Ordinary Magic Essay

The story, Ordinary Magic, was written by Malcolm Bosse is about a boy who was born and bred in India. Jeffrey also recognized as â€Å"Ganesh† faced a lot of difficulties at a very young age. These difficulties that forced him to be mature included his father’s loss of life, his way of adjusting and bonding with the American culture and when his ancestor home was going to be demolished. Jeffrey’s maturity develop when his father, Mr. Moore, died and he was obliged to manage and handle everything, including paying for his deceased father’s funeral. Since his father’s death, the village people were starting to act towards him as a foreigner and not as one of them. They even told Jeffrey to pay as soon as possible for the house rental and for the funeral. All these happening changed Jeffrey’s life. He learned to be independent and that forced him to learn to be responsible. It shows that Jeffrey was forced to be mature at a very young age due to all his unfortunate happenings. Overtime, Jeffrey’s maturity enhanced when he had to move to America alone to meet his aunt and his way of fitting into to a new environment. Jeffrey did not want to go to America before but he knew he has the responsibility of fulfilling his promise to his father that he will go to America. The children in his new school was making fun of a mantra that Jeffrey taught to one of the girl in the school before, but Jeffrey did not mind it at all. He understood that those kids just did not understand how sacred the mantra was. This means that Jeffrey was mature enough to understand why the kids did not show respect to the sacred mantra and that he was mature enough to take responsibility of keeping his promise to his father. Jeffrey became more mature when he found out that their ancestor’s home was going to get demolished. He had to do everything he could in order to save it. He managed to form the Satyagraha and took full responsibility upon each individual that has decided to join the Satyagraha with him. Jeffrey fought the government through the Satyagraha where all of the members went on a hunger strike until the government have heard their plea. Jeffrey was mature because he learned to stand up for his beliefs and he stood up against the government. Overall, Jeffrey’s adulthood resulted from all of his unfortunate happenings that occurred to his life. Whether those forced him to be mature or not, he certainly was developing maturity throughout the whole story. In the end, Jeffrey’s circumstances that forced him to grow into a maturity person has helped him blend and mix in an Indian culture and an American culture that made him fit in.

Bashing on TV by Michael Abernethy and Wonder Woman by Gloria Steinem Essay

At first glance, the articles Male -Bashing on TV by Michael Abernethy and Wonder Woman by Gloria Steinem would not seem similar at all. However, if you take a much closer look at these two articles you will see that they are similar in many ways as well as different in several others. Comparing and contrasting is import because it illustrates ideas about the article that we may not have noticed before. In the article Male-Bashing on TV, it discusses the use of media and the affect that it has on our society. This article’s purpose is to expose the way the media portrays men. The media describes men as sluggish, dumb, and no good. These views have an extreme way of impacting society today. Abernethy’s article reveals various television shows that have male characters in them suggesting that men are useless without women. According to Gender Issues in Advertising Language, â€Å"television portrayals that help create or reinforce negative stereotypes can lead to problems with self- image, self- concept, and personal aspirations. † In the article Wonder Woman we see how the comic super- hero Wonder Woman was a revelation for women around the world, and a new way to represent women. Although, the question seems to remain whether or not her character was symbolizing was something that negatively affected our society or helped women to identify themselves. This article also stresses the importance media and entertainment has on people and how these images help mold and shape the characters of people today. Wonder Woman was seen as an ideal independent and strong woman who never needed a man. Steinem exposes Wonder Woman as a character that was used to sway women into accepting women’s liberation. Steinem notes that, â€Å"women get a rare message of independence, of depending on themselves, not even on Wonder Woman. You saved yourselves, as she says in one of her inevitable morals at story’s end. I only showed you that you could. † These two articles have many similarities. For example, they both bring to attention the affect that media has on our society. People all around the world are looking to these shows/ characters and idolizing them. They are using exactly what the media â€Å"feeds† them to build their own beliefs and morals. Also, both of these articles expose important issues in the world many people seem to disregard or not notice. Male-Bashing on TV and Wonder Woman are both articles that expose the truth and the media for how it has an importance on how we, as humans, behave, believe, and interact with others. As well as the similarities, these two articles differ in many ways. Male- Bashing on TV discusses how men are portrayed on television and Wonder Woman talks about how women are identified as strong and independent. They almost are complete opposites . The article Male-Bashing on TV notes that men are described as nothing without women. They are looked at by society as pathetic and silly. In Wonder Woman it talks about how women do not need men, and how women are independent without them. It is almost amusing how these two articles use each other’s extreme stereotypes to make their points. In closing, I would say that comparing and contrasting really reveals how the author might have looked at the issue and also shows us, as readers, the differences and similarities between two articles. Despite the differences among these two articles, they are more similar than people may confer.

Poetry Analysis of Third Eye by Bei Dao Essay

â€Å"He Opens Wide a Third Eye†¦Ã¢â‚¬  by Bei Dao in his written work Old Snow, is a narrative of one mans life and his epiphany on society as life and death would influence it. Bei Dao shows a man looking through a â€Å"third eye† or â€Å"inner eye† view, a very mystical and spiritual way to look at life that only the most enlightened peoples have been able to observe. The poem by Bei Dao starts off by a man opening wide his third eye, showing that finally this man has achieved enlightenment by spiritual guidance or by another catalyst of sorts and shows that he is now disconnected from the â€Å"world† and is in his own mind to see what the â€Å"world† has to tell him and really offer. In the first lines of the poem Dao states a â€Å"star above his head† (Dao 325) as appeared and a man â€Å"opens wide a third eye† (Dao 325). The star above the mans head is his third eye, an untypical way to see the world in which he lives, and he sees this light or third eye due to the process in which he opened it. This star can be a warming feeling or it is due to a bright light that he sees in which his spiritual journey as begun. Dao goes on to paint a vivid picture of â€Å"warm currents from both east and west† (Dao 325) that â€Å"have formed an archway† (Dao 325) these currents show that the man experiencing this spiritual enlightenment has a view of all premonitions of life and his ideals have formed this archway that has emerged. The archway is very symbolic it can be the mans morals to life and the currents from east to west, are morals of the outside world that don’t influence him but now have. Due to this vision the man is now debating on how to view the world there is a fire brewing inside the man, good or evil he cannot choose, he sits there in remorse and now sees a future that he cannot escape. While he contemplates these new morals in which to live he can now see an alternate route an expressway that â€Å"passes through the setting sun† (Dao 325) this will lead him to, something, which may be his final destination and resting place. Yet, all these new vision are scary for he doesn’t know where it leads him but at the same time are very intriguing. The road through the setting sun is beautiful, hot, blinding, and spacy – for he doesn’t know if this route will lead him to death, new land or new life, but he starts to connect more with the earth and begins to feel a oneness with his life. This new world will make you die, and the man knows this. There is so much pressure on him to do what is right and to move mountains just as the camel does before it collapses into the setting sun and becomes a skeleton. The camel is a lot like the man, taking a journey through strange passages of mountain peaks by himself to get to new land. But to follow this path in the end will lead to intimate death, not the camel nor the man have any idea of this happening but for a strange reason are happy to travel this path. The camel and the man see this path and gladly take the responsibility to march over it, even when they think they are still moving along they have been dead for so long. So much so that the camel has turned into a skeleton, all flesh has been ripped off its body and turned into energy or other sorts – for scavengers or even the very soil they walked on before knowing. This feeling of a oneness is still apart of the man and camel, for all the energy they have taken from the earth for their lives that has sustained them is now being returned back. Before you die you are apart of the earth and now the earth starts to become a part of them. Turned â€Å"into a layer of coal† (Dao 325) the camel is now a usable source of transportation as he was for many a man while he was living – his duties to human kind pass on with him from life to death. All the energy used as a living animal is now being returned as coal. Which shows that the connection to earth is strong and real. This is the end to the first stanza of the poem â€Å"He Opens Wide a Third Eye†¦Ã¢â‚¬  by Bei Dao. Dao doesn’t just simply end the poem here there are still many unawnsered questions to the mans life and in which direction it is headed. In the start of stanza two the man is now thinking heavily about his life and does not know where his spiritual journey will take him, yet he sits calm and contemplates the theory of his life. Now underwater, once again in a new surrounding the man see’s a new outlook on life but still has no idea in which direction or mind set in which he will take it. Calm, stable, and fully submerged in water he sits and waits to see a new light. He controls his feelings and is now open to all aspects of life, not knowing where to turn he looks forward as a dark cloud approaches him – a school of fish. The fish are looking at him and confused of an outside influence. We can view the school of fish as people on earth and the man sitting in the water as their surroundings and how he will now influence them. The fish seem to be so flustered by something new and alien life that they don’t know how to act its an obstacle in the way of their path yet none of them know where to turn. Looking around the man see a flashing light above him, a golden coffin of freedom – an easy way out. Even though he is stuck under the water, or stuck on earth he sees this as a prison, his life is locked up forever in his own flesh, skin and bones. Taking in more of his surroundings the man sees people standing idly behind a giant rock as if they are of great importance and have been watching him the whole time. This giant rock and the people he sees can be viewed as life in the world, the city he lives and the people that are important to his life. Should he stay with them and live as he was or now take these new influences of life and live as he should or die and go to the golden coffin, die, earlier then expected. As he takes in his surroundings the people are still staring, judging his every move and every move he made in his life. They are judging to see if he will make the right choice, to see if he has made the right choices before and to see if he is truly able to be apart of the Emperor’s memory (heaven). In the last line of the poem Dao states a very powerful line â€Å"the exile of words has begun† (Dao 326). There is no more talking, no more waiting its do or die from here on out. The man starts to awaken from his spiritual journey as he got full intentions where his life was heading if he kept living the way he was. Yet he can’t explain what has happened to him, lost of words he now sees life in a new light. And now the greatest conflict has occurred, will he change his life and do good by being his own being and follow the new path through the setting sun or will he be affected by outside influence and sit idly by like the people behind the rock and do as society tells him. This poem is about great strife in one mans life and shows how one single outlook or journey can change one mans perspective to start to live differently. But who is the man? What is the journey he just took? What theories or morals did he take from this great extensive spiritual journey? Is it really for a better cause or not? How will the outcome, if he changes his life, be any different as the old path the man took? For one to observe life through their â€Å"third eye† they must spend years meditating and opening their chakras – this could take a lifetime and still is not unanimously possible to achieve. For this man, maybe it is Bei Dao himself that has achieved this enlightenment, shows he is a very spiritual man and already see’s life as something so abstract for the rest of the words people – even without using his â€Å"third eye†. To see through this â€Å"third eye† and to comprehend what you or one is seeing, we must first open our minds to a broader aspect of the world and see beyond materialism, societies pressure on its people, and block out all worldly possession and distractions – to fully understand and view what one is saying. Yet another, abstract, way to view through this third eye is one of high risk, low reward, and very out there. One can say you can open your â€Å"third eye† by a spiritual psychedelic experience by taking a predetermined amount of dose’s of Magic Mushrooms, Lysergic Acid diethylamide (LSD), Dimethyltryptamine (DMT), or Ayahuasca (a leaf from the amazon used in tea that is a very highly potent psychedelic experience) all of which are highly more potent then the next and can give a human being major visions, sights and sounds to show you the â€Å"real world†, or the world of the third eye and what it is truly about, to show you how your life is being lived and how it impacts others or others can impact you. All these methods of enlightenment are still used today in cultures with a high priest or shaman in ones hierarchy. For them to reach such enlightenment and to open your â€Å"third eye† using one of these catalysts to boost the enlightenment path is greatly smiled upon and used in day-to-day life. For one to reach such enlightenment and have these outlooks on life is to be a man of great respect, honor, courage, discipline and considered a special person– for a simple man could not handle the â€Å"truths† that he sees. The journey that Bei Dao or an anonymous man had really that significant? Was this man a high-ranking priest in his village and his visions show a new world order in which his people have to conform to? Or is it ones man spiritual psychedelic experience that has no meaning towards life and is just a bunch of mumbo-jumbo to screw with his mind? Does the third eye really exist and if it does, is it an intelligent path to follow or just another way to live? No one can really explain until we take the right of passage ourselves and live out the life we are intended.

The aftermath of the global financial crisis 2007-2009 Essay

The aftermath of the global financial crisis 2007-2009 - Essay Example Consequently, liquidity became common; this facilitated the concept of innovative finance (D’Arista and Griffith-Jones, 2008), putting more funds into risky investments. Sub-prime loans were easily available before the emergence of financial crisis. Udell (2009) explains that the sub-prime loans were easily available in America. Basically, this type of loan is given to those people who do not have positive credit worthiness. And, banks and other financial institutions do not provide loans and other short-term credit facilities to those people or institutions who have negative credit worthiness or who are unable to repay loan. In the United States of America, before the beginning of financial crisis, many were unable to receive loans due to these factors and they resort to sub-prime loans. Initially, there were a few people and small institutions were giving sub-prime loans. With the passage of time, from local to multi-national banks and other financial institutions started gi ving sub-prime loans. Since higher interest rates were charged on the sub-prime loans, many banks and financial institutions saw it as an opportunity to earn more profit. The attacks of 9/11 were economically dangerous as well. The magnitude of attacks was sufficiently negatively on the economy of America. The entire American economy was damaged; the Fed came under pressure to economically manage the situation and devise such economic short-term policies to minimise the impacts of 9/11 on the American economy. With this aim in mind, Greenspan of Fed decided to reduce the interest rate to the level of 1 percent. The reduction of interest rates further allowed ordinary Americans to avail the benefit of interest rate reduction. This reduction further directly increased the risk of default and bankruptcy. Savings of developing countries further aggravated the availability of excessive liquidity. In the late 1990s and early 2000s, many developing countries poured their funds into the dif ferent American banks and other financial institutions. As a result, banks and financial institutions faced the problem of excessive liquidity. Normally banks face shortage of liquidity, and to fulfil their daily requirements, banks try different means to obtain funds. But, before the financial crisis, most of the banks and financial institutions were filled with the excessive liquidity. Now, banks were required to invest the excessive liquidity for the purpose of earning returns. The inflow of excessive liquidity was so huge that many banks totally compromised on the risks associated with different types of investments. Banks and other financial institutions were desperate to utilise the availability of excessive liquidity at the cost of safe and secure returns. Banks and other financial institutions did not give an appropriate consideration before going to invest; even they overlooked the possibility of default, which could shake their commercial existence. Banks and other financi al institutions started lending to those individuals and institutions that were lacking to fulfil the requirements of creditworthiness. Consequently, these factors contributed to the inception of global financial crisis, which did not remain within the boundary of the United States of America, but spread to other countries. Many shortcomings did exist in the risk management policies of banks. Too little understanding of exposure to

Summarize a Financial management article Example | Topics and Well Written Essays - 750 words

Summarize a Financial management - Article Example Moreover, these strategies are examined for ensuring compliance with the financial and regulatory requirements and policies of the banks. The article provides a background to the development of financial markets in the developing countries like Turkey and how the turmoil in these emerging financial markets can affect the global financial scenario. During crisis situation in the economy the role of banks is pivotal as they are considered to be the pillars of any financial system. Therefore, it is suggested in this article that banks need to adopt only those strategies that could lower their risks and improve the control over the financial position of banks in order to reduce the implications on both domestic and international financial setups. The role of asset liability management (ALM) in strategic planning of banks is highlighted in this article suggesting that the aim of such model in banks allows them to efficient manage their funds keeping their risk profiles to lowest levels and to maximize their earnings. The model is considered to be multidimensional which requires simultaneous interaction between different elements of operations in a bank, which requires high level of integration at various levels. Banks have now adopted sophisticated models of ALM; however, the outcome of ALM still depends upon the diverse management strategies followed by banks. The importance of ALM is viewed in this article from the perspective of Turkish banks that faced major financial crisis situation in the Turkish banking industry in late 2000 and early 2001. The reasons highlighted for these financial crises included poor overall macroeconomic conditions in the country and poor regulatory framework to control and manage the activity that was taking place in the Turkish banking sector. The article presents important relevant financial ratios of banks during pre- and during financial crisis periods, which

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

Penology - Essay Example In a bid to understand what happens in prisons, various authors have participated in various writing. Penology was started in the early 40s with Donald Clemmer publishing the prison Community. The work elicited discussions and in 1958, Gresham Sykes published the society of captives, and lately, Ben Crewe’s The Prison Society. This paper seeks to show how the works of the last two authors confirm that prison is a place of order despite the prisoners outnumbering the guards. Adaptation is so strong that anyone who gets used to a particular habit or place will eventually start living as per the requirements of that place. According to Crewe (2009), adaptation is one of the reasons prisons have order yet the number of prisoners tend to more than the guard’s. Psychologically, the prisoners get acquainted to the regulations, and even though there is some form of resistance at the beginning, there tends to be acceptance once it is evident there is no escape route (Lubin and Schneider, 2009; Crewe and Bennett, 2012). That is to say, the prisoners might at first have self-denial on the reality of the prison, as time goes by it becomes apparent that they will not leave until the right time. Consequently, the psychological change occurs causing the prisoners to accept the fate, leading to observing the rules of the facility (Chantraine, 2004; Lerman, 2013). Similarly, Sykes (2007) noted that when the prisoners adapt to the situation, a relationship and interaction starts. For instance, prisoners are often released to carry out various activities including exercising in the yard, watching television, attend religious activities among others, and these activities help in bonding a relationship with the guards. The result sees the prisoners find no reason warranting an escape, and this helps them adopt the prison as another home. Ricciardelli (2014) who noted that once the prisoners accept the prison as another home, there lacks a need to seek an escape

Human resource development Essay Example | Topics and Well Written Essays - 1250 words

Human resource development - Essay Example Next, it will be presumed the possible effectiveness and ineffectiveness of E-HRM and finally, the details of appropriateness and inappropriateness of practical E-HRM will be stated. Reul et al. (2004) presume that the essence of E-HRM technology lies with the implementation of E-HRM technology in accordance with the requirements of the organization’s HR business. The purpose of E-HRM can be defined from three perspectives like operational E-HRM, relational E-HRM and transformational E-HRM. Operational E-HRM more specifically relates to functional administrations. In this genre, E-HRM is generally used to do stuff like payrolls which are personal data of employees. For example, today many Australian companies implement Affinity Payroll System, which is convenient for most complicated pay conditions and assimilates wizards and workflow to eliminate manual input. It ensures accuracy and saves time thus helping Australian companies to achieve controllable targets. It also decreases related stress, paperwork and rework. Besides, E-HRM technology supports the relational HRM work like performance, appraisal, recruitment and training. Australian Human Resource I nstitute extensively utilizes e-training and e-learning foundations to prepare employees for maximum business activities. Instead of the regular functioning of human resource department, intranet can be used to implement training and skill learning techniques. Meanwhile, transformational E-HRM strategically manages the transactional activities of HR. With proper development of E-HRM technology, it can be used as a platform to bring about transformational change to enhance the operational functions of HR in business transactions (Foster, 2009). In the future, E-tech can improve HR decision support and distributions transactions of a new business transaction program of Qantas to attain the planned growth and maintain sustainability and

A death of princess (Misha'al bint Fahd al Saud) Research Paper

A death of princess (Misha'al bint Fahd al Saud) - Research Paper Example There is no denying the fact that one major reason for which people would want to travel from one place to the other is to have a feel of the diversity in culture that exits in different parts of the world. But as much as cultural differences give different people of this world unique identities and personalities, there are cases that some cultural practices practiced in certain places of the world have come up for very sharp global and universal debate and discussion (Brown, 2008). Such debates and discussions are most common about cultural practices that touch on themes of gender, class, race, and ability. In this essay, there is critical review of the case of Misha’al bint Fahd al Saud from a cultural and religious perspective, while discussing how various forms of privilege become evident in her story. This is done with the use of the docu-drama story of â€Å"Death of a Princess†, which gives a secondary account of the execution of the princess on the accusation of adultery. The essay shall be addressed from an argumentative perspective, seeking to weigh all sides of prevailing issues as gender, class, race, ability, the reaction of the media, use of privilege. A conclusion shall then be drawn on the side or opinion held by the writer on both sides of the arguments to either justify or condemn various acts that took place. Interlocking themes of social justice Gender During the setting of the event, which was in the 1970s, issues of gender discrimination and gender suppression, especially against the female gender had gone on against most Islamic nations and for that matter, Saudi Arabia. The commonest forms of discrimination and suppression that females suffered are recorded to include in issues of education and selection of a life partner (Smillie, 2009). Some secondary sources have actually debated that the fact that Princess Misha’al bint Fahd al Saud had her education in Lebanon could be attributable to the opposition that she cou ld have faced if she took her education in Saudi Arabia (LittleJohn and Foss, 2008). Argumentatively however, the question of justification in some of these practices that are considered as abuse of the personality of the female gender has been raised in other debates. For example the preservation of chastity and the impact that it has on the moral fiber of the people has been raised. It would be noted that even though education was not totally absent, there were laws that forbad the education of boys and girls in the same classroom setting. Such practices have been said to champion the quest to minimize the natural and biological bond that exists between males and females, especially when they become adolescents. This debate notwithstanding, there is another school of thought that believes that gender related laws in Saudi Arabia is biased against females and this is where the problem is. For the princess, it has been argued that her freedom to make choices of whom she wanted to be with was greatly abused when the royal family attempted to impose a man on her. Class Throughout primary and secondary sources for the story of Pincess Misha’al bint Fahd, the issue of class and how it was used have been questioned and debated. First and foremost, there are researchers who hold the opinion that the king’s action might not have gotten to the extent it did if the Princess was from any ordinary family, and for that matter, a low class family (Jacobsen, 2008). This is because according to such reviewers, the princess’s grandfather, who ordered her execution, took particular interest in the case following the level of shame and

Unions and Health & safety - Unitarism & Pluralism Essay

Unions and Health & safety - Unitarism & Pluralism - Essay Example The trustworthiness of the employee is quite predictable in this type of Industries as both the association and the staff share a common goal and objectives among themselves. The general attitude of Unitarism is to maintain a cordial relationship between the two most pivotal pole of an organization, that is, the management and its human resources (Mc Carthy, n.d., p. 3). Pluralism is a political as well as social concept where people believe in representative democracy instead of direct democracy. In case of a workplace, the representative body is the trade union, which plays the role of a medium of communication between the workers and the owner or manager. Â  The trade union act as the voice of people to the management and also influence the staff when required being in the favor of the Organization. The direct communication between the employee and the employers are not possible in Pluralism, thus there is normally no common goal. This obviously increases the possibilities of con flict. (Reynolds, 1996) From 1950 both the ILO & WHO collectively aimed a general cause for health and safety in the working place, which ensure that a proper care (physical, mental and social) is to be provided to the workers, which will encourage the staff to carry out their job without any fear of getting injured and as a consequence productivity will not suffer. The objective to introduce health and safety in industrial area is to promote a fair and safe working environment (Policy Basis for a Regional Strategy, n.d., p.3). The worldwide acceptance of this perspective is quite evident with the worldwide implementation of different Acts and programs in this context. European Agency for Safety and Health at work was founded in 1996 in Europe. The Occupational Safety and Health Act was passed in 1970 by United States. Even countries like Malaysia, through DOSH (Department of Occupational Safety and Health) has enforced Factory and Machinery Act in 1969 and

LEARNING LOG AND COMPREHENSIVE ACTION PLAN FOR CHANGE Essay

LEARNING LOG AND COMPREHENSIVE ACTION PLAN FOR CHANGE - Essay Example this change would result in positive personal and professional growth and in enhancing interpersonal relationships with diverse people from various walks of life. If I did not change these areas, it would affect personal and career growth as problems and conflicts need resolution to avoid negative outcomes. Self-Reflection: The concepts focusing on one’s ability to assess personality, attitude, and emotional intelligence are relevant as these affects all facets of relating with other people. The lessons learned from this section would assist in one’s interpersonal relationships in various situations by acknowledgement of personal strengths and weaknesses. Therefore, a journey in self-awareness provided me with the opportunity to gauge the areas I am strong in and to address those that need improvement. Responses to Reflection Questions: I think that feedback is a necessary element in all communication processes. Self-disclosure however is given only in appropriate situations and to people one completely trusts. Trust should be earned and could not be assumed that all people are trustworthy. Honestly, I am not comfortable with self-disclosure because it exposes aspects of one’s self that could be prone to criticisms. Trusting others should only be practiced when trust has been earned. It is therefore more difficult to disclose oneself rather than learn to trust others. Since I am more apprehensive to disclose oneself to others than to trust other people, then, I welcome feedback more from others; rather than me giving feedback to people that I know would hurt them or betray their trust in me. I have established complete trust to my family and close friends and the relationship is symbiotic; therefore, the relationship has been bonded through trust and self-disclosure. To enh ance relationships with friends, my weakness in self-disclosure could be slowly addressed to be more open to them and to communicate what needs to be addressed. If I am more willing to

An Analysis of the Plot of True Grit Essay Example | Topics and Well Written Essays - 750 words

An Analysis of the Plot of True Grit - Essay Example III. Maddie begins for her search for Chaney A. Marshall Cogburn tries to discourage her from joining the quest but she refuses to be dissuaded from doing so. B. Marshall Cogburn and Maddie begin looking for clues to Chaney’s wherea\bouts 1. They discover that Chaney used one of Frank’s gold pieces in the Indian territory. 2. They meet Quincey and Moon and encounter the Pepper Gang. IV. Maddie comes face to face with Chaney who tries to kill her. A. Chaney gets killed B. Maddie gets bitten by a snake but Cogburn saves him The movie â€Å"True Grit† is the story of a young girl’s determination to seek justice for the death of her father. The viewer learns this immediately from the girl named Maddie Ross who explains at the beginning of the film how her father was killed by a man named Tom Chaney. The succeeding segment of the film show the steps taken by Maddie as she goes on a quest to find her father’s killer. One of the important things that she d oes is find a person like Marshall Cogburn to help her in bringing Tom Chaney to justice. At the onset, it appears that it is only Maddie who is on a quest to seek her father’s killer. The viewer discovers however that a Texas Ranger named Le Bouef is also looking for Tom Chaney who murdered a senator in Texas. ... One of the important elements of the film that was significant was the characters themselves. The quest for Tom Chaney brought out the best in Maddie, Marshall Cogburn, and the Texas Ranger LeBouef. Maddie was able to demonstrate that in spite of her age, she acted with great courage and wisdom. She knew where she was going and what she had to do. It is for this reason that Cogburn, who thought of her as a child acting on impulse, could not easily get rid of her. One must remember that the reason why she bought a horse and went along on the quest was to make sure that she’s going to get her money’s worth. Marshall Cogburn who was portrayed as a drunk showed that he has some decency left in him when he decided to forget all about the reward money and honor the deal he and Maddie made. He also showed his displeasure for cruelty when he stopped LeBouef from spanking Maddie and when he knocked off two Indian boys who were hurting a mule. Above all, he showed true grit when he carried the wounded Maddie for several miles to get her to a doctor. LeBouef also lived up to his being a Texas Ranger when he came back for Maddie who almost got killed by Tom Chaney. The pattern followed by the film involves an incident that takes place and forces the leading character to go on a quest. Knowing that the quest is difficult, the leading character recruits others to help him or her succeed in achieving his or her goal. In the case of Maddie, she gets help from Cogburn and LeBouef. The characters encounter several challenges that tend to derail them from achieving their goal but they are able to overcome these obstacles. Maddie for instance failed to be dissuaded by Cogburn and LeBouef,

Religious and Ethnic Groups Essay Example for Free

Religious and Ethnic Groups Essay Buddhism is a religious group as depicted from the world’s history that began in the 6th century BCE, in today’s Northern India. Buddhism was founded by a wealthy man of Indian dysentery called Siddhartha Gautama. Siddhartha Gautama’s main concern was to teach people how to realize great spiritual development. These teachings focus on areas like tradition/customs, beliefs, ethics, meditation and philosophy and making people more enlightened; Buddha means ‘to awaken’. To the religious group boast of a huge following of about 300million across the world including 0. 7 percent of U. S. A’s religious composition based on U. S’s Census Bureau Document (Seager, 2012). Buddhism is a religious group that differs broadly from other groups in America. The difference is eminent in the way they carry out various practice. Some examples are worship, beliefs, culture, doctrines, and in other routine practices. Buddhism, unlike other religious groups, believes in the existence of only one Supreme Being ‘God’. In contrast to most groups, Buddhism spirituality is of personal discipline rather than faith in ‘God’. A lot of differences may be present when attempting to draw a comparison between Buddhism and the other religious groups in America. Buddhists Experience in America Buddhism has received its fair deal of mixed reception from other religious avenue. Some people have good perception and understand their teachings seek to uphold good morals and values. Buddhism also seeks a harmonious co-existence with other people in society even if they are not practicing the same religion. Others have perceived them as having a bizarre view deeming its operation as being mysterious. Buddhism is unique in conducting their routine religious practices and beliefs. Some religious groups have upheld Buddhism, not as a religion but merely a philosophy (Seager, 2012). They have even incorporated some practices like meditation as an art of realization physical and emotional well being as yoga in pursuit of reliving off stress. They have also sorted in some Buddhism cultural element and used them to perfect their own religions. Contribution and Discrimination of Buddhism Historically in American culture Buddhism has contributed adversely in development of America’s culture. Many Buddhists doctrine and daily routine practices are borrowed and used to blend America’s culture. Example of such practice teachings of how people perceive life and attitude, changed Buddhism has mentored Great America’s scientists and philosophers (Seager, 2012). They borrow ideas from Buddhism teachings. Some of the ways in which Buddhism is practiced in America include stress reduction treatment. In addition, famous movies and songs based on Buddhism, such as Seven Years in Tibet, Little Buddha, The Matrix, and Star Wars, has helped the advertisement industry. Another instance is the Master Card commercial that shows an image of Woman Meditating. There is an increasing number of Americans who visit the Buddhist temples and also practice meditation in privacy. Buddhist Fellowship organization is a very large group that promotes peace, environmental advocacy, and conducts homeless and prison outreach. Buddhism has experienced discrimination minimally compared to other religious groups. Discrimination happens within its own religion and culture primarily against Buddhist women. All Buddhist women are ordained to follow laws and disciplines such as bhikkhunis. However, Buddhist nuns have come together to fight for their rights. The source of this prejudice was because the Buddhist nuns have increased in number and they want to eliminate them from the religion. Buddhism has helped me learn about meditation which can be used in reducing stress and as a way of relaxing. Asian Ethnic Group The Asian American comprises of a 5% of the American population (Espiritu, 2011). In the recent years, the Asian ethnic group is considered among the fastest growing group in America. The Americans refer to subgroups such as the Chinese, Filipino, Indians, Koreans, Japanese and Vietnamese. Most Asian Americans were born in America while others have been the immigrants who have settled in America. Asian differs from the other ethnic groups because from history Asians have continued to follow their religions, unlike many other groups. The Asian Americans are known for their diligence, strong family values and their respect for education, authority, and discipline unlike any other ethnic group in America. Asian American Contribution and Discrimination The Asian American has contributed greatly in the formation of American society. These contributions include constructions of railway, joining the military and protecting the Americans. Asians have also contributed in creating internet sites such as youtube and yahoo. The Asians have influenced other areas like fashion, religion, science and culture. For instance, the kung fu culture of the Chinese is greatly employed in Hollywood while creating action movies. Acts of discrimination towards Asian Americans in America are similar to other minority group. This racial discrimination bars the Asian American from participating in politics (Espiritu, 2011). The reason Asian Americans are discriminated against is Americans consider them foreigners. In conclusion, Buddhism is an Asian practice which the Asian have practiced almost all their lives, but this practice came to be known only in recent years. Discrimination of Asian Americans means that their religion, cultures, and practices are discriminated against. Buddhism is different from Asian Ethnic group because Buddhism is a practice done by the Asian communities. Discrimination should never be practiced in America because America is a multicultural society and the majority of people in America are citizens by birth. References Espiritu, Y. L. (2011). Asian American pan ethnicity: Bridging institutions and identities. Philadelphia: Temple University Press. Seager, R. H. (2012). Buddhism in America. New York: Columbia University Press.

Fully Understanding The Arian Controversy Religion Essay

Fully Understanding The Arian Controversy Religion Essay The church has battled throughout its history with various Heresies and controversies, which in essence have partly defined the path that the church has taken. A perfect example is Athanasius, bishop of Alexandria and his bold stand against Arianism. Without which todays orthodox faith may have drifted into paganism and found itself more of a philosophy than a life saving religion The message of salvation was on the line. The Arians believed that Jesus was not God, but instead a created being, where Athanasius knew that for salvation to be realised, Jesus must be both fully God and fully human, of the same substance as God, and always being, not created. The importance of this stance could not be overstated as it would affect all aspects of Christian belief and society. Athanasius stand cost him dearly spending many years in exile on 5 different occasions, but his determination to stand for what he believed was absolute truth eventually triumphed. His stand maintained the church as an instrument of salvation, separate from the control of secular power. It is through the example of Athanasius life and costly fight for truth that we learn the importance of identifying todays critical issues and standing firm in this present difficult age. Introduction To fully understand the Arian Controversy and the depth of involvement for Athanasius, the Bishop of Alexandria  [1]  , one only has to follow his life story, as the history of the Arian Controversy is entwined throughout it.  [2]  The life of Athanasius is so dominated by the combat of this heresy, that the rise and fall of the Arian Controversy was a reflection of the life and security of this theological giant. In this essay the Author shall attempt to examine the relationship between Athanasius and his passionate fight against the Arian heresy. In so doing one must firstly understand the Controversy, secondly have knowledge of the Key players, and what they so passionately believed and fought for, and finally to consider how learnings from these past battles can be applied today. Section1: The Arian Controversy The Arian Controversy was birthed through a man named Arius (250  [3]  -336AD)  [4]  born in Libya.  [5]  A very popular and prestigious presbyter of the Baucalis Church,  [6]  in the city of Alexandria.  [7]  Arius intention was to protect the status of a unique God, the only being to have always been and neither has another ever existed with the same standing nor made of the same matter.  [8]  However the controversy finds an earlier conception through Origen,  [9]  probably the greatest Christian theologian of the early church.  [10]   Origens understanding of the Trinity was three distinct beings firmly united into one, God the Creator of all, the eternal Son Christ and the Holy Spirit. However it was his comments regarding the subordination of both Christ  [11]  and the Holy Spirit to the Father, which influenced some of those who followed him to accept subordinationism  [12]  and finally Arianism. This belief along with a number of other popular heresies and schisms built a foundation and lead into to what is now known as the Arian controversy. Around the year 318AD  [13]  Arius began to spread his views on the relationship between God and Christ,  [14]  one being the uncreated Father without a beginning, who bore a Son with a beginning.  [15]  The Word (Logos) became flesh as the man Jesus Christ (John 1:14), but Arius argued, He was not made of the same nature nor substance as God the Father, neither eternal nor omnipotent, and therefore was a lesser being.  [16]  In Arius appeal to the highly influential Eusebius, the bishop at Nicomedia  [17]  he wrote The Son has a beginning, but God is without beginning.  [18]  Arius postulated that Jesus Christ was a created Being, the first and the greatest ever created,  [19]  but still only a form of creation, not the Creator.  [20]  This is further seen in a common phrase that would eventually become the Arian motto, There was, when He was not At this time (early in the fourth century) in church history, the theorys and ideas surrounding the divinity of Christ were still up in the air so to speak, and the church had no set way to officialise doctrine or determine what was an acceptable belief.  [21]  So it was, when Alexander the bishop of Alexandria clashed over several issues with Arius, the most important being whether the Word of God, was co-eternal with God.  [22]   In 320AD Alexander took decisive action, clearly declaring his belief in the Sons, being consubstantial and coeternal with the Father,  [23]  following which he brought together a council of local bishops, condemning the views of Arius  [24]  and deposing him in 321AD.  [25]  Arius, appealed both to the local populace and some prominent bishops  [26]  from the eastern side of the empire,  [27]  who in turn supported him. Arius return to Alexandria,  [28]  resulted in demonstrations and riots in the streets,  [29]  further threatening a division of the entire eastern church,  [30]  causing Constantine; the first fully attested Christian Emperor,  [31]  to intervene. In 325AD  [32]  , Constantine called the first Ecumenical (Universal or worldwide) Council in Nicea  [33]  to settle the matter of the Arian Debate.  [34]  This historic meeting not only had the Emperor Constantine present but it is also claimed in ancient chronicles that 318 bishops  [35]  were also in attendance.  [36]  The Arian party was led by Eusebius of Nicomedia  [37]  and the opposition was headed by Alexander bishop of Alexandria notably supported by a young deacon named Athanasius  [38]  his eventual successor and champion of Nicene orthodoxy.  [39]   The Arian debate was distilled to the addition or subtraction of one iota. Was Christ Homousios (i.e. of the same essence as God) or the Arian stand Homoiousios (i.e. of similar essence with God)?  [40]  In what has been described as a decision of immeasurable importance in the history of the church,  [41]  Arianism was rejected,  [42]  in the clearest way possible,  [43]  and after debate, the condemnation of Arius pronounced by the bishop Alexandria was upheld,  [44]  resulting in Arius being anathematized and banished with two companions to Illyria.  [45]  Furthermore for clarity of belief, and complete rejection of Arianism, it was decided that a common creed needed to be developed and unanimously agreed upon.  [46]  Eusebius of Caesarea presented his own creed,  [47]  which was adopted with some changes strengthening the rejection of the Arianism heresies.  [48]  This creed known as the Creed of Nicaea  [49]  became the basis of the Nicene Creed still used in todays churches.  [50]   This should have ended the Arian controversy but it soon reappeared with the emperor ordering the church to reverse Arius condemnation, and readmit him. This introduced a new church issue, the interference of the state (emperor) in church affairs. Instead of persecution, the church had to deal with instruction from a secular authority. We also start to see the true grit of Athanasius, and his willingness to stand for truth despite the negative consequences to his own life. Section 2: Athanasius, The Black Dwarf Champion of Nicene Orthodoxy. Athanasius (296 373 AD),  [51]  seemed to be a man surrounded by controversy. In his time as archbishop of Alexandria,  [52]  he was exiled no less than five times. His controversial standing centred around his use of Episcopal authority,  [53]  as well as the famous alleged assassination of a fellow bishop of a rival group  [54]  which was dramatically found to be false.  [55]  It was Athanasius lot, that his fortunes would ride the waves of rejection and popularity of the cause (The Arian controversy) he so diligently fought against throughout his life. His stance against the heresy that plagued his defence of Christianity fashioned his life. He is credited in history  [56]  as one who stood alone for the truth, against the forces of heresy,  [57]  and is to have stated his famous defiance, Athanasius Against the World.  [58]   Athanasius who was noted as being so dark and short of stature, was known to his enemies as The Black Dwarf,  [59]  the man seen above all others as being opposed to Arianism and to be feared the most.  [60]  He was also known as the champion of Nicene orthodoxy, seen as one of the great fathers of the fourth century,  [61]  and is also credited as one of the most renown theologians of the early church,  [62]  amongst other greats such as Clement and Origen.  [63]   Three key issues of concern for Athanasius were within the religious, social, and political realms. His gravest concern was the Arian core argument regarding the full deity of Jesus Christ and the theology of the Trinity. Athanasius stance on the trinity, was deeply rooted upon his beliefs on creation and salvation, effectively focusing debate on a biblical and theological basis steering it away from philosophical speculation.  [64]  In the Arian debate, Athanasius could clearly see that Christianity was at the brink of becoming a form of paganism.  [65]  If Jesus was not declared Homousios, then Christianity would have worshiped two Gods, and Jesus would not have been a worthy sacrifice for our sins.  [66]  Athanasius saw Salvation was on the line,  [67]  Jesus needed to be both fully human to atone for the sin of man, and fully divine, as none other could have the power to save humanity. This duel nature of Christ was paramount, as without it the Salvation of humani ty would be impossible.  [68]   The second major issue was in the realm of politics. At this time Christianity had just emerged from a period of major persecution by the secular powers  [69]  to a time in which it was the dominant religion. However, Christianity had in reality moved from secular persecution to secular control by the Emperor  [70]  of the day.  [71]  The Arian controversy was a great example of a shift in foci with Athanasius now finding himself opposing the Emperor over religious issues. This resulted in five periods of exile and reinstatement,  [72]  based on either a change in emperor or the clichà © closet to the emperor at the time.  [73]  Subsequently the church found its role degraded away from its real role of pointing mankind to salvation in Christ, rather becoming a tool of the emperor used to achieve his own ends. Consequently, church issues and doctrines were not being decided by the religious elite debating each issue, instead key decisions (e.g. Arian controversy) were made by secular rulers under petition.  [74]  Furthermore, church decisions were subject to being over ruled by the state to suit the whims of the emperor.  [75]  Throughout this period Athanasius established and fought for the principle of church separation from the state, retaining the churchs focus and mission on the good news of Christ. The third issue faced by Athanasius was in the social sphere This arose through the emperor Constantines legitimate concerns with the volatility of the Arian dispute, its magnitude and potential to tear apart the entire eastern church.  [76]  Constantine recognised the importance and role of a united church holding together the fabric of a decaying Roman society. This was his hope and means of ensuring Romes survival, but a divided and embittered church would seal the fate of weary empire.  [77]  So it was that Constantine called together the first worldwide assembly of Christian bishops to deal with these issues amongst other things.  [78]  His stance regarding the social impact of a divided church was clear as he addressed the bishops before the council stating Division in the church was worse than war.  [79]   Athanasius refused to condone violence to achieve his goals. This was shown during a confrontation with rival bishop Gregory which escalated into violence. Athanasius response was to remove himself from the city in order to avoid further bloodshed.  [80]  Athanasius pastoral heart recognised the danger Arianism would bring to society, and that those who opposed Arianism would once again face persecution,  [81]  (only this time it would come from within). Athanasius also realised that Christianitys endpoint under Arianism was paganism leading to the demise of both social and moral standards as the Christian faith decayed to the depth of other pagan religions.  [82]   Section 3: Applying these lessons in todays society The issues which arose in Athanasius day are seen again today, challenging Christians across all nations to varying degrees. The three main areas of conflict faced by Athanasius and Christians today, are as follows. The first issue Christians face today is that of religious heresy. The many denominations now found under the Protestant banner demonstrates the splintering of the church into multiple denominations, further giving rise to cults barely related to the original Christian message.  [83]  Even the Arian controversy itself has re-surfaced in a modified form with the emergence of the Jehovah Witnesses.  [84]  One learns from Athanasius that even with insurmountable odds, someone must stand in the gap for truth, despite the cost it may have on your very being. Athanasius showed that one must persist until the end, to not only ensure truth is victorious, but that unity of the body of Christ is achieved. Looking at Athanasius stand, it is observed that he never gave up on the church body, despite overwhelming odds opposing him. Athanasius worked within the existing church structure, resisting the temptation to start his own religious theological group. This resulted in the survival of the ancient church, giving Christians of this present day a functional theological base to build upon. Todays second issue encompasses the relationship between church and state. This battle is being played out across the world. Christians in many western countries have formed specifically Christian political parties,  [85]  based upon the Christian stance and influencing government policy where possible.  [86]  Globally we see countries like Communist China and the old Russia where the government took an active role in trying to discredit and eliminate religion  [87]  through persecution and unjust laws. Unable to defeat the church of Christ some adopted a policy of offering religious freedom with harsh restrictions under the tight control of the government.  [88]  We learn through Athanasius trials, the dangers of mixing politics and religion, with the corruption and misuse of the church which can come from such a union. Today we face the seeds of secular intervention in Christian belief and activity with Australias recent discrimination and vilification laws having t he potential to silence the church. The final lesson deals with the society or community in which Christians live. Constantine saw that the unity of the Christians could hold the fabric of the Roman Empire together, and Christians may exert a similar influence today. The gradual decay of present society towards a collapse in its social moral character is evident with the increasing occurrence of problematic behaviours (in societal terms) such as abortion, child and spousal abuse, and euthanasia (in some western countries). From a Christian stance, moral indicators such as divorce, suicide and problem pregnancies are also increasing in frequency. Some indicators show a decreasing difference between secular society and the Christian community as Christian beliefs are influenced and eroded. The past reveals that to avert social disaster, Christians need to be unified, offering stable standards and clear beliefs tempered with peace, hope and love to the communities and nations in which they live: Offering Christ as the rea l alternative to modern paganism. Athanasius demonstrates that the church must get back to its roots and be a vessel of good news, offering Salvation to mankind. Conclusion The church would do well to look back on the life of Athanasius and learn from the lessons that this great man of God teaches. Although the works of Athanasius hold an important place in the history of Christianity, it is more the Life and stance of Athanasius which speaks volumes to Christians throughout the ages. It was Athanasius tireless and fearless stand against the Arianism which earned him the title Champion of Nicene orthodoxy. Against seemingly insurmountable odds, Athanasius opposed heretical change, battling both the hierarchy of church and state. The tenacity and vision of one man, refusing to recant his theological stance on Christs deity and the role of the church, established and impacted the churchs direction to this day. In most Western countries the protestant church is independent of the states influence  [89]  with a primary focus stayed true around the message of Christ bringing salvation through his deity and subsequent efficacy of his substitutionary sacrifice.

Understanding People With A Intellectual Disability

Understanding People With A Intellectual Disability Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills before the age of eighteen (Luckasson et al.,2002 p.1). There are three characteristics identifying children with intellectual disabilities; mild, moderate, and severe disabilities. In the mild intellectual disabilities children in second or third grade are not identify until they enter school and formally mental retardation children master academic skills. The second characteristics is moderate intellectual disabilities is where the child experience a delay in development and adaptive functioning during their preschool years. As they get older they could experience health and behavior problems that could be sign of mental retardation. Lastly severe profound intellectual disabilities can cause central nervous system damage at birth in infants and other health impairments (Heikua et a l., 2005). The American Association on Mental Retardation (AARMR) in 1973 incorporated there definition of mental retardation with IDEA as a significant sub average general intellectual functioning existing concurrent within a adaptive behavior and manifest during the developmental period that adversely affects a child educational performance. (34 C.F.R., Sec 3000 9 (b) (5). The American Association of Intellectual and Developmental after many debates based their definition on needed support of intellectual disabilities that covers the same population of individuals who were diagnosed previously with mental retardation in number, kind, level, type, and duration of the disability and the need of people with this disability for individualized services and supports. Furthermore, every individual who is or was eligible for a diagnosis of mental retardation is eligible for a diagnosis of intellectual disability. Schalock, Luckasson, and Shogren (2007 pg. 116) Autism In 1990 IDEAs P.L. 101-476 defines autism as a developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a childs educational performance. Autism is also known as Autism Spectrum Disorders has five subcategories; Autistic Disorder; Aspergers Syndrome; Retts Syndrome; Childhood Disintegrative Disorder; and Pervasive Developmental Disorder. Some common characteristics of children with autism is communication, diagnosis, cannot speak (mute) gestures or gaze to share attention with objects or events (Jones Carr. 2004 p. 13), a child might not be able to stand sounds and intellectual functioning. The cause of autism is still unknown, but in 2007 researchers gave causes of autism as abnormal brain development structure and/or neurochemistry (Akshoomoff, 2000, Hyman Towbin 2007). They know that it is a brain disorder, usually present from birth, which affects the way the brain develops and process information related to language, memory, thinking and the senses. (National Research Council, 2001, p. 11). Severe Disabilities Severe disability has no specific definition that exists. Some are based on IQ scores, mental, emotional or physical abilities. The causes of severe abilities are environment, trauma at birth, delayed language, lack of nurturance or healthcare. Characteristics of severe disability can be positive and display warmth, humor, need life skills, diminishing cognitive functioning that affect thinking, learning, attention, and memory. Many have significant physical, health, and communication needs, significant developmental delays, difficulty in learning, self-care skills and need for repetition to acquire skills. Visual impairment causes deaf-blindness in functional hearing (Baldwin, 1995), communication and social skills. Children with this problem cannot learn because they need to be able to communicate and see in the classroom. Children with deaf-blindness interact with others inappropriately (e.g., hand flapping, finger flicking, head rocking) (Downing Eichinger, 1990, pp.98-99) and e xhibit behavior due to them not being able to communicate. Traumatic Brain Injury Traumatic brain injury is defined by IDEA, 1990 (P.L. 101-476) as an acquired injury to the brain caused by and external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a childs educational performance. It applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing, speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. (20 U.S.C. 1401 [2004], 20 C.F.R. 300.8[c][12]) There are three causes of traumatic brain injury; a open head injury that penetrate the skull due from a bullet or blow to the head. The open head injury can result in specific deficits to sensory functions and behavioral. Then there is the closed head injury within the cranium of the brain that affect nerves, axons cause from a car, fall, or playing sport. Another cause is the shaken baby syndrome is when a baby is violently being shaken and cause brain injury to the baby. Traumatic brain injury is one of the leading causes of death in children and one of the most common causes of acquired disability in children (Lenrow). Deaf Blindness Deaf blindness is a combination of hearing and visual impairments causing such severe communication, develop-mental, and educational problems that a child cannot be accommodated in either a program specifically for the deaf or a program specifically for the blind. The definition that IDEA gives for deaf-blindness is the concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. (20 U.S.C. 1401 [2004], 20 C.F.R.300.8[c][2]) Conclusion Finally, whether its intellectual disabilities, autism, severe disabilities or deaf-blindness, IDEA says a child with a disability with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs special education and related services. (IDEA Sec. 300.8 Child with a disability)

My Teaching Philosophy Essay -- Education Educational Essays

My Teaching Philosophy Education. What is Education? What does it mean to be an educator? Education is a field of study dealing with methods of teaching and learning. I feel that education goes far beyond the teaching aspect. It is my job as a teacher to make sure that every student has a better understanding and knowledge towards helping others. In doing this I plan on teaching them strict morals such as how to be respectful, considerate, and appreciative of themselves and others throughout their life. In this paper, I plan to describe to you my personal beliefs on being a successful teacher, my goals and aspirations, and my philosophies on how I plan to teach each of my students and help them feel more confident about learning and themselves. Approximately two years ago I really started thinking about my life and where I was going with it. During that summer, I decided that my life wasn't up to me, but it was about what God wants for me. I went to a church camp that summer and decided that it was my turn to be the educator. Joshua 1:9 says, "Have not I commanded thee? Be strong and of a good courage; be not afraid, neither be thou dismayed: for the Lord thy God is with thee withersoever thou goest." I know that God is with me throughout all of my decisions. I also know that if I am doing his will for my life, he will grant me the wisdom and knowledge that I need to become the best educator possible. I believe that showing my students my Christian beliefs and morals, will help reflect upon their lives. Knowing that I have been a lasting impact on someone will bring, to me, the largest amount of joy possible. Teaching good morals and ethics will be important in my classroom. Some parents believe that... ...I plan on seeking a job in West Virginia, and gradually working on my master's. Having an impact on all the students I have is my goal. It may be outrageous, but I have the desire to achieve that goal. I want every student that I have to jump out of bed every morning and rush to school ready and willing to learn. Being an educator is not about myself, it is about each and every one of the students I will come across in my lifetime as a teacher. I am not entering this profession for the money or the holidays off, but for each of those young children that want to learn. Will I have a lasting impact on each of the students? Will they remember me when they are twenty years old sitting behind the computer typing their philosophy paper? Will I influence their life? That is my goal. As I said earlier, being an educator is not about me, it is about the children.

A Different Kind of Holocaust Essay -- Literary Analysis, Spiegelman

Art Spiegelman's Maus is a renowned comic book that won a Pulitzer Prize. The book was published in two parts, Volume I: "My Father Bleeds History," in 1986, and Volume II: "And Here My Troubles Began," in 1991. It was later integrated into one single volume. The book told Spiegelman's desire to write about his father's experiences during the Holocaust, as well as the experiences themselves. There had been numbers of Holocaust books over the decades, but Maus is different among all. After reading numerous Holocaust books, they become repetitive, because most people are aware of the tragic event. Maus offers not only the tale of the Holocaust, but stories about its victims, and the next generation as well. Its distinction was already displayed through Spiegelman's use of animals for nationalities. This method was perhaps Spiegelman's way to show readers the race hierarchy. Also, this comic book is not of a typical Holocaust story, because it is a legacy of the event. The comic has sto ries within stories, Vladek Spiegelman's (Art's father), and Art's himself. The comic tells how the Holocaust affected Vladek's life after, and as Vladek told his experiences to Art, it showed how their relationship was affected as well. As Art took in everything his father told him throughout the book, he tried to understand his father. What Art had to make of his father was through the stories during the Holocaust, while he tried to relate to him. All these notions that the comic has makes it distinctive among all other Holocaust books. Maus has aspects to it that other books about the Holocaust do not include. The strategies Spiegelman used, for example, depictions of nationalities through animals. The woman animals are: mice for Jews, and cats... ...ents what happened after the victim told his or her story to the readers. Perhaps that part was more important than the actual circumstance, because of what it did to people. Also, it accounted a relationship between those two generations joined together in discussion of what happened. In this case, it was Vladek and Art's - their relationship was negatively affected by the power of Vladek's past. Vladek was unable to move ahead with his life as a result of the trauma he received. His marriage with Mala was also destroyed because of old habits formed by his past. Confused and complicated emotions formed in Art for the overall sense of the book. This work showed how the past ruined the present and potentially the future as well. The stylistic features included in this comic, along with literary themes, created a peculiar book - dissimilar to other Holocaust works.

Physics Dot Points Prelim

Physics syllabus dot point summary Nathan Kulmar 8. 2. 1. 1 describe the energy transformations required in one of the following: – mobile telephone – fax/modem – radio and television Energy is stored as chemical energy in the phone’s battery. Chemical energy is transformed into electrical energy to operate the phone.The microphone converts sound energy in to electrical energy. Antanna converts electrical to electromagnetic energy to send a siginal. The receiver speaker converts electric energy in to sound energy. 8. 2. 1. 2 describe waves as a transfer of energy disturbance that may occur in one, two or three dimensions, depending on the nature of the wave and the medium The energy from waves may spread out as a disturbance in Dimension- Energy travels in a straight line from the source 2 Dimensions- Energy spreads out in a plane or surface 3 Dimensions- Energy spreads out in to space surrounding the source in all directions 8.2. 1. 3 identify that mechan ical waves require a medium for propagation while electromagnetic waves do not Mechanical waves: require a medium, solid, liquid or gas to transfer energy. Electromagnetic waves: which don’t require a medium for transfer of energy. 8. 2. 1. define and apply the following terms to the wave model: medium, displacement, amplitude, period, compression, rarefaction, crest, trough, transverse waves, longitudinal waves, frequency, wavelength, velocity Medium: is what isn’t need for the electromagnetic spectrum to travel. Displacement: the distance from the point of equilibrium to the wave Amplitude: the distance to the point of maximum displacement Period: time taken o complete a single wave length Compression: an area where partials are pushed togetherRarefaction: point where a partial reaches it’s maximum displacement vertically down Crest: the point where a partial reaches it’s maximum displacement vertically up Trough: the point where a partial reaches itâ⠂¬â„¢s maximum displacement vertically down Transverse waves: the direction of travel is at right angles to the oscillation (figure 2) Longitudinal waves: the direction of travel is parallel to the oscillation (figure 1) Frequency: the number of oscillations that pass a point in a second.V. remoteMissilesNight visibility gogglesSoft tissue treatment| Microwaves| Antenna| MobilesSending info. Cooking| Radio waves| Antenna| CommunicationAstronomy| 8. 2. 3. 4 explain that the relationship between the intensity of electromagnetic radiation and distance from a source is an example of the inverse square law I? 1d2 The intensity of the electromagnetic radiation is proportional to 1 divided by the distance squared. As the waves travel further from the point of origin they spread out and become less intense. I=k/d2 I=intensity k=constant d= distance 8. 2. 3. outline how the modulation of amplitude or frequency of visible light, microwaves and/or radio waves can be used to transmit informatio n Information is converted into a wave and then placed on a carrier wave. It uses the properties of superposition to place the wave on to the carrier wave. Digital is made up of a series of one’s and zero’s. Digital encoding is made in to binary and are transmitted via light, microwaves, television waves and waves from the electromagnetic spectrum. There are two types of analogue transition one is AM. AM stands for Amplitude Modulation.This works by a using a high frequency carrier wave which has the modulation signal placed on it. Frequency will remain the same but amplitude will change. The other Form is FM. This stands for Frequency Modulation. A wave is frequency is chosen as the carrier wave and the modulation signal is placed on the carrier wave. Amplitude stays the same. 8. 2. 3. 6 discuss problems produced by the limited range of the electromagnetic spectrum available for communication purposes All EMR (electromagnetic radiation) will suffer attenuation (reduct ion in intensity) as they pass through the atmosphere or any other material.As the earth is bombarded with UV radiation from the sun the ionosphere becomes charged. This can cause problems such as ghosting which is a double image on your T. V. screen. Also large portions of EMR are unable to be used because they are too dangerous such as Gamma-rays and X-rays. Ultraviolet and visible are too difficult to produce and encounter too much interference. Near infrared and infrared also have difficult because of impurities in optical fibbers will absorbed the light. Microwaves and T. V. waves require line of sight to be practical. . 2. 4. 1 describe and apply the law of reflection and explain the effect of reflection from a plane surface on waves Electromagnetic waves may be reflected from a plane surface and they must obey the Law of Reflection: Angle of incidence equals the angle of reflection Incident ray, reflected ray and normal must all be in the same plane. 8. 2. 4. 2 describe ways in which applications of reflection of light, radio waves and microwaves have assisted in information transfer Light is used in optical fibbers to transmit data.The light is reflected off the inside of the glass tube and can carry multiple messages at the same time in a single fibber. Radio waves are reflected off the ionosphere to that they can travel a longer distance. Microwaves send transitions to satellites where they are reflected back through the atmosphere to earth. 8. 2. 4. 3 describe one application of reflection Plane surfaces Mirrors. They allow people to look at their bodies without distortion. Concave surfaces Satellite dishes. They focus incoming rays to a single point called the focus and energised the signal at this point. Convex surface Rear vision mirrors.They allow a large field of view in a small area but will give the viewer a false scene of distance Radio waves being reflected by the ionosphere Radio waves are reflected off the ionosphere to provide a greater distance to which a listener can be from the source of the broadcast. 8. 2. 4. 4 explain that refraction is related to the velocities of a wave in different media and outline how this may result in the bending of a wavefront Refraction is the phenomenon where waves appear to bend as the waves pass from one medium to another. If wavefronts strike a boundary at any other angle other than 90 ° than a change of speed will occur.If a wave goes from one medium to another and the speed is lower than it will bend towards the normal. If it goes into a medium where the speed is faster than it will bend away from the normal. The waves bend because the incident ray first strikes the medium it slows down and the rest of the ray continues at the same speed until it makes contact with the medium. It is the wavelength that changes not the frequency. 8. 2. 4. 5 define refractive index in terms of changes in the velocity of a wave in passing from one medium to another The refractive index is the ra tio of the two wave velocities during the efraction. The refractive index is a measure of how much the light bends. 8. 2. 4. 6 define Snell’s Law: V1V2=sin isin r V1 and V2 are the speeds of the waves in wave in the different mediums. Sin i is the angle of incidence and sin r is the angle of reflection. It is the relationship between speed, wavelength and angles of incidence refraction was determined experimentally by Willebrorod Snell and is known as Snell’s law. 8. 2. 4. 7 identify the conditions necessary for total internal reflection with reference to the critical angle If the critical angle is reached than the angle or reflection is 90 °.When the critical angle is exceeded than the light can’t escape and total internal refraction occurs. The light must be travelling from a medium with a higher refractive index to one with a lower refractive index. 8. 2. 4. 8 outline how total internal reflection is used in optical fibres Optical fibres are one application of total internal refraction. They are made of high purity glass, the central region is called the core and the outer region called the cladding. The cladding confines the light to the core and thus must have a lower refractive index than the core.Once information is digitally encoded, at the transmitting end, the signal is converted from electrical energy to light energy and then transmitted along the optical fibre. The information is sent as a series of coded pulses of light. The pulse is either on or off. At the receiving end it is decoded. 8. 2. 5. 1 identify types of communication data that are stored or transmitted in digital form CD ROMs (Compact Disk Read-Only Memory) these discs store data in digitised form as tiny bits. They are read using a low power laser beam. They cannot be edited and are read only.They are fairly slow to read and can only store 8000Mbytes DVD (Digital Versatile Discs) these disks can hole 5 billion bytes of data, thus making possible the storage of m emory consuming movie length video and sound. GPS (Global Positioning Systems) this worldwide system uses a fleet of 24 satellites that transmit signals constantly. A GPS system, few hundred dollars, can interact with the satellite to pinpoint your latitude, longitude and altitude with in 50m. 8. 3. 1. 1 discuss how the main sources of domestic energy have changed over time.The sources of domestic energy have changed rapidly over time: * 50,000 BC: control of fire: cooking and heating * 10,000 BC: domestication of animals: animal power for transport and ploughing. * 3,000 BC: wind and water power: sailing boats and windmills * 1750 AD: burning of coal begins to replace wood. Steam engines, trains, steam, ships. * 1780-1800: scientific investigations of the properties of electricity. Conflicting theories, scientific curiosity small amounts of energy in batteries. * 1830’s: discover how to generate electricity using a â€Å"dynamo† (generator).Still used in scientific la bs. * 1880-1910: a flood of inventions such as the light bulb, telephone, gramophone and radio were create with electricity. * 1950- : all industrialized nations had become totally converted to electricity for domestic power. 8. 3. 1. 2 assess some of the impacts of changes in, and increased access to, sources of energy for a community Some impacts of charges in sources of energy are: * The use of coal has had a particularly large impact on our society. * Coal burns hot fires to make steel and other metals. Steel major factor that lead to the industrial revolution. * Coal lead to the development of the steam engine. * Pollution and global warming was created. 8. 3. 1. 3 discuss some of the ways in which electricity can be provided in remote locations Use small generators that rotate a coil by a petrol or oil motor. Solar cells and wind generators are also used to convert sunlight and wind into electricity. 8. 3. 2. 1 describe the behaviour of electrostatic charges and the properties of the fields associated with them * Two types of charges positive and negative Charges go away from positive, charges go towards negative * An electrostatic charge is a charge due to an excess or deficiency of electrons. * A body with equal number of protons and electrons will be neutral. * Body has an excess of electron is negatively charged. 8. 3. 2. 2 define the unit of electric charge as the coulomb Electric charge is measured in coulombs the coulomb (c) is the SI unit of electric charge. 1 coulomb = 1c = 6. 25 x10^18 charge = 1. 6 x10^19 charge 8. 3. 2. 3 define the electric field as a field of force with a field strength equal to the force per unit charge at that point: E=FqE = magnitude of electric field (NC-1) Newton per coulomb q = charge (C) coulombs F = force (N) Newton 8. 3. 2. 4 define electric current as the rate at which charge flows (coulombs/ second or amperes) under the influence of an electric field Current is the rate at which charge flows (Csec. or Amperes) un der the influence of an electric field. I= QT I = current Q= charge (coulombs) T= time (sec) 8. 3. 2. 5 identify that current can be either direct with the net flow of charge carriers moving in one direction or alternating with the charge carriers moving backwards and forwards periodically DC = direct currentCharge moves in one direction Direct positive to negative movement AC = alternating current Charge moves back and forth periodically. Directions changes 50 times per second. 8. 3. 2. 6 describe electric potential difference (voltage) between two points as the change in potential energy per unit charge moving from one point to the other (joules/coulomb or volts) Electric potential difference (Voltage) between two points is the change in potential energy per unit charge moving from one point to another (joules/coulomb or Volts). . 3. 2. 7 discuss how potential difference changes between different points around a DC circuit Potential difference can vary at different points around a circuit for example there will be different voltage drops across various resistors, light globes and rheostats which would be different to the voltage rise across the power pack. 8. 3. 2. 8 identify the difference between conductors and insulators Insulators will not allow electricity to flow through them because they have a very high resistance.Conductors have a very low resistance and therefore will allow current to flow through them. 8. 3. 2. 9 define resistance as the ratio of voltage to current for a particular conductor: V=IR V= Voltage I= Current in amps R= Resistance in ohms 8. 3. 2. 10 describe qualitatively how each of the following affects the movement of electricity through a conductor: Length: Resistance is proportional to length; the longer a conductor the greater the resistance Cross sectional area: larger the cross-section the lower the resistance.Temperature: temperature increases ions vibrate increasing resistance. Material: material of a conductor influences resi stance; copper is commonly used for household wiring, gold or silver used when minimal resistance required. 8. 3. 3. 1 identify the difference between series and parallel circuits Series: * There is only one current pathway. * Current is the same throughout the whole circuit * If a series circuit is broken at any point then the electricity cannot flow through it. * Current remains constant and voltage varies (VT=V1+V2+V3).Parallel: * There is more then one current pathway. * All components have the same potential difference across them * In parallel, voltage remains constant and current varies (IT=I1+I2+I3). 8. 3. 3. 2 compare parallel and series circuits in terms of voltage across components and current through them Parallel| Series| VT= V1 = V2 = V3| VT= V1 + V2 + V3| IT=I1 + I2 + I3| IT=I1 = I2 = I3| 8. 3. 3. 3 identify uses of ammeters and voltmeters Ammeters measure the flow of electrons through a point in the circuit.Voltmeters measure the potential difference between two poin ts. 8. 3. 3. 4 explain why ammeters and voltmeters are connected differently in a circuit Ammeter: cannot change the current being measured, must have minimum resistance, current must flow through the ammeter, MUST BE PLACED IN SERIES Voltmeter: measure the penitential difference (voltage) between two points in a circuit, PLACED IN PARALLEL CURCUITS, important that voltmeter has high resistance so that there is not affect on the circuit. 8. 3. 3. explain why there are different circuits for lighting, heating and other appliances in a house In a house there are separate circuits for lighting, heating and other appliances so that appliances that require large amounts of current can still function without over-loading the circuit. If everything was on one circuit there would be too much current used and the wires would become hot and potentially cause a fire. 8. 3. 4. 1 explain that power is the rate at which energy is transformed from one form to another Power is defined as the rate a t which energy is transformed from one form to another. watt=1 W=1J/s 1kW=1000watts P=ET Power ((Joules = watts (W)) = Energy (J) / time (s) 8. 3. 4. 2 identify the relationship between power, potential difference and current Power is the number of joules per second (watts), for every current (I in Amps), Voltage (v in volts) are dissipated. P=VI Power (Watts) = Voltage (V) x Current (A) 8. 3. 4. 3 identify that the total amount of energy used depends on the length of time the current is flowing and can be calculated using: Energy=VIt Electrical energy (joules) = Voltage (volts) x Current (amps) x Time (sec) P=VIPower (Watts) = Voltage (V) x Current (A) P=ET Power ((Joules = watts (W)) = Energy (J) / time (s) 8. 3. 4. 4 explain why the kilowatt-hour is used to measure electrical energy consumption rather than the joule 1kW. h is the energy used by a 1 kW appliance operating for 1 hour. Measuring in joule is a big inconvenient because 1 joule is a very tiny amount of energy. 8. 3. 5. 1 describe the behaviour of the magnetic poles of bar magnets when they are brought close together Magnets have 2 different poles north and south. They can either be attract or repel each other.Opposite poles attract, same poles repel. 8. 3. 5. 2 define the direction of the magnetic field at a point as the direction of force on a very small north magnetic pole when placed at that point The direction of a magnetic field is the direction of force on a very small magnetic north pole placed in the field. The currents from the north pole more towards to the south pole. 8. 3. 5. 3 describe the magnetic field around pairs of magnetic poles Field lines come out of the North and into the south. Field lines never cross. The magnitude of the field is indicated by the density of the field lines. . 3. 5. 4 describe the production of a magnetic field by an electric current in a straight current-carrying conductor and describe how the right hand grip rule can determine the direction of current an d field lines The direction of the magnetic field is described by the right hand rule. Right hand grip rule: Grip wire with right hand, thumb pointing in direction of conventional current, fingers will curl around in the direction of the magnetic field. 8. 3. 5. 5 compare the nature and generation of magnetic fields by solenoids and a bar magnet * A solenoid is a coil of wire. When a current flows in the solenoid it produces a magnetic field around the coil which is similar to that of a bar magnet. * In a solenoid the field continues through the middle as parallel lines. * The direction of the magnetic field inside a solenoid is given by the right hand rule. 8. 3. 6. 1 discuss the dangers of an electric shock from both a 240 volt AC mains supply and various DC voltages, from appliances, on the muscles of the body * The neuromuscular system runs on the movement of electrical changes. An electric current through the body has the effect to disrupt its normal function. A typical respons e of your body’s muscles to an electric shock would be: * Muscles contract so you won’t be able to let go. * Muscles controlling the diaphragm cause it to clamp (can’t breathe) * Heart muscle goes into fibrillation (stops effective beating till heart stops altogether) * Death * Human bodies can withstand ten times as much DC current as AC, AC operates on frequency (50-60 Hz) which is the same frequency our heart operates making AC significantly more lethal than DC. 50-100 mA are the lethal limits for electric shock. 8. 3. 6. describe the functions of circuit breakers, fuses, earthing, double insulation and other safety devices in the home Circuit breakers: they use an electromagnet to mechanically break the circuit. Once the current exceeds the maximum value. Fuses: they prevent overloading of circuits. They are made of a metal with a low melting point. They melt when the current through the circuit exceeds the wiring. They are usually contained in high melting point materials to avoid fires. Earthing: they protect from shock. If an appliance has any metal exposes than it will have the outer cover earthed to protect shock.It works on the bases that there is less resistance through the wire rather than through a person. Double insulation: house hold wiring must be covered by an insulator. Usually made of plastic ((polyvinylchloride, (PVC)) many have double insulating in case the inner insulation melts when the metal gets to hot. 8. 4. 1. 1 identify that a typical journey involves speed changes In a typical car journey, a car may travel at different speeds, accelerate and decelerate, changes direction and stops therefore although there is an average speed for the entire journey, the vehicle does not travel at a constant speed. . 4. 1. 2 distinguish between scalar and vector quantities in equations Scalar quantities are those that specify size (magnitude), but not direction. Vector quantities are defined by both size (magnitude) and direction . Vectors| Scalar| Force| Mass| Velocity| Speed| Displacement| Distance| Acceleration| Work| Momentum| Energy| Magnetic Fields| Power| Electric Fields| Time| 8. 4. 1. 3 compare instantaneous and average speed with instantaneous and average velocity Average Speed = Distance/Total Time Instantaneous Speed is the speed of an object at a particular instant of time.Velocity (v) is the time rate of change of the displacement. It is a vector; it requires both size and direction. It is speed with a direction. Displacement (s) is distance in a given direction. Instantaneous velocity is the velocity at a particular instant, the speed and the direction. Average Velocity is displacement/time. 8. 4. 1. 4 define average velocity as: vav= ? r? t r = s = displacement. Average velocity= change in displacement/ change in time. 8. 4. 2. 1 describe the motion of one body relative to another Motion occurs when an object changes its position relative to other or some co-ordinate system (a frame of refere nce).If a change in direction occurs thorough vector qualities, must be dealt with as vectors. 8. 4. 2. 2 identify the usefulness of using vector diagrams to assist solving problems Vectors qualities have magnitude and direction. Adding Vectors Draw the first vector. Draw the second vector starting from the end of the first. The resultant vector is the line joining the beginning of the first vector to the end of the second. 6km 8km 10km a 6km 8km 10km a Subtracting Vectors V1 – V2 = Change in VChange V = V (f) – V (i) V1 -V2 V1 – V2 V1 -V2 V1 – V2 Change = Final – Initial Change V 8-(-10) = 18 -10m/s 8m/s -10m/s m/s 8. 4. 2. 3 explain the need for a net external force to act in order to change the velocity of an object Forces can internal or external to a system but only the external forces can affect the motion of the system. Net force = sum of all forces. Change in velocity the object must accelerate. An object will remain in constant motion (res t or 0 velocity) unless an unbalanced force acts on the object. To accelerate there must be an outside force acting (Newton’s 1st law). Newton’s first law states that: A body continues in its state of rest or uniform velocity unless acted upon by an unbalanced force. . 4. 2. 4 describe the actions that must be taken for a vehicle to change direction, speed up and slow down Acceleration is defined as the time rate of change of velocity. Acceleration refers to: Speeding Up: this can be done by using the accelerator Slowing Down: this can be done by using the cars brakes Changing Direction: Using the steering wheel 8. 4. 2. 5 describe the typical effects of external forces on bodies including: Friction between surfaces Air resistance There are a number of external forces working on a car and these include: Friction with the Road Air Resistance The weight of the carFriction is a force that we encounter everyday in everything we do. Friction is a force that always opposes m otion. Friction arises when two different materials are in contact with each other. The tires make contact with the road surface and as a result there is friction. This means that the vehicle has traction and does not simply slide. Air Resistance is a form of Friction. As a vehicle moves through the air the two materials, the vehicles body and the air, move past each other. Air resistance limits the speed of the vehicle but it can be minimized by designing a vehicle so that it is aerodynamically shaped. . 4. 2. 6 define average acceleration as: vav= ? r? t therefore vav=v-ut Acceleration is a change in velocity over a certain time period. It can be positive or negative. v= final velocity, u= initial velocity, t= time taken 8. 4. 2. 7 define the terms ‘mass’ and ‘weight’ with reference to the effects of gravity Mass: Is the measure of the amount of matter in an object Measure of inertia (resistance to acceleration) Independent or the effects of gravity Measu red in grams. Weight Is the force of gravity on an object. On earth weight is the mass x 9. 8 Dependent on the amount of massMeasure of the gravity and force on an object Measured in Newton’s. 8. 4. 2. 8 outline the forces involved in causing a change in the velocity of a vehicle when: Coasting with no pressure on the accelerator Friction with the Road Air Resistance Force Pushing car along Pressing on the accelerator The driver is supplying more fuel to the engine. This allows the engine to apply a greater force on the wheels and hence make the car speed up. Velocity and acceleration acting in the same direction. Pressing on the brakes Increasing the friction between the brake pads and the metal discs making it harder for the wheels to turn.Velocity and Acceleration acting in different directions. Passing over an icy patch on the road There is less friction and the wheels can’t get as much grip so they may slide. The car will move at a constant velocity until acted up on by an external force. Climbing and descending hills Friction Air Resistance The cars weight causes it to slow down when going up the hill and speed up when going down the hill Following a curve in the road Centripetal force is causing the car to accelerate as the velocity is changing owing to the change in direction. 8. 4. 2. interpret Newton’s Second Law of Motion and relate it to the equation: F=ma F= Force in Newtons m= mass a= acceleration 8. 4. 2. 10 identify the net force in a wide variety of situations involving modes of transport and explain the consequences of the application of that net force in terms of Newton’s Second Law of Motion The acceleration of an object is proportional to the unbalanced force acting on it and is inversely proportional to the mass. The consequences of net external force acting on a model of transport are acceleration, deceleration and a change of direction in motion.Centripetal force (circular motion) The force causing the turning is always towards the centre of the circle. Force (centripetal) = mv^2/ R R=radius, V= instantaneous velocity, M= mass 8. 4. 3. 1 identify that a moving object possesses kinetic energy and that work done on that object can increase that energy Kinetic Energy is the energy an object possesses because it is moving. Kinetic energy is dependent on the mass and the square of the velocity of the body as indicated by: KE=12mv2 E= kinetic energy (joules) M=mass of the object (kg) V=velocity (m/s)Work (W) is done when a force (F) is moved through a distance (s). Work is the product of a force and the distance moved in the direction of that force. W=Fs. Work transfers energy through the motion of a force. When work is done, energy is required. W = Change in Kinetic energy 8. 4. 3. 2 describe the energy transformations that occur in collisions In collisions objects exert forces on each other. Collisions can be either: Elastic Non-Elastic Elastic Collisions If in a collision, kinetic energy is conserved, the collision is said to be elastic.An example would be when Gas molecules collide with each other and with the walls of their container as kinetic energy is not decreased. Inelastic Collisions In inelastic collisions, kinetic energy is not conserved. Some of the Kinetic energy is transformed into other forms of energy such as heat and sound. If the colliding parts stick together, the collision is inelastic 8. 4. 3. 3 define the law of conservation of energy In all types of interactions, both elastic and inelastic, total energy is conserved. Energy cannot be destroyed only can be changed from one form to another. . 4. 4. 1 define momentum as: p=mv Momentum= mass (kg) x velocity (m/s) Unit of momentum= kilogram-meter/sec To stop a moving object, forces must be applied and the forces relate to two factors, the mass of the object and the velocity of the object. The time rate of change of momentum is proportional to the resultant force and acts in the direction of the force. Always conserved Vector quantity 8. 4. 4. 2 define impulse as the product of force and time Impulse = F (force) x t (time) Impulse = change in momentum Impulse = Ft = mv – mu mv = final momentum u = initial momentum The unit of Impulse is N. s which is the same as the Unit of momentum= kilogram-meter/sec (kg. m/sec) 8. 4. 4. 3 explain why momentum is conserved in collisions in terms of Newton’s Third Law of motion Force (action) = Force (reaction) Conservation of Momentum The total momentum of a system is always the same unless the system on by some external force. P (before) = P (after) m1u1+m2u2= m1v1+m2v2 This equation shows that: the vector sum of the momentum of the objects before collision equals the vector sum of the momentum after collision.Momentum is conserved only in isolated systems (those free from external forces). The Law of the Conservation of Momentum can be stated as: In interactions between objects, momentum is conserved in an isolated system. 8. 4. 5. 1 define the inertia of a vehicle as its tendency to remain in uniform motion or at rest Newton’s 1st law: Inertia: â€Å"Tendency of any object to resist any change in motion. † E. g. when a car stops suddenly, the objects and people in the car remain in the current motion unless acted upon by an external force such as a seatbelt. 8. 4. 5. discuss reasons why Newton’s First Law of Motion is not apparent in many real world situations Common experience is not apparent in Real World Situations as the driver of a car still needs to depress the accelerator to move at a constant rate because of friction between the car and the road. 8. 4. 5. 3 assess the reasons for the introduction of low speed zones in built-up areas and the addition of air bags and crumple zones to vehicles with respect to the concepts of impulse and momentum Introduced low speed zones into built areas to reduce the speed of drivers as the faster you are moving the more damage you do in a coll ision.Crumple Zones were introduced so that the front and rear end of the car should crumple in a collision which increases the time it takes for the car to come to rest so the forces are lessened. Air Bags were introduced which provide a cushion and takes the impact out of a collision. 8. 4. 5. 4 evaluate the effectiveness of some safety features of motor vehicles Seat Belts They are effective in limiting the effect of inertia when a vehicle breaks suddenly. It absorbs a lot of the force of a collision. Airbags Air Bags were introduced which provide a cushion and takes the impact out of a collision.Crumple Zones Crumple Zones were introduced so that the front and rear end of the car should crumple in a collision which increases the time it takes for the car to come to rest so the forces are lessened. 8. 5. 1. 1 outline the historical development of models of the Universe from the time of Aristotle to the time of Newton Plato| planets move in spherical orbits around the earth (geoce ntric) | Eudoxus| maintained Plato’s concepts of spherical motions, complex arrangements of circular motions| Aristotle| developed Eudoxus model to 53 spheres. |Aristarchus| The sun is in the centre (heliocentric) with everything orbiting around it and epicycle moments to explain planetary movements; Earth must rotate on its axis, so it appears that everything moves around us. | Ptolemy| believed in geocentric universe, stars existed on a sphere which rotated every 24 hours, earth is a sphere and at rest, motion of sun and plants moved in perfect circles. | Copernicus| heliocentric universe, sun was the centre and planets orbited the sun in fixed circular motions, earth traveled around the sun in 1 year and spins on its axis every 24 hours. Galileo| first to use a telescope, supported the heliocentric idea of Copernicus, worked on gravitational theory disproved Aristotle concepts of the motion. | Sir Isaac Newton| from work on motion realized that a forcer must be acting on a n object such as the moon, law of universal gravitation, this explain where things stayed in orbit, since the time of Newton the heliocentric model was accepted. | 8. 5. 2. 1 outline the discovery of the expansion of the Universe by Hubble, following its earlier prediction by Friedmann Alexander Friedman predicted that the universe was expanding.The predictions rose from calculations based on Einstein’s, general theory of relativity. Edwin Hubble designed a new and a bigger telescope that leads to the discovery of the red shift proving that the universe is expanding. A red shift corresponds to a shift to the lower frequency (longer wavelength). This indicates that the light source, the galaxy is moving away from us. All galaxies show this effect indicating that the universe is expanding. 8. 5. 2. 2 describe the transformation of radiation into matter which followed the ‘Big Bang’ After the temperature had dropped enough.The energy began to be converted in to matt er. Hydrogen atoms formed from protons and electrons. 8. 5. 2. 3 identify that Einstein described the equivalence of energy and mass E=mc2 E= energy (Joules) m= mass (kg) c= speed of light (3 x 108 ms-1) 8. 5. 2. 4 outline how the accretion of galaxies and stars occurred through: Expansion and cooling of the Universe The cooling of the universe allowed the formation of matter. This began to overwhelm the radiation Subsequent loss of particle kinetic energyAs the temperature fell this resulted in a loss of kinetic energy (as temperature is the measure of average kinetic energy of the particles) Gravitational attraction between particles Loss in Kinetic energy meant that the increased gravitational force between particles took effect Lumpiness of the gas cloud that then allows gravitational collapse The greater density of areas of the gas clouds allowed gravity to begin 8. 5. 3. 1 define the relationship between the temperature of a body and the dominant wavelength of the radiation em itted from that body The hotter the star the shorter the wave length.Hot star: short wave length, more energy. Cold star: long wave length, less energy 8. 5. 3. 2 identify that the surface temperature of a star is related to its colour Red | Long wavelength| Orange| | Yellow | | White blue- white| Short wavelength| The hotter the star gets the more it will shift towards the blue end of the spectrum and thus the shorter the wavelength. 8. 5. 3. 3 describe a Hertzsprung-Russell diagram as the graph of a star’s luminosity against its colour or surface temperature In the Hertzsprung-Russell diagram a stars surface temperature and luminosity (brightness) are plotted against each other.This is because there is a relationship between the two. 8. 5. 3. 4 identify energy sources characteristic of each star group, including Main Sequence, red giants, and white dwarfs Star group| Fuel| Characteristics| Main sequence| H then He| They are from the top left of the Hertzsprung-Russell diagr am to the bottom right. This shows a trend of hot and bright to cold and dull| Red giants| H then He| In the upper right corner of the Hertzsprung-Russell diagram and are bright but cold| White dwarfs| C and O ions| Bottom left of the Hertzsprung-Russell diagram. They are very hot but dim and small. 8. 5. 4. 1 identify that energy may be released from the nuclei of atoms Light atoms like H will fuse together at extreme temperatures to for stable atoms. This produces energy. Uranium on the other hand has very unstable nuclei and will break down by emitting energy or partials randomly. That may be in the form of ? , ? or gamma rays. 8. 5. 4. 2 describe the nature of emissions from the nuclei of atoms as radiation of alpha ? and beta ? particles and gamma ? rays in terms of: ionising power penetrating power effect of magnetic field effect of electric fieldRadiation| Ionizing power| Penetrating Power| Effect of Magnetic Field| Effect of Electric Field| Alpha Particle| Very high Strong| Low a few cm in the air| Affected according to right hand palm rule| Limited – very small| Beta Particle| Less than AlphaWeak| Higher than Alpha thin sheets of lead| Large| Large| Gamma Ray| Less than BetaVery Weak| Very High Several cm of lead| Zero| Zero| 8. 5. 4. 3 identify the nature of emissions reaching the Earth from the Sun Solar wind consists of a stream of ionised particles, mostly protons and electrons that flow from the sun in all directions at speeds of about 400 km. -1. The source of the wind is the sun’s hot corona – the outer atmosphere of the sun extending a distance of a few solar radii into space. Most of the corona consists of vast arches of hot gas – solar flares – that are millions of kilometres in length and are caused by the sun’s magnetic field. The Solar wind comes from regions called coronal holes, regions of cooler, less dense gas. As the sun rotates there is a periodic variation in Solar wind activity every 27 da ys. The Solar wind is responsible for pushing the tail of comets away from the sun. 8. 5. 4. 4 describe the particulate nature of solar windSunspot cycle is a pattern of increasing and decreasing sunspots. Sun spots are a dark spot on the sun with lower temperatures and intense magnetic activity. Cycle is between 7-13 years. Two types of emission reaching Earth from the sun: electromagnetic radiation and solar winds. Earth’s atmosphere and magnetic field shelters as from theses emissions. The sunspots themselves last for several days although larger ones may last up to a few weeks. The number of particles and their velocity increases following sunspot activity and solar flares meaning that the solar wind is greater in the time of maximum sunspots. . 5. 4. 5 describe sunspots as representing regions of strong magnetic activity and lower temperature Sunspots are relatively cool areas (~4500K), with magnetic field strengths some thousands of times stronger than the Earth’ s magnetic field, that appear as dark imperfections in the photosphere. They result from the penetration of magnetic field lines through the photosphere and are ~8000km across. Except for the smaller ones, all sunspots have a dark inner region – the umbra – where the magnetic field is strongest surrounded by a less dark region – the penumbra – where the magnetic field is weakest.