Salient Features of Romanticism free essay sample

Wordsmith defined poetry as the spontaneous overflow of powerful feelings; Emily Dickinson said, If I read a book and It makes my body so cold no fire ever can warm me, I know that Is poetry; and Dylan Thomas defined poetry this way: Poetry is what makes me laugh or cry or yawn, what makes my toenails twinkle, what makes me want to do this or that or nothing. Poetry Is a lot of things to a lot of people. Homers epic, The Odyssey, described the meanderings of the adventurer, Odysseus, and has been called the greatest story ever told.During the English Renaissance, dramatic poets like John Milton, Christopher Marlowe, and of course Shakespeare gave us enough to fill textbooks, lecture halls, and universities. Poems from the romantic period Include Goatees Faust (1808), Coleridge Kabul Khan and John Keats Ode on a Grecian Urn. Shall I go on? Because In order to do so, I would have to continue through 19th century Japanese poetry, early Americans that Include Emily Dickinson and T. We will write a custom essay sample on Salient Features of Romanticism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page S. Eliot, postmodernism, experimentalists, slam So what is poetry?Perhaps the characteristic most central to the definition of poetry is Its unwillingness to be defined, labeled, or nailed down. But lets not let that stop us, shall we? Its about time someone wrestled poetry to the ground and slapped a sign on Its back reading, Im poetry. Kick me here. Poetry is the chiseled marble of language; its a paint-spattered canvas but the poet uses words instead of paint, and the canvas is you. Poetic definitions of poetry kind of viral In on themselves, however, like a dog eating Itself from the tall up. Lets get rutty.Lets, In fact, get gritty. I believe we can render an accessible definition of poetry by simply looking at Its form and Its purpose: One of the most definable characteristics of the poetic form is economy of language. Poets are miserly and unrelentingly critical in the way they dole out words to a page. Carefully selecting words for conciseness and clarity is standard, even for writers of prose, but poets go well beyond this, considering a words emotive qualities, Its causal value, Its spacing, and yes, even Its special relationship to the page.The poet, through innovation in both word choice and form, seemingly rends significance from thin air. How am I doing so far? On to purpose: One may use prose to narrate, describe, argue, or define. There are equally underlying and over-arching purpose that goes beyond the literal. Poetry is evocative. It typically evokes in the reader an intense emotion: Joy, sorrow, anger, catharsis, love.. . Alternatively, poetry has the ability to surprise the reader with an Ah Ha! Experience revelation, insight, further understanding of elemental truth and beauty.Like Keats said: Beauty is truth. Truth, beauty. That is all ye know on Earth and all ye need to know. Hows that? Do we have a definition yet? Poetry is artistically rendering words in such a way as to evoke intense emotion or an Ah Ha! Experience from the reader. Pretty unsatisfying, huh? Kind of leaves you feeling cheap, dirty, all hollow and empty inside like Chinese food. Dont do this. Dont shackle poetry with your definitions. Poetry is not a frail and cerebral old woman, you know. Poetry is stronger than you think.Poetry is imagination and will break those chains faster than you can say Harlem Renaissance. To borrow a phrase, poetry is a riddle wrapped in an enigma swathed in a cardigan sweater.. . Or something like that. It doesnt like your definitions and will shirk them at every turn. If you really want to know what poetry is, read it. Read it carefully. Pay attention. Read it out loud. Now read it again. Theres your definition of poetry. Because defining poetry is like grasping at the wind once you catch it, its no longer wind.

Progressive Education Essay Example

Progressive Education Essay Example Progressive Education Paper Progressive Education Paper According to Gribble (1985) in progressive schools, there is this sense of social equality between adults and children which is one of the progressive ideals. Where the staffs are violent, pupils could also use the same method as a defence mechanism. Gribble further opined that just as machines are used by people so teachers should be used by children too and not children being directed by teachers. In line with progressive education, childrens learning should be purposeful, not tied to a particular curriculum usually entrusted on them with series of examinations and tests/assessments. The teachers moral responsibility is to help the children, guiding them to explore their talents and interests. It is however, important to avoid instilling irrational beliefs that children might not understand. The child must learn how to develop independency. Anything that has the tone of moral compulsion is against the principles of progressive education, which uniqueness rests firmly on the refusal to impose a particular set of values not only the ones contained in the curriculum (Gribble 1985). The philosophy of progressive schools has no room for any dictated creed. Children in progressive schools are allowed to make a choice and to express their opinions freely. The extent to which this is practiced depends on each school because children are helped to see learning as something they should enjoy. Progressive schools discourage competitiveness (Gribble 1985). Since children make their own choices and work at their own pace and not according to the dictate of anyone, it means that the individual pupil does not need to compete with anyone. This helps to relax the learning environment making it conducive for learning. A child neither measures his/her own achievement with any other childs nor does the OFSTED that would normally pressurise a state or public school present. There is usually no necessity for progressive school authorities to put pressure on the teachers who in turn pass the pressure on to the children through series of tests/assessments in order to be on top of the performance league table. There is usually no punishment in progressive schools and no inclination to any religious dogma or denomination. However, no matter how ideally progressive education is portrayed as panacea for traditional or conventional form of education as obtains in public, independent and state schools, it is obvious that some of them are not truly and completely progressive. There have been changes in the application of the original philosophy as propounded by pioneers of progressive educational methods some of whose contributions are mentioned and discussed next. Progressive thinkers There are some famous thinkers on childhood whose work are so vital in the history of child-centred education. Some of these writers in the early years did not categorically call their work progressive education, but what they did was catalytic to the formulation of body of knowledge that is called progressive education today to which a lot of acknowledgement is owed. This essay will briefly talk about their ideas, principles and ethos. One of these early writers was Jean Jacques Rousseau whose writings and progressive tilt brought about a fundamental change in the education of children. According to Darling J. ( ) in Rousseaus book Emile (1762), it is stressed that man should not disturb child growth but leave it the way nature has provided for it. Child-centred education came as an alternative due to dissatisfaction about the traditional education of that time. This rejection helped to fashion out current progressive education thought. In Emile, Rousseau asserts that the progressive idea took its root against the background of obligation and child depravity attached to children in those days where strict discipline and moral training for children was the norm. Rousseau rejected this idea and believed that children are good; that the evil seen in children is from a corrupt society. His ideas were that children should not be trained in such a way as to repress their natural tendency. When juxtaposed to modern progressive education concepts it translates to not imposing any particular learning style on children but rather allowing them to discover things by themselves Young childrens educational programmes should in Rousseaus view be confined to those things in which they have natural interest (Darling1994: 8 ). Rousseau promoted the fact that children learned from direct experience and opined that feeling is always learning, which can be understood to mean- learning from environment and not from a book. Rosseau is of the opinion that children should not be taught how to read until they are ready. He imagined that they would understand by learning from the environment and from feeling things around them. In addition to that he was of the belief that there has to be little information from a book. This is echoed by Calydon [ed] (1969:50) when it is said that Experience goes before instruction. However Rousseau did not clarify when learning from a book should set in but children should also seek information from books. This opinion is true because looking at teachers for instance, they had to learn from books and not only depend on experience. In modern progressive education students learn largely from experience as well as from books. Rousseau also advocated cordial relationship between a child and the teacher and that the child should learn from their actions. As discussed earlier progressive education does not see the teacher in authority like the teacher is seen in public schools; progressive education is therefore more of a child- centred approach to teaching. According to Darling ( ) Rosseau divided childhood into stages of human growth and development. He contended that different stages of growth require specific techniques. Therefore in progressive education pupils are given individual attention because each child has their own needs and peculiarities depending on their stages. Friedrich Froebel who established the first kindergarten at Keilhau, Germany in 1837 contributed immensely to the progressive idea of education. He believed that everyone has a spiritual value. Like Rosseau, he believed that every child had within themselves what they were to be at birth. He also believed that the appropriate educational environment would encourage the child to achieve optimum development.

Midwest Healthcare System Assignment Example | Topics and Well Written Essays - 250 words

Midwest Healthcare System - Assignment Example Mr. Wimple, chief operating officer, is the most valuable source of information since he is dealing directly with the management of the resources and funds resulting in the profit or the loss.   Strategies can be formulated with the assistance of the Mr. Wimple for more efficient running of the organization. Dr. Spock, medical director, responsible for the services and program being provided by the healthcare system, can highlight the economic success in relation to the efficient and affordable medical treatments and services. Ms. Bobcat, vice president of nursing, helps in confirming that the nursing staff is capable and responsible enough to work within the budget of healthcare systems. Also, to check if the incentives and pays provided to the nurses are be sufficient. The information gathered from the team can be gathered to formulate effective solutions for generating profits. As a CFO of the healthcare system, a financial budget will be prepared, with the approval for the implementation of Mr. Hazard, the CEO of Midwest Healthcare system.   The goal of the plan is the investment of the financial aids to generate revenues and cover expenditures. The information gathered from Mr. Wimple, ensures that the budget plan will operate effectively even in unexpected situations. Dr. Spock and Ms. Bobcat should be able to help in making the working of the budget plan successful and to ensure that the nursing staff and medical treatments are within the new budget plan.

The Patient Essay Example | Topics and Well Written Essays - 750 words

The Patient - Essay Example It was a Wednesday afternoon in June, and I almost didn't go to rehearsals because I had a lot of assignments to do and a class from 5-6, but things were getting really exciting at Ashe and I hated missing a single day. We were in the middle of a cruel dance workout with our director and choreographer "Joe-Joe", when our music teacher, Conrad, came over and whispered in his ear. We were at a loss to know what "Joe-Joe" meant, until Conrad brought us some tie-and-died t-shirts and urged us to don them quickly while explaining that we were going to sing "Friends" (Dionne Warwick), a song that we had been rehearsing, at a special occasion. He gave no further details. He crammed us into the bus, ran a quick warm up and role-check (I was singing the female lead) and took us away under the cover of night like Ali Baba and the Forty (in our case, Four) Thieves! We arrived at a suburban house in an unfamiliar part of town. Under a majestic tree with protective far-spreading branches sat about a hundred people in clusters of threes and fours. It wasn't what I had expected. I thought we were going to perform on a real stage, but a house Little did I know that due to the stigma on AIDS at the time, the hospices were kept secret, to avoid the scorn of local residents. Conrad hustled us "backstage", which was only inside the house, as we were to perform in under ten minutes. At first we stood in a confused huddle in a semi-lighted corner of the entrance hall, but little by little, events started to pull our uncomprehending attention to our unbelievable surroundings. The first shock to my system was when a man - medium height, with muscles and a firm build that he showed off with a black muscle-shirt and a tight-fitting jeans - sauntered by us and hugged and kissed Conrad on the cheek (Conrad was tall and skinny with knock-knees). I imagined my jaws dropped open (but I really didn't react just then), as I registered the similarity in the two men: the bald head, the earrings in both ears. I exchanged a glance with my then-best-friend Stephanie, and I saw her eyes growing round like an 'O'. Our eyes said everything. Now I awoke to the half-closed doors that lined one side of the hall. Through one I could just make out beds on which were hanging sore-dotted feet. Then as I watched, a women started going in and out of the rooms, bearing food, medication, towels, and a long-suffering expression on her face. Steph and I sidled to a more advantageous point for snooping, and lived to regret it. Inside one room were three beds and three painfully meager, pot-bellied, half-naked children, who looked as if they were living just to die. One of them was a boy with an everlasting head and a tiny body. The little that he had was either covered in bandages or running sores that the "nurse" had to keep bathing in a pungent liquid and threaten him not to touch. In the second room a fairly young man was staring in melancholy at his amputated leg, while on the bed beside his, a male "nurse" was having a hard time trying to feed an emaciated man who would yell for food as soon as the nurse was gone, but would tur n from it in revulsion as soon as it

Tourism system Essay Example | Topics and Well Written Essays - 2000 words

Tourism system - Essay Example A large amount national income comes from the tourism industry. Such vast amounts of information and data have to be stored and processed and should be distributed to the customers as efficiently as possible. Information technology plays a very important role in the tourism industry because through the use of information technology, several devices can be implemented which are used to store large amounts of information. Tourism industry was never a very renowned industry and people were not very interested in tourism industry. IT was only recently due to the technical advancements in technology. The advancements in Information Technology resulted in both the quantitative and the qualitative aspects of the economy of a nation and also advancements in the tourism department consequently fueling and sustaining an impressive growth rate over the years (Franke, 2003). This brings into focus the role of IT in tourism education geared at nurturing the necessary skills in potential managers in the industry to make the industry influential and effective. The benefits of implementing Information Technology in tourism industry can only be observed through the development in the tourism industry all over the world. Information Technology when applied to tourism industry, it takes the level of the tourism industry to a whole new level where touris... ome into play while implementing Information Technology in tourism - the information about the tourist places, the kind of places people would like to live in, the type of technology to be used and many such factors (Baggio, 2006). Each one has an important role to play in tourism. Tourism is characterized into three different components: Transport Sector Accommodation Sector Attraction Sector Transport Sector Transport is a major contributor to the development of the tourism industry. Transport helps link the origin and the destination areas through some means of transport. This means of transport could be any moving vehicle. Transport includes many entities such as holiday makers, business travelers, relatives, travelers, and other such entities. Transport facilitates the movement of these entities from one place to another. Before setting out on a journey of any kind, every traveler makes sure which Transport Company has a good safety record (Vich-I-Martorell, 2002). To this effect, airplanes coaches and even taxis are equipped with good communication equipment. An airplane requires highly sophisticated and highly advanced technical instruments to ensure passenger safety. Today's airplane has this highly advanced technical instruments and flies with the help of modern information technology equipment. A deep understanding and detailed weather information, altitude information and other such small but important information is provided by Information Technology. This information is given to the pilot. Using this information the pilot can communicate with the ground control during emergencies. With information technology in place, it is easy for airplanes to communicate to any airport during emergencies. In-flight entertainment is also a product of information

Spacetime Structure Implications from Quantum Mechanics

Spacetime Structure Implications from Quantum Mechanics Spacetime Structure Implications from Quantum Mechanics and Relativity Abstract Some idea proposed in the recent Penroses Conformal Cyclic Cosmology (CCC) is discussed in this paper. In CCC it is argued that the concept of time looses its meaning in a Universe filled solely with zero rest-mass particles (i.e. photons and gravitons). This particular idea is discussed, because at least conceptually it can have some implication on our understanding of spacetime and a role of rest-mass. Relativity was a great revolution in our understanding of space and time, sometimes leading to paradoxes. Quantum Mechanics introduced quanta of energy. It occurs that the existence of the minimum quanta of energy can has a strong implication on the spacetime structure. abstract should include at the max. 250 words. The abstract should give readers concise and correct information about the material of the article. It indicates what methodology you have used for your results and how you are concluding these results. The abstract should be restricted into a single paragraph with Times New Roman with Font Size 10, with proper justification. Keywords: quantum mechanics; general relativity; conformal cyclic cosmology Introduction Einsteins Relativity theory has been experimentally verified very thoroughly and also Quantum Mechanics predictions are experimentally very well checked. The philosophical or physical interpretation of mathematical equations of Relativity is commonly accepted. However Quantum Mechanics is a very good working operating tool, whereas the interpretation differs widely amongst physicist and philosophers (outlook of various interpretations can be found e.g. in [2]). Basing on the recent Penroses cosmological proposal [9] it seems that some implications to our understanding of spacetime can be derived from principles and as consequences of Relativity and Plancks law. It can also lead to a specific interpretation of a wave function in Quantum Physics. The Penroses selected idea will be presented at first. Then some considerations influenced by this idea will be discussed. Problems with time measurement In [9] Penrose states that in a spacetime filled solely by photons and gravitons no clock can be built (Only the fact that rest-mass is zero is important. Therefore in the rest of this paper only photons will be discussed. Anywhere in the text when a photon is discussed it is important that it is a particle with zero rest-mass.). In order to have any clock a massive particle is needed. A stable massive particle â€Å"ticks† with the specific frequency (It can be derived by combining Plancks formula and Einsteins formula . Detailed discussion is in [9].). (1) . So when there is no massive particles a spacetime looses its metric structure and only the conformal structure remains. On the other hand the black hole evaporation process (known as Hawking radiation) [5] may lead the Universe to such a state in a very long time. Simply speaking if the Universe will be expanding (and therefore cooling) then after some time the background will be cooler than all black holes. Of course the infinite expansion is assumed. There are however some objections, because there may be some matter left, not collapsed to black holes. E.g. some lonely massive particles can resist. Penrose discuses both possibilities: some highly hypothetical process of loosing mass in a very long period and implications of an event horizon. It is not a scope of this paper to discus it more thoroughly. Only to state that a spacetime filled only with zero restmass particles is physically interesting, reasonable and possible. Penrose argument that in such a spacetime no time measurement can be done (and only conformal structure remains) seems true [3, 11]. Briefly â€Å"one can dispense with the geodesics neither of test particles nor of light rays in measurement process† [6]. More discussion on this topic can be found e.g. in [10]. In this paper it is assumed that Penroses proposal is true and if spacetime is filled with zero rest-mass particles or massive particles which cannot influence each other due to event horizon the n time cannot be measured in such a spacetime. Possible consequences of this statement will be discussed. Proper time of a photon, the Observability Principle and tiling a spacetime Let us consider a spacetime filled only with zero rest-mass particles. From Special Relativity it is known that any of such a particle â€Å"feels† no proper time. For example no time passes for a photon between its emission from the Sun and its absorbing on the Earth. Time passes e.g. for people on the Earth, but no time passes for a photon. Sticking to the Observability Principle, which means that anything which cannot be observed does also not exist [7, 8], one can say that for a photon both events take place at the same time (Because time difference between leaving the Sun and coming on the Earth, such as for the people on the Earth, does not exist for a photon and is not observed by a photon.). It means that no time passes in the Universe filled only by zero rest-mass particles just as Penrose concluded in [9]. For the sake of clarity such a Universe will be called a Penroses Universe further in this paper. Fig. 1: To distinguish between different configurations time is needed. In case of no time (inability to measure time) one can say that all possible configurations happen at the same time. Or simply each particle is at the same time in all possible places. It seems important to present some consideration here (which was not stated by Penrose). From the above paragraph it can be concluded that different configurations can be realised in the same time. Here a time is understood as an internal property of a Penroses Universe. The meaning of adjective internal will be clarified throughout the rest of this paper. Of course we are used to measure time for example by comparing configurations of objects (e.g. distance proportions between parts of them, etc.). When we see an egg on a table and next we see smashed egg on the same table we guess that a time has passed. In sake of clarity in a Universe filled with photons solely we should distinct between configurations (able to happen at the same internal time) and events (which happen one after another due to the order of the arrow of time). In a Penroses Universe configurations are possible, but events are excluded by the definitions. So in a Penroses Universe each possible configuration takes place in the same (internal) time. Equivalently they just take place simultaneously. (If there is no time it can be said that everything happens at the same time.) If one considers all possible configurations in a Penroses Universe, one can equivalently say that each zero restmass particle is everywhere at the same (internal) time (Let us notice that we may omit internal because if it is assumed that nothing exists except a particular Penroses Universe then any other reference for some other â€Å"time† cannot exist.). Of course the fact that a photon â€Å"feels† no time when passing from A to B i.e. that it has zero proper time does not imply that it is therefore everywhere in spacetime and, in particular, it does not mean that it is â€Å"simultaneously† on all possible paths between A and B. Indeed, in relativity theory, light moves on well-defined null geodesics. What I am trying to emhasise is that without massive particles it is impossible to discriminate these geodesics [3] and therefore (actually this is the crucial step) following the Observability Principle we identify all situations that are undistinguishable. It may be concluded that this is somehow similar to rather commonly agreed thought that the reality emerges only in relation to the results of measurements. Fig. 2: In A there is no massive particle. In B there are some. Time exists internally in B. A is a tiny Penroses Universe without time (as far as no interaction with B happens). A (global) time for which we can treat A as Penroses Universe is measured in B, because in A no time exists. It means that on A+B there is a time. Such a picture is not valid in our Universe because efficient clocks exist in it. The apparent contradiction occurs only because we imagine a Penroses Universe from the external point of view (experiencing the flow of the time). If we imagine that nothing exists except a Penroses Universe we would not have to use internal to describe time. Simply no device to measure time flow would exist. Now let us think about a spacetime as a manifold (as in General Relativity). One living in the spacetime approximates the global structure of the whole manifold by observing his neighbourhood. However locally there is no â€Å"absolute time† as Relativity states. Consider now a small tiny part of the Universe (an open subset in the manifold). The Universe is filled by both zero and non zero rest-mass particles (as our Universe we live in). But locally we can find small parts of it which are filled solely by photons. We can treat each such a part as a Penroses Universe as far as no interaction with any massive particle takes place. It is due to previous considerations. We can say that no time passes inside such a part as far as no event takes place. It is understood that events take place in the global Universe. And by the event we mean here some act of interaction between a part being a Penroses Universe and a part of the global Universe possessing at least one non zero rest-m ass particle. Then these two parts can be treated as one part (being then not a Penroses Universe). In other words let us find in our Universe as much as possible very small Penroses photon filled local Universes. These small Universes differ from Penroses one big Universe by the fact that they can be treated as such only as far as they do not interact with some massive part. The idea of tiling the spacetime manifold is sketched on pictures. Fig. 3: An interaction happened from part B to part A. A is no longer a Penroses Universe. Fig. 4: Such a timeless Universe cannot be divided into a massive parts and Penroses Universe parts. No matter how we would tile this Universe each component has no time. In a Penroses Universe it is unclear how the different configurations (spacetime paths) are to be defined. Indeed, just as there is no time measure, so there is no spatial measure (with which one can distinguish, for instance the distance between points on two different paths). Therefore due to the Observability Principle particles in such a universe are as if they were everywhere at the same time. What is needed to talk about any time order is an interaction with some massive particles. Only then e.g. before and after are sensible notions. Discussion on the Double Slit Experiment In the famous doubleslit experiment a photon seems to pass through both slits at the same time. Therefore a wave function has been introduced, because a particle behave as if it were a wave. However if one tries to localise through which slit a particle actually passes, interference image is erased and a particle behaves as a corpuscle. Therefore one says about corpuscular-wave dualism. But due to considerations in previous paragraph one should also be able to say that a photon really passes through both slits (because no time passes for a photon, so two event take place for a photon at the same time). And what is called a collapse of a wave function is just a choosing of a particular path out of all possible. Such a measurement is however possible only if non zero rest-mass is involved. It is known that as a particle becomes more massive quantum properties are less clear and lighter particles behaves more like a waves (photons, electrons). The ability to measure time interval can al so be seen from Eq. (1). In such an interpretation a wave function is not an abstract existence in observer mind. It is a physical being. But as such should somehow depend not only on a particle but also on a spacetime in which is considered. Summarising Relativity Einstein once strongly criticised any physical concept which is â€Å"independent in its physical properties, having a physical effect, but not itself influenced by physical conditions† [4]. Just a proposed interpretation of a wave function should therefore be justified if this wave function interacts with spacetime. Basing on General Relativity we know that the spacetime is influenced by gravitation. So the first simple test for the new interpretation is to check whether gravitation changes a wave function. Fortunately such an experiment was done. Firstly neutron beam was scattered into two beams: each influenced by the same gravitational field. Secondly the whole apparatus was placed in a way that after scattering the gravitational fields for the first beam and for the second beam were different. By examining the interference pattern it was observed that the quantum-mechanical phase shift of neutrons is caused by their interaction with Earths gravitational field [1]. One can then also speculate that the gravitational field influences a wave function. It can be objected that the proposed explanation of quantum mechanics is contradicted by the conservation of the energy. A particle really going thorough all possible paths would do infinite work. It is not true in the proposed scheme. No procedure could measure such an energy, because those trips take places in a part of a spacetime where no useful time concept exists. If time is immeasurable then the particle can do the work needed to go through all possible paths. However immediately when a working clock is used, a particular path is localised an the energy conservation is saved. It can also be seen from this argument that the Feynmans Path Integral approach is the most natural formulation of Quantum Mechanics. Conclusions The presented arguments lead to the specific interpretation of quantum mechanics. Conceptually the presented considerations show that one can find some guide towards Quantum Physics starting from Relativity and Plancks law. Especially Feynmans Path Integral Formulation emerges in nice way. Some further implication to Cosmology occurs. The Universe filled solely with zero rest-mass particles should be treated as in a superposition state of all possible states. Occurrence of strictly positive masses not separated by event horizon would give the origin to time and states being in a superposition can be reduced to a particular state. It advocates the concept of the Universe wave function. In a black hole singularity time stops and mass density is infinite as is known from Relativity. If one would look at a singularity from the presented point of view one could say that mass density is infinite only for external observer. Because only such an observer has a meaningful concept of time. Infinite density occurs as a consequence of localising all in-falling particles in a point. However as it was explained in the paper if time stops, all particles can occupy the same point in the same â€Å"time† (which exists only for external observer). A possibility of application of the presented scheme will be explored in the future research.

iSLAM :: essays research papers

Islam began when Muhammad went away and saw the angel Gabriel. He told Muhammad that he was Allah’s; it is how Muslims call god, Prophet. At first people didn’t believe he was the Prophet of Allah. It was until after Muhammad died did Islam start to truly spread. Islam also teaches that there is only one God. Muhammad calls all people to worship Allah, because He is merciful and fair. On Judgment day, he will come and judge everyone according to his or her actions. It is pretty much like the Catholic Church teaches. If you do good things for others you will be rewarded and if you don’t you will go to hell as a punishment. â€Å"And they (women) have rights (over their husbands as regards living expenses, etc.) similar (to those of their husbands) over them (as regards obedience and respect, etc.) to what is reasonable, but men have a degree (of responsibility) over them. And Allah is All-Mighty, All-Wise." (Al-Baqarah 2:228) Muslims also have different perspectives on certain issues particularly in treating females and males the same way. Men are allowed to have four wives but must treat them with care and love. Men can divorce their wife/wives at any time they wish. Unfortunately, women aren’t allowed to do the same. Muslims have Five Pillars of Faith which explain five major parts of Islam. The first on is on faith and says that there is no god except god and everyone can have. A message of guidance has come through a man like us. Salat are the prayers that are prayed five times a day which brings up the second one, Prayer. Muslims believe that the principles of Islam are only made by god and that money is up to humans only. Just like we have Lent and fasting, Muslims have dates similar to these. During the month of Ramadan Muslims must fast during the daylight. After the fast, it is followed by a feast to only the ones who stayed true to the fasting. And finally, the fifth one is the pilgrimage or the Hajj. Every year, Muslims travel to Mecca, if they can afford it or are in good condition, and it is believed that it gives a preview of Judgment day.

Discrimination and Single Equality Scheme Essay

Ann Gravells states the importance of keeping uptodate with legislation and codes of practise in Preparing to Teach in the LifeLong Learning Sector. According to Gravells it is important to do so â€Å"to ensure you are remaining current with your knowledge and practise, and any changes or updates that have taken place.† I comply with various generic legislation and codes of practise which relate to my role as a teacher and some that are specific to the subjects I teach i.e. assessor and verifier awards, management, helath & socialcare (adults and children) and some specific to my organisation. As a teacher I need to be aware of and comply with the following: †¢ Health and Safety at Work Act 1974. †¢ shall be the duty of every employee while at work— †¢ (a)to take reasonable care for the health and safety of himself and of other persons who may be affected by his acts or omissions at work; and †¢ (b)as regards any duty or requirement imposed on his employer or any other person by or under any of the relevant statutory provisions, to co-operate with him so far as is necessary to enable that duty or requirement to be performed or complied with †¢ Race Relations (Amendment) Act 2000. †¢ Disability Discrimination Act 1995 and 2005 (DDA). †¢ Special Educational Needs and Disability Act 2001 (designed to bring education within the remit of the DDA through the addition of Part 4 DDA 1995). †¢ Equality Act 2010. the Act is to consolidate the complicated and numerous array of Acts and Regulations, which formed the basis of anti-discrimination law in Great Britain. This was, primarily, the Equal Pay Act 1970, the Sex Discrimination Act 1975, the Race Relations Act 1976, the Disability Discrimination Act 1995 and three major statutory instruments protecting discrimination in employment on grounds of religion or belief, sexual orientation and ageIt requires equal treatment in access to employment as well as private and public services, regardless of the protected characteristics of age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex, and sexual orientation. In the case of gender, there are special protections for pregnant women. In the case of disability, employers an d service providers are under a duty to make reasonable adjustments to their workplaces to overcome barriers experienced by disabled people. †¢ Data Protection Act 1998. †¢ Copyright, Designs and Patents Act 1988 (The Copyright and Related Rights Regulations 2003). †¢ IfL Code of Practice for Teachers (2008) covers the activities of teachers in Lifelong learning sector. Gravells, a the code is based on seven behaviours, namely: professional integrity, respect, reasonable care, professiponal practise, criminal defense disclosure, responsibility during institute investigations, responsibility. †¢ Safer practice, safer learning (2007) – responsibilities for safeguarding vulnerable adults in the learning and skills sector – published by NIACE and DES. The LSC Single Equality Scheme 2007-10: Our Strategy for Equality and Diversity (LSC, 2007) identifies their strategy for ensuring legal requirements are met and is relevant to all organisations funded by the LSC (Learning and Skills Council), link http://readingroom.lsc.gov.uk/lsc/National/nat-singleequalityscheme-30apr07.pdf [pic] Although mainly relevant for teachers working with learners under 19 or vulnerable adults under 25 years of age, you should also look at: †¢ Protection of Children Act 1999. †¢ Every Child Matters Every Child Matters (ECM) is a UK government initiative for England and Wales, that was launched in 2003, at least partly in response to the death of Victoria Climbià © Its main aims are for every child, whatever their background or circumstances, to have the support they need to: †¢ Be healthy †¢ Stay safe †¢ Enjoy and achieve †¢ Make a positive contribution †¢ Achieve economic well-being Biblography: Gravells, Ann: Preparing tpo Teach in the Life Long Learning Sector : fourth Edition. †¢ Safer practice, safer learning (2007) Responsibilities for safeguarding vulnerable adults in the learning and skills sector, NIACE and DES. †¢ LSC (2007) Single Equality Scheme: Our Strategy for Equality and Diversity Online: http://readingroom.lsc.gov.uk/lsc/National/nat-singleequalityscheme-30apr07.pdf [pic] http://www.legislation.gov.uk/ukpga/1974/37/section/7 http://en.wikipedia.org/wiki/Equality_Act_2010 http://en.wikipedia.org/wiki/Every_Child_Matters

Understanding Dinosaur Combat

Understanding Dinosaur Combat In Hollywood movies, dinosaur fights have clear winners and losers, carefully demarcated arenas (say, an open patch of scrubland or the cafeteria in Jurassic Park), and usually a bunch of scared-out-of-their-wits human spectators. In real life, though, dinosaur fights were more like confused, chaotic bar brawls than Ultimate Fighting matches, and rather than persisting for multiple rounds, they were usually over in the blink of a Jurassic eye. (See a list of the Deadliest Dinosaurs, as well as Prehistoric Battles featuring your favorite dinosaurs, reptiles, and mammals.) Its important at the outset to distinguish between the two main types of dinosaur combat. Predator/prey encounters (for example, between a hungry Tyrannosaurus Rex and alone, juvenile Triceratops) were quick and brutal, with no rules except kill or be killed. But intra-species clashes (say, two male Pachycephalosaurus head-butting each other for the right to mate with available females) had a more ritualistic aspect, and rarely resulted in a combatants death (though one presumes serious injuries were common). Of course, in order to fight successfully, you need to be equipped with suitable weapons. Dinosaurs didnt have access to firearms (or even blunt instruments), but they were endowed with naturally evolved adaptations that helped them either to hunt down their lunch, avoid being lunch or propagate the species in order to restock the global lunch menu. Offensive weapons (like sharp teeth and long claws) were almost exclusively the province of meat-eating dinosaurs, which preyed on one another or on gentler herbivores, while defensive weapons (like armor plating and tail clubs) were evolved by plant-eaters in order to fend off attacks by predators. A third type of weapon consisted of sexually selected adaptations (such as sharp horns and thickened skulls), wielded by the males of some dinosaur species in order to dominate the herd or compete for the attention of females. Offensive Dinosaur Weapons Teeth. Meat-eating dinosaurs like T. Rex and Allosaurus didnt evolve big, sharp teeth merely to eat their prey; like modern cheetahs and great white sharks, they used these choppers to deliver quick, powerful, and (if they were delivered in the right place at the right time) fatal bites. Well never know for sure, but reasoning by analogy with modern carnivores, it seems likely that these theropods aimed for their victims necks and bellies, where a strong bite would cause the most damage. Claws. Some carnivorous dinosaurs (like Baryonyx) were equipped with large, powerful claws on their front hands, which they used to slash at prey, while others (like Deinonychus and its fellow raptors) had single, oversized, curved claws on their hind feet. Its unlikely that a dinosaur could have killed prey with its claws alone; these weapons were probably also used to grapple with opponents and keep them in a death grip. (Bear in mind, however, that huge claws dont necessarily connote a carnivorous diet; the big-clawed Deinocheirus, for example, was a confirmed vegetarian.) Eyesight and smell. The most advanced predators of the Mesozoic Era (like the human-sized Troodon) were equipped with large eyes and relatively advanced binocular vision, which made it easier for them to zero in on prey, especially when hunting by night. Some carnivores also possessed an advanced sense of smell, which enabled them to scent prey from far off (though its also possible that this adaptation was used to home in on already-dead, rotting carcasses). Momentum. Tyrannosaurs were built like battering rams, with enormous heads, thick bodies, and powerful hind legs. Short of delivering a fatal bite, an attacking Daspletosaurus could knock its victim silly, provided it had the element of surprise on its side and a sufficient head of steam. Once the unlucky Stegosaurus was lying on its side, stunned and confused, the hungry theropod could move in for the quick kill. Speed. Speed was an adaptation shared equally by predators and prey, a good example of an evolutionary arms race. Since they were smaller and more lightly built than tyrannosaurs, raptors and dino-birds were especially quick, which created an evolutionary incentive for the plant-eating ornithopods they hunted to run faster as well. As a rule, carnivorous dinosaurs were capable of short bursts of high speed, while herbivorous dinosaurs could sustain a slightly less brisk pace for a longer period of time. Bad breath. This may sound like a joke, but paleontologists believe that the teeth of some tyrannosaurs were shaped so as to purposely accumulate shreds of dead tissue. As these shreds rotted, they bred dangerous bacteria, meaning any non-fatal bites inflicted on other dinosaurs would result in infected, gangrenous wounds. The unlucky plant-eater would drop dead in a few days, at which point the responsible Carnotaurus (or any other predator in the immediate vicinity) chowed down on its carcass. Defensive Dinosaur Weapons Tails. The long, flexible tails of sauropods and titanosaurs had more than one function: they helped to counterbalance these dinosaurs equally long necks, and their ample surface area may have helped dissipate excess heat. However, its also believed that some of these behemoths could lash their tails like whips, delivering stunning blows to approaching predators. The use of tails for defensive purposes reached its apex with the ankylosaurs, or armored dinosaurs, which evolved heavy, macelike growths at the ends of their tails that could crush the skulls of unwary raptors. Armor. Until the knights of medieval Europe learned to forge metallic armor, no creatures on earth were more impervious to attack than Ankylosaurus and Euoplocephalus (the latter even had armored eyelids). When attacked, these ankylosaurs would plop down onto the ground, and the only way they could be killed was if a predator managed to flip them onto their backs and dig into their soft underbellies. By the time the dinosaurs went extinct, even titanosaurs had evolved a light armored coating, which may have helped fend off pack attacks by packs of smaller raptors. Sheer bulk. One of the reasons sauropods and hadrosaurs attained such enormous sizes is that full-grown adults would have been virtually immune to predation: not even a pack of adult Alioramus could hope to take down a 20-ton Shantungosaurus. The downside to this, of course, was that predators shifted their attention to easier-to-pick-off babies and juveniles, meaning that out of a clutch of 20 or 30 eggs laid by a female Diplodocus, only one or two might manage to reach adulthood. Camouflage. The one feature of dinosaurs that rarely (if ever) fossilizes is their skin colorso well never know if Protoceratops sported zebra-like stripes, or if Maiasauras mottled skin made it difficult to see in dense underbrush. However, reasoning by analogy with modern prey animals, it would be very surprising indeed if hadrosaurs and ceratopsians didnt sport some kind of camouflage to cloak them from the attention of predators Speed. As mentioned above, evolution is an equal-opportunity employer: as the predatory dinosaurs of the Mesozoic Era become faster, so do their prey, and vice-versa. While a 50-ton sauropod couldnt have run very fast, the average hadrosaur could rear up onto its hind legs and beat the bipedal retreat in response to danger, and some smaller plant-eating dinosaurs may have been capable of sprinting at 30 or 40 (or possibly 50) miles per hour while being chased. Hearing. As a general rule, predators are endowed with superior sight and smell, while prey animals possess acute hearing (so they can run away if they hear a threatening rustle in the distance). Based on an analysis of their crested skulls, it seems likely that some duck-billed dinosaurs (like Parasaurolophus and Charonosaurus) could bellow to each other over long distances, so an individual hearing the footsteps of an approaching tyrannosaur would be able to warn the herd. Intra-Species Dinosaur Weapons Horns. The fearsome-looking horns of Triceratops may only have been secondarily intended to warn away a hungry T. Rex. The position and orientation of ceratopsian horns lead paleontologists to conclude that their main purpose was in dueling with other males for dominance in the herd or breeding rights. Of course, unlucky males might be wounded, or even killed, in this processresearchers have unearthed numerous dinosaur bones bearing the marks of intra-species combat. Frills. The giant head ornaments of ceratopsian dinosaurs served two purposes. First, oversized frills made these plant-eaters look bigger in the eyes of hungry carnivores, which might opt to concentrate on smaller fare instead. And second, if these frills were brightly colored, they could have been used to signal the desire to fight during mating season. (Frills may also have had yet another purpose, as their large surface areas helped to dissipate and absorb heat.) Crests. Not quite a weapon in the classic sense, crests were protrusions of bone most often found on duck-billed dinosaurs. These backward-pointing growths would have been useless in a fight, but they may well have been employed to attract females (theres evidence that the crests of some Parasaurolophus males were larger than those of the females). As mentioned above, its also likely that some duck-billed dinosaurs funneled air through these crests as a way of signaling to others of their kind. Skulls. This peculiar weapon was unique to the family of dinosaurs known as pachycephalosaurs (thick-headed lizards). Pachycephalosaurs like Stegoceras and Sphaerotholus sported up to a foot of bone on the tops of their skulls, which they presumably used to head-butt one another for dominance in the herd and the right to mate. Theres some speculation that pachycephalosaurs may also have butted the flanks of approaching predators with their thickened domes.

Free Essays on Standardized Tests

A standardized test is a test that is consistent and controlled in its administration, scoring, and interpretation procedures. These tests are scored by comparing a student’s score on a specific test with scores made by a very large number of similar students who have taken the same test. The two major distinctions of standardized tests are aptitude tests and achievement tests. An aptitude test measures a student’s general potential to learn. An achievement test measures what a student knows in a subject area. There are five standardized test that are generally in use: California Achievement Test, Comprehensive Tests of Basic Skills, Iowa Test of Basic Skills, Metropolitan Achievement Tests, and Stanford Achievement Tests. Standardized testing first began in the United States in the 1800’s. Their first use was to ensure that all students were receiving the same standard of education. Even then, there was much criticism about the tests but they quickly took hold in the United States. The tests were then being used â€Å"to sort and classify students, reflecting education’s lingering elitism, as well as educators failure to address the problems of low achievers† (Haladyna, 1998, pg 263). Today, standardized tests are still used because people believe that test scores are valid indicators of children’s learning. Standardized tests were developed to be used as an assessment tool to evaluate the knowledge and/or skills a student has in a particular subject area. Standardized tests are norm-referenced, which means that a student’s knowledge and/or skills are compared with a national sample of students of the same age or grade level. An advantage of using standardized testing is that the information given, if interpreted properly, can â€Å"illuminates a child’s strengths and weaknesses, can be helpful not only in dealing with their child’s teacher, but also in determining at-home assistance† (Popham, 1999, pg 9). ... Free Essays on Standardized Tests Free Essays on Standardized Tests In 1957 Americans watched stunned as the Soviet Union successfully launched their space craft Sputnik. The â€Å"space race† had been won by the Soviets leaving the Americans with one question, how could we have lost? The answer to this question lied in the school systems and if they were really pushing the kids to their full potential. This got educators and politicians to start thinking about changing the curriculums. It was a gradual change at first, just in the science and math programs, with arts and social studies being pushed into the background. It wasn’t until the late 1960’s and 1970’s that arts and social sciences made a comeback, at the at the expense of science and math. Over the past 20 years, the focus has swung back and forth between the math and sciences and the liberal arts. Parents today are now demanding schools the give a quality product. Standardize testing helps parents and school districts determine how well a child is doing and guide them to their highest potential. Parents and politicians look to the schools to be responsible for student learning and the schools are holding the students accountable for their learning. The schools can do this by administering standardized tests. A type of test is a norm-referenced test. This is one that evaluated a student’s progress. Before standardized testing, teachers were the ones analyzing students. This caused several problems with the teacher knowing the child and knowing their strengths and weaknesses. Teachers could work with the students who did not do well on tests and give them alternate assignments so that they could succeed. This did not accurately show how children were doing in schools because of the special attention. Standardized tests are tests with the ability to test large groups of students on the same level as kids all over. Tests are first given to a â€Å"sample† group of children and from there do test makers develop their c... Free Essays on Standardized Tests A standardized test is a test that is consistent and controlled in its administration, scoring, and interpretation procedures. These tests are scored by comparing a student’s score on a specific test with scores made by a very large number of similar students who have taken the same test. The two major distinctions of standardized tests are aptitude tests and achievement tests. An aptitude test measures a student’s general potential to learn. An achievement test measures what a student knows in a subject area. There are five standardized test that are generally in use: California Achievement Test, Comprehensive Tests of Basic Skills, Iowa Test of Basic Skills, Metropolitan Achievement Tests, and Stanford Achievement Tests. Standardized testing first began in the United States in the 1800’s. Their first use was to ensure that all students were receiving the same standard of education. Even then, there was much criticism about the tests but they quickly took hold in the United States. The tests were then being used â€Å"to sort and classify students, reflecting education’s lingering elitism, as well as educators failure to address the problems of low achievers† (Haladyna, 1998, pg 263). Today, standardized tests are still used because people believe that test scores are valid indicators of children’s learning. Standardized tests were developed to be used as an assessment tool to evaluate the knowledge and/or skills a student has in a particular subject area. Standardized tests are norm-referenced, which means that a student’s knowledge and/or skills are compared with a national sample of students of the same age or grade level. An advantage of using standardized testing is that the information given, if interpreted properly, can â€Å"illuminates a child’s strengths and weaknesses, can be helpful not only in dealing with their child’s teacher, but also in determining at-home assistance† (Popham, 1999, pg 9). ...

Case Analysis Euro Disney Essay Example | Topics and Well Written Essays - 3250 words

Case Analysis Euro Disney - Essay Example on to the Hofstede’s cultural dimensions, the key points of cultural differences between USA and France include the Power Distance Index (PDI, Individualism or collectivism, long-term orientation, uncertainty avoidance index and masculinity (Geert Hofstede Cultural Dimensions, 2009). According to Miron (2009), the United States has a lower average PDI score than France. America was normally focused on accumulating more power to gain more global influence while France concentrated on increasing flexibility. The French rejected the American managers to preside over Euro Disneyland with the idea that the French managers have the necessary capability and skills necessary for managing the company. The American managers in Euro Disneyland had become unpopular among the community and French workers because most of them did not make the necessary effort required to learn the local language as well as understanding and embracing the local culture. Individualism defines the way people value themselves as well as their close relatives. Miron (2009) posits that the rate of individualism is higher in America than in France. Most of the American employees have a tendency of looking after themselves or their immediate family members. The French culture is more collective compared to that of the Americans. The collective culture emphasises on what is best for the group. This is an element of communism that is applied in management and for which most American managers lacked while handling the French employees. For instance, the American managers suggested, â€Å"...men’s hair to be cut above the collar and ears with no beards or moustaches.† (Krishna; 251) This typical appearance and dress code was practised by the American family values. The individuality of the French culture was portrayed by the demonstrations and protests that resulted from the change in the rule. These were meant to preserve the French law,  "...prohibits employers from restricting individual and

2 Questions in attachment Essay Example | Topics and Well Written Essays - 750 words

2 Questions in attachment - Essay Example It is thus difficult to define ‘doing right things’ (Keown, Martin and Petty, 2008, p. 21). Simpson and Brown, president and secretary of two different companies marketing asbestos, acted presumably and they did right things especially when it is perceived from a business view point. Asbestos is a fibrous mineral that can be used for electrical insulation and many other purposes, but it has a danger side that if one has exposed to it for long years, it is more likely that he may get chronic lung inflammation or chest cancer etc. though this is the fact, Simpson refused a newspaper from publishing an article regarding this product and its side effects. Brown’s words were that â€Å"the less said about asbestos, the better off we are†. Though these are legal as they wanted to maintain their business and profitability and it cannot be criticized on the grounds of good business practices, these can never be justified on the ground of ethical behavior. Their attempts not only caused blocking right information to the public, but also hiding the facts and thus makin g public less aware of the danger of asbestos and its side effects. As far as social responsibility and social values are concerned, Simpson and Brown were not ‘doing the right things’. Every society adopts a set of rules or laws that prescribe what it believes a doing right things. A business has social responsibility beyond the maximization of shareholder wealth (Keown, Martin and Petty, 2008, p. 21-22). Social responsibility of a firm or a person representing a business directs attention to invoke norms that can express legitimate and stable expectations respecting the conduct of persons in position of social trust (Wueste, 1994, p. 2). Sims (2003) argued that organizational management and business people that truly care about business and corporate social responsibility is proactive rather than becoming reactive in linking strategic actions, business practices and