` N and between 77.10` E longitudes. The forty metres deep Vanatheertham waterfalls are located near the origin of the Thamirabarani River. The river is feed by its tributaries as well as by monsoons. The river is joined by its headwater tributaries Peyar, Ullar, Pambar before it flows into the Kariyar Dam reservoir, where it meets Kariyar.The river descends down the mountains near Papanasam, where it forms the Kalyanatheertham falls and Agasthiar fallsTributaries Of The River:From the source to sea, the total length of the river is about 125 km., of which its course in Tirunelveli district alone is about 75 km. Originat ing at an altitude of 1725 m. above MSL at Periya Pothigai hill ranges and integral hill track of Western Ghats in Ambasamudram taluk, it passes through the taluks of Tirunelveli and Palayamkottai of Tirunelveli district and Srivaikundam and Tiruchendur taluks of Thoothukkudi district. In the Ghats, the chief tributaries of the river are the Peyar, Ullar, Karaiyar, Servalar and the Pambar. These rivers join the Tamiraparani and enrich its course before it reaches the plains. The first tributary which enriches the water of the Tamiraparani in the plains on the right side is the Manimuthar.Then comes the Gadananathi, which joins the Tamiraparani at Tiruppudaimaruthur. Before the Gadananathi’s entry into the Tamiraparani, the Gadananadhi is joined by the rivers Kallar, Karunaiyar and Veeranathi or Varahanathi which joins the river Gadananathi about 1.5 km north-east of Kila Ambur. The river Pachaiyar is another tributary which joins the Tamiraparani near Tharuvai village in Pala yamkottai Taluk. One of the important and affluent tributaries of the Tamiraparani is the Chithar or Chitranathi which arises in the Courtalam hills and receives supply from the rivers Gundar, Hanumanathi and Karuppanathi. The Chithar empities itself into the Tamiraparani in Sivalapperi Village.The river drains with its tributaries an area of about 4400 sq. km. As most of its extensive catchments areas lay in the Western ghats, the river enjoys the full benefit of both the monsoons which make the river perennial. Since all its tributaries are arising from the Western ghats, the river is prone to heavy floods especially during the North East monsoon. Usage Of The River(Then):Not much is known about the usage of Tamirabarani River back then. The river has been historically known as Podhigai. It finds mention in the ancient Sangam and Tamil texts. There is an ancient script written as ‘Thamirabarani mahathmiyam’.Usage Of The River(Now):The many anicuts,dams and reservoirs on the Thamirabarani river, along with those on the Manimuthar River, provide a large proportion of the water for irrigation and power generation for Tirunelveli District. It is fed by both the monsoons – the south west and the north-eastern and is seen in full spate twice a year if the monsoons do not fail. The Gadananadhi has 6 anicuts and a reservoir of 9,970,000 m ³, and irrigates 38.87 km ² of wetlands. The Ramanadhi has 7 anicuts, a reservoir of 4,300,000 m ³, and irrigates 20.23 km ² of wetlands. Pachaiyar River has 12 anicuts and irrigates 61.51 km ² of wet and dry lands.The important irrigation channels branching off from both the banks of the river Tamiraparani are, South Kodaimelalagian channel, North Kodaimelalagian channel (Kodaimelalagian  anaicut), Nathiyunni channel (Nathiyunni anaicut), Kannadian channel (Kannadian anaicut), Kodagan channel (Ariyanayagipuram anaicut), Palayam (Palavur anaicut) channel, Tirunelveli channel (Suthamalli anaicut), Mar udur Melakkal, Marudur Keelakkal (Marudur anaicut), South Main Channel and North Main Channel (Srivaikundam anaicut). Of these the first seven anaicuts were constructed during the period of ancient and medieval rulers and the last anaicut namely the Srivaikundam anaicut was constructed and completed by the British in 1869.List of dams across Thamirabarani river:1. Kodaimelaalagain anaicut 1281.67Hectares 2. Nathiyunni anaicut 1049.37 Hectares 3. Kannadian anaicut 2266.69 Hectares 4. Ariyanayagipuram anaicut 4767.30Hectares 5. Palavur anaicut 3557.26Hectares 6. Suthamalli anaicut 2559.69Hectares 7. Marudur anaicut 7175.64HectaresList of channels:1. South Kodaimelalagain channel 2. North Kodaimelalagain channel 3. Nathiyunni channel 4. Kannadian channel 5. Kodagan channel 6. Palayam channel 7. Tirunelveli channel 8. Marudur Melakkal 9. Marudur KeelakalPollution And Other Problems: This was an article in a Tamil daily.Many rivers in Tamil nadu have already become poisoned due to the mi xing of industrial wastages and sewages. No measures have been taken to prevent them from degradation. Cooum is the best example for how a river can be degraded into a drainage. Noyyal has been polluted long back by the industries at  Tiruppur. Uyyakondan/ Kudamuruti river, which passes through Tiruchirappalli has almost reached the drainage degree. Thamirabarani was the only perennial river in Tamil Nadu. Now, this river also poses a danger of being polluted due to plastic waste.Water falling from Coutralam falls is named as Sitraaru (Chitra Nadhi in Sanskrit), which is a branch to Tamirabharani is getting polluted by tourists day by day by polythene wastes. The Servalaaru, another branch river of Tamirabarani also getting poluted in its origination point itself by the tourists. Of late, Thamirabarani River is greatly polluted due to rapid industrialization on its banks including pulp, paper, textile, various workshops, photographic industries, various small scale industries lead ing to the discharge untreated effluents as also human and animal wastes, etc. The waste consists of dye stuff, sulphates, sulphide, copper, zinc, lead, phenolics, chlorides, lingo cellulosic wastes, mercaptans, mercury, etc.The survey conducted at various canals of Thamirabarani river reveals that the arsenic, chemical and pollution levels are extremely high than the permissible limits. Further the presence of amala plants in the canal greatly absorbs the oxygen level leading to the death of living things. Besides, the increased presence of microbes spreads foul smell in the canals. There are shocking reports that one litre of river water contains more than 1,300 microbes. The presence of high-level of toxic substances in the river water and its consumption causes irritation and other skin related diseases. There is huge apprehension among the scientists and farmers that if the present situation is allowed to continue, the crops will be greatly affected.Due to sand mining,the numbe r of fish in the river has met with a drastic decrease.In Tirunelveli,Tuticorin,Virudhunagar districts,people are hesitating to use the â€Å"Jiva Nathi†Tamirabarani’s water for irrigating their fields.The river earlier was the source of water for cooking,consum-ption and other uses.The hotels,factories and hospitals on the banks of the river are dumping their hazardous wastes in the river.The settlements on the banks are also polluting the river on their part.The people have been using the river as a place to attend their nature’s call.Because of these,some parts of the river has become unfit for human use.Due to the mixing of germs,harmful alloys,factory wastes in the river,the Tamirabharani river is heading towards destruction.Plans And Projects To Rectify The Problems:Though the Government has taken many steps to clean rivers,none of them are being carried out properly.Also,the awareness among the people is decreasing day by day.First of all,if the mixing of wastes in the river is stopped,two thirds of the pollution will stop.The river also poses as a breeding ground for mosquitoes as the sewage mixes in the river.If the sewage is diverted,the breeding of mosquitoes will stop.Rivers and streams provide 65% of our nation’s drinking water.The second step is to create awareness among the people.Many rivers have been saved due to community projects undertaken by the people.Likewise,if the problems faced by the Tamirabharani river gains awareness,there is scope for positive development.Conclusion:The problem is never too late to be solved.The future of the Tamirabharani river will be determined by our actions.Do we want our Tamirabhrani river,the â€Å"Jiva Nathi† Tamirabharani to become another Cooum?The question is posed before us.The answer for this question lies in our hands. Through the National River Cleanup Program in the US, 900,000+ people have cleaned 162,000+ miles of streams, removing almost 9 million pounds of tra sh.This could act as an example for us.The steps taken hereafter, should be proactive and not improvident.

The Lost Symbol Chapter 127-128

CHAPTER 127 The breeze felt cold outside CIA headquarters in Langley. Nola Kaye was shivering as she followed sys-sec Rick Parrish across the agency's moonlit central courtyard. Where is Rick taking me? The crisis of the Masonic video had been averted, thank God, but Nola still felt uneasy. The redacted file on the CIA director's partition remained a mystery, and it was nagging at her. She and Sato would debrief in the morning, and Nola wanted all the facts. Finally, she had called Rick Parrish and demanded his help. Now, as she followed Rick to some unknown location outside, Nola could not push the bizarre phrases from her memory: Secret location underground where the . . . somewhere in Washington, D.C., the coordinates . . . uncovered an ancient portal that led . . . warning the pyramid holds dangerous . . . decipher this engraved symbolon to unveil . . . â€Å"You and I agree,† Parrish said as they walked, â€Å"that the hacker who spidered those keywords was definitely searching for information about the Masonic Pyramid.† Obviously, Nola thought. â€Å"It turns out, though, the hacker stumbled onto a facet of the Masonic mystery I don't think he expected.† â€Å"What do you mean?† â€Å"Nola, you know how the CIA director sponsors an internal discussion forum for Agency employees to share their ideas about all kinds of things?† â€Å"Of course.† The forums provided Agency personnel a safe place to chat online about various topics and gave the director a kind of virtual gateway to his staff. â€Å"The director's forums are hosted on his private partition, and yet in order to provide access to employees of all clearance levels, they're located outside the director's classified firewall.† â€Å"What are you getting at?† she demanded as they rounded a corner near the Agency cafeteria. â€Å"In a word . . .† Parrish pointed into the darkness. â€Å"That.† Nola glanced up. Across the plaza in front of them was a massive metal sculpture glimmering in the moonlight. In an agency that boasted over five hundred pieces of original art, this sculpture–titled Kryptos–was by far the most famous. Greek for â€Å"hidden,† Kryptos was the work of American artist James Sanborn and had become something of a legend here at the CIA. The work consisted of a massive S-shaped panel of copper, set on its edge like a curling metal wall. Engraved into the expansive surface of the wall were nearly two thousand letters . . . organized into a baffling code. As if this were not enigmatic enough, positioned carefully in the area around the encrypted S-wall were numerous other sculptural elements–granite slabs at odd angles, a compass rose, a magnetic lodestone, and even a message in Morse code that referenced â€Å"lucid memory† and â€Å"shadow forces.† Most fans believed that these pieces were clues that would reveal how to decipher the sculpture. Kryptos was art . . . but it was also an enigma. Attempting to decipher its encoded secret had become an obsession for cryptologists both inside and outside the CIA. Finally, a few years back, a portion of the code had been broken, and it became national news. Although much of Kryptos's code remained unsolved to this day, the sections that had been deciphered were so bizarre that they made the sculpture only more mysterious. It referenced secret underground locations, portals that led into ancient tombs, longitudes and latitudes . . . Nola could still recall bits and pieces of the deciphered sections: The information was gathered and transmitted underground to an unknown location . . . It was totally invisible . . . hows that possible . . . they used the earths magnetic field . . . Nola had never paid much attention to the sculpture or cared if it was ever fully deciphered. At the moment, however, she wanted answers. â€Å"Why are you showing me Kryptos?† Parrish gave her a conspiratorial smile and dramatically extracted a folded sheet of paper from his pocket. â€Å"Voila, the mysterious redacted document you were so concerned about. I accessed the complete text.† Nola jumped. â€Å"You snooped the director's classified partition?† â€Å"No. That's what I was getting at earlier. Have a look.† He handed her the file. Nola seized the page and unfolded it. When she saw the standard Agency headers at the top of the page, she cocked her head in surprise. This document was not classified. Not even close. EMPLOYEE DISCUSSION BOARD: KRYPTOS COMPRESSED STORAGE: THREAD #2456282.5 Nola found herself looking at a series of postings that had been compressed into a single page for more efficient storage. â€Å"Your keyword document,† Rick said, â€Å"is some cipher-punks rambling about Kryptos.† Nola scanned down the document until she spotted a sentence containing a familiar set of keywords. Jim, the sculpture says it was transmitted to a secret location UNDERGROUND where the info was hidden. â€Å"This text is from the director's online Kryptos forum,† Rick explained. â€Å"The forum's been going for years. There are literally thousands of postings. I'm not surprised one of them happened to contain all the keywords.† Nola kept scanning down until she spotted another posting containing keywords. Even though Mark said the code's lat/long headings point somewhere in WASHINGTON, D.C., the coordinates he used were off by one degree–Kryptos basically points back to itself. Parrish walked over to the statue and ran his palm across the cryptic sea of letters. â€Å"A lot of this code has yet to be deciphered, and there are plenty of people who think the message might actually relate to ancient Masonic secrets.† Nola now recalled murmurs of a Masonic/Kryptos link, but she tended to ignore the lunatic fringe. Then again, looking around at the various pieces of the sculpture arranged around the plaza, she realized that it was a code in pieces–a symbolon–just like the Masonic Pyramid. Odd. For a moment, Nola could almost see Kryptos as a modern Masonic Pyramid–a code in many pieces, made of different materials, each playing a role. â€Å"Do you think there's any way Kryptos and the Masonic Pyramid might be hiding the same secret?† â€Å"Who knows?† Parrish shot Kryptos a frustrated look. â€Å"I doubt we'll ever know the whole message. That is, unless someone can convince the director to unlock his safe and sneak a peek at the solution.† Nola nodded. It was all coming back to her now. When Kryptos was installed, it arrived with a sealed envelope containing a complete decryption of the sculpture's codes. The sealed solution was entrusted to then – CIA director William Webster, who locked it in his office safe. The document was allegedly still there, having been transferred from director to director over the years. Strangely, Nola's thoughts of William Webster sparked her memory, bringing back yet another portion of Kryptos's deciphered text: IT'S BURIED OUT THERE SOMEWHERE. WHO KNOWS THE EXACT LOCATION? ONLY WW. Although nobody knew exactly what was buried out there, most people believed the WW was a reference to William Webster. Nola had heard whispers once that it referred in fact to a man named William Whiston–a Royal Society theologian–although she had never bothered to give it much thought. Rick was talking again. â€Å"I've got to admit, I'm not really into artists, but I think this guy Sanborn's a serious genius. I was just looking online at his Cyrillic Projector project? It shines giant Russian letters from a KGB document on mind control. Freaky.† Nola was no longer listening. She was examining the paper, where she had found the third key phrase in another posting. Right, that whole section is verbatim from some famous archaeologist's diary, telling about the moment he dug down and uncovered an ANCIENT PORTAL that led to the tomb of Tutankhamen. The archaeologist who was quoted on Kryptos, Nola knew, was in fact famed Egyptologist Howard Carter. The next posting referenced him by name. I just skimmed the rest of Carter's field notes online, and it sounds like he found a clay tablet warning the PYRAMID holds dangerous consequences for anyone who disturbs the peace of the pharaoh. A curse! Should we be worried? 🙂 Nola scowled. â€Å"Rick, for God's sake, this idiot's pyramid reference isn't even right. Tutankhamen wasn't buried in a pyramid. He was buried in the Valley of the Kings. Don't cryptologists watch the Discovery Channel?† Parrish shrugged. â€Å"Techies.† Nola now saw the final key phrase. Guys, you know I'm not a conspiracy theorist, but Jim and Dave had better decipher this ENGRAVED SYMBOLON to unveil its final secret before the world ends in 2012 . . . Ciao. â€Å"Anyhow,† Parrish said, â€Å"I figured you'd want to know about the Kryptos forum before you accused the CIA director of harboring classified documentation about an ancient Masonic legend. Somehow, I doubt a man as powerful as the CIA director has time for that sort of thing.† Nola pictured the Masonic video and its images of all the influential men participating in an ancient rite. If Rick had any idea . . . In the end, she knew, whatever Kryptos ultimately revealed, the message definitely had mystical undertones. She gazed up at the gleaming piece of art–a three-dimensional code standing silently at the heart of one of the nation's premier intelligence agencies–and she wondered if it would ever give up its final secret. As she and Rick headed back inside, Nola had to smile. It's buried out there somewhere. CHAPTER 128 This is crazy. Blindfolded, Robert Langdon could see nothing as the Escalade sped southward along the deserted streets. On the seat beside him, Peter Solomon remained silent. Where is he taking me? Langdon's curiosity was a mix of intrigue and apprehension, his imagination in overdrive as it tried desperately to put the pieces together. Peter had not wavered from his claim. The Lost Word? Buried at the bottom of a staircase that's covered by a massive, engraved stone? It all seemed impossible. The stone's alleged engraving was still lodged in Langdon's memory . . . and yet the seven symbols, as far as he could tell, made no sense together at all. The Stonemason's Square: the symbol of honesty and being â€Å"true.† The letters Au: the scientific abbreviation for the element gold. The Sigma: the Greek letter S, the mathematical symbol for the sum of all parts. The Pyramid: the Egyptian symbol of man reaching heavenward. The Delta: the Greek letter D, the mathematical symbol for change. Mercury: as depicted by its most ancient alchemical symbol. The Ouroboros: the symbol of wholeness and at-one-ment. Solomon still insisted these seven symbols were a â€Å"message.† But if this was true, then it was a message Langdon had no idea how to read. The Escalade slowed suddenly and turned sharply right, onto a different surface, as if into a driveway or access road. Langdon perked up, listening intently for clues as to their whereabouts. They'd been driving for less than ten minutes, and although Langdon had tried to follow in his mind, he had lost his bearings quickly. For all he knew, they were now pulling back into the House of the Temple. The Escalade came to a stop, and Langdon heard the window roll down. â€Å"Agent Simkins, CIA,† their driver announced. â€Å"I believe you're expecting us.† â€Å"Yes, sir,† a sharp military voice replied. â€Å"Director Sato phoned ahead. One moment while I move the security barricade.† Langdon listened with rising confusion, now sensing they were entering a military base. As the car began moving again, along an unusually smooth stretch of pavement, he turned his head blindly toward Solomon. â€Å"Where are we, Peter?† he demanded. â€Å"Do not remove your blindfold.† Peter's voice was stern. The vehicle continued a short distance and again slowed to a stop. Simkins killed the engine. More voices. Military. Someone asked for Simkins's identification. The agent got out and spoke to the men in hushed tones. Langdon's door was suddenly being opened, and powerful hands assisted him out of the car. The air felt cold. It was windy. Solomon was beside him. â€Å"Robert, just let Agent Simkins lead you inside.† Langdon heard metal keys in a lock . . . and then the creak of a heavy iron door swinging open. It sounded like an ancient bulkhead. Where the hell are they taking me?! Simkins's hands guided Langdon in the direction of the metal door. They stepped over a threshold. â€Å"Straight ahead, Professor.† It was suddenly quiet. Dead. Deserted. The air inside smelled sterile and processed. Simkins and Solomon flanked Langdon now, guiding him blindly down a reverberating corridor. The floor felt like stone beneath his loafers. Behind them, the metal door slammed loudly, and Langdon jumped. The locks turned. He was sweating now beneath his blindfold. He wanted only to tear it off. They stopped walking now. Simkins let go of Langdon's arm, and there was a series of electronic beeps followed by an unexpected rumble in front of them, which Langdon imagined had to be a security door sliding open automatically. â€Å"Mr. Solomon, you and Mr. Langdon continue on alone. I'll wait for you here,† Simkins said. â€Å"Take my flashlight.† â€Å"Thank you,† Solomon said. â€Å"We won't be long.† Flashlight?! Langdon's heart was pounding wildly now. Peter took Langdon's arm in his own and inched forward. â€Å"Walk with me, Robert.† They moved slowly together across another threshold, and the security door rumbled shut behind them. Peter stopped short. â€Å"Is something wrong?† Langdon was suddenly feeling queasy and off balance. â€Å"I think I just need to take off this blindfold.† â€Å"Not yet, we're almost there.† â€Å"Almost where?† Langdon felt a growing heaviness in the pit of his stomach. â€Å"I told you–I'm taking you to see the staircase that descends to the Lost Word.† â€Å"Peter, this isn't funny!† â€Å"It's not meant to be. It's meant to open your mind, Robert. It's meant to remind you that there are mysteries in this world that even you have yet to lay eyes upon. And before I take one more step with you, I want you to do something for me. I want you to believe . . . just for an instant . . . believe in the legend. Believe that you are about to peer down a winding staircase that plunges hundreds of feet to one of humankind's greatest lost treasures.† Langdon felt dizzy. As much as he wanted to believe his dear friend, he could not. â€Å"Is it much farther?† His velvet hoodwink was drenched in sweat. â€Å"No. Only a few more steps, actually. Through one last door. I'll open it now.† Solomon let go of him for a moment, and as he did so, Langdon swayed, feeling light-headed. Unsteady, he reached out for stability, and Peter was quickly back at his side. The sound of a heavy automatic door rumbled in front of them. Peter took Langdon's arm and they moved forward again. â€Å"This way.† They inched across another threshold, and the door slid closed behind them. Silence. Cold. Langdon immediately sensed that this place, whatever it was, had nothing to do with the world on the other side of the security doors. The air was dank and chilly, like a tomb. The acoustics felt dull and cramped. He felt an irrational bout of claustrophobia settling in. â€Å"A few more steps.† Solomon guided him blindly around a corner and positioned him precisely. Finally, he said, â€Å"Take off your blindfold.† Langdon seized the velvet hoodwink and tore it from his face. He looked all around to find out where he was, but he was still blind. He rubbed his eyes. Nothing. â€Å"Peter, it's pitch-black!† â€Å"Yes, I know. Reach in front of you. There's a railing. Grasp it.† Langdon groped in the darkness and found an iron railing. â€Å"Now watch.† He could hear Peter fumbling with something, and suddenly a blazing flashlight beam pierced the darkness. It was pointed at the floor, and before Langdon could take in his surroundings, Solomon directed the flashlight out over the railing and pointed the beam straight down. Langdon was suddenly staring into a bottomless shaft . . . an endless winding staircase that plunged deep into the earth. My God! His knees nearly buckled, and he gripped the railing for support. The staircase was a traditional square spiral, and he could see at least thirty landings descending into the earth before the flashlight faded to nothing. I can't even see the bottom! â€Å"Peter . . .† he stammered. â€Å"What is this place!† â€Å"I'll take you to the bottom of the staircase in a moment, but before I do, you need to see something else.† Too overwhelmed to protest, Langdon let Peter guide him away from the stairwell and across the strange little chamber. Peter kept the flashlight trained on the worn stone floor beneath their feet, and Langdon could get no real sense of the space around them . . . except that it was small. A tiny stone chamber. They arrived quickly at the room's opposite wall, in which was embedded a rectangle of glass. Langdon thought it might be a window into a room beyond, and yet from where he stood, he saw only darkness on the other side. â€Å"Go ahead,† Peter said. â€Å"Have a look.† â€Å"What's in there?† Langdon flashed for an instant on the Chamber of Reflection beneath the Capitol Building, and how he had believed, for a moment, that it might contain a portal to some giant underground cavern. â€Å"Just look, Robert.† Solomon inched him forward. â€Å"And brace yourself, because the sight will shock you.† Having no idea what to expect, Langdon moved toward the glass. As he neared the portal, Peter turned out the flashlight, plunging the tiny chamber into total darkness. As his eyes adjusted, Langdon groped in front of him, his hands finding the wall, finding the glass, his face moving closer to the transparent portal. Still only darkness beyond. He leaned closer . . . pressing his face to the glass. Then he saw it. The wave of shock and disorientation that tore through Langdon's body reached down inside and spun his internal compass upside down. He nearly fell backward as his mind strained to accept the utterly unanticipated sight that was before him. In his wildest dreams, Robert Langdon would never have guessed what lay on the other side of this glass. The vision was a glorious sight. There in the darkness, a brilliant white light shone like a gleaming jewel. Langdon now understood it all–the barricade on the access road . . . the guards at the main entrance . . . the heavy metal door outside . . . the automatic doors that rumbled open and closed . . . the heaviness in his stomach . . . the lightness in his head . . . and now this tiny stone chamber. â€Å"Robert,† Peter whispered behind him, â€Å"sometimes a change of perspective is all it takes to see the light.† Speechless, Langdon stared out through the window. His gaze traveled into the darkness of the night, traversing more than a mile of empty space, dropping lower . . . lower . . . through the darkness . . . until it came to rest atop the brilliantly illuminated, stark white dome of the U.S. Capitol Building. Langdon had never seen the Capitol from this perspective–hovering 555 feet in the air atop America's great Egyptian obelisk. Tonight, for the first time in his life, he had ridden the elevator up to the tiny viewing chamber . . . at the pinnacle of the Washington Monument.

Preparedness theory essays

Preparedness theory essays How has preparedness theory attempted to integrate a Pavlovian model of the acquisition of specific phobias with this biological specificity? What is the status of Preparedness theory today? When confronted with a phobic object or situation an individual appears to have little control and no alternative but to avoid the feared object or situation (Ohman Russian psychologist Ivan Pavlov established the study of classical conditioning (Bourne & Russo, 1998). Kalat (1998) states that classical conditioning involves a modification of involuntary behaviour. In this process, a neutral stimulus that causes no natural respon...

The Effects of Mozarts Music on Middle School Age Learning

The Effects of Mozarts Music on Middle School Age Learning Different music genres and forms have various effects on the people’s mood, behavior, and activities. As a result, it is possible to state that music can also positively affect learning of students studying at the middle school because of stimulating the work of their brains, influencing the physiological processes, and affecting the students’ emotional state and moods.Advertising We will write a custom research paper sample on The Effects of Mozarts Music on Middle School Age Learning specifically for you for only $16.05 $11/page Learn More While discussing the most appropriate styles and forms of music which can affect the students’ learning positively, the researchers focus on the musical pieces composed by Wolfgang Amadeus Mozart (1756-1791). The sonatas, symphonies, and other orchestral compositions composed by this musical genius are discussed as the examples of the ‘light’ music of the 18th century which stimulates no t only the positive perception of the world but also the intellectual growth associated with the improved learning (Hattie and Yates 208-209). In spite of the fact that the effect of Mozart’s music on learning in general, and on the middle school age learning in particular, is the controversial topic which is actively discussed by psychologists, physiologists, educators, and music theorists, the role of Mozart’s music for influencing the students’ moods, behaviors, and motivation can be considered as significant. Depending on its genre, music can provide different effects on the listener’s perception. Classical music can stimulate the brain’s activities and the person’s process of thinking more actively because of the music’s harmony and balance. The classical music is often used as the background music because of the specifics of its rhythms to affect the rhythms of the person’s body and brain’s activities. Thus, resear chers state that the diatonic harmony of many classical compositions can contribute to changing the aspects of the people’s blood circulation and to influencing the persons’ mood and arousal (Jausovec, Jausovec, and Gerlic 2704). Furthermore, active listening to classical music and the use of classical compositions as the background music can have different effects on the students’ perception and learning. During his life, Mozart composed the great variety of musical pieces such as sonatas, operas, and symphonies which are characterized by the extreme musical balance and elegant harmony.Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More In his works, Mozart focuses on the diatonic harmony and on using the symmetrical phrases to accentuate the balanced nature of the piece. The focus is also on the sounds of flutes, on the brass and strings. As a result, the l istener perceives Mozart’s sonata or a piece of a symphony as the light and simplistic composition which increases mood and provides the feeling of harmony. Mozart’s music based on the emphasized harmony and simple melodies does not affect people negatively, while stimulating their pessimistic emotions (Keefe 150-152). Mozart’s compositions seem to provide the definite effect of sunlight and to assist students to think more positively because of the pleasant sounds and melodies heard in relation to Mozart’s works. Mozart’s sonatas and symphonies can be described as the reflections of the people’s senses and emotions. There is no violence or unpleasant sounds in Mozart’s works. Furthermore, the audience is often impressed significantly with the harmony of Mozart’s religious works in which strings sound more solemnly and vividly (Keefe 138-141). Although Mozart’s pieces are often composed according to minor patterns, they do not sound rather pessimistically. That is why, Mozart’s music is interesting and effective to be listened to and to provide the positive effects on the students’ learning processes. It is possible to state that Mozart’s music is based on the balanced combination of the instruments’ sounds which are perceived as pleasant and light that is why Mozart’s musical pieces can stimulate the increase in the students’ productivity while completing the home tasks or during the critical thinking processes. Mozart’s music can be discussed as the effective variant to create the positive atmosphere for learning. Moreover, the harmony of sounds and melodies in different Mozart’s works can have different effects on stimulating the persons’ activities while being listened to actively or as the background music. When the student focuses on listening to Mozart’s sonata, on its rhythmic pattern and on the sounds of the instruments, the student can develop his or her creativity, imagination, concentration, and memory (Jausovec, Jausovec, and Gerlic 2705). Mozart’s music listened to as the background melodies can provide the unconscious effects on the students studying at the middle school because their productivity increases unintentionally.Advertising We will write a custom research paper sample on The Effects of Mozarts Music on Middle School Age Learning specifically for you for only $16.05 $11/page Learn More It is rather difficult to find the empirical evidences to state that the process of listening to Mozart’s works can contribute to improving the students’ academic performance. However, it is possible to examine the differences of the classical music’s impacts on different students, depending on their age. Mozart’s music has the positive effects on students’ learning abilities because it stimulates their thinking processes, perception, creativity, and motivation. Listening to the light symmetrical musical phrases typical for Mozart’s sonatas, it is rather easy to concentrate on the learning activities and become more productive. Nevertheless, it is rather difficult to conclude about the role of music for the intellectual growth without referencing to the general improvement of the thinking processes caused by the students’ focus on the balanced and harmonized musical material. Hattie, John, and Gregory Yates. Visible Learning and the Science of How We Learn. USA: Routledge, 2013. Print. Jausovec, Norbert, Ksenija Jausovec, and Ivan Gerlic. â€Å"The Influence of Mozarts Music on Brain Activity in the Process of Learning†. Clinical Neurophysiology 117.12 (2006): 2703-2714. Print. Keefe, Simon. Mozarts Viennese Instrumental Music: A Study of Stylistic Re-invention. USA: Boydell Brewer, 2007. Print.

Electrum Metal Alloy or Green Gold

Electrum Metal Alloy or Green Gold Electrum is a naturally occurring alloy of gold and silver with a small amount of other metals. The man-made alloy of gold and silver is chemically similar to electrum  but usually is called green gold. Electrum Chemical Composition Electrum consists of gold and silver, often with small amounts of copper, platinum, or other metals. Copper, iron, bismuth, and palladium commonly occur in natural electrum. The name may be applied to any gold-silver alloy that is 20-80% gold and 20-80% silver, but unless it is the natural alloy, the synthesized metal is more correctly termed green gold,  gold, or silver (depending which metal is present in the higher amount).  The ratio of gold to silver in natural electrum varies according to its source. Natural electrum found today in  Western  Anatolia contains  70% to 90% gold. Most examples of ancient electrum are coins, which contain increasingly lower amounts of gold, so its believed the raw material was alloyed further to conserve profit. The word electrum has also been applied to the alloy called German silver, although this is an alloy that is silver in color, not elemental composition. German silver typically consists of  60% copper, 20% nickel and 20% zinc.   Electrum Appearance Natural electrum ranges in color from pale gold to bright gold, depending on the amount of the element gold present in the alloy. Brassy-colored electrum contains a higher amount of copper. Although the ancient Greeks called the metal white gold, the modern meaning of the phrase white gold  refers to a different alloy that contains gold  but appears silvery or white. Modern green gold, consisting of gold and silver, actually does appear yellowish -green.  Intentional addition of cadmium may  enhance the green color, although cadmium is toxic, so this limits the uses of the alloy. The addition of 2% cadmium produces a light green color, while 4% cadmium yields a deep green color. Alloying with copper deepens the color of the metal. Electrum Properties The exact properties of electrum depend on the metals in the alloy and their percentage. Generally, electrum has a high reflectivity, is an excellent conductor of heat and electricity, is ductile and malleable, and is fairly corrosion resistant. Electrum Uses Electrum has been used as currency, to make jewelry and ornaments, for drinking vessels, and as an exterior coating for pyramids and obelisks. The earliest known coins in the Western world were minted of electrum and it remained  popular for coinage until about 350 BC. Electrum is harder and more durable than pure gold, plus the techniques for gold refining were not widely known in ancient times. Thus, electrum was a popular and valued precious metal. Electrum History As a natural metal, electrum was obtained and used by early man.  Electrum was used to make the earliest metal coins, dating back at least to the 3rd millennium BC in Egypt. The Egyptians also used the metal to coat important structures. Ancient drinking vessels were made of electrum. The modern Nobel Prize medal consists of green gold (synthesized electrum) plated with gold. Where Can You Find Electrum? Unless you visit a museum or win the Nobel Prize, you best chance of finding electrum is to seek the natural alloy. In ancient times, the chief source of electrum was  Lydia, around the Pactolus River, a  tributary of the Hermus, now called the  Gediz Nehriin in Turkey. In the modern world, the primary source of electrum is Anatolia. Smaller amounts also may be found in Nevada, in the USA.

Explanatory Essay Example | Topics and Well Written Essays - 750 words

Explanatory - Essay Example The game of volleyball has a history of more than 119 years as the game was first developed during the period of 1895 by an individual named William G. Morgan who is an American (Zartman 2). The game was developed in order to substitute the game for the sport of basketball; as basketball was considered as a more violent game. Furthermore, basketball was considered physically harmful for the middle aged individuals who were members with the YMCA. The game has altered from what it was like when it was first developed. The first development was the introduction of a new ball, especially designed for the game during the year of 1900 (Zartman 4). Six years later, the game started becoming offensive in nature with the introduction of the set and spike method of transferring the ball from one end of the court to the other end was developed (Zartman 34). From this period onwards, several changes to the game were made and to regulate these changes the formation of the United States Volleyball Association took place during the period of 1928 and since then the game started becoming popular amongst the masses (Zartman 1992). After a period of 36 years, the game became so widely played that it was made part of the Olympics that took place in Tokyo (Zartman 188). The inclusion of the game in Olympics and the creation of regulatory body are signs that depict that the game is internationally recognized and has become quite common amongst the masses. The game of volleyball is quite difficult game to understand and play. It has several rules that help in achieving victory. The main rule in the game is that each team is only allowed to touch the ball three times when the ball is in their side of the court (Fivb.org 1). The members of the team can pass the ball with an underpass that is conducted with the help of the forearms or they can

Why America Can Be Called a Land of Unlimited Opportunity Essay

Why America Can Be Called a Land of Unlimited Opportunity - Essay Example These provisions offer the citizens and visitors an opportunity to work hard and without fear to own property. The American industrial growth rises every year. The continued industrial and economic growth, increases job opportunities and subsequently creates more employment. America is among the world nations with the best transport infrastructure. The availability of outstanding transport facilities like the electric trains, unmatched road system, unique airports and harbor has boosted business and economic empowerment projects. People get to jobs on time; trading activities are made easier and timely. Business opportunities are endless in America. America is among the world nations with the most outstanding technology. In fact, technological innovations are made on regular basis. Advancement in technology has made life easier and also created more job opportunities. The rate of investment in America is very high. The vast land masses give room for investment. Consequently, the American government support both public and private investment making America to be among the best places to invest across the world. Additionally, investment is also boosted by the strong security mechanisms put in place. In fact, America has the most powerful security and military forces on the globe. In essence, opportunities in American cannot be

Baby Theresa Essay Example | Topics and Well Written Essays - 500 words

Baby Theresa - Essay Example From this discussion it is clear that  approach which regards the possibility of taking one life to save another undermines the value of human life as whole. Here arises the problem of deciding who can be considered alive and who is not. Immediately, one can question the relevance of existence of people in coma and regard them as inferior and less important than conscious people. Similarly, could it touch severely retarded children, who are not capable of making decisions or leading a conscious and reasonable dialogue? The main issue here is that no one should have a right to making evaluations of whose life is more important and who is merely a means and to take a responsibility of talking about the common good and beneficence.As the essay discusses  allowing to donate organs of a child with anencephaly can serve as a precedent and further lead to widening of the law. The following can, eventually, result in a permission to transplant organs without patient’s consent in v arious contexts. For instance, it would give more freedom for medical workers to decide whom to consider eligible for donation. It could happen that soon people in coma or severely ill patients would be used as donors of organs without their permission or will be forced to give such permission. Any human can be exploited and used as a merely an object.  Solution of current bioethical dilemmas is quite a challenging task that presupposes a reconsideration of moral principles, personal values, and legal aspects.  

Small business plan 2 Research Paper Example | Topics and Well Written Essays - 1000 words

Small business plan 2 - Research Paper Example Typical example of how these behavior and preference is influenced would be the environmental factors which are media, culture and social influences. The level of awareness and knowledge about certain product types also significantly influences market preference. As such, business should always be aware of the changing market motivation and consumer psychology as this has a direct impact on the market’s buying decision. This is important for the company to be able to adapt to the changing environment and keep the business viable. a) Changing Fads – The core of our business which dual/triple SIM celphone is technology based that its trend changes at a dizzying pace. Given the past pace of technology turnover, it is normal that is â€Å"in† today will become obsolete tomorrow. Being in this business requires constant monitoring on technology trend to be able to adapt and respond to the changing fad in technology and guard itself from obsolescence. b) Reaction to Economic Crisis – The market’s buying decision is significantly determined by their purchasing power. As what we have learned during the recent financial crisis, consumers tend to delay or forego purchases to be able to adapt to the economic crisis. Anticipating how the market reacts to a crisis will enable a business to better adapt to a temporary set-back in demand by reducing inventory. This will save the company unnecessary cost as unutilized inventory is an unnecessary cost which could be considered a â€Å"baggage† for any business especially during a financial crunch. c) Innovation in technology – new technology innovations and emerging trends should be monitored by the company to keep itself relevant in the industry. Any trends which could threaten the existing product line into obsolescence should be carefully monitored so that the company could appropriately respond for its survival. a) Deterioration of Customer

Is Chinas rise an opportunity or a threat to world Essay

Is Chinas rise an opportunity or a threat to world - Essay Example The country created an atypical economic growth model for a socialist nation which utilized market forces and strategies somewhat similar to an open democratic capitalistic market. The transformation of the nation was a slow process that culminated in a virtually open market in the 21st century. Light manufacturing is the nations strength since these operations are heavy on labor and China has the lowest prices of trained labor worldwide. There are plans for this economy to enter into other sectors. Among the topics discussed in this report are economic development in China, the US-China relationship and its global implications and China’s path towards change. China changed into semi-open economy forgetting about the previous close economy characteristic of a communist regime to obtain economic growth. China started to invest in infrastructure, water and energy supply increased capacity, and its transportation system to create a more attractive investment location for foreign capital. The transformation started in the 1960’s and the country created an effective environment for manufacturing operations. Communist philosophy did not interfere with the market forces opening. An economy committed to change that is willing to accept the best paths irrelevant of its political structure can achieve financial and economic growth. Economic development is the objective and key missions of all countries in order to achieve a better standard of living of the population of the world which has risen to 6.7 billion as of the fourth quarter of 2007 (CountryWatch). The country took off and gained political, military, and economic power in the 20th century to become the most powerful and influential nation in the world was the United States. In a latter stage of the century starting in the early 1970 a nation that exploded into the global game and displayed decades of outstanding economic growth of an above 10% yearly rate was

Argumentative Thesis Essay Example | Topics and Well Written Essays - 1250 words - 1

Argumentative Thesis - Essay Example Since skin grafts are also treated as external bodies, it appropriately also gives an insight into how the patient’s body may treat an allograft and an autograft and why the treatment is different. In ACL surgeries allografts are considered as foreign tissues while autograft are not hence the former needs a greater length of time to be incorporated when compared to the latter which makes autografts the better choice owing to early and safe incorporation thus this served as a strong support point for my thesis statement. This article discusses the problems that a sportsperson faces after an ACL injury and surgery. It mostly looks into the trauma faced by sports people who have been victim to some sort of field injury. The article correctly identifies the reasons behind the need of quick recovery for such people. The content helped me conclude that the surgery opted for must be such that the recovery time is minimal but it should also help the person return to the game. The goal of my thesis was to prove why autografts are a better option. Most ACL problems are linked to physically active people, so it becomes really necessary that the tissue chosen for surgery (autograft/allograft) has to help the patient return back to their normal lives as soon as possible since most sportspeople depend on the sports for their livelihood. From this source I learnt how ACL tearing occurs and how it affects the patient. For my thesis understanding the reason behind an ACL injury and the aftereffect was beneficial and crucial because then it becomes easier to understand the expectations from an ACL reconstruction and select the appropriate graft tissue. This article talks about the kinds of tissue grafts, organ grafts and immunity of the body in detail. It states the difference between cadaveric grafts and own tissue grafts and the various pros and cons involved. The article also discusses the effect of graft surgeries on the human

Is Chinas rise an opportunity or a threat to world Essay

Is Chinas rise an opportunity or a threat to world - Essay Example The country created an atypical economic growth model for a socialist nation which utilized market forces and strategies somewhat similar to an open democratic capitalistic market. The transformation of the nation was a slow process that culminated in a virtually open market in the 21st century. Light manufacturing is the nations strength since these operations are heavy on labor and China has the lowest prices of trained labor worldwide. There are plans for this economy to enter into other sectors. Among the topics discussed in this report are economic development in China, the US-China relationship and its global implications and China’s path towards change. China changed into semi-open economy forgetting about the previous close economy characteristic of a communist regime to obtain economic growth. China started to invest in infrastructure, water and energy supply increased capacity, and its transportation system to create a more attractive investment location for foreign capital. The transformation started in the 1960’s and the country created an effective environment for manufacturing operations. Communist philosophy did not interfere with the market forces opening. An economy committed to change that is willing to accept the best paths irrelevant of its political structure can achieve financial and economic growth. Economic development is the objective and key missions of all countries in order to achieve a better standard of living of the population of the world which has risen to 6.7 billion as of the fourth quarter of 2007 (CountryWatch). The country took off and gained political, military, and economic power in the 20th century to become the most powerful and influential nation in the world was the United States. In a latter stage of the century starting in the early 1970 a nation that exploded into the global game and displayed decades of outstanding economic growth of an above 10% yearly rate was

Information Searches Term Paper Example | Topics and Well Written Essays - 1000 words

Information Searches - Term Paper Example A low involvement product can also be one that requires less effort in decision making because it is constantly bought. A regular buying behavior normally occurs if the involvement is low and there is a small brand difference. (Sandhusen, 2000) In this case therefore, the consumer of the product selects it because it is familiar to him or her. A man’s perfume is a good example of a product in this category. Medium involvement purchase is defined as a situation whereby the consumer would not care when selecting a product for purchase. For instance when booking a holiday hotel room, the consumer may not mind about the nature of services at the hotel because he or she there for a short time. Most products and services in this category are normally impulse because there is normally no prior consideration to buy them. An example is the purchase of new dresses, blouse and jewelry for a night out. High involvement purchases are those whereby the buyer spares much time and effort in s earching for the products. Involvement in any type of purchase gets high for those products that are costly and are much significant to ones’ life. (Evans, 1982). Consumer behavior is the study of individual or groups and how they choose, secure and dispose products and services in order for them to get satisfied. ... (Kotler,1986). Consumers normally carry out both internal and external search. Internal search is normally a psychological process that involves a buyer’s perception about a certain product. The consumer may want to know about their direct experiences about a certain product in the market: The feelings, attitudes, beliefs and behaviors about a certain product in the market. For instance, a lady may not want to use certain soap because it dries her skin. Information search is also a tool to determine consumer behavior which is affected by the buyer’s learning, attitude, perceptions and risk.(Kotler,1986). Manufacturers of products will normally come up with the necessary actions which make consumers search for information about their purchases. These include processes such as, standardization of prizes for the products, advertising which creates awareness to customers for them to make the appropriate decision about a product. Again, they can offer promotions and free sam ples in order to motivate the buyers. Thirdly, manufacturing companies of these products should at times brand their products so that the customers can notice something new about the products and buy them. In the production of a lady’s perfume for instance, makers need to pay attention to the above marketing strategies. (Kotler,1986). Problem recognition helps consumers feel a discrepancy about the number of brands of a product in the market. The principles regarding problem recognition and reaching the consumer’s desired state include the following. First is the issue of product analysis. This is whereby makers of products look keenly in to the product before selling it to consumers. Again, the makers need to

Learning Plan Essay Example for Free

Learning Plan Essay The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented studen t. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics o f today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to  the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exten sion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

I Am Determined to Become the Best Educator I Can Be :: Personal Narrative Writing

I Am Determined to Become the Best Educator I Can Be School had a large impact on my life. Until I was eighteen, I did not experience education in the traditional sense. My homeroom was my bedroom; I had economics in the kitchen and science class was often held outside. I studied the usual subjects: math, reading, science, history, and English. I also studied some non-traditional subjects: Bible, canning, sewing, and cooking. My mother taught me to love reading. My father taught me how to find answers to my questions, and my siblings taught me how to explain concepts in a way they could understand. Being taught at home offered me experiences that I would not have received if I had attended a traditional school. Unlike children who attended traditional schools, I was around my mother, siblings, and other adults all the time. While I did have friends my own age, I interacted mostly with adults. Because my school schedule was flexible, often I found myself helping an elderly person with yard work or cleaning. My father's boss asked my brother and I to help sort cattle or watch gates when the pens were being cleaned during the morning and afternoon. My mother taught me until I reached junior high and then my father took over. He assigned the subjects my brother and I would study for the year, bought our textbooks, and helped review for and grade our tests. But we were responsible to make our lesson plans and finish our textbooks within the school year. At the beginning of a school year, I would find out how many sections or chapters a textbook had. Then I would figure out how many sections or chapters I would have to complete each week to finish the book. At the beginning of every week, I wrote in a day-planner what sections I was to cover on what day. At a traditional school a teacher would do this for his or her students. Making my lesson plans while still in high school has prepared me for making lesson plans for my students when I become an elementary teacher. The area I lived in, Greeley, Colorado, has a strong agricultural base. My house was only ten or fifteen minutes from downtown Greeley; however, my father worked at a dairy farm and we had many friends in the agricultural world. Because our school schedule was flexible, my brother was able to work for a sheep rancher and learn mechanical and animal husbandry skills.