Anything Essay Example | Topics and Well Written Essays - 2000 words

Anything - Essay Example The government can do so by providing effective legal mechanisms for the citizens who are willing to seek just compensation for the property rights owned by them. There are property rights in the alternatives among all the legal asset uses as well as on the freedom from the politically imposed constraints n the asset usage. Rights are available in the alternative among the legal ways of income generation and also on the capability to hold back the income generated by the users of the assets. Rights are accrued in excluding all third party usage of assets which can use it for their benefits, the freedom exist on the holder to sell the owned asset to the highest bidder or the owner can also move into some agreement and legally transfer the rights to the bidder. Types of Intellectual Property Rights In democratic societies there are few problems between the coercive and the pre-emptive powers of the state and individual rights and freedom. Democracy lacks the potential to protect the ri ghts as democratically protected governments can make some changes that may lead to deprivation for some rights to the minority of the society. There is no simple match between the allocation of the property rights and the ownership concept. ... Copyright refers to legal protection of an original work. It is given by governments to the creator of an original work if the creator applies for copyright for publishing original work to the public. Generally, copyright is given for a limited time. The owner of the asset can apply for copyright so that the other users cannot replicate the invention. In case of the music industry the musicians can apply for copyright for the original content so that the other musicians cannot use the content in any other means. By holding the copyright the owner of the asset can use it for personal benefit. It is also a form of securing intellectual property like patent and trademark and applicable for any expressible for of real idea or information. The original work or invention might be subjective or descriptive like unique design of a show. Trademark is a distinctive sign which represents legal registration factor of a product or a service. Trademark is generally used by businesses and it also c an be used by any individual. This used by businesses for ensuring customers that the product is comes from a unique source to a specific market. Trade mark is a pre registration stage of a product or service. Therefore, the owner of a trademark can sue legal proceedings for any kind of trademark infringement activity. The company can initially use trademark (TM) symbol to promote the brand before final registration of the product. Registration of a product especially for getting license to use R sign requires quite long time. Therefore, the company should trademark the brand or product to promote in the market and also to receive trust from target customers about the quality authenticity of the product. Legal

Econ103 end term paper Essay Example for Free

Econ103 end term paper Essay

Gray :: essays research papers

Gray's "The Epitaph": An Analysis In the Epitaph, Thomas Gray shows his discontent toward the way that life and death are categorized on this planet. He speaks of earth as a place which holds people for the time being that they are going through this grand cycle of what is called life. When somebody only "rests his head upon the lap of Earth" it is not a way of approving the way that people are laid down for their final resting. The Epitaph shows , properly titled, the lot about how people are being brought up and brought down in a dark sort of way. Someone's personal epitaph is just a place where their head rests and Even "Fair Science frowned" on the aspects of the person's life and now the incapacity that they have toward this world. Their one and only sole purpose in this world is to waste space in the earth and rot away for eternity. Gray's style is very intriguing. He speaks of god and how there are certain things around that are only now known as "frailties" of what used to be life. Gray speaks out against the way this person was treated in society which is symbolic of how people are being treated as a whole and the hollowness and shallowness of people in the world. Now the person is dead, there is no other help that you could give him. "Large was his bounty, and his soul sincere" was how the man lived, and although his soul was a true one, he was still a marked man, and now he is only marked with a stone that protrudes from the ground known as The Epitaph. God is a part of life which gray dispises. He goes against the idea of a belief in one immortal being who rules over people and casts judgments and leaves some people for broke. "The bosom of his father and his god" were those that were unhelpful in the dead man's life, because he ended up just as everyone else will, dead, it is just that he was not blessed with as much life.

Compare and Contrast Grandparents’ Importance Essay

â€Å"Few can bring the warmth we can find in their embrace, and little more is needed to bring love than the smile on their face. They’ve a supply of precious stories, yet they’ve time to wipe a tear, or give us reasons to make us laugh. They grow more precious through the years. I believe that God sent us Grandparents, as our legacy from above, to share the moments of our life as extra measures of His love. †(www. the parentsday. com) Some kids really don’t realize how much they lose when they don’t spend enough time with their grandparents. Grandparents are extremely unique people who should truly be idolized, there aren’t many people like them who: will always care, will love unconditionally, and have lived through very tough times that most teens couldn’t understand. One of the most important reasons why grandparents should be idolized is that, grandparents are the type of people that will always care about their family. Census figures released recently quantify what experts have long noted as a growing phenomenon: The number of children being raised by grandparents–4. million–is at an all-time high, surpassing the population of children in foster care (Haynes V, Dion, www. grandparents. com). The growing number of grandkids being raised by their grandparents just shows how much grandparents truly care about their family. There is a reason elderly people always ask you if you’re hungry, or cold, or if anything is wrong too, grandparents don’t want their grandkids to suffer in the slightest bit. They want to make sure all is well. Another reason grandparents should be idolized is, there aren’t many people in the world that, no matter what you do wrong, will love you as if nothing at all had happened. Unconditional love isn’t a very common thing to come across, but grandparents tend to have it for each and every one of their grandchildren. Going to grandma and grandpa’s house normally means getting a face stuffed with junk food, getting little gifts just because, and getting called all those cute little nicknames that they give the grandkids. Most people will agree with this if they have a grandparent and will say that it is because they just want to show their love for them. Grand kids can do no wrong in a grandparent’s eyes, at least that’s what they say. It must take a lot of strength to push every little, bad thing someone has done, and just forgive them completely like nothing ever happened. Because of all the technology that exists, people in today’s times have it pretty easy compared to when grandparents were teenagers. They had to put up with more than people do now. About 7 million people served on active duty during the Korean War Era making them veterans of war. 997,000 people also served during WWII; 347,000 during the Vietnam War; and 291,000 during all three wars (www. vnf. org, Office of Veteran Affairs). These statistics prove that there is a large chance that an individual’s grandparents participated in at least one, if not more than one, of these wars. Besides the war, there is also the fact that there was way less technology back then. There were no televisions, no iPods, no cellphones, and no video games. They actually had to entertain themselves by using imagination, going outside, and not being lazy, which is very rare in today’s society. Most kids wouldn’t even know what to do with themselves if they didn’t have all the precious technology they do, and for that reason alone, people should look up to their grandparents. As a consequence of people not recognizing these amazing characteristics grandparents have, grandparents tend to taken advantage of. People need to spend more time with their grandparents to make them know they are appreciated. Grandparents don’t expect anything in return for their love, but try to make the feeling mutual. Everyone deserves a lot of love. Doing something as simple as taking them to lunch will surely brighten their day. Just take a minute and think about a grandparents impact on a child’s life, it truly is great. Anyone can see that grandkids should look up to their grandparents, there aren’t many people like them that will love you no matter what, will care for you, and have been in situations far more difficult than people deal with today. Because of all these things, grandkids should spend more time with them and love them as much as they possibly can back. It takes a lot to care and love and live through, what we consider bad and boring times, and come out, still a completely remarkable kind of individual that people can look up to. Grandparents always care about their grandchildren, even if the grandchildren deny it, grandparents love and care for them, no matter what happens. Grand parents are like parents, minus all of the fighting and the screaming. As Rudolph Giuliani said, â€Å"What children need most are the essentials that grandparents provide in abundance. They give unconditional love, kindness, patience, humor, comfort, lessons in life. And most importantly, cookies. †

Postmodern Social Theory Essay

Postmodern social theory is a field which is both difficult to define and rejects being defined. Postmodern theory is largely concerned with the ways our perceptions and reality are constructed. Postmodern social theory is a field of diverse and at times contradictory ideas that try to describe the relations of characters to society of the infrastructures and information age. Social reality is distinct from objective reality and individual subjective reality because it refers to the socially constructed nature of most of our shared institutions, beliefs and values. Social reality can be thought of as the sum of the social constructs in a society, or as the result of the social interactions between individuals within a society. Various authors have pursued to overcome this difficulty by trusting on common characteristics of various postmodern theories; also others have defined the field by those who work in it. Many have evaded any attempts to define it at all. Nevertheless of which of these methods one takes, however, there is no denying that postmodern social theory was at one time a booming presence in sociology. Despite this â€Å"death† of postmodern theory, however, its short life has had profound effects on the way social theorists do theory, and I think that it will, in no doubt, continue to have such an effect for a long time to come. There is also no denying that that time has passed and that now postmodern social theory is little more than a memory of a past era in social thought. Conclusion Postmodern social theory discards the desires and skills of modern social theory, moving away from grand descriptions, rational theorizing and towards a deconstruction of general truths, a decentering that is attuned to difference and locality.

Free Essays on Atom Bomb

The atom consists of a central, positively charged core, the nucleus , and negatively charged particles called electrons that are found in orbits around the nucleus.The Nucleus Almost the entire mass of the atom is concentrated in the nucleus, which occupies only a tiny fraction of the atom's volume. The nucleus of an atom consists of neutrons and protons, the neutron being an uncharged particle and the proton a positively charged one. Their masses are almost equal. Atoms containing the same number of protons but different numbers of neutrons represent different forms, or isotopes , of the same element.The Electrons Surrounding the nucleus of an atom are its electrons; for a neutral atom, the number of electrons is equal to the atomic number. The outermost electrons of an atom determine its chemical and electrical properties. An atom may combine chemically with another atom in various ways, either by giving up or receiving electrons, thus setting up an electrical attraction between the atoms (see ion ), or by sharing one or more pairs of electrons (see chemical bond ). Because metals have few outermost electrons and tend to give them up easily, they are good conductors of electricity or heat (see conduction ).The electrons are often described as revolving about the nucleus as the planets revolve about the sun. This picture, however, is misleading. The quantum theory has shown that all particles in motion also have certain wave properties. For a particle the size of an electron, these properties are of considerable importance. As a result the electrons in an atom cannot be pictured as localized i n space, but rather should be viewed as smeared out over the entire orbit so that they form a cloud of charge. The electron clouds around the nucleus represent regions in which the electrons are most likely to be found. The shapes of these clouds can be very complex, in marked contrast to the simple elliptical orbits of planets. Surprising... Free Essays on Atom Bomb Free Essays on Atom Bomb The atom consists of a central, positively charged core, the nucleus , and negatively charged particles called electrons that are found in orbits around the nucleus.The Nucleus Almost the entire mass of the atom is concentrated in the nucleus, which occupies only a tiny fraction of the atom's volume. The nucleus of an atom consists of neutrons and protons, the neutron being an uncharged particle and the proton a positively charged one. Their masses are almost equal. Atoms containing the same number of protons but different numbers of neutrons represent different forms, or isotopes , of the same element.The Electrons Surrounding the nucleus of an atom are its electrons; for a neutral atom, the number of electrons is equal to the atomic number. The outermost electrons of an atom determine its chemical and electrical properties. An atom may combine chemically with another atom in various ways, either by giving up or receiving electrons, thus setting up an electrical attraction between the atoms (see ion ), or by sharing one or more pairs of electrons (see chemical bond ). Because metals have few outermost electrons and tend to give them up easily, they are good conductors of electricity or heat (see conduction ).The electrons are often described as revolving about the nucleus as the planets revolve about the sun. This picture, however, is misleading. The quantum theory has shown that all particles in motion also have certain wave properties. For a particle the size of an electron, these properties are of considerable importance. As a result the electrons in an atom cannot be pictured as localized i n space, but rather should be viewed as smeared out over the entire orbit so that they form a cloud of charge. The electron clouds around the nucleus represent regions in which the electrons are most likely to be found. The shapes of these clouds can be very complex, in marked contrast to the simple elliptical orbits of planets. Surprising...

The Running Style in English Prose

The Running Style in English Prose The free-running style, said Aristotle in his book On Rhetoric, is the kind that has no natural stopping-places, and comes to a stop only because there is no more to say of that subject (Book Three, Chapter Nine). Its a sentence style often used by excited children: And then Uncle Richard took us to the Dairy Queen and we had ice cream and I had strawberry and the bottom of my cone fell off and there was ice cream all over the floor and Mandy laughed and then she threw up and Uncle Richard took us home and didnt say anything. And the running style was favored by the 19th-century American poet Walt Whitman: The early lilacs became part of this child,And grass, and white and red morning-glories, and white and red clover, and the song of the phoebe-bird,And the Third-month lambs, and the sow’s pink-faint litter, and the mare’s foal, and the cow’s calf,And the noisy brood of the barn-yard, or by the mire of the pond-side,And the fish suspending themselves so curiously below thereand the beautiful curious liquid,And the water-plants with their graceful flat headsall became part of him.(There Was a Child Went Forth, Leaves of Grass) The running style often appears in the Bible: And the rain descended, and the floods came, and the winds blew, and beat upon that house; and it fell: and great was the fall of it.(Matthew, 7:27) And Ernest Hemingway built his career on it: In the fall the war was always there, but we did not go to it any more. It was cold in the fall in Milan and the dark came very early. Then the electric lights came on, and it was pleasant along the streets looking in the windows. There was much game hanging outside the shops, and the snow powdered in the fur of the foxes and the wind blew their tails. The deer hung stiff and heavy and empty, and small birds blew in the wind and the wind turned their feathers. It was a cold fall and the wind came down from the mountains.(In Another Country) In contrast to the periodic sentence style, with its carefully layered subordinate clauses, the running style offers a relentless succession of simple and compound structures. As Richard Lanham observes in Analyzing Prose (Continuum, 2003), the running style gives the appearance of a mind at work, making things up as it goes along, with sentences mimicking the rambling, associative syntax of conversation. In The New Oxford Guide to Writing (1988), Thomas Kane itemizes the virtues of the running style- which he calls the freight-train style: It is useful when you wish to link a series of events, ideas, impressions, feelings, or perceptions as immediately as possible, without judging their relative value or imposing a logical structure upon them. . . .The sentence style directs our senses much as a camera directs them in a film, guiding us from one perception to another, yet creating a continuous experience. The freight-train style, then, can analyze experience much like a series of segregating sentences. But it brings the parts more closely together, and when it uses multiple coordination, it achieves a high degree of fluidity. In the essay Paradox and Dream, John Steinbeck adopts the running (or freight-train) style to identify some of the conflicting elements in the American character: We fight our way in, and try to buy our way out. We are alert, curious, hopeful, and we take more drugs designed to make us unaware than any other people. We are self-reliant and at the same time completely dependent. We are aggressive, and defenseless. Americans overindulge their children; the children in turn are overly dependent on their parents. We are complacent in our possessions, in our houses, in our education; but it is hard to find a man or woman who does not want something better for the next generation. Americans are remarkably kind and hospitable and open with both guests and strangers; and yet they will make a wide circle around the man dying on the pavement. Fortunes are spent getting cats out of trees and dogs out of sewer pipes; but a girl screaming for help in the street draws only slammed doors, closed windows, and silence. Clearly such a style can be effective in short bursts. But like any sentence style that calls attention to itself, the running style can easily wear out its welcome. Thomas Kane reports on the downside of the running style: The freight-train sentence implies that the thoughts it links together with grammatical equality are equally significant. But usually ideas are not of the same order of importance; some are major; others secondary. Moreover, this type of construction cannot show very precise logical relationships of cause and effect, condition, concession, and so on. To convey more complex relationships between ideas in our sentences, we generally shift from coordination to subordinationor, to use rhetorical terms, from parataxis to hypotaxis.

How to highlight transferable skills in a resume or cover letter

How to highlight transferable skills in a resume or cover letter If you’re currently considering a career change, you’re probably finding that the gap between where you are and where you want to be feels more like a gaping chasm. And you’re no doubt wondering how on earth you’re going to prove to an employer that you’re a good fit for a role you’re under-qualified for (at least on paper). Fortunately, there’s a way to shrink that gap: by drawing recruiters’ attention to your transferable skills. These are strengths and abilities honed in previous jobs that can also be applied to other (distinct) positions – skills like time management, problem-solving and research.To make these softer competencies work for you, it’s important that you build a resume and cover letter that clearly calls them out. In other words, you need to do the work of making the connections between your background and the job at hand for hiring managers.Here’s how to put together a job application thatà ¢â‚¬â„¢ll support a successful career jump.Identify your relevant transferable skillsFor every position you apply for, first carefully consider which of your transferable skills are most worth highlighting. Start by examining the job description and picking out required competencies listed there that you feel confident you possess. Ask yourself, â€Å"Which of the skills that I developed in job/industry A will be useful in job/industry B?† Think about strengths you’ve gained from side gigs and hobbies too – these are equally valuable.Use applicant tracking systems (ATS) to your advantageWhen choosing words to describe your transferable skills, bear in mind that the ATSs that many companies use to screen resumes rely heavily on keywords. If you match your wording to the language used in the job ad precisely, you improve your chances of being identified as a match and potentially landing an interview.Consider how best to demonstrate your skillsIt’s all well and good to say you’re an analytical thinker or team player, but you need to convince employers of this claim. How? By quantifying your transferable skills and illustrating how you’ve applied them previously. Think about past accomplishments and objectives you met in former roles, and express these in numbers as proof that you can do what you say you can. The idea is to impress employers enough to shift attention away from your inadequate employment record.Give your transferable skills a leading role in your resumeThere are a number of ways you can draw attention to transferable skills in your resume. Pick the route that feels right for you.Change up your resume formatOne way to make sure your relevant strengths are noticed is to create a combination resume, which first lists your key transferable skills, backed by accomplishments, and only then details your work history in reverse chronological order. Alternatively, you could opt for a nonchronological functional res ume, which sorts competencies into categories, with examples, achievements, and experience listed as bullet points below each header. It’s a good way to keep the focus off your career path, but be warned- the absence of specific details might frustrate recruiters.Separate out your relevant skills and experienceIf you’re concerned your transferable skills might get lost on your resume, then give them their own sub-section. Divide ‘Key Skills’ into ‘Related Skills’ and ‘Other Skills’ and, similarly, split up ‘Work Experience’ into ‘Related Experience’ and ‘Additional Experience.Start with an objective statementInstead of a summary statement, kick off your resume with an objective statement that explicitly addresses the fact that you’re changing careers and highlights how your skills will travel well into this new industry. A statement like this should positively impact the lens through which re cruiters read the rest of your resume. While the resume objective statement is for the most part dead, the one time it’s okay to is in a career shift situation.Shift the focus of your cover letterGood news is, if you’re battling to communicate how well your skills translate in your resume, you have another chance to do so in your cover letter. Just remember the following:Concentrate on the skills you do haveIt may feel necessary to acknowledge your lack of industry experience in your cover letter, but rather than focusing on the negatives, use this precious space to highlight the value you can bring. Show how confident you are about your ability to do the job by getting straight to those invaluable transferable skills of yours.Use a format that gives prominence to your transferable skillsWhile most candidates will opt for a more traditional letter format that outlines their work history, if you’re changing careers, it makes more sense to structure the letter aro und your relevant abilities. Pick three or four key transferable skills you possess and organize the body of your cover letter around them – you could even dedicate a paragraph to each and call them out with bolded subheadings.Author Bio:LiveCareer offers assistance to job seekers at every step of the journey. Access free  resume templates  and  resume examples, plus a  cover letter builder  and advice on how to answer  interview questions  of all stripes.

1 page summary of the article Essay Example | Topics and Well Written Essays - 250 words

1 page summary of the article - Essay Example Two problems associated with identification of ethics are: how we base our standards and how those standards are applied to specific situations. Five sources of ethical standards that can be used to identify and analyze ethics are: the utilitarian approach, rights approach, fairness or justice approach, common good approach, and the virtue approach. The utilitarian approach deals with bringing the greatest good to the maximum amount of people. Politicians often use the utilitarian approach in their decision making. The moral approach protects and respects the moral rights of those affected. The justice approach states that everyone should be treated equally. The common good approach suggests that the interlocking relationships of society are the basis of ethical reasoning and that respect and compassion for all others, especially the vulnerable, are requirements of such reasoning (Scu). The virtue approach states the ethical matters should be guided by the ideas of virtues that provide development for our society. To make good ethical decisions employees need proper ethical

Digital Forensics Essay Example | Topics and Well Written Essays - 1500 words

Digital Forensics - Essay Example It also articulates the legal requirements for the logs to be admissible and the requirements for the system administrator to be an expert witness. The paper further describes the requirements for one to qualify as an expert witness for testimony under the Daubert and the Frye tests. Digital Forensics, also called computer forensics, cyber forensics, security forensics or forensic analysis is the application of computer investigation and analysis techniques to gather proof or evidence appropriate for presentation in a court of law. One can also define digital forensics as the practice of scientifically derived and verified techniques and tools to preserve, collect, validate, identify, analyze, interpret, document and present â€Å"after-the-fact† digital information derived from digital sources in order to facilitate or further the rebuilding of events as forensic evidence (Willassen & Mjolsnes, 2005). While traditional evidence includes any concrete information like audio-visual documents, paper documents or scientific evidence such as DNA, which investigators use in trials, electronic evidence is any kind of information acquired by means of a device or any other digital medium that investigators can utilize to prove the certainty of a fact during a trial. According to Cybex digital collection company, majority of jurists including prosecutors, lawyers, judges, notaries and members of Judiciary Council hold onto the view that the validity of electronic evidence is corresponding to traditional evidence in trial. The aim of digital forensics is to perform an ordered investigation while upholding a documented series of evidence to detect precisely what happened on the scene of crime and who was accountable for it. Within the requirements and interpretation of law, digital forensics must have its basis on the science of Information and Communication Technology (ICT). Before gathering any evidence, the suitable authorities

Article Report Essay Example | Topics and Well Written Essays - 250 words

Article Report - Essay Example There is a balance in the report as problems inherent with standardization were likewise presented as posing possible contrast with motivational theories that encourage innovativeness, creativity and ingenuity; and inability to comply with applications of standardized methods (Reid, 2010, 2). The applicability and usefulness of the information discussed by Reid comes in terms of indicating which particular practices and concepts could be standardized for the organizations’ benefits. Reid’s presentation of issues on metrology, interchangeability, and technological definition (Reid, 2010, 1), among others, provide a glimpse on the areas where standardization could be most beneficial. However, Reid could have cited actual scenarios and experiences of contemporary organizations that have proven standardization to increase their competitive advantage and leadership in their respective fields of endeavor, to make the discourse more meaningful and appropriately supported. Refe rence Reid, D. (2010). â€Å"Benefit Without a Doubt.† Quality Progress, 43, 11; pg. 56.

Income Concepts and Income statement Assignment

Income Concepts and Income statement - Assignment Example It is the most traditional method of determining the quality of the income. Through this way, the business can realize whether it made a profit or a loss. Analysts have however criticized this method arguing that it only focuses on short-term profits and losses, but not long term. They, however, discourage mostly businesses from using it. It is, however, the most common output generated by accounting software when analyzing the earnings of a company (Porter & Norton, 2012). Second, small businesses that earn their revenue through sales, sales growth is the most ideal metric to measure the quality of the earnings. It shows roughly the estimate of how the business is trending throughout time. The sales growth method measures the percentage of the earnings as a percentage of growth throughout a year. It is in terms of either positive sales growth or negative sales growth. Positive sales growth indicates that the business is growing while, on the contrary, negative sales growth shows that the sales have declined over the past year (Porter & Norton, 2012). Financial ratios can be used to determine the quality of the earnings of the firm. Using the company’s financial statements, there can be an easy computation of financial ratios. It is the most efficient and simplest way to determine the performance of a firm. If you focus on the right type of ratio, your analysis of the concern, you have can come out right. For instance, if you are most concerned with the ability of your firm to convert assets to cash for satisfying a short term goal, you may most probably calculate some liquidity ratios and see how many dollars of current assets you have for each dollar of current liabilities. It is usually useful to the business owner who has less time but needs quick information on the performance of the firm (Porter & Norton, 2012). Additionally, a firm can also use expense reduction as metric for determining the quality of income. The expense reduction

Information Security Term Paper Example | Topics and Well Written Essays - 1500 words

Information Security - Term Paper Example Based on the nature of the information, we can classify information into two board categories; private and public. Public information are open to anybody since it may not cause any harm to the public and hence it is not necessary to protect it whereas private information are intended for a specific group of people and hence it should be protected from unauthorized use. Private information can be manipulated, modified or misused in many ways for personal gains and such manipulations may cause immense problems to others and hence it is necessary to protect it from unauthorized use. Most of the current organizations store their information on computers. Staff details, client lists, salaries, bank account details, marketing and sales information etc are currently stored in the computers. If this volatile or sensitive information come in the hands of the competitors, an organization may suffer a lot. So, most of the organizations are currently spend enormous amount of money for information security. This paper briefly analyses the necessity of information security in modern organizations. Computers, peripherals and networks are essential equipments in modern organizations for the communication and data/information storing purposes. No organization can survive in the current world without using computers and internet. But the major disadvantage in using computers for storing information is the possibility of leakage confidential information. There are people who accepted hacking as their main revenue source and they are capable of breaking the firewalls created for the protection of the information stored in a computer. It is easy for a hacker to break the firewalls and plant viruses inside a computer apart from taking out all the information he or she wants. Earlier information security solutions mainly focused on preventing the external threats. But currently organizations realized that internal threat is as important as the

Emotionally intelligent leaders and their impact on followers' Essay - 2

Emotionally intelligent leaders and their impact on followers' performance and well-being A critical review of the literature and reflection for practice - Essay Example Sometimes it requires being calm in situations that are very intense and so the leader must do. He should remain calm so that the employees working under him or her could attain the goals given to them. Goleman (1996) believed that there were 5 major components to emotional intelligence. They were self-awareness, self-regulation, motivation, empathy and social skills. The more a leader will look to control and monitor these elements the more his emotional intelligence would be and the chances of employees performing better would be higher. Goleman (1996) described being self aware means to know how one’s emotions and behavior will affect others. Horn (2013) & Mortiboys (2005) believe that if a leader is self aware of his situation in an organization then it has a very positive impact on the employees. A self aware leader would always know the mission of his project and will always make guidelines accordingly. When employees know what the mission of their organization or project is then it automatically becomes easy to follow directions. Following directions laid by the team leader most often leads to success as the project is designed and led by him or her. Gotshal (2007) believes that the reason for failure of 60% of business in the USA is the reason because the mission of the company and its projects are not well dictated by the leader. Employees are able to perform better with a leader who is self aware of himself. A self aware leader will always know what the company is in the market for and how to achieve what it has set foot on. A self aware leader looks to guide the employees on consistent basis. Collins (2011), Jennings (2012), Badaracco (1989) & Crandall (2007) believe that a leader who is self aware of himself also makes all the goals of the project clear so that it becomes easy for the employees to achieve them. Employees perform better when they know how and what to get within a period of time. A self aware leader sets realistic

Information Security Term Paper Example | Topics and Well Written Essays - 1500 words

Information Security - Term Paper Example Based on the nature of the information, we can classify information into two board categories; private and public. Public information are open to anybody since it may not cause any harm to the public and hence it is not necessary to protect it whereas private information are intended for a specific group of people and hence it should be protected from unauthorized use. Private information can be manipulated, modified or misused in many ways for personal gains and such manipulations may cause immense problems to others and hence it is necessary to protect it from unauthorized use. Most of the current organizations store their information on computers. Staff details, client lists, salaries, bank account details, marketing and sales information etc are currently stored in the computers. If this volatile or sensitive information come in the hands of the competitors, an organization may suffer a lot. So, most of the organizations are currently spend enormous amount of money for information security. This paper briefly analyses the necessity of information security in modern organizations. Computers, peripherals and networks are essential equipments in modern organizations for the communication and data/information storing purposes. No organization can survive in the current world without using computers and internet. But the major disadvantage in using computers for storing information is the possibility of leakage confidential information. There are people who accepted hacking as their main revenue source and they are capable of breaking the firewalls created for the protection of the information stored in a computer. It is easy for a hacker to break the firewalls and plant viruses inside a computer apart from taking out all the information he or she wants. Earlier information security solutions mainly focused on preventing the external threats. But currently organizations realized that internal threat is as important as the

Homeostasis Research Paper Example | Topics and Well Written Essays - 1250 words

Homeostasis - Research Paper Example Yet, their numbers are kept in check by a similar increase in their predators like, snakes and owls. Nature is excellent at creating such constant environments within its ecosystems (Naeem et al, 1999). We humans are a part of the ecosystems of nature, and within our bodies are present such balancing platforms for our health and well-being. Homeostasis is a vast subject, and examining all aspects of homeostasis is beyond the scope of this limited paper. The focus of this paper will be on demonstrating that homeostasis has an important role in maintaining human health through the examples of homeostasis in maintaining control of arterial blood pressure and blood sugar level. Homeostasis Givens and Reiss 2002, p.56, define homeostasis as â€Å"the maintenance of a constant internal environment within the body.† The definition of homeostasis suggests that there is a need for maintaining constancy in the internal environment of the human body. The internal environment of the human body is constantly under pressure of change, as a result of the physiological processes that are occurring within the human body. Homeostasis does not mean maintaining the human body in a state of equilibrium, but rather striving to maintain the internal environment within a normal range of parameters. ... , a condition called homeostatic imbalance.† This is particularly so with advance in age, due to the drop in efficiency of the organ systems of the body, and the increased potential for reduced stability within the internal environment of the human body (Marieb, 2009). Three elements are essential to the homeostasis function. The first are the sensory elements or receptors that sense changes in the internal environment. The second element is the integrator, which receives this sensory information, processes the information and the puts into place the appropriate response. The brain is the integrator. The final element is the effectors or those structures of the human body that put into effect the appropriate response, which most often are the glands of the endocrine system (Balaban & Bobick, 2008). Though the mechanisms of homeostasis involved in maintaining the balance of several of the internal functions of the body, there is a common thread in all these mechanisms. This comm on thread gives rise to the model of negative feedback in homeostasis. Norm ? rises above the norm? corrective mechanism? norm (Givens & Reiss, 2002). This model demonstrates that when change in the internal environment is sensed the homeostasis mechanism kicks off to restore the internal environment to the required norm (Givens & Reiss, 2002). The inability of the body to maintain the internal environment within the required norm can hinder the physiological processes that occur within the body or even change them, with the consequence of disease or death. This is what makes the ability to maintain homeostasis within the body vital to the maintenance of good health (White, 2005). Negative Feedback in the Control of Arterial Blood Pressure The negative feedback mechanism in homeostasis is used

Economics Review Essay Example for Free

Economics Review Essay 1. Describe some of the trade-offs faced by each of the following: 1. a family deciding whether to buy a new car 2. a member of Congress deciding how much to spend on national parks 3. a company president deciding whether to open a new factory 4. a professor deciding how much to prepare for class 5. a recent college graduate deciding whether to go to graduate school 2. You are trying to decide whether to take a vacation. Most of the costs of the vacation (airfare, hotel, and forgone wages) are measured in dollars, but the benefits of the vacation are psychological. How can you compare the benefits to the costs? 3. You were planning to spend Saturday working at your part-time job, but a friend asks you to go skiing. What is the true cost of going skiing? Now suppose you had been planning to spend the day studying at the library. What is the cost of going skiing in this case? Explain. 4. You win $100 in a basketball pool. You have a choice between spending the money now or putting it away for a year in a bank account that pays 5 percent interest. What is the opportunity cost of spending the $100 now? 5. The company that you manage has invested $5 million in developing a new product, but the development is not quite finished. At a recent meeting, your salespeople report that the introduction of competing products has reduced the expected sales of your new product to $3 million. If it would cost $1 million to finish development and make the product, should you go ahead and do so? What is the most that you should pay to complete development? 6. The Social Security system provides income for people over age 65. If a recipient of Social Security decides to work and earn some income, the amount he or she receives in Social Security benefits is typically reduce 6. How does the provision of Social Security affect peoples incentive to save while working? 7. How does the reduction in benefits associated with higher earnings affect peoples incentive to work past age 65? 7. A 1996 bill reforming the federal governments antipoverty programs limited many welfare recipients to only two years of benefits. 8. How does this change affect the incentives for working? 9. How might this change represent a trade-off between equality and efficiency? 8. Your roommate is a better cook than you are, but you can clean more quickly than your roommate can. If your roommate did all the cooking and you did all the cleaning, would your chores take you more or less time than if you divided each task evenly? Give a similar example of how specialization and trade can make two countries both better off. 9. Explain whether each of the following government activities is motivated by a concern about equality or a concern about efficiency. In the case of efficiency, discuss the type of market failure involve 10. regulating cable TV prices 11. providing some poor people with vouchers that can be used to buy food 12. prohibiting smoking in public places 13. breaking up Standard Oil (which once owned 90 percent of all oil refineries) into several smaller companies 14. imposing higher personal income tax rates on people with higher incomes 15. instituting laws against driving while intoxicated 10. Discuss each of the following statements from the standpoints of equality and efficiency. 16. Everyone in society should be guaranteed the best healthcare possible. 17. When workers are laid off, they should be able to collect unemployment benefits until they find a new job. 11. In what ways is your standard of living different from that of your parents or grandparents when they were your age? Why have these changes occurred? 12. Suppose Americans decide to save more of their incomes. If banks lend this extra saving to businesses, which use the funds to build new factories, how might this lead to faster growth in productivity? W ho do you suppose benefits from the higher productivity? Is society getting a free lunch? 13. In 2010, President Barack Obama and Congress enacted a healthcare reform bill in the United States. Two goals of the bill were to provide more Americans with health insurance (via subsidies for lower-income households financed by taxes on higher-income households) and to reduce the cost of healthcare (via various reforms in how healthcare is provided). 18. How do these goals relate to equality and efficiency? 19. How might healthcare reform increase productivity in the United States? 2 0. How might healthcare reform decrease productivity in the United States? 14. During the Revolutionary War, the American colonies could not raise enough tax revenue to fully fund the war effort; to make up this difference, the colonies decided to print more money. Printing money to cover expenditures is sometimes referred to as an inflation tax. Who do you think is being taxed when more money is printed? Why? 15. Imagine that you are a policymaker trying to decide whether to reduce the rate of inflation. To make an intelligent decision, what would you need to know about inflation, unemployment, and the trade-off between them? 16. A policymaker is deciding how to finance the construction of a new airport. He can either pay for it by increasing citizens taxes or by printing more money. What are some of the short-run and long-run consequences of each option? Chapter 2 1. Draw a circular-flow diagram. Identify the parts of the model that correspond to the flow of goods and services and the flow of dollars for each of the following activities. 1. Selena pays a storekeeper $1 for a quart of milk. 2. Stuart earns $4.50 per hour working at a fastfood restaurant. 3. Shanna spends $30 to get a haircut. 4. Sally earns $10,000 from her 10 percent ownership of Acme Industrial. 2. Imagine a society that produces military goods and consumer goods, which well call guns and butter. 5. Draw a production possibilities frontier for guns and butter. Using the concept of opportunity cost, explain why it most likely has a bowed-out shape. 6. Show a point that is impossible for the economy to achieve. Show a point that is feasible but inefficient. 7. Imagine that the society has two political parties, called the Hawks (who want a strong military) and the Doves (who want a smaller military). Show a point on your production possibilities frontier that the Hawks might choose and a point the Doves might choose. 8. Imagine that an aggressive neighboring country reduces the size of its military. As a result, both the Hawks and the Doves reduce their desired production of guns by the same amount. Which party would get the bigger peace dividend, measured by the increase in butter production? Explain. 3. The first principle of economics discussed in Chapter 1 is that people face trade-offs. Use a production possibilities frontier to illustrate societys trade-off between two goods—a clean environment and the quantity of industrial output. What do you suppose determines the shape and position of the frontier? Show what happens to the frontier if engineers develop a new way of producing electricity that emits fewer pollutants. 4. An economy consists of three workers: Larry, Moe, and Curly. Each works ten hours a day and can produce two services: mowing lawns and washing cars. In an hour, Larry can either mow one lawn or wash one car; Moe can either mow one lawn or wash two cars; and Curly can either mow two lawns or wash one car. 9. Calculate how much of each service is produced under the following circumstances, which we label A, B, C, and D: * †¢ All three spend all their time mowing lawns. (A) * †¢ All three spend all their time washing cars. (B) * †¢ All three spend half their time on each activity. (C) * †¢ Larry spends half his time on each activity, while Moe only washes cars and Curly only mows lawns. (D) 10. Graph the production possibilities frontier for this economy. Using your answers to part (a), identify points A, B, C, and D on your graph. 11. Explain why the production possibilities frontier has the shape it does. 12. Are any of the allocations calculated in part (a) inefficient? Explain. 5. Classify the following topics as relating to microeconomics or macroeconomics. 13. a familys decision about how much income to save 14. the effect of government regulations on auto emissions 15. the impact of higher national saving on economic growth 16. a firms decision about how many workers to hire 17. the relationship between the inflation rate and changes in the quantity of money 6. Classify each of the following statements as positive or normative. Explain. 18. Society faces a short-run trade-off between inflation and unemployment. 19. A reduction in the rate of money growth will reduce the rate of inflation. 20. The Federal Reserve should reduce the rate of money growth. 21. Society ought to require welfare recipients to look for jobs. 22. Lower tax rates encourage more work and more saving. 7. If you were president, would you be more interested in your economic advisers positive views or their normative views? Why?

The Simple Life of Silas Marner :: Silas Marner Essays

The Simple Life of Silas Marner    The life that could be lived in a village at 1861, which was so near of the time of the Industrial Revolution, is a simple life. People at that time were simple minded, and care most about their work. They do not understand much of their religion, as it is exemplified in the novel. We could see that when Mrs. Winthrop talks about that she does not understand much of what she hears or read on Sunday services, still she believes since her heart in relief to what it said.    When Henry Austen analyses George Eliot description of the villagers he says:    But at the same time that she continues to mock the loose habits and trivial minds of the villagers, George Eliot also begins to show them in more flattering light. [229]    Based on Henry's analyses, it is clear that Eliot view villagers as simple-minded people. They are as well superstitious thinking he's some kind of a witch. That is why they do not accept Silas, when he first came. Add to it, he was different than them and acted strangely, and that he was an out sider to their rural community. His stolen money makes them sympathize with him, however. Then his foster to Eppie made them not be afraid of him and accept him as a member. Further inclinations to this aspect will be elaborated in the following:    The community remains essentially the same, but the author now provides it with an opportunity to demonstrate its humanity, good will, and potential for genuine sociability, which serve to soften, if not erase, our awareness of its crudeness. [Austen, Henry. 230]    Although this community is simple and full of superstitions, it is still warm hearted and full of love.

College Admissions Essay: Losing Preconceptions :: College Admissions Essays

Losing Preconceptions    I never wanted to go to London. My heart was set on studying in Jerusalem even before I came to college, but unfortunately the unrest in the region made it impossible for me to go. So I applied to London, and had no idea what lay ahead of me. After spending five incredible months in Europe, I realized that my preconceptions and initial disappointment could not have been more incorrect.    My experiences in Europe are too memorable and life changing than can be described in a simple essay for it is the small details that made my adventure so worthwhile. I remember Charles and Vanessa, the South Africans who ran the hotel I lived in across the street from Hyde Park. I remember trying to go on a different guided walk through London every week so as to learn about all parts of the city. I remember going to a concert at the Royal Albert Hall in which the crowd was completely English and nobody in the crowd stood or showed any emotion for the entire duration of the show.    My experiences were certainly not limited to my time in London. While in a beer hall in Munich, I met a young German police officer that has devoted his life to hunting down Neo-Nazis. In a single night, all my stereotypes about the German people were shattered. I can now say with authority that the best gelato in Italy is in a small fishing village called Corniglia, which is part of the Cinque Terre. However, the three hours of hiking previous may have helped the taste. I can also now say with authority that time seems to stand still while sitting on the park bench at the Park Guell in Barcelona, looking down on the city and the Mediterranean Sea below.    There are countless numbers of these experiences, but what they amount to is that not all learning comes in a classroom. While one can read about Roman civilization in a textbook, the history comes alive while walking through the Roman Forum. One can sit in a lecture about the royal history of England, but it is not the same as walking through the Tower of London.

Ap World Syllabus

Advanced Placement World History Course Syllabus 2012-2013 Ms. Rebecca Layton Friendly High School Fort Washington, MD 20744 301-449-4900 Rebecca. [email  protected] org Course Description: The Advanced Placement World History (APWH) course is an intensive, year long, examination of global history from the period of 8000 B. C. E. to the present. The purpose of APWH is to develop a greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies.The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. This course also builds an understanding of cultural, institutional and technological precedents that, along with geography, set the human stage. The course is broken down into five major periods of study. They are: ? Foundations: 8000 B. C. E. to 600 C. E. ? 600 C. E. to 1450 ? 1450 to 1750 ? 1750 to 1914 ? 1914 to the present A PWH Course Themes: The APWH course is guided by six themes which will receive equal attention throughout the course: . The dynamics of change and continuity across the world history periods covered in this course, and the causes and processes involved in major changes of these dynamics. 2. Patterns and effects of interaction among societies and regions: trade, war, diplomacy and international organizations. 3. The effects of technology, economics and demography on people and the environment (population growth and decline, disease, labor systems, manufacturing, migrations agriculture and weaponry. ) 4. Systems of social structure and gender structure (comparing major features ithin and among societies, and assessing change and continuity). 5. Cultural, intellectual and religious developments, including interactions among and within societies. 6. Changes in functions and structures of states and attitudes towards states and political identities (political culture), including the emerg ence of nation-state (types of political organization). APWH Habits of Mind or Skills: The APWH course addresses habits of mind or skills in two categories: (1) those addressed by any rigorous history course, and (2) those addressed by a world history course.Four habits of mind are in the first category: ? Constructing and evaluating arguments: using evidence to make plausible arguments. ? Using documents and other primary data: developing the skills necessary to analyze point of view, context and bias and to understand and interpret information. ? Assessing issues of change and continuity over time, including the capacity to deal with changes as a process and with questions of causation. ? Understanding diversity of interpretations through analysis of context, point of view and frame of reference.Three habits of mind belong in the second category: ? Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through le vels of generalization from the global to the particular. ? Comparing within and among societies, including comparing societies’ reactions to global process. ? Being aware of human commonalities and differences while assessing claims of universal standards, and understanding culturally diverse ideas and values in historical context. Required Materials: ? Bentley, J. and Ziegler, H. 2003). Traditions and Encounters: A Global Perspective on the Past. (3rd Ed. ). Boston: McGraw-Hill. ? Andrea, A. and Overfield, J. (2005). The Human Record: Sources of Global History, Volume I: to 1700. (5th Ed. ). Boston: Houghton Mifflin Company. ? Andrea, A. and Overfield, J. (2005). The Human Record: Sources of Global History, Volume II: Since 1500. (5th Ed. ). Boston: Houghton Mifflin Company. ? Laden, J. and Whelan, P. (2009). Kaplan AP World History . Kaplan Publishing Grading Criteria: Quarter grades will be computed according to the following factors: ?Tests/Quizzes/Essays/Projects50% ? H omework25% ? Classwork/Participation25% Conduct: Students are expected to follow all rules in this class that correspond to those stated in the Prince George’s County Code of Student Conduct. Punctuality is a necessity and tardiness to class will result in loss of participation points. Work missed because of an unexcused absence may not be made up. Work missed because of an excused absence must be made up within the week the student returns to school. It is the responsibility of the student to arrange for make up work.All assignments must be handed in on time; late work will not be accepted. Methodology: This course is conducted using a variety of methods: lecture/discussion, simulations, cooperative learning activities, presentations and independent study/research. All students are responsible for reading the assignments before coming to class so that they may actively participate. A variety of film clips and videos are also used throughout the course. Unit I: Foundations 80 00 B. C. E. to 600 C. E. Week One Topics: Agricultural Revolution World Geography Geographic Determinism- Jared Diamond Discussion/DebateReadings: Course Introductions/Overview, Chapter 1 (Bentley) Major Assignments: Comparative Graphic Organizer: Early Civilization Assessments: Quiz: Chapter 1 Timed Writing: Comparative Essays on Early Civilizations Jared Diamond Take-Home Essay Weeks Two and Three Topics: Civilization Discussion/Debate Early Civilizations (Complex Societies) Economic Specialization/Trade Bantu/Aryan Migration Religion Readings: Chapter 2 (Bentley) Chapter 3 (Bentley) Chapter 4 (Bentley) Chapter 5 (Bentley) Chapter 6 (Bentley) Major Assignments: Annotated Timeline/Companion Essay Vocabulary Building Exercises (Ancient Civilizations)Assessments: Quiz: Chapters 2-5 Foundation Exam, Part 1: Chapters 1-6 Weeks Four and Five Topics: Classical Societies/Empires Economic Specialization/Development of Long Distance Trade Belief Systems (Religions of Salvation) Readings: Ch apter 7 (Bentley) Chapter 8 (Bentley) Chapter 9 (Bentley) Chapter 10 (Bentley) Chapter 11 (Bentley) Major Assignments: Annotated Map: Greek/Roman Mediterranean Comparative Graphic Organizer: Classical Societies/Empires Comparative Graphic Organizer: Belief Systems Assessments: Quiz Chapters 7-11 Timed Writing: Document Based Question: Buddhism Weeks Six and SevenTopics: Cross-Cultural Interactions/Migrations Long Distance Trade Spread/Diffusion of Religion Spread/Diffusion of Disease Collapse of the Classical Societies/Empires Readings : Chapter 12 (Bentley) 1. 1-1. 15 (Andrea/Overfield, Vol. I) 1. 46-1. 54 (Andrea/Overfield, Vol. I) 1. 18-142 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Annotated Timeline (AP Themes) Assessments: Foundations Exam, Part II: Chapters 7-12 Unit II: 600 C. E. to 1450 Week 8 Topics: Byzantium: A Survivor Society Islam: Rise and Expansion Economy and Society: Urbanization, Hemispheric Trade Readings: Chapter 13 (Bentley)Chapter 14 (Bentley ) Major Assignments: Map Activity: Dar al Islam Vocabulary Building Exercises: Byzantine and Islam Assessments: Quiz: Chapter 13-14 Week 9 Topics: Restoration of Imperial Rule in China Islamic and Hindu Kingdoms Economic Development and Trade Culture and Society Readings: Chapter 15 (Bentley) Chapter 16 (Bentley) Major Assignments: Continuity-Change Over Time Graphic Organizer: Chinese Dynasties Assessments: Quiz: Chapters 15-16 Timed Writing: DBQ-The Silk Roads Week 10 Topics: Political Stability Economy and Society The Papacy Regional States and Expansion The CrusadesReadings: Chapter 17 (Bentley) Chapter 20 (Bentley) Major Assignments: Comparative Graphic Organizer: European and Japanese Feudalism Mini-DBQ: The Crusades Assessments: Quiz: Chapter 17 and 20 Unit II Exam, Part I: Chapters 13-17 and 20 Week 11 Topics: Turkish Migrations and Expansion Mongol Expansion and Empire Building Readings: Chapter 18 (Bentley) Major Assignments: Annotated Timeline (AP Themes) Vocabulary Build ing Exercises: Asia/Middle East Map Building Exercise: Turkish/Mongol Assessments: Quiz: Chapter 18 Timed Writing: CCOT Essay: The Mongols Weeks 12 and 13 Topics: West African Kingdoms/EmpiresIslamic Kingdoms/Empires Long Distance Trade: Trans-Saharan Trade/ Indian Ocean Trade Culture and Society Mesoamerican Empires Readings: Chapter 19 (Bentley) Chapter 21 (Bentley) Major Assignments: Persuasive Essay: Why/ Why Not Build Long Distance Trade Routes? Presentation: Empire Building Assessments: Quiz: Chapter 19 and Chapter 21 Quiz: Vocabulary/Map Week 14 Topics: Cross-Cultural Interactions Long-Distance Trade Crisis and Recovery Exploration and Colonization Readings: Chapter 22 (Bentley) 1. 55-1. 113 (Andrea/Overfield, Vol. I) Major Assignments: ASPIRE Chart Annotated Timeline (AP Themes)Assessments: Quiz: Chapter 22 Unit II Exam, Part II: Chapters 18-22 (Excluding Chapter 20) Unit III: 1450 to 1750 Week 15 Topics: Exploration: Navigation and Motivation Colonization: Europeans to the Americas/South Asia Exchange: Transoceanic Trade Readings: Chapter 23 (Bentley) Major Assignments: Map Activity Vocabulary Building Exercises Annotated Timeline/Corresponding Essay (AP Themes) Assessments: Quiz: Chapter 23 Quiz: Vocabulary/Map Skills (Renaissance Europe) Week 16 Topics: Reformation/Counter Reformation Revival of Empire Capitalism-Expansion of Trade-Labor SystemsReadings: Chapter 24 (Bentley) Major Assignments: Vocabulary Building Exercises (Reformation) Essay: Transformation of Europe Assessments: Quiz: Chapter 24 Timed Writing: DBQ-Christian and Muslim Attitudes Towards Trade Week 17 Topics: The Spanish in the Americas Colonial Society European Expansion into the Pacific Readings: Chapter 25 (Bentley) Major Assignments: Annotated Timeline Colonization Map Assessments: Quiz: Chapter 25 Timed Writing: Comparative Essay on Labor Systems Week 18 Topics: Labor Systems in the New World-Triangular Trade African Diaspora (Demographic Impact) Abolition of SlaveryReadings: C hapter 26 (Bentley) Major Assignments: Essay: The Growth of Plantations Assessments: Quiz: Chapter 26 Timed Writing: DBQ on the Abolition of Slavery Week 19 Topics: Political Stability in China (Post Mongols) Economic and Social Changes â€Å"New† Cultural Influences/Traditions Unification of Japan Readings: Chapter 28 (Bentley) Major Assignments: Comparison Graphic Organizer: Japanese and Chinese Social/Political Changes Vocabulary Building Exercises: East Asia Map Activity: East Asia Assessments: Quiz: Chapter 27 Quiz: Vocabulary/Map: East Asia Week 20 Topics: Islamic Empires Islamic SocietyEmpires in Transition Readings: Chapter 28 (Bentley) 2. 3-2. 58 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Annotated Timeline Middle East Map Activity Assessments: Quiz: Chapter 28 Unit III Exam, Chapters 23-26 Unit IV: 1750 to 1914 Week 21 Topics: Enlightenment and Revolution (American/French) Impact of Revolution – Latin America – Abolitionism – Wo men’s Rights Nationalism and the Formation of National States (Italy/Germany) Readings: Chapter 29 (Bentley) Major Assignments: Vocabulary Building Exercises: Political Upheaval Comparative Graphic Organizer: American/French RevolutionsComparative Graphic Organizer: Italian/German Nation Building Assessments: Quiz: Chapter 29 Quiz: Vocabulary Week 22 Topics: Industrialization Changing Industrial Society-Urbanization and Migration Global Impact Readings: Chapter 30 (Bentley) Major Assignments: Annotated Timeline Assessments: Quiz: Chapter 30 Timed Writing: CCOT Essay on the Roles of Women in East Asia, Latina America, Sub-Saharan Africa and Western Europe, 1750-1914 Week 23 Topics: The Americas State Building Economic Development Society and Culture Readings: Chapter 31 (Bentley) Major Assignments: Annotated Timeline Map Activity: U. S. GrowthAssessments: Quiz: Chapter 31 Essay: Immigration and Change in the Americas Week 24 Topics: Declining Empires Ottoman’s -Russian- China Readings: Chapter 32 (Bentley) Major Assignments: Map Activity: Russia Annotated Timeline/Companion Essay: Growth and Change of Russia Assessments: Quiz: Chapter 32 Weeks 25-26 Topics: Imperialism: Building of Global Empires Motives for Empire The Scramble (Africa and Asia) New Imperial Powers Impact of Imperialism Readings: Chapter 33 (Bentley) Major Assignments: Map Activity: Imperialism Comparison Graphic Organizer: European Imperialism Assessments: Quiz: Chapter 33Week 27 Topics: Review/Reflect/Recover Readings: 2. 40-2. 80 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Vocabulary Building Exercises: Imperialism Assessments: Timed Writing: DBQ- Asian Indentured Labor in the 19th Century Unit IV Exam, Chapters 29-33 Unit V: 1914 to Present Week 28 Topics: World War I Global War Total War Impact of Versailles Readings: Chapter 34 (Bentley) Major Assignments: Map Activity: Europe WWI Annotated Timeline/Companion Essay: Causes, Impact and Fall Out of WWI Assessmen ts: Quiz: Chapter 34 Weeks 29 and 30 Topics: Global Depression and Political ChallengesRise of Totalitarian Movements (Fascism, Communism, National Socialism Nationalism and Political Identity –Asian Autonomy –Colonial Africa Latin America Readings: Chapter 35 (Bentley) Chapter 36 (Bentley) Major Assignments: Comparative Graphic Organizer: Totalitarian Movements Comparative Graphic Organizer: Asia/Africa/Latin America Vocabulary Building Exercises: Political Systems Assessments: Quiz: Chapters 35-36 Timed Writing: CCOT Essay on Attitudes Towards Political Structures Week 31 Topics: World War II Causes and Consequences Total War Holocaust Atomic Bomb Readings: Chapter 37 (Bentley)Major Assignments: Annotated Timeline/Companion Essay: Causes, Impact and Fall Out of WWII Map Activity: Europe WWII/Asia Holocaust Writing Perspective Assessments: Quiz: Chapter 37 Week 32 Topics: The Cold War Emergence of Super Powers Hot Spots: Korea/Cuba/Vietnam End of Cold War Readings: Ch apter 38 (Bentley) Major Assignments: Comparative Graphic Organizers: Hot Spots Annotated Timeline: Cold War Vocabulary Building Exercises: Post War Map Activity: South East Asia Assessments: Quiz: Chapter 38 Quiz: Vocabulary/Map Week 33 Topics: De-Colonization Asia-Africa-Latin America Readings: Chapter 39 (Bentley)Major Assignments: Map Activity: Africa Map Activity: Latin America Comparison Graphic Organizer: Independence Africa/Asia/Latin America Assessments: Quiz: Chapter 39 Timed Writing: DBQ-Nationalism Among Muslim Leaders Week 34 Topics: The Global Economy Cross-Cultural Exchanges and Communication Global Problems-Demography and Environment Readings: Chapter 40 (Bentley) 2. 100-2. 123, 2. 87-2. 98 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Presentation: Global Economy, Cultural Interactions, Global Threats, Rights of Women or Migration Assessments: Quiz: Chapter 40 Unit V Exam, Chapters 34-40

Education teaching and learning process education essay

Different literatures were studied to specify and to warrant the importance of the different keywords as they relate to the survey every bit good as to hold a good background on the organic structure of cognition. This certainly will be good to the apprehension of the kernel of ICT tools in Education as they are merely referred as Educational Technology Tools. Technology is going an progressively influential factor in instruction. The usage of computing machines and nomadic phones as complements to educational patterns are really up-to-date development in the country as we are speaking about on-line instruction. The detonation of computing machine usage in different economic countries brought about the ICT dimension in about everything we do these yearss. The demand of new accomplishments and apprehension of pupils and Educators are enforcing itself as a world, besides the environment in which instruction and acquisition is taking topographic point is under changeless alteration every bit good as the direction of the pupils. It is of import to observe that, in order to put the context, by and large talking, there is no 1 accepted definition of what constitutes engineering. Technology is the word associated with anything that aims to ease the human life through alteration. Ursula Franklin, in her 1989 â€Å" Real World of Technology † lectures: defines engineering as a â€Å" pattern, the manner we do things around here † . The Merriam-Webster dictionary offers a definition of the term as: â€Å" the practical application of cognition particularly in a peculiar country † and â€Å" a capableness given by the practical application of cognition † .2.2 Education, Teaching and Learning ProcessEducation from the Webster ‘s 1828 Dictionary read as follows: The conveying up, as of a kid, direction ; formation of manners. Education comprehends all that series of direction and subject which is intended to edify the apprehension, correct the pique, and organize the manners and wonts of young person, and suit them for utility in their hereafter Stationss. To give kids a good instruction in manners, humanistic disciplines and scien tific discipline, is of import ; to give them a spiritual instruction is indispensable ; and an huge duty remainders on parents and defenders who neglect these responsibilities. Education is a construct in which Instruction, Teaching and Learning are major pillars: Direction refers to the facilitating of larning toward identified aims, delivered either by an teacher or other signifiers. Teaching refers to the actions of a existent unrecorded teacher designed to leave larning to the pupil. Learning refers to larning with a position toward fixing scholars with specific cognition, accomplishments, or abilities that can be applied instantly upon completion. For, instruction is any act or experience that has a formative consequence on the head, character or physical ability of an person. In its proficient sense instruction is the procedure by which society intentionally transmits its accrued cognition, accomplishments and values from one coevals to another. However at that place has ever been a treatment on the affair of guaranting continuity of go throughing on cognition and a affair of furthering creativeness, which propels the scholars to the universe of terra incognitas and forces the coming out of it with invention and inventiveness. Both of these maps relate every bit to knowledge and attitudes, to understanding and behaviors. They are the kernel of the teaching/learning procedure. We want creativeness, but we want it to emerge from what is known and understood. We want continuity and that excessively from what is known and understood. Learning environments in schools typically involve one or more grownup instructors connected with a figure of pupils, normally in good defined physical scenes. Physically it may be in a room, full of peculiar furniture and equipment. The topographic point of computing machines in larning for the bulk of kids is most likely to happen in the schoolroom and, for an increasing figure, at place. However, most experts in the field of educational calculating would characterize computing machines as synergistic and therefore acknowledge them a topographic point within the relationship constructions of the schoolroom acquisition environment, non merely the physical environment. The course of study is concerned with What is learned and taught: includes aims, content, and larning results ( the cognition, accomplishments and attitudes that pupils are intended to show ) . How this acquisition and instruction occurs: concerns teaching/learning methodological analysis, learning schemes and media resources. Most teaching/learning methods and schemes involve the usage of some equipment. Some learning methods may merely include the usage of a chalkboard and chalk while others may do usage of a telecasting or overhead projector. This equipment and its usage within the course of study are frequently referred to as educational engineering.2.3 Educational Technology and ICTEducational engineering concerns the engineering that is used to ease the teaching/learning procedure. As such it is included in the how portion of the course of study. We could see educational engineering as the tools of the learning trade, portion of the medium used to convey the course of study. Thus the engineering used is determined by the intended course of study. Besides portion of the context of the course of study concerns the function of the instructor, the physical scene and the general pedagogical positions of the instructor and instruction system. These are likely to impact the engineering used and may affect t he usage of computing machines. Technology can be seen to be impacting the course of study both in footings of content and methodological analysis, there are a figure of cases where the course of study has been changed due to alterations in engineering, innovation of new engineering has added content to the course of study ( e.g. engineering based on electricity ) or new engineering has made parts of the content obsolete ( e.g. utilizing reckoners alternatively of logarithms for computation ) . Information and communicating engineerings ( ICTs ) are a â€Å" diverse set of tools and resources used to pass on, make, circulate, shop, and manage information. † These engineerings include computing machines, the Internet, airing engineerings ( wireless and telecasting ) , and telephone. Nowadays there is an increasing involvement in how computing machines and the Internet can better instruction at all degrees. Older ICT engineerings, such as wireless and telecasting, have for over 40 old ages been used for unfastened and distance acquisition. There is a assortment of nomenclature that describes the ways computing machines are integrated into the acquisition procedure and in the schoolroom: technology-mediated acquisition, computer-aided direction, distance instruction, distance acquisition, educational engineering, place acquisition engineerings, computer-based instruction, instructional engineering, multimedia, communications systems, Web-based acquisition, educational m ultimedia applications, and computer-mediated communicating etc are merely a sample of those. This variableness in nomenclature is non a affair of dissension among research workers, but merely implies that engineering is a word that is used to depict different things to different people. Technology is a term that is used by many to depict, survey, and measure the assorted ways computing machines are integrated into instruction, both inside and outside the schoolrooms.2.4 Integrating Technology in TeachingFurthermore, there is no consensus about what constitutes engineering in larning or learning. However, the common nexus tends to be some usage of the personal computing machine to help instruction or acquisition in some signifier or manner. These engineerings run the continuum of integrating in instruction from full classs put on the Web to engineering integrated into a specific lesson. Though most research surveies focus on computer-based engineering, there are other learning and l arning engineerings that are non computer-based. These can include overhead projectors, papers cameras, optical maser arrows, robotics, telecasting, VCR, DVD, presentation equipment, sound systems, Cadmiums, tape recordings, simulation machines, and theoretical accounts. Some research workers even consider the traditional piece of chalk and chalkboard a type of engineering. Many pedagogues have argued that the appropriate usage of ICT by pupils can help instructors in finding and providing for the anterior cognition of pupils. Further, it is normally besides argued that ICT can help pupils in prosecuting cognitively to a greater deepness with cognition spheres. That is pupils are supported in using the full scope of believing accomplishments within reliable contexts. This is frequently discussed in footings of cognitive taxonomies such as that provided by Bloom ( 1964 ) . Knowledge The scholar must remember information ( i.e. convey to mind the appropriate stuff ) . Comprehension The scholar understands what is being communicated by doing usage of the communicating. Application The scholar uses abstractions ( e.g. thoughts ) in peculiar and concrete state of affairss. Analysis The scholar can interrupt down a communicating into its constitutional elements or parts. Synthesis The scholar puts together elements or parts to organize a whole. Evaluation The scholar makes judgements about the value of stuff or methods for a given intent. By and large talking, there is an premise that engineering Fosters larning simply by its usage in the educational procedure. Ehrmann ( 1999 ) sums up this premise really nicely: Technologies such as computing machines ( or pencils ) do n't hold predetermined impacts ; it ‘s their utilizations that influence outcomes. This statement seems obvious, but many establishments act as though the mere presence of engineering will better larning. They use computing machines to learn the same things in the same ways as earlier, yet they expect larning results to be better. ( p. 32 ) In his essay, Clark ( 1983 ) said compactly: â€Å" aˆÂ ¦media are mere vehicles that deliver direction but do non act upon pupil accomplishment any more than the truck that delivers our food markets causes alterations in our nutrition † ( p. 445 ) . â€Å" if learning occurs as a consequence of exposure to any media, the acquisition is caused by the instructional method embedded in the media presentation. ( p. 26 ) Further, he posited that different types of media could be substituted for each other, because media are non responsible for any acquisition that might take topographic point. Media are non the causal agents in the acquisition procedure ; instead, instructional method is the active ingredient or accelerator that causes larning to take topographic point. In contrast to Clark ‘s statement, Kozma ( 1994 ) believed that the more appropriate inquiry was non whether media do influence acquisition, but will they act upon larning. He besides contended that merely because we have non established a relationship between media and acquisition does non intend that one does non be. He believed that, since we do non to the full understand the relationship between media and acquisition, we have yet to mensurate it, and the failure to set up this relationship is caused in portion by our theories of acquisition, or more specifically, behaviorism, with its basic premise that a stimulus causes a r esponse. Therefore, if the stimulation is non present, there is no possibility for response. Kozma ( 1994 ) explained that in Clark ‘s position media are merely â€Å" mere vehicles † or conduits for an instructional method ( stimulation ) that elicit a response ( larning ) . Kozma argues that larning is a much more complex procedure than merely a series of stimulus-response connexions. Learning, in his position, is defined as â€Å" an active, constructive, cognitive and societal procedure by which the scholar strategically manages available cognitive, physical and societal resources to make new cognition by interacting with information in the environment and incorporating it with information already stored in memory † ( p.8 ) . Therefore, in Kozma ‘s position, since the definition acquisition has evolved to incarnate more of a constructive procedure, our measuring of this procedure must germinate every bit good. Still others have argued for a complete reframing of the argument over engineering and its consequence on acquisition. Jonassen, Campbell, and Davidson ( 1994 ) believed that the Clark/Kozma arguments focused excessively much on direction and media and non plenty on the properties of the scholar who finally constructs the cognition. With all the assorted sentiments on the relationship between engineering and acquisition, it begs the inquiry: who is right? It appears that each theoretician brings an of import position to the tabular array. Clark is right that engineering has non needfully revolutionise the procedure of acquisition. Technology has non helped worlds develop a new manner to larn. Learning is still something that is performed by the person. However, in Clark ‘s position, all an teacher would necessitate to make is implant the appropriate instructional method into his/her lesson and acquisition should take topographic point. We know, nevertheless, despite many teachers ‘ best attempts and superior instruction abilities, larning does non ever take topographic point. Kozma is besides right that we must analyze engineering and larning beyond a behavioristic context. Learning is an knowing act ( Jonnasen, 1994 ) and the human being making the acquisition should non be discounted. Research workers have established that there is no important difference between larning with engineering in distance instruction classs and larning in a traditional schoolroom, but they do non discourse how human motive is influenced by engineering. This could be a really of import losing component in the argument. Which side you take in this argument depends mostly upon how you define larning. If you subscribe to more behavioristic positions of acquisition, Clark will do more sense to you. If you conceive of acquisition as a more cognitive or constructivist procedure, you would be more likely to hold with Kozma or Jonnasen. From a pedagogical attack, Information-processing theories emerged from a subdivision of cognitive psychological science that focused on the memory and storage procedures that enable larning. Theorist in this country explores how a individual receives information and shops it in memory. The construction of memory that allows the acquisition of something new, relate to and is built on something learned antecedently and besides how a scholar retrieves information from short-run and long-run memory and applies it to new state of affairss. The well-known information-processing theoretician, David Ausubel, proposed that the manner a scholar receives and shops information affects the utility of the information, for illustration, by reassigning current acquisition to larning other accomplishments. On the other manus, the theoretical account of the behaviorist B.F. Skinner, infers that portion of the Educator ‘s occupation is to modify the behavior of pupils through positive support, therefore under puting behaviour alteration techniques in schoolroom direction and programmed direction. To this we may state that, the stimulus-response interaction between pupil and engineering can be introduced through computing machines so as to help direction, by supplying drills and patterns on antecedently learned accomplishments, from pattern and tutorial package. The cognitive constructivist, Jean Piaget ‘s theory has two major parts: one constituent that predicts what kids can and can non understand at different ages, and a theory of development that describes how kids develop cognitive abilities. The cardinal deductions to these are: First, acquisition is an active procedure where direct experience, doing mistakes, and looking for solutions is critical for the assimilation and adjustment of information. The presentation of information is of import, when it is introduced as an assistance to job work outing. It functions as a tool instead than an stray arbitrary fact. Second, larning should be whole, reliable, and â€Å" existent. † Therefore, in a Piagetian schoolroom there is less accent on straight learning specific accomplishments and more accent is laid on larning in a meaningful context. Technology, peculiarly multimedia, offers a huge array of such chances, with the support of educational package on videodiscs and CD-ROMs, Educators can supply a acquisition environment that helps to spread out the conceptual and experiential background of the audience. The societal constructivist, L. S. Vygotsky ‘s theory has much more room for an active and involved Educator. He claimed that the cardinal point of his psychological attack is mediation. Through mediation human cognitive growing and acquisition as equals and other members of his community engages in relationships with the stuff and societal environment. Thus the usage of engineering can be used to link pupils to each other via electronic mail, forum, newsgroups etc. Now, from here, which approach to take? Which is best suited to heighten larning? What hardware or package to utilize? There is no right or incorrect replies to these inquiries, geting hardware and package bundles will partially decide the job. It is up to the Educator, who knows the lesson aims, the expected consequences and the pupils, to take which attack to utilize and what engineering should attach to the attack. However the finding of the engineering ‘s worthiness for a given lesson could be answered by the undermentioned inquiries: Is the lesson content worthwhile? ( Are at that place clear aims, connected to criterions or important inquiries, etc? ) Make the lesson activities engage pupils? How does engineering heighten the lesson in ways that would non be possible without it? Educators should so look for the best agencies to ease a diverseness of larning manners, and need to be competent perceivers of the societal surroundings in which scholars interact every bit good as knowing about the content to which they wish to expose scholars. Hence, pedagogues ‘ development is perfectly indispensable if engineering provided to schools is to be used efficaciously. Simply by puting computing machines in schools, supplying cyberspace installations, passing on IT hardware and package, without financing the pedagogue professional development every bit good, is uneconomical. Educators ‘ preparation of the usage and application of engineering is the cardinal finding factor to better pupil public presentation for both knowledge acquisition and accomplishments development enabled by engineering. Information engineering professionals have an maxim that â€Å" an unsupported engineering is an fresh engineering. † In an article for The Chronicle of Higher Education titled â€Å" When Good Technology Means Bad Teaching, † Jeffrey Young made the instance that a ill supported engineering is really worse than no engineering at all. He argued that giving instructors engineering without preparation has frequently done more injury than good to learning and larning. This is doubtless true. At the teacher degree without proper preparation and back up the pedagogues are faced with: the fright of embarrassment in forepart of students and co-workers, loss of position and an effectual degrading of professional accomplishments ( Russell & A ; Bradley 1997 ) schoolroom direction troubles when utilizing ICT, particularly where pupil-to-computer ratios are hapless ( Drenoyianni & A ; Selwood 1998 ; Cox et Al. 1999 ) deficiency of the cognition necessary to enable instructors to decide proficient jobs when they occur ( VanFossen 1999 ) Educational engineering is non, and ne'er will be, transformative on its ain ; it requires pedagogues who can incorporate engineering into the course of study and utilize it to better pupil larning. In other words, computing machines can non replace pedagogues, as they are the key to whether engineering is being used suitably and efficaciously. They need to understand a topic adequate to convey its kernel to pupils. While traditionally this has involved talking on the portion, new instructional schemes put the pedagogue more into the function of class interior decorator, treatment facilitator, and manager and the pupil more into the function of active scholar, detecting the topic of the class. Even if pupils could larn independently with small or no engagement from their instructors on how to utilize engineering to heighten their acquisition and accomplishments development, they are extremely improbable to hold those chances if pedagogues do non allow them hold entree to the engineering. The term â€Å" computer-assisted acquisition † ( CAL ) has been progressively used to depict the usage of engineering in learning. Educators besides need professional development in the pedagogical application of those accomplishments to better instruction and acquisition. They should be empowered to develop their cognition and accomplishments actively and experientially, in a assortment of larning environments, both single and collaborative. This, include a assortment of larning schemes, embracing direct direction, tax write-off, treatment, drill and pattern, tax write-off, initiation, and sharing. Therefore accent in the classs should be on the ways engineering can ease and heigh ten his profession lives. Educators ‘ readying plans are indispensable and as described by Kook ( 1997 ) it is â€Å" the important issue to be addressed † ( p.58 ) . The instructor of the hereafter will depend on the computing machine for both personal productiveness and for instructional activities. Kook lists 33 primary computing machine accomplishments for instructors, runing from voyaging the Windows desktop environment, to utilizing IRC confab, to put ining package. Kook suggests that these accomplishments should be portion of the needed classs for prospective instructors and insists that in the following century â€Å" teacher instruction will be forced to suit a considerable sum of transmutation to let instructors to work efficaciously in the Information Age † ( p.59 ) . Computer engineering can non be effectual in the schoolroom without instructors who are knowing about both the engineering itself and about how to utilize it to run into educational ends. The most common barrier to adequate preparation is the disbursal involved. Without preparation, nevertheless, other engineering disbursement has a fringy consequence ( Boyd, 1997 ) . Learning to run computing machine hardware, turning comfy with many different package applications, developing direction systems for pupil computing machine usage, and redesigning lesson programs to do usage of engineering, takes a great trade of clip. When combined with thwarting hardware bugs and package bugs, the undertaking can go dashing for even the most determined. Often, what stops people is one small thing that they did n't cognize how to make. If you have a room full of childs when something goes incorrect, it discourages you from seeking it once more ( Zehr, 1997, p.3 ) . Leading to the inquiry why school instructors do n't utilize, and sometimes defy, the usage of computing machines? Hannafin and Savenye ( 1993 ) name some research-based possible accounts for instructor opposition to utilizing computing machines. These grounds include: ill designed package, uncertainty that computing machines improve larning results, bitterness of the computing machine as a rival for pupil ‘s attending, unsupportive decision makers, increased clip and attempt required of the instructor, fright of losing control of â€Å" centre phase, † and fright of â€Å" looking stupid. † in forepart of the category. Sing the instructor ‘s function as a continuum, Hannafin and Savenye ( 1993 ) besides put the function of traditional lector and imparter of cognition at one terminal and the function of manager, observer, and facilitator at the other terminal. They so generalize that the traditional terminal of the continuum embraces an objectivist larning theory while the other terminal is likely to encompass constructivism. The instructor ‘s position of acquisition, so, could be another beginning of opposition to classroom engineering. A instructor may be unfastened to engineering but resist the attach toing alteration in larning theory. This would propose that in add-on to supplying developing in engineering, schools and territories need to supply information, preparation, encouragement, and support to instructors in traveling toward a more constructivist position of instruction. The direction should defend the alteration, policies has to be adopted as from the direction degree down t o the pupils, everybody contributing and attach toing the reform for it to be successful and to be able to take out the maximal benefit. This issue is addressed with trouble, because â€Å" Principals, on norm, are 50 old ages old. We ‘ve got a coevals of people who are really barriers to the extract of engineering in school systems and are afraid of it themselves † ( Quoted in Trotter, 1997, p.1 ) . It has â€Å" become clear over the past decennary that simple motivational and short-workshop strategies are immensely deficient to enable veteran ( and even new, computer-generation ) instructors to learn otherwise, and to learn good with engineerings † ( Hawkins and Honey, 1993 ) . The grounds suggested that instructors who use engineering in their schoolrooms are more effectual if they have received preparation, if they have district-level support and if they have a web of other computer-using instructors to portion experiences with. Swan and Mitrani province that â€Å" computing machines can alter the nature of instruction and acquisition at its most basic degree † ( 1993 ) . We need to guarantee that we are utilizing our current cognition about the application of engineering in instruction as a footing for continuing in the hereafter. The direction has besides its portion in the integrating of the the educational engineering in the school. Policies and support plans must be initiated from the top direction and they must be portion of and attach to the alteration. The most of import barrier to this integrating is the fiscal barriers. They include the cost of hardware, package, care ( peculiar of the most advanced equipment ) , and widen to some staff development. Froke ( 1994b ) said, â€Å" refering the money, the challenge was alone because of the nature of the engineering. † The initial investing in hardware is high but the costs of engineering have to portion of the cost of direction. The integrating reveals the institutional support through leading, planning and the engagement of instructors every bit good as directors in implementing alteration.

River Rother

We are visiting four different locations, on the 18th September 2009, along The River Rother. It is hoped that these locations will demonstrate the three main courses of a river; Upper Course, Middle Course and Lower course. The four locations that we will be visiting and carrying out our tests are: 1. Marley Lane, for the upper course (the source) 2. Sedlescombe, for the middle course 3. Bodiam, for the lower middle course 4. Rye Harbour, for the lower course (mouth) The purpose of the study is to find out if our hypothesis proven correct or not, ‘The River Rother includes all the physical features and land use of a typical river.' Collecting data from each of the location hopefully will prove our hypothesis correct. The information that we need to collect from the three locations are; the width, depth and speed. To obtain these results we will be using a meter ruler, tape measure, clinometer and a dog biscuit. For some of the results that we are unable to get we will use a secondary source and we will compare our results to the results from text the books. The four locations that have been chosen are ideal for our study because they are close to the school, they show all the three stages of the rivers course and we are able to visit all the locations and get out tests done in one day. The River Rother, is 35 miles long, is a river flowing through the South East of England and runs though East Sussex and Kent. Its source is near Rotherfield which is in East Sussex, and its mouth is Rye Harbor, which is part of the English Channel. METHODOLOGY Width At a narrow point of the rivers course (Battle and Sedlescombe), we will use a meter ruler to measure the distance from one bank to other. At mid point (Bodiam), we will use a tape measurer crossing via a bridge. At the lower course (Rye), we will either estimate or use a secondary source. The hypothesis we expect to be proven correct that the width does get bigger as you carry on down the rivers course. Depth At Battle and Sedlescombe we will measure the river's depth 5cm interval to find out the shape of the river channel. At Bodiam there is a bridge and at every meter we will measure the depth using a tape measure with a weight at the end to hold it down. At Rye we will use a secondary source because the river there is much to deep for us to measure. The hypothesis we expect to be proven correct that the depth does getting deeper as you carry on down the rivers course. Speed of River The method for collecting the speed of the river will be the same at all for locations. We will measure ten meter along the side of the river, drop a dog biscuit in at zero on the stopwatch, and time it to see how long it takes to get to the end of the ten meters. The hypothesis we expect to be proven correct that the speed does increase as you carry on down the rivers course. Photographs We will be taking photos as we walk round to show the type of land use that is there and the landscape to see if it is the same as a typical landscape. The landscape showed to be the same as a typical rivers landscape. The hypothesis we expect to be proven correct. Field Sketches We will be noting down features/land uses of the land as we walk around so we can later on make a Field Sketch, really get an idea of the land use in the area, and see if it is like a typical river lay out. The hypothesis we expect to be proven correct; the landscape forms a more U shape as you carry on down the rivers course. Observations As we are walking round, we will be noting down the land uses. Valley/Slope Profile In pairs, we will measure the valley sides and floor at the river and will measure the distance it is between each other gradient of slope and measure the angle using a Clinometer. In pairs we will stand at the top of the valley sides. The first person will pace out until the slope changes angle, we will note this and the person at the top of the slope will note down the reading of the angle change with the Clinometer. The second person will meet the first person and the will repeat this, until the other side of the valley. The hypothesis we expect to be proven correct that the valley does make a ‘V' shape and closer you get to the mouth the ‘V' shape turns into a ‘U' shape. River Profile We will take the width measurement and depth measurement and create a cross section of the river for each location. Land Use Survey We will have an OS map of each location and use the keys to note down the land use. We will colour in the the land uses in different colour and after wards use a Ten by Ten grid (squared) and count up the number of square for each one and calculate the percentage out of a hundred for each one. We will then out this into a pie chart to show the percentages. The hypothesis we expect to be proven wrong for the land use to be the same as a typical river's land use. WHAT I EXPECT TO FIND Upper Course (Battle, Marley Lane) At this stage of the river it should be every slow and narrow and shallow. There should be many obstructions in the way of the river. It is because of all these obstructions that the river is flowing slowly. There will be steep valley sides a, ‘V', shaped valley and several waterfalls. There should be interlocking spurs. The land use should be over run by Pastoral Farmland and Woodland, Settlement. The volume should be small due to the large amount of obstructions and the shape of the valley which is due to the Interlocking Spurs (hard rock). Middle Course (Sedlescombe) The river should be wider than the upper course. The valley flor should be wider, faster flowing water and the volume should increase due to the change in the channel's shape. The valley shape should start to change more like a ‘U' shape. Pastoral Farmland and Woodland will dominate the land use. Lower Middle Course (Bodiam) The river has already started to widen so at this stage it is becoming even wider and the valley into a more pronounced ‘U' shape. From this the river is much large and deeper and volume is larger. The river should now be flowing much faster because there are very little obstructions in the way. Pastoral and Arable Farmland should dominate the land use. Lower Course (Rye) This stage should have the largest depth of the whole river because it is a deep ‘U' shape and the width is very wide. The speed as increased to its top speed because there is no obstructions in the way now and if there is every few. The main feature that should be found here is the mouth of the river that leads out to the Ocean. The flood plain is very large and the land use is all mainly Slat Marsh Land and Mud Flats so it unused and there is Industry. DATA ANALYSIS / INTERPRETATION Width The data that is being shown is the width of Battle, Sedlescombe, Bodiam and Rye. Rye had the largest width in between each bank leaving Battle the smallest. Ryes width was 2500cm; Bodiam had 1240cm, Sedlescombe 134cm and Battle 50cm. Rye has the largest width between each bank, this is because Rye is the lower course of the river and has no obstructions in the rivers path so it is the fastest flowing and erodes the banks faster. It is also the location where the mouth of the river, where it enters the sea. However, we did have to get this from a secondary source. Battle has the smallest width; this is because it is located in the upper course and the speed of the river here is at its slowest and is unable to erode the banks as freely as the lower course. The erosion found in the upper course is Vertical Erosion this is why in the upper course the river is shaped as a ‘V'. The most common type of erosion found in the middle course of the river is Lateral Erosion, which is why the river gets wider as you carry on further on down the river. The textbook theory from the textbook that the river gets bigger, in lateral erosion and vertical erosion, as you get near to the mouth of the river. Our hypothesis is proven correct for the width does act like a typical river. DATA ANALYSIS/INTERPRETATION Depth The data that shows the depth of Battle, Sedlescombe, Bodiam and Rye. From the upper course to the mouth the rivers depth got larger. Starting with Battle, which had the smallest depth of, only had 37cm, Sedlescombe with 50cm, Bodiam 97cm and Rye with the largest out of them with 400cm. The data for Battle may have been altered due to the heavy rain on the day, which may have caused erosion. However, previously very dry weather had led to low volume of water. The depth at Rye we have had to get from a secondary source due to the difficult fact that we are unable to measure. From the data, it shows very clearly that the rivers depth does increase as it goes along. This is due to the transportation of more water and material, which erodes vertically, this, is the act of it eroding downwards and laterally, which of it eroding across. The theory from the textbook agrees with our hypothesis and what we have found, the river does get bigger in lateral erosion and vertical erosion, as you draw nearer to the month of the river. DATA ANALYSIS/INTERPRETATION Speed The data shows that the River Rother picks up speed from Battle (Source) to Rye (Mouth). The speed of Battle was the slowest with 0.03m/ps, Sedlescombe 0.52m/ps, Bodiam 0.98m/ps and Rye with the fastest 1.72m/ps. The change in the speed is very noticeable when the river gets to Bodiam (lower middle course) the speed increases by 1.69m/ps. This is because this is the point of confluence (were two rivers meet).Battle and Sedlescombe are the tributary river from the River Brede, when a tributary river meet the speed and volume of the river increases. Because the volume increases that means there is more water in the river and from that there less obstructions in the way, so the river speed goes much faster. The theory from the textbook agrees with our hypothesis and what we have found, the river does get fast as you draw nearer to the mouth of the river. DATA ANALYSIS/INTERPRETATION Valley Profiles The valley at Battle is quite deep at the sides and not very deep in the middle. The shape is shaped like a ‘U' but this maybe be because of the bridge that goes over the top of the river. Battle has a small valley that had been enlarged by the bridge. Therefore, this affected our results slightly but the valley was meant to be ‘V' shaped. Sedlescombe is a lot flatter than Battle and it is wider. But we where only able to measure one side of the valley, so our interpretation is an estimate due to privet land but it still has the typical shape of a ‘U' which is what we expected to find. Bodiam has a very wide valley floor and the valley slopes where at an angle making a rough ‘U' shape like a typical river at this stage. Rye, we where unable to measure because the valley floor was too large. However, this is what we expected to find because it is the last stage of the river, the mouth. The theory from the textbooks is that the valley goes from a ‘V' shape valley to a ‘U' shape valley. This is due to hard rock being in the upper course of the river and because the high lands are mainly rock it is harder for the river to erode the away at the banks so it's a narrow shape forming a ‘V' shape but the river winds around the hard rock a pattern like a snake. As you carry on down the river the hard rock starts to get erode so what is left are interlocking spurs, these also erode over time crating a wider valley floor crating a ‘U'shape. The hypothesis is proven correct for the Valley Profile. How do I add the figures? DATA ANALYSIS/INTERPRETATION River Profiles The width for the three locations is as followed from smallest to the largest; Battle 55cm, Sedlescombe 130cm and Bodiam with 1200cm. Bodiam had the largest depth also with 150cm. This was we expected to find because it is in the middle lower course But this is possible to wrong because in the river were we measured there are pillars to hold the bridge up. So while measuring we may have measured off one of those by accident. In Sedlescombe the deepest point was 53cm which isn't very deep but this is also expected because it is the upper lower course. The depth is possible to change here too though but only due to lateral erosion. In Battle we expected a shallow depth and we got a shallow depth with 5.5cm. When we took measurements of the river at the different points we put this information into a graph, the graph showed us the shape of the river at each location; Bodiam had long steep vertical banks and the river bed was flat with a few bumps and then back up forming an almost ‘U' shape. Sedlescombe was more of a ‘V' shape, the banks both went down at different angles to each other and the river bed had a lot more bumps. The two banks are at different angles this would be due to Lateral Erosion (which is erosion at outside of the bend) which is common in the middle course to form such features like Ox Bow Lakes. Battle was very shallow and lots of bumps along the bed and is hard to tell if it looked like a V shape. After comparing our graphs to a typical river to see if our hypothesis proven correct or not, ‘The River Rother includes all the physical features and land use of a typical river.' It is proven that it does act like a typical river when it is compared. Evaluation – Conclusion From all our data that we have collected proves our hypothesis, ‘The River Rother includes all the physical features and land use of a typical river.' Our hypothesis has got most typical physical features and land use of a normal typical river. For example; Width, the width of the river proved our hypothesis correct that the river does get bigger, in lateral erosion as you get near to the mouth of the river. Depth, the depth of the river proved our hypothesis correct that the river does get bigger, though vertical erosion, as you get near to the mouth of the river. Speed, the speed of the river proved our hypothesis correct that the river does get faster as you get nearer the mouth of the river. River Profile, the river profile went clearly from a V shape to a U as you carried on down the river nearer to the mouth. Vertical Erosion and Lateral Erosion cause this. Valley Profile, the valley profile also went clearly from a V shape to a U shape as you got nearer to the mouth of the river. So from our data our hypothesis is proven correct. However they are some parts of our data that does not agree with the typical river physical features. Like for example; Land Use, the land use around the four locations was proven to be wrong because at each location the land use was predicted different to what we found to really be their. Land Use, In Battle it was predicted we would find Hill Sheep Farming due to the steep land and large areas. But we found was Arable Farming mainly and lots of Settlement. Sedlescombe it was predicted we would find Arable Farming and Settlement. What we found was correct for this location. Bodiam was predicted that we would find it dominated by Arable Farming which is correct. Rye was expected us to find mainly Marsh Land and some Industry. What we found was mainly Marsh Land but also a lot of Industry and Lines of Communication. With that being the only thing that proves our hypothesis wrong against the several other facts that proves our hypothesis correct, The River Rother does includes all the physical features and land use of a typical river. Photo and Filed sketches Evaluation – Limitation After getting all of my results I am happy with what I ended up with because a large amount of the data agrees with our hypothesis, ‘The River Rother includes all the physical features and land use of a typical river.' The land use is the only thing that went against our hypothesis but two of the locations were a tributary from the River Rother. And because Rye is such a large river we are unable to carry out our tests on it because we don't have the resources so we have to get all the results from a secondary source, which could be either out of date or a bad estimate. All the data we collected could be improved for example; The measuring of the speed, instead of using a Dog Biscuit and counting till it got to a certain spot. We could have used a Flow Meter. We were only able to do the Dog biscuit test once because we only had one Dog Biscuit for each location and it kept getting caught on debris in the river; sticks, rocks, trees and other debris. In Sedlescombe there were too many trees to get an accurate result the dog biscuit kept getting caught so we had to use several leafs to get our results. If we had a Flow Meter the test would have been much easier to carry out and a lot more reliable. Measuring the depth in all three locations can change and be inaccurate, due to the amount of water volume at the time of the measurement. And for the fourth locations, Rye, we had to use a secondary source which could be wrong and out of date. Bodiam we could only measure one side, the other is an estimate so that can be wrong affect the results of the data. Also the pillars in the river that hold up the bridge, it is possible that we could have been measuring off one of those for our depth. Sedlescombe's results were as good as we could get them. There was no interference other than the rocks in the water but they are natural so it's possible. In Battle it was very easy to measure because at Battle the river was very shallow. So if there was any interference we could just easily move it out the way. The way that we could have improved measuring the depth would be getting a boat and sailing to the middle of the river and dropping a weight with a tap measure and making sure we don't get any pillars. Finding the width of the river valley could all be wrong because in Rye we had to use a secondary source, in Bodiam we were only able to measure one side of the river valley due to what looked like privet land and us having to estimate what the other side, and finally Battle and Sedlescombe are both a tributary from the River Brede, so this could be a problem to our results because were meant to be collecting results from the River Rother and not the River Brede. The way we can improve all of this is by having different up to date sources and up to date equipment and measure more than once and take an average. For Sedlescombe how we measured the width was measuring across the bridge rather than measuring the river its self which means the bridge was probably wider than the river so this is a problem that can affect our results. The way we could have done this better is by getting two people down on either side of the river and measuring the length with a tape measure as close as we can. Battle is small enough to easily enough to have trustworthy measurements. The Valley Profile could have been improved a lot more by actually counting and measuring out our own individual steps instead of making all our steps the same with the same distance between each one. These problems could have easily been solved with a Meter Counter, counting our distance and adding up the distance we travelled accurately and correctly. And once we are back in the class room working out our meters into our own steps. This would have improved our data. Measuring the shape of the land with the clinometers wasn't perfect because not everyone was the same high as their partner so the accuracy was off at that point as well as the clinometers steaming up from the temperature made it hard to read the angles. The day that we went to the four different locations to do our test to get our results wasn't the best of days. The weeks before where hot and sunny causing evaporation, less water. Then the day and night before our trip it rained causing erosion and prevented us from doing most of the tests we needed to do correctly. It wasn't a good temperature either causing the clinometers to steam up and unable to read the angles accurately enough for a good result. The rain also ruined my own paper with my results on it making me have to get other results that could be wrong. And people rushing the test because it would start to rain again made it possible that we skipped something important and get the wrong results. Our hypothesis, ‘The River Rother includes all the physical features and land use of a typical river.' can be inaccurate because it isn't being very clear to what kind of river it wants us to test for, ‘a typical river' is there such thing? All rivers are going to be different whether its due to what part of a country they are in or the size of the river or even how much rain the river gets. But I think the main problem that makes our hypothesis inaccurate is not noting what country this typical river is from. A river in Africa is going to be different to a river in England because of the amount of rain fall, less rain less water in the river to clear the obstructions causing the river to have a smaller volume and slower speed. The land use would be completely different too; most of Africa is a LEDC (Less Economically Developed Country) so there wouldn't be a large amount of Settlement and Industry around the mouth of the river. The weather conditions affect the comparisons too, for example; if there is a heat wave the river will lose a lot of water causing speed to slow and volume to drop, depth and width would change too. In England we usually expect rain so the rivers volume, speed, depth and width would all increase. The hypothesis should change to a more clearer, ‘The River Rother includes all the physical features and land use of a typical river in England'. Or something similar that is more targeted on a specific river.