An Analysis Of Water Distillation Environmental Sciences Essay

Water is a tasteless, odorless, and about colorless ( it has a little intimation of blue ) substance in its pure signifier that is indispensable to all known signifiers of life and is known besides as the most cosmopolitan dissolver. Water is an abundant substance on Earth. It exists in many topographic points and signifiers. It appears largely in the oceans and polar ice caps, but besides as clouds, rain H2O, rivers, fresh water aquifers, and sea ice. On the planet, H2O is continuously traveling through the rhythm affecting vaporization, precipitation, and overflow to the sea. Water tantrum for human ingestion is called drinkable H2O. This natural resource is going scarcer in certain topographic points as human population in those topographic points additions, and its handiness is a major societal and economic concern. 2.2. DISTILLED Water Distilled H2O is purified H2O which is prepared by the procedure of distillment. In this procedure, H2O is heated till it is converted to steam or vapor, dividing all the present drosss. The vapour obtained is condensed back to its liquid signifier and is known as distilled H2O. .Fig-3-Making-Distilled-Water-in-the-Laboratory Properties of Distilled H2O: Because of its comparative pureness, some of the belongingss of distilled H2O are significantly different from those of the H2O most people consume and use in mundane life. A potentially unsafe belongings of distilled H2O is that it can be heated above its boiling point without demoing the normal features of boiling, called superheating. When the superheated H2O is disturbed or has drosss added to it, a sudden, explosive furuncle occurs, perchance doing serious hurt to anyone near it. Temperature 00 C Density ( & A ; Atilde ; -1000 Kg/m3 ) 1 Viscosity 1.79 x 10-3 Kinematic Viscosity 1.79 x 10-6 Surface tenseness ( N/m ) 7.56 x 10-6 Bulk modulus 1.99 Preparation of Distilled Water: The quality or status and pureness of distilled H2O depends the three chief factors: The H2O The setup used for distillment The method employed. The chief trouble in transporting out the operation of condensing the H2O on an extended graduated table is the subsequent chilling and the cost of distilling. Water: A pure good or spring-water, filtered, is the best to fix distilled H2O from. Rain-water, being by and large good loaded with organic affair and ammonium hydroxide, would interfere with the pureness of the distillation. Boiled H2O can be used for distillment. Boiling would drive off about the last hint of ammonium hydroxide. Odorous, colored or cloudy H2O furnishes an impure distillation that might even acquire a charred gustatory sensation if distilled over a free fire. Ammonia is found particularly in the first parts of the distillation. Distillation setup: Early distillment equipment was really simple in design: a pot of undrinkable H2O ( or H2O unfit for a ceremonial, commercial, or medical intent ) would be heated over an unfastened fire until it boiled, organizing steam. The steam would so distill on a cool surface suspended above the pot. The condensed H2O droplets would so run off into a storage container for future usage. dist-fg1 Alternatively, sponges could be suspended above the pot to roll up the treated H2O. While such systems were comparatively inefficient, it tended to be rather equal for the limited H2O intervention demands of the clip. The efficiency of the distillment procedure began to see betterments as distillment was adapted to commercially polish many different liquids such as intoxicant, aroma, crude oil, and assorted dissolvers. Finally, population demands have strained H2O resources in the twentieth century to the point where expeditiously handling otherwise undrinkable beginnings of H2O for human ingestion is progressively of import. fig11-1 Principle of Distillation: The procedure of condensing H2O is a method of purification affecting heat. Water has comparatively lower boiling point than the bulk of drosss, such as minerals. By maintaining the heat at a consistent temperature, the H2O vaporizes and is separated from the unsought elements. The stairss involved in distillment of H2O are: Heating of H2O Separation of H2O vapour from drosss Condensation of the H2O vapour The unwanted elements include minerals and salts, which remain in the container after the H2O evaporates, are collected and discarded. Typically the distillment procedure is repeated at least one more clip to thoroughly purify the H2O. 2.3. TYPES OF Distillation There are two types of distillment Household distillment Commercial distillment Household distillment: Single-effect distillers: The most common type of family and commercial distiller available is a basic, single-effect distiller. These distillers can be either batch distillers, where a mensural measure of H2O is manually poured in, distilled, and collected ; or plumbed distillers that automatically treat and maintain a changeless supply of imbibing H2O. Working: In a single-effect distiller, a warming component heats the H2O until it boils and finally becomes steam. The steam is so drawn off from the boiling chamber, where it cools ; distilling into extremely treated distilled H2O. The contaminations in the original H2O are left behind in the boiling chamber. The condensation procedure is accomplished by utilizing air or H2O to chill the steam. Water droplets condense on the interior of the conic dome, and run down for aggregation in a trickle pan. With some water-cooled systems, a part of the heat lost as the steam is cooled and condensed can be reclaimed by imparting the heated chilling H2O into the boiling chamber. It is so replaced with fresh, cool H2O. braunschweig_05 Advantages of Single-effect distillers: Simple in design, cheap, and effectual. They are less efficient in energy usage Relatively compact counter top or stand-alone units for usage in the kitchen or office. Disadvantages: Even though the distillment procedure is effectual, pesticides and contaminations like volatile organic compounds convert into vapor readily, and can go with the steam our of the boiling chamber. Care of distillment unit: Distillation units do necessitate some care, which normally involves run outing off the concentrated deposit and other contaminations that accumulate at the underside of the boiling chamber. The walls of the chamber may besides necessitate to be cleaned of hard-water graduated table and other deposit that can roll up. The needed sum of cleaning depends greatly upon the initial quality of H2O used. Very difficult H2O can bring forth heavy grading in a comparatively short period of clip. If soft H2O is used, cleaning troubles should be minimum. The C pre- and post-filters must be changed sporadically every bit good. Commercial distillment: Commercial distillment units provide distilled H2O for industries and distilleries. They provide from few to 1000000s of gallons of distilled H2O per twenty-four hours. The two chief types of commercial distillers are: Multiple Effect distiller Vapor-compression distiller Multiple Effect distillers: Multiple Effect distillers provide from 75 to 1000000s of gallons per twenty-four hours. These units typically contain a figure of boiling Chamberss, with the first chamber being under increased force per unit area, and consecutive Chamberss holding increasingly diminishing force per unit area. The steam created in the first hard-hitting chamber is superheated. The superheated steam moves through tubings environing each of the wining boiling Chamberss As the steam moves it besides vaporizes some of the lower-pressure H2O in each chamber. The vapour is so condensed into distilled H2O, as is the superheated steam when all of its heat energy is exchanged. Vapor-compression distiller: A fluctuation of the multiple-effect distiller construct is the vapor-compression distiller, which is typically used in commercial applications necessitating between 25 and 5000 gallons per twenty-four hours. Vapor-compression H2O distillers besides use high-pressure, superheated steam to boil H2O ; nevertheless, they merely use a individual chamber. The H2O in the boiling chamber is ab initio converted to steam at normal force per unit areas and temperatures by an electric or gas warming component. The steam so passes through an electric compressor ; the compaction causes it to go superheated. The superheated steam is so directed through tubings back into the boiling chamber, where it finally takes over the boiling procedure, distilling into distilled H2O as the heat transportation occurs. Both multi-stage and vapor-compression distillers can integrate assorted signifiers of filtration to do a loosely effectual intervention system. These systems can supply H2O for such utilizations as commercial H2O bottling. Both systems besides require H2O that is softened to be practical, to forestall enfeebling scaling with attendant heat transportation losingss and care costs. At the municipal degree, both multi-stage and vapor-compression distillment can supply big measures of distilled H2O for imbibing usage, and are particularly used in condensing saltwater for usage in waterless countries adjacent to the oceans. Uses of distilled H2O: Used in chemical workss where an exact quality of H2O is required, such as for make fulling up wet-cell batteries, development of photographic movies, steam ironing Used to fix endovenous solution fabrication and dilution. Its usage is besides recommended while doing baby nutrients because babes are really sensitive to H2O borne diseases. It is used in assorted industries and chemical and biological research labs where extremely purified H2O is indispensable. Sometimes, in instances where an exceptionally high grade of purified H2O is required, dual distilled H2O is used. It is used as coolant in atomic powered ships. Here, saltwater is desalinated through the procedure of distillment. This H2O is besides used by the crews of the ships for imbibing. It is used for doing assorted drinks by many drink makers to determine a high quality merchandise in footings of both gustatory sensation every bit good as pureness. Lead acid batteries used in vehicles like autos and trucks require a top-up of H2O at regular intervals of clip. Presence of assorted ions in field tap H2O can do harm to the battery and lead to decrease in its lifetime. It is frequently preferred to tap H2O in automotive chilling systems excessively. This is because the ions and minerals present in tap H2O are normally caustic in nature and tend to pass over out the anti-corrosive additives present in the radiator. It is first-class for tegument as it is barren of any harmful dissolved substances, and helps in barricading of microscopic pores on facial tegument. It is used during surgical processs where clean H2O is a must to forestall any sort of infection. For the really same ground, it is besides used to rinse and clean lesions. 2.3. Storage Distillation does non vouch the absence of bacteriums in imbibing H2O, unless the reservoir and/or bottle are sterilized before being filled, and one time the bottle has been opened, there is a hazard of presence of bacteriums. Further if the distilled H2O is non stored in a proper mode it will absorb elements from the ambiance like C dioxide etc. Besides the stuff in which the distilled H2O is stored must be taken attention and the most preferred stuff is glass as it has had several centuries of proving for the storage of distilled H2O for which the result has been positive. There are assorted storage containers besides available for the storage of distilled H2O.

Frankenstein Essay Essay

Gothic horror story that captures reader’s attention leaving them with questions of their own morals and of the main characters. The novel arouses questions like, who should be allowed to create life? Is it right to kill for a greater good? Are some secrets best untold? These are all questions of morality and individuals will come up with their own opinions and answers based on their upbringing. In Frankenstein, main characters Victor Frankenstein and ‘The Monster’ are morally put to the test with decisions that will greatly affect their lives. In the end many readers find themselves wondering who are the antagonist and protagonist of the novel; Did Victor do wrong by creating The Monster, or did the Monster do wrong by killing innocent people? In this case both made morally bad decisions but in the end one decision had more of a lasting impact. The Monster’s quest of killing is only justified due to the fact that he was hunting his creator. To begin with this analysis it is necessary to start with Victor because he is the creator of the Monster. Victor’s passion in the field of science led him to his discovery. Victor was a self educated man until the age of 17 when he left his home in Geneva to pursue higher education at the Ingolstadt University. His favorite professor, Mr. Krempe, pushed Victor to broaden his studies to all fields of science and that is when his fascination with life and living objects began. Victor’s obsession with recreating life kept him at the university for over two years studying cadavers and how the body worked. Victor’s motive was not to create a human being that would do his chores for him and take care of him, he hoped his â€Å"present attempts would at least lay the foundation of future success† (Shelley 33). His mind was in the wrong place; he was set on what doors it could open in the field of science but failed to realize the chaos it would create in society. Problems were sure to arise because Victor’s new creation challenged everything people learned in school and religion. God was to have created humans and life on Earth and gave them the ability to recreate naturally, not some young scientist digging graves and putting body parts together. Victor’s second poor moral decision was his reaction to the Monster as it was brought to life. The Monster’s size and proportions were that of something superior to anything, yet Victor could not stand to look at how ugly his creation. He rushed out of his room and did not return the next morning to find out the Monster had fled. In reality Victor was the Monster’s father and there was no mother. Victor’s reaction to first seeing the monster and fleeing it immediately were the first memories the Monster had and this had a lasting effect on him. Not only was the Monster abandoned at birth he was also feared greatly by others, forcing him to live in hiding in the woods. Like Victor the Monster educated himself but in a much more unorthodox way. According to Lawrence Lipking’s, FRANKENSTEIN, the True Story, the Monster sees himself â€Å" In his own eyes, at least, he develops as if nature, not man, had formed him, and rejection by society deforms him† (Lipking 428) . He learned through peeping in on a family that lived in the woods near him. Coincidentally they were also teaching an Arabian to read and write, so the monster observed carefully and learned as well. The Monster now had a sense of language and what this life was about. He left these woods and began a new journey to find his â€Å"unfeeling, heartless creator†¦on [him] only had I any claim for pity and redress, and from [him] I am determined to seek that justice† (Shelley 98). The Monster greatly sought out a companion after his stay in the woods observing the family. Victor stripped him of being raised by a family so it was the Monster’s intention to find Victor and have him create a female companion for him. Victor was still in remorse from his first creation so he had no intentions to bring life to another. This dark secret he kept from everyone was coming back to haunt him and those close to him. The Monster gave him a choice; â€Å"If you consent, neither you nor any other human being shall ever see us again: I will go to the vast wilds of South America,† or the he would continue with his evil, menacing ways and come after Victor’s loved ones (Shelley 104). At first thought Victor obliged because the truths behind the deaths of William and Justine were in jeopardy of being exposed. How far would he let this lie keep building? Well to no surprise Victor makes another poor decision. Instead of granting the Monsters one request for happiness he decides not to create a female monster and returns home to Elizabeth and his father. Victor’s decision to not help the Monster came back to haunt and destroy him. First the Monster went after Henry, Victor’s best friend, and next Elizabeth. The Monster promised him that â€Å"I shall be with you on your wedding night† and he kept that promise (Shelley 120). Victor assumed this meant the Monster was coming that night to kill him but to his surprise the Monster was after Elizabeth and strangled her the night of their union. Shortly after Victor’s father passed away due to the sudden deaths surrounding him and the truth that Victor had finally let out about the beast. It was official Victor had lost everything that was dear to him. The Monster had stripped him of everything he loved and this urged Victor to make his last and fatal decision. His intentions were to head north to the icy and deadly habitat where the Monster took refuge. His new obsession was to find and destroy and what he had created in his first obsession. When most hear the word monster they typically identify them as being the antagonist of the novel. In this case Mary Shelley reverses the roles and makes the Monster the protagonist. Sure he did murder Victor’s entire family, but in a way you can say Victor did the same to the Monster’s family by denying him a spouse and the potential of a family. Lipking describes it perfectly, â€Å"Good people do evil, perhaps because of flaws in character but perhaps an excess built into their virtues† (Lipking 433). People acquire their morals on their upbringing and it is safe to say that the Monster really had no morals. The Monster was abandoned the day he was conceived and did not know anything except what he learned from the family in the woods. The morals he picked up were along the lines of helping others if anything. He first saw the family helping the Arabian learn to read and write, so he learned to lend his helping hand by collecting firewood for the struggling family. Victor Frankenstein makes his first unmoral decision in the novel by taking the role of creating life into his own hands. Second when he abandons the Monster. Third when he hides the truths behind Justine and Williams deaths. Lastly when he denies the one request the Monster had for a mate. Victor did have a proper upbringing but he is the one who struggled with his choices in this novel. From the beginning Victor should not have taken life into his own hands. Part of what is so special about children is the mystery behind them. You never know if the child will get mom’s blonde hair, dad’s brown, or for some reason ends up with red hair. From birth they are a part of you and you can see that as they age and become more like you. Victor cheated the system by trying to create what he wanted out of a child. Sure his creation was superior in size and strength but there was nothing instilled in this monster that resembled its creator in any way, it was hideous and horrifying. Lipking quotes Rousseau’s Emile in his essay, stating â€Å"everything is good as it leaves the hands of the Author of things; everything degenerates in the hands of man† (Lipking 425). This defines the transformation the Monster went through as he started as Victor’s prized possession and ended up as his enemy. The hidden truth was what brought death upon Victor and his family members. If he had accepted his creation for what it looked like he could have been the father figure the Monster needed to stay away from killing. It could have been their own little secret them kept them closer together. Victor failed to realize that â€Å"perhaps the hands of man can better nature. In that case [his] fault was not his ambition but his failure to look on his work and find it good† (Lipking 432). With the size of the Monster and the knowledge Victor possessed they could have changed the world of science and its limits.

A Poem Analysis Essay

Langston Hughes’ â€Å"Let America Be America Again† reveals the dismay of the speaker about the social condition of America at the time and how the country is yet to attain its reputation as the home of the free. Written from the first-person point of view, the speaker vents out frustration at the racial inequalities that cut across American society while expressing hope that â€Å"America will be† the America that the â€Å"dreamers dreamed† at the same time. Generally, the speaker aims his or her criticisms to no particular individual but the entire American society. Taken in the context of the bitterness of the tone of the poem especially in the parts where the speaker narrates whose voices he or she is representing, the speaker directs his or her attention to the reader who may not at all be aware of the social conditions pervading America at the time. Interestingly, the tone of the poem is not bitter or frustrated throughout the entire length of the poem. The poem begins with several stanzas that are imbued with emotionless force, proceeds with what appears to be the very meat of the poem—the disappointment towards the selfishness for power and property that takes away the very freedom that every American yearns for—and concludes with a fervent hope in the belief that America will rise from the din and reclaim its status as the â€Å"homeland of the free†. In summary, the poem shows how the speaker sees America—a country that never was the country the speaker envisions it to be. The speaker presents a rundown of the people in America who are at the center of the problem—the â€Å"poor white,† the â€Å"Negro,† the â€Å"red man† and the â€Å"immigrant clutching the hope I seek†Ã¢â‚¬â€all of whom are experiencing almost the same fate of inequalities. Nearing the end of the poem, the speaker expresses his or her belief that America is â€Å"the land that has never been yet† and â€Å"yet must be†, which signifies the speaker’s hope that someday â€Å"America will be†. With these things in mind, it is easy to understand that the poem’s theme revolves around the concept of â€Å"hope†. By introducing the poem with a series of expectations and following them with a sequence of how such expectations have been unfulfilled, the speaker effectively sets the space for an ending that pins the very motive of the length of the poem. A close reading of the poem shows that the Langston Hughes achieved his purpose of letting hope become known to his readers, the hope that, despite America’s social inequalities at the time, there will come a time that the country will satisfy its label as the â€Å"homeland of the free†. On a personal note, I think still applies today than it once did during the time of Hughes. I think the lines â€Å"the millions who have nothing for our pay† and â€Å"of dog eat dog, of mighty crush the weak† still closely resemble contemporary America. The current financial crisis sweeping across the country can only indicate how millions of Americans are still struggling to earn at least a decent pay, and how one person will take advantage of another just to survive in these harsh and trying times. Those things being said, there is strong reason to believe that the poem overarches from the past to the present. Hughes may not have been aware of it, but his poem is as timely now as it used to be in the past. Although there are several other significant differences between the time of Hughes and contemporary America, â€Å"Let America Be America Again† is one of the poems that remind the average individual that America remains a country always on the quest for a more perfect union. Work Cited Hughes, Langston. â€Å"Let America Be America Again†. 1994. May 11 2009. .

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Transnational IT Operations Paper - Essay Example Moreover, IT operations in America is expensive because of the less number of professionals available whereas it is cheaper in India because of the increasing number of It professionals there. In such a scenario, America would definitely think in terms of exploring the Indian IT market and outsourcing of It business from America to India is a common business activity at present. This paper explores the various aspects of transnational IT operations. â€Å"Technological, economical, political, and socio-cultural developments in the global marketplace have made locating or relocating facilities to other countries profitable and beneficial. Strategies like decentralizing corporate activities have made borders irrelevant and could become even invisible as globalization becomes more prominent† (Smith) The current IT business world is experiencing stiff challenges from all the corners because of the technological advances and wide reach of internet related technologies. Most of the IT companies have reached the saturation level in their country of origin and they need to look for overseas market in order to effectively compete in the market. Transnational It operation or offshoring of IT business is a common business practice, most of the IT firms are adopting at present. The major advantage of transnational IT operations is the reduced cost factor. â€Å"Many of the companies that provide outsourcing services are able to do the work for considerably less money, as they dont have to provide benefits to their workers and have fewer overhead expenses to worry about† (Thompson). IT professionals in America are getting a salary beyond $ 5000 whereas similar services can be obtained from India like countries at an average cost of even below $ 2000 with the help of transnational IT operations. Since all the data can be exchanged through internet and no physical goods needed to be exchanged, transnational IT

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Supply chain technology and talent - Essay Example gnated consumer, waste reduction, reducing the unit cost of the products and enhancing flexibility by ensuring the response time to consumer complaints is reduced as possible. Improvement is a term that is used to indicate positive progress in a certain process or undertaking. Improving the supply chain is optimizing the supply chain management process to ensure sustainability despite market dynamism (Chandra and Grabis, 2007). The business environment is very dynamic and thus, keeps on changing unpredictably according to prevailing factors that may be inherent in the market at any particular time. The changes that occur in the marketplace necessitate for a change in the manner in which business organizations conduct their processes (Leeman, 2010). Initially, firms would gain a competitive advantage in supply chain through only two dimensions that are quality and price of products. However, due to advancement in technology and increase in competition, efficient technology and recruitment and development of skills of the organizations’ staff have become some of the critical factors driving supply chains (Ivanov and Sokolov, 2010). For instance, better trained staff can process the orders of customers quickly hence saving them time. Moreover, efficient technology like internet is an imperative component of any supply chain from both the perspective of the suppliers and customers because it helps ensure all the four forms of utility are met that include time, place, form and possession like it has been established that a well-designed online system platform, which has the capability to allow customers to make purchases and orders online not only saves time for the business and the customers but also helps the business to penetrate into more markets, which finally translates to increased sales and profitability. Moreover, elaborate information systems enable firms to interact with their clients readily thus, minimizing the supply chain channel, in addition to,

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Fashion designer Cristobal Balenciaga - Essay Example The essay "Fashion designer Cristobal Balenciaga" discusses the live and work of this talented designer majoring mostly in part of his successful designing career. His history began in sort of a legend when it became very apparent that this young man by then was destined to for Couture. When he was thirteen years old, Cristobal astounded the Marquise of CASA TORRES with remarkable comments on her elegance. Upon spotting his intriguing interest in Couture as well as his aesthetic potential, she permitted Cristobal to design a copy of the Haute Couture she was wearing at that moment. Driven by trembles, Cristobal did his piece of work so elegantly that she awarded him by putting it on. A year later, Cristobal travelled to France where in daze devoured DRECOLL, WORHT, and DOUCET among others. When he returned at age sixteen, he opened his first fashion design workshop in San Sebastian where he started designing the Parisian Style for Spanish women. This facilitated his rise into his suc cessful journey of becoming one of the most respected fashion designers in the world. In 1915, San Sebastian witnessed opening of the first fashion designing shop under his BALENCIAGA name. He travelled to Madrid in 1920 where he opened his second fashion design workshop but had to leave the country when the Civil War broke out. He went ahead to establish himself in Paris where he grew to become the icon to beat in the fashion industry. The most tremendous transformation in his line of career was in 1937.

Teaching and learning support (critical reflection from education in Essay

Teaching and learning support (critical reflection from education in action module) - Essay Example One of the key points was about recognizing that teaching is individual and how important is to reflect and maintain reflection as a tool for doing so as proposed by Biggs (1999). Every teacher has some kind of implicit theory of teaching (Marland 1997). From this perspective this module has provided a new sight to start with a reflection as a theory which proposed by Biggs (2003) that reflection is a theory of teaching to reflect with and context of experiences as the object of reflection seen in action learning paradigm. Different students with different abilities and personality types learn more with varying techniques. Students low in authoritarianism, low in tendency to dichotomize, low in the need for structure, and high in the ability to tolerate frustrations have been found to learn more when the Socratic questions and answer method is used while children of different reasoning skills learn more with the discovery and expository methods. The setting under which teaching and learning takes place has different effects on students with different aptitudes, personalities, and motivations. Those who are high in need affiliation prefer to work with others; those low in affiliation need prefer to work alone. A twin of interest is patience. The teacher’s multi-roles compounded by his exposure to various personalities in the classroom, in the school bureaucracy, and in the community demand his patience. As a teacher I should accept the fact that even while preparing for a teaching career that I must be patient not only with my pupils who is the easiest to bear with but also with my colleagues with whom I get can more knowledge regarding the performance and personality of my students. Through reflection I was able to identify the gaps of teaching and learning process in my teaching session for nursing student. Actually I had the opportunity to evaluate my experience in

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Hitler's table talk - Term Paper Example In fact, he viewed Europe as a racial entity not a political entity. He praised the diligence and ingeniousness of the Germans. He disliked the French, the English and the Russians. He, however, expressed his respect for the English. He equally respects the Italians, attributing the success of the National Socialism in Germany to the Fascist success in Italy. The English were proud yet incapable of creative inventions. His dislike for the Russians was apparent. He considered the Russians as lazy people, who are not motivated to work. Russians are not capable of doing anything good. If at all, some good came out of a Russian, it is due to the â€Å"Aryan blood in his vain† (Cameron and Stevens 4). He dislikes Russians but dreamt of conquering Russia to acquire the wealth of St. Petersburg. He planned to colonize Russia by employing soldier-peasants as the Colonial Masters. He desired the Eastern Europe, with Russia and Ukraine as the main targets, his lands of conquest. He has no objective of going outside Europe to colonize other races. He was determined to crush any resistance from the Russians. He also dreamt of colonizing the Ukraine by using soldier-peasants and the Baltic states by employing the Dutch, Norwegians and the Swedes.. Once colonized, he will turn Ukraine into an agricultural country that will provide raw materials for the expanding German industries. He also has the same plan for Rumania. In fact, his plan was that Rumania, also an eastern European country, should stop any form of industrialization, and focus on directing the wealth of her soil to German industrial growth and in return, Germany will supply Rumania finished products. Furthermore, the Russians will be denied education. They are to remain illiterate. His plan was to make Eastern Europe reliant on Germany industry. In fact, he planned was to prevent military and economic power from rising in any country that is east of Germany. This was mainly a military strategy, which will prevent Germany’s western military rival from allying with military powers east of Germany. This will secure Germany position. The book also shows Adolf Hitler’s perception of the German people. He loves Germany. Germans are superior to any race. The Germans are hardworking people. German scientists dominated the American scientific community. Furthermore, he believed that the German Army was technically the best in the world, better than the English Army. He based his claim on the historical fact that two out of the three wars of annihilation, Cannae, Sedan and Tannenberg, where fought by the German Army. He planned to improve that military record by adding the conquest of Russian, Poland and Western Europe to the historical list of wars of annihilation. He praised the initiative of the German military as against the lack of initiative that exist with the German civil administration. He was not opposed to mistakes in so far as they yield long-term positive results. I n his opinion, mistakes are inevitable and those in charge should take responsibility. The German civil administration, according to Hitler was overloaded, lack initiative and over- organized. He attributed the lack of initiative with fear of making mistakes. Indeed, he compared the English administrative style in India with the one in Germany. While the English governed successful a hundred and fifty million people with a hundred and forty-five thousand men, the

Criminology 1 question future crime Essay Example | Topics and Well Written Essays - 500 words

Criminology 1 question future crime - Essay Example However, contrary to the thought that development would also make man wiser, it becomes clear that man is losing his insight of moral values. This fact is evident from the ever increasing crime rates all over the world. Man has proved to be capable of committing heinous crimes that are beyond the understanding of certain individuals. What one cannot even imagine, the other is capable of executing, this emphasizes the fact that every man is different from the other. With the advent of the computer age, criminal activity has escalated to another level. In the past, various crimes known to exist were those such as theft, homicide, human trafficking, child and women abuse, juvenile delinquency and so on. However, now with the invention of internet, computer and such other electronic devices, people have left the realm of real world. Whatever they do now, it is always encompassed within the digital world. Therefore, there emerges a whole new possibility of crimes in the modern day as well as in the future. Since the emergence of internet, various crimes have started taking toll on unaware victims and these crimes are known as cyber crime. Therefore, it can be said that future crimes will definitely be directed towards the digital world. The different types of crimes in this field are insider crime, hacking, spam, fraud, cyber terrorism, drug trafficking â€Å"telecommunications fraud, online pedophilia, high-tech espionage† etc (Hagan, 2011). Though the present data provides an insight into the trends of crime to a certain extent, â€Å"they are limited in forecasting crime† (Schafer, 2007). However, various researches and studies based on criminology as well as the modern lifestyles have led to different predictions of future crimes. It is predicted that â€Å"illegal marketing of human parts† will increase substantially, â€Å"employee computer crime† will be on the rise with

Health Care Law Coursework Example | Topics and Well Written Essays - 750 words

Health Care Law - Coursework Example The coursework "Health Care Law" overviews the Legal â€Å"System of Health Care Statutory Laws† and presents the analysis which ‘law’ should be ‘modified’ or ‘repealed'. All states in the US regulate medical practitioners in their states, design social and health reforms in line with federal and its own laws, as well as ensuring patient privacy laws. In March 2010, US President signed a reformed Healthcare bill known as the Affordable Care Act, ACA, which aims to increase the number of people legible for medical insurance, particularly lower and middle-income earners. Although the new act will cost a lot, this will be spread over the next few years and it will be beneficial to all in the long run. The act, however, has caused mixed feelings among many people. Many of these would like to see some of the statutes in the bill repealed, especially if they are to pass the bill as law in their states. As many as 18 states have not yet fully voted for the bill to be law in their states. Many states are of the opinion that the act should take into consideration the milestones that individual states have taken in reforming state health care services. One of the biggest issues opposed by most of these states, including the state of Florida, is the requirement that every person is required to purchase health insurance by 2014, failure to which they will have harsh penalties imposed on them. Florida is one of the states that is opposing the Affordable Care Act, rather than seeking to repeal some rules in the act.

Ethical matter Essay Example | Topics and Well Written Essays - 500 words

Ethical matter - Essay Example , at times the information given by the client may at some extent pose some actual and potential risks to the client and his immediate family or relatives. Therefore, it is advisable that information discussed during the session should not at any cost lead to a sour relationship between the client and the psychologist. In this particular scenario, the client is a family man with a wife and two little kids. When this family man books an appointment with the psychologist as any other client would do, the psychologist is certain that this is another case of the usual clients, he has been handling. Conversely, when they go down to the discussion, the psychologist realizes that this is a case of an ‘unusual client’. It emerges that the client problem; that of another woman whom he is dating and probably planning to settle down with happens to be the psychologist‘s sister. The issue affects the psychologist, the client, his wife, his kids and the preferred wife who is the psychologist’s sister. The decision that is expected by the client puts the psychologist in a peculiar position. Needless to mention, even though the psychologist would want to justify the situation of the client leaving his wife and kids for the psychologist’s sister, he has the fear of letting his sister settle down with the client because she could also experience the same situation that is been experienced by the client’s current wife and kids. The ethical rule demands that the psychologist scrutinizes and assess the client’s case and gives professional advice that is fair to all the parties concerned without involving his emotions (Banyard 10). The psychologist’s ethical decision is also reliant on what the culture dictates about marriage and divorce. In case, ‘their’ culture allows for separation and/or divorce, he may clarify to the client of what is expected of him. He should also expound to him on what the law dictates on separation with the inclusion of children. In

History of education Essay Example for Free

History of education Essay Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. For a particular group’s culture to continue into the future, people had to transmit it, or pass it on, from adults to children. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning language; and acquiring the values, behavior, and religious rites or practices of a given culture. Through direct, informal education, parents, elders, and priests taught children the skills and roles they would need as adults. These lessons eventually formed the moral codes that governed behavior. Since they lived before the invention of writing, preliterate people used an oral tradition, or story telling, to pass on their culture and history from one generation to the next. By using language, people learned to create and use symbols, words, or signs to express their ideas. When these symbols grew into pictographs and letters, human beings created a written language and made the great cultural leap to literacy. IIIEDUCATION IN ANCIENT AFRICA AND ASIA In ancient Egypt, which flourished from about 3000 BC to about 500 BC, priests in temple schools taught not only religion but also the principles of writing, the sciences, mathematics, and architecture. Similarly in India, priests conducted most of the formal education. Beginning in about 1200 BC Indian priests taught the principles of the Veda, the sacred texts of Hinduism, as well as science, grammar, and philosophy. Formal education in China dates to about 2000 BC, though it thrived particularly during the Eastern Zhou Dynasty, from 770 to 256 BC (see China: The Eastern Zhou). The curriculum stressed philosophy, poetry, and religion, in accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers. IVEDUCATION IN ANCIENT GREECE Historians have looked to ancient Greece as one of the origins of Western formal education. The Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic account of Greek struggles, Homer’s epics served important educational purposes. The legendary Greek warriors depicted in Homer’s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models for the young Greeks. Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens, Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but only about one-third of the people in Athens were free citizens. Slaves and residents from other countries or city-states made up the rest of the population. Only the sons of free citizens attended school. The Athenians believed a free man should have a liberal education in order to perform his civic duties and for his own personal development. The education of women depended upon the customs of the particular Greek city-state. In Athens, where women had no legal or economic rights, most women did not attend school. Some girls, however, were educated at home by tutors. Slaves and other noncitizens had either no formal education or very little. Sparta, the chief political enemy of Athens, was a dictatorship that used education for military training and drill. In contrast to Athens, Spartan girls received more schooling but it was almost exclusively athletic training to prepare them to be healthy mothers of future Spartan soldiers. In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The Sophists claimed that they could teach any subject or skill to anyone who wished to learn it. They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. The Sophists were more interested in preparing their students to argue persuasively and win  arguments than in teaching principles of truth and morality. Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. In 387 BC Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Plato’s Republic describes a model society, or republic, ruled by highly intelligent philosopher-kings. Warriors make up the republic’s second class of people. The lowest class, the workers, provide food and the other products for all the people of the republic. In Plato’s ideal educational system, each class would receive a different kind of instruction to prepare for their various roles in society. In 335 BC Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. In the 4th century BC Greek orator Isocrates developed a method of education designed to prepare students to be competent orators who could serve as government officials. Isocrates’s students studied rhetoric, politics, ethics, and history. They examined model orations and practiced public speaking. Isocrates’s methods of education directly influenced such Roman educational theorists as Cicero and Quintilian. VEDUCATION IN ANCIENT ROME While the Greeks were developing their civilization in the areas surrounding the eastern Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the western Mediterranean. The Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in Greece, only a minority of Romans attended school. Schooling was for those who had the money to pay tuition and the time to attend classes. While girls from wealthy families occasionally learned to read and write at home, boys attended a primary school, called aludus. In secondary schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues. After primary and secondary school, wealthy young men often attended schools of rhetoric or oratory that prepared them to be leaders in government and administration. Cicero, a 1st century BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study ethics, military science, natural science, geography, history, and law. Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive. VIANCIENT JEWISH EDUCATION Education among the Jewish people also had a profound influence on Western learning. The ancient Jews had great respect for the printed word and believed that God revealed truth to them in the Bible. Most information on ancient Jewish goals and methods of education comes from the Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and religious study. VIIMEDIEVAL EDUCATION. During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate (see Serfdom). In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western education. From contact with Arab scholars in North Africa and Spain, Western educators learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The Arabic number system was especially important, and became the foundation of Western arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had disappeared from Europe by the Middle Ages, they might have been lost forever if Arab scholars such as Avicenna and Averroes had not preserved them. In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible. Upon encountering the works of Aristotle and other Greek philosophers from Arab scholars, the Scholastics attempted to reconcile Christian theology with Greek philosophy. Scholasticism reached its high point in the Summa Theologiae of Saint Thomas Aquinas, a 13th century Dominican theologian who taught at the University of Paris. Aquinas reconciled the authority of religious faith, represented by the Scriptures, with Greek reason, represented by Aristotle. Aquinas described the teacher’s vocation as one that combines faith, love, and learning. The work of Aquinas and other Scholastics took place in the medieval institutions of higher education, the universities. The famous European universities of Paris, Salerno, Bologna, Oxford, Cambridge, and Padua grew out of the Scholastics-led intellectual revival of the 12th and 13th centuries. The name university comes from the Latin word universitas, or associations, in reference to the associations that students and teachers organized to discuss academic issues. Medieval universities offered degrees in the liberal arts and in professional studies such as theology, law, and medicine. VIIIEDUCATION DURING THE RENAISSANCE The Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features—that is, the secular or worldly rather than the religious aspects—of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important. Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archaeology, astronomy, mythology, history, and Scripture. The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates (see Printing). But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools. Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing. IXEDUCATION DURING THE PROTESTANT REFORMATION The religious Reformation of the 16th century marked a decline in the authority of the Catholic Church and contributed to the emergence of the middle classes in Europe. Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or Protestant, churches. In their ardent determination to instruct followers to read the Bible in their native language, reformers extended literacy to the masses. They established vernacular primary schools that offered a basic curriculum of reading, writing, arithmetic, and religion for children in their own language. Vernacular schools in England, for example, used English to teach their pupils. As they argued with each other and with the Roman Catholics on religious matters, Protestant educators wrote catechisms—primary books that summarized their religious doctrine—in a question and answer format. While the vernacular schools educated both boys and girls at the primary level, upper-class boys attended preparatory and secondary schools that continued to emphasize Latin and Greek. The gymnasium in Germany, the Latin grammar school in England, and the lycee in France were preparatory schools that taught young men the classical languages of Latin and Greek required to enter universities. Martin Luther believed the state, family, and school, along with the church, were leaders of the Reformation. Since the family shaped children’s character, Luther encouraged parents to teach their children reading and religion. Each family should pray together, read the Bible, study the catechism, and practice a useful trade. Luther believed that government should assist schools in educating literate, productive, and religious citizens. One of Luther’s colleagues, German religious reformer Melanchthon, wrote the school code for the German region of Wurttemberg, which became a model for other regions of Germany and influenced education throughout Europe. According to this code, the government was responsible for supervising schools and licensing teachers. The Protestant reformers retained the dual-class school system that had developed in the Renaissance. Vernacular schools provided primary instruction for the lower classes, and the various classical humanist and Latin grammar schools prepared upper-class males for higher education. XEDUCATIONAL THEORY IN THE 17TH CENTURY Educators of the 17th century developed new ways of thinking about education. Czech education reformer Jan Komensky, known as Comenius, was particularly influential. A bishop of the Moravian Church, Comenius escaped religious persecution by taking refuge in Poland, Hungary, Sweden, and The Netherlands. He created a new educational philosophy called Pansophism, or universal knowledge, designed to bring about worldwide understanding and peace. Comenius advised teachers to use children’s senses rather than memorization in instruction. To make learning interesting for children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student’s own language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of illustrations that labeled objects in both their Latin and vernacular names. It was one of the first illustrated books written especially for children. The work of English philosopher John Locke influenced education in Britain and North America. Locke examined how people acquire ideas in An Essay Concerning Human Understanding (1690). He asserted that at birth the human mind is a blank slate, or tabula rasa, and empty of ideas. We acquire knowledge, he argued, from the information about the objects in the world that our senses bring to us. We begin with simple ideas and then combine them into more complex ones. Locke believed that individuals acquire knowledge most easily when they first consider simple ideas and then gradually combine them into more complex ones. In Some Thoughts Concerning Education (1697), Locke recommended practical learning to prepare people to manage their social, economic, and political affairs efficiently. He believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative. Locke’s curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. XIEDUCATION DURING THE ENLIGHTENMENT The Age of Enlightenment in the 18th century produced important changes in education and educational theory. During the Enlightenment, also called the Age of Reason, educators believed people could improve their lives and society by using their reason, their powers of critical thinking. The Enlightenment’s ideas had a significant impact on the American Revolution (1775-1783) and early educational policy in the United States. In particular, American philosopher and scientist Benjamin Franklin emphasized the value of utilitarian and scientific education in American schools. Thomas Jefferson, the third president of the United States, stressed the importance of civic education to the citizens of a democratic nation. The Enlightenment principles that considered education as an instrument of social reform and improvement remain fundamental characteristics of American education policy. XIIEDUCATION IN THE 19TH CENTURY The foundations of modern education were established in the 19th century. Swiss educator Johann Heinrich Pestalozzi, inspired by the work of French philosopher Jean Jacques Rousseau, developed an educational method based on the natural world and the senses. Pestalozzi established schools in Switzerland and Germany to educate children and train teachers. He affirmed that schools should resemble secure and loving homes. Like Locke and Rousseau, Pestalozzi believed that thought began with sensation and that teaching should use the senses. Holding that children should study the objects in their natural environment, Pestalozzi developed a so-called â€Å"object lesson† that involved exercises in learning form, number, and language. Pupils determined and traced an object’s form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading. Pestalozzi employed the following principles in teaching: (1) begin with the concrete object before introducing abstract concepts; (2) begin with the immediate environment before dealing with what is distant and remote; (3) begin with easy exercises before introducing complex ones; and (4) always proceed gradually, cumulatively, and slowly. American educator Henry Barnard, the first U. S. Commissioner of Education, introduced Pestalozzi’s ideas to the United States in the late 19th century. Barnard also worked for the establishment of free public high schools for students of all classes of American society. German philosopher Johann Herbart emphasized moral education and designed a highly structured teaching technique. Maintaining that education’s primary goal is moral development, Herbart claimed good character rested on knowledge while misconduct resulted from an inadequate education. Knowledge, he said, should create an â€Å"apperceptive mass†Ã¢â‚¬â€a network of ideas—in a person’s mind to which new ideas can be added. He wanted to include history, geography, and literature in the school curriculum as well as reading, writing, and arithmetic. Based on his work, Herbart’s followers designed a five-step teaching method: (1) prepare the pupils to be ready for the new lesson, (2) present the new lesson, (3) associate the new lesson with ideas studied earlier, (4) use examples to illustrate the lesson’s major points, and (5) test pupils to ensure they had learned the new lesson. AKindergarten German educator Friedrich Froebel created the earliest kindergarten, a form of preschool education that literally means â€Å"child’s garden† in German. Froebel, who had an unhappy childhood, urged teachers to think back to their own childhoods to find insights they could use in their teaching. Froebel studied at Pestalozzi’s institute in Yverdon, Switzerland, from 1808 to 1810. While agreeing with Pestalozzi’s emphasis on the natural world, a kindly school atmosphere, and the object lesson, Froebel felt that Pestalozzi’s method was not philosophical enough. Froebel believed that every child’s inner self contained a spiritual essence—a spark of divine energy—that enabled a child to learn independently. In 1837 Froebel opened a kindergarten in Blankenburg with a curriculum that featured songs, stories, games, gifts, and occupations. The songs and stories stimulated the imaginations of children and introduced them to folk heroes and cultural values. Games developed children’s social and physical skills. By playing with each other, children learned to participate in a group. Froebel’s gifts, including such objects as spheres, cubes, and cylinders, were designed to enable the child to understand the concept that the object represented. Occupations consisted of materials children could use in building activities. For example, clay, sand, cardboard, and sticks could be used to build castles, cities, and mountains. Immigrants from Germany brought the kindergarten concept to the United States, where it became part of the American school system. Margarethe Meyer Schurz opened a German-language kindergarten in Watertown, Wisconsin, in 1855. Elizabeth Peabody established an English-language kindergarten and a training school for kindergarten teachers in Boston, Massachusetts, in 1860. William Torrey Harris, superintendent of schools in St. Louis, Missouri, and later a U. S. commissioner of education, made the kindergarten part of the American public school system. BSocial Darwinism British sociologist Herbert Spencer strongly influenced education in the mid-19th century with social theories based on the theory of evolution developed by British naturalist Charles Darwin. Spencer revised Darwin’s biological theory into social Darwinism, a body of ideas that applied the theory of evolution to society, politics, the economy, and education. Spencer maintained that in modern industrialized societies, as in earlier simpler societies, the â€Å"fittest† individuals of each generation survived because they were intelligent and adaptable. Competition caused the brightest and strongest individuals to climb to the top of the society. Urging unlimited competition, Spencer wanted government to restrict its activities to the bare minimum. He opposed public schools, claiming that they would create a monopoly for mediocrity by catering to students of low ability. He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. Spencer believed that people in industrialized society needed scientific rather than classical education. Emphasizing education in practical skills, he advocated a curriculum featuring lessons in five basic human activities: (1) those needed for self-preservation such as health, diet, and exercise; (2) those needed to perform one’s occupation so that a person can earn a living, including the basic skills of reading, writing, computation, and knowledge of the sciences; (3) those needed for parenting, to raise children properly; (4) those needed to participate in society and politics; and (5) those needed for leisure and recreation. Spencer’s ideas on education were eagerly accepted in the United States. In 1918 the Cardinal Principles of Secondary Education, a report issued by the National Education Association, used Spencer’s list of activities in its recommendations for American education. XIIINATIONAL SYSTEMS OF EDUCATION In the 19th century, governments in the United Kingdom, Germany, France, Italy, and other European countries organized national systems of public education. The United States, Canada, Argentina, Uruguay, and other countries in North and South America also established national education systems based largely on European models. In the United Kingdom The Church of England and other churches often operated primary schools in the United Kingdom, where students paid a small fee to study the Bible, catechism, reading, writing, and arithmetic. In 1833 the British Parliament passed a law that gave some government funds to these schools. In 1862 the United Kingdom established a school grant system, called payment by results, in which schools received funds based on their students’ performance on reading, writing, and arithmetic tests. The Education Act of 1870, called the Forster Act, authorized local government boards to establish public board schools. The United Kingdom then had two schools systems: board schools operated by the government and voluntary schools conducted by the churches and other private organizations. In 1878 the United Kingdom passed laws that limited child labor in factories and made it possible for more children to attend school. To make schooling available to working-class children, many schools with limited public and private funds used monitorial methods of instruction. Monitorial education, developed by British educators Joseph Lancaster and Andrew Bell, used student monitors to conduct lessons. It offered the fledgling public education system the advantage of allowing schools to hire fewer teachers to instruct the large number of new students. Schools featuring monitorial education used older boys, called monitors, who were more advanced in their studies, to teach younger children. Monitorial education concentrated on basic skills—reading, writing, and arithmetic—that were broken down into small parts or units. After a monitor had learned a unit—such as spelling words of two or three letters that began with the letter A—he would, under the master teacher’s supervision, teach this unit to a group of students. By the end of the 19th century, the monitorial system was abandoned in British schools because it provided a very limited education. BIn Russia Russian tsar Alexander II initiated education reforms leading to the Education Statute of 1864. This law created zemstvos, local government units, which operated primary schools. In addition to zemstvo schools, the Russian Orthodox Church conducted parish schools. While the number of children attending school slowly increased, most of Russia’s population remained illiterate. Peasants often refused to send their children to school so that they could work on the farms. More boys attended school than girls since many peasant parents considered female education unnecessary. Fearing that too much education would make people discontented with their lives, the tsar’s government provided only limited schooling to instill political loyalty and religious piety. CIn the United States Before the 19th century elementary and secondary education in the United States was organized on a local or regional level. Nearly all schools operated on private funds exclusively. However, beginning in the 1830s and 1840s, American educators such as Henry Barnard and Horace Mann argued for the creation of a school system operated by individual states that would provide an equal education for all American children. In 1852 Massachusetts passed the first laws calling for free public education, and by 1918 all U. S. states had passed compulsory school attendance laws. See Public Education in the United States. XIVEDUCATION IN THE TWENTIETH CENTURY At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (1900; The Century of the Child,1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy. AMontessori. Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with developmentally disabled children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment. Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behavior. In 1913 Montessori lectured in the United States on her educational method. American educators established many Montessori schools after these lectures, but they declined in popularity in the 1930s as American educators stressed greater authority and control in the classroom. A revival of Montessori education in the United States began in the 1950s, coinciding with a growing emphasis on early childhood education. BDewey The work of American philosopher and educator John Dewey was especially influential in the U. S. and other countries in the 20th century.

The Role Of The Un In The Contemporary World International Law Essay

The Role Of The Un In The Contemporary World International Law Essay Despite the United Nations many failures and successes it still continues to be the worlds best peacekeeping component and therefore the best hope the worlds got. The above statement creates lots of debate in the modern world however even with the UNs many fails, it still provides many successes and therefore is the best hope the worlds got. Apart from peacekeeping the UN runs many other agencies and funds that aim to improve peace, development, the environment and health among many other things. The international organization known as the UN was founded in 1945 after the already existent League of Nations had failed to live up to its aims as it did not prevent the Second World War. In 1945, 51 countries signed the UNs peace charter in dedicating to maintain international peace and security. Today the United Nations has 192 member states and many peacekeeping operations. The United Nations aims to maintain international peace and security, promoting social progress, provide better living standards and basic human rights to all and to co-ordinate efforts for a safer world for our present and future generations. Evidently the League of Nations did not prevent war after World War One as the UN was a result of World War Two, another main factor that the UN wishes to maintain under control. The UN has a system that is based on five principal organs; it was previously six however the Trusteeship Council is currently suspended since 1994 as it had prepared the 11 countries to govern for themselves. Therefore the five councils are the General Assembly, The Economic and Social Council (ECOSOC), the Security Council, The Secretariat, and the International Court of Justice. The General Assembly is the main reasoning assembly. It is composed of all the member states and it is the only time and place when all the members of the UN have an equal vote and when any nation may voice their opinion. All member states have the opportunity to address the assembly. The assembly is run by the Secretary-General (currently Ban Ki-Moon) who is also seen as the leader of the UN. Current issues are discussed such as peace and security actions, elections of members to organs such as heads and semi-permanent members for the Security Council and funding matters. Many positive actions take place due to the UN however as the assemblys resolutions are non binding they cannot force any actions on a state as the members are under no legal obligation. This leaves the UN with little power regarding the co-operation of member states; this problem also persists in the Security Council when the permanent members use their veto power. The Security Council could be seen as the most powerful part of the UN as any organ can make recommendations however the Security Council has the power to make binding decisions. All member states are bound by the UN charter to obey the Council however it is often that the council cannot come to an agreement due to the veto power. The Security Council has 15 members, which five are permanent. These five states are the allied states of World War Two who were seen as winning the war. They include Russia, America, UK, France and China. The other ten members are non permanent and change every two years. The council decides on certain resolutions for peace and security. The five permanent members have a veto power that they may use at any time, and as often as they like if they do not agree with a certain decision e.g. intervening between conflicting countries. Therefore many decisions and resolutions have been rejected as it only takes one permanent member to disagree. This is a huge negative regarding the UN as it has caused many problems e.g. during the Cold War between Russia and the USA the UN could never intervene and come to a decision as either one of the countries would reject a resolutions if they found it would put their country in danger. This explains why the council often cannot come to an agreement. Once the council has agreed and approved for action it first explores actions to settle the dispute peacefully under the terms of the charter, often the UN sends peacekeeping troops to the province where armed conflict would have been caused. The UN does not have army troops therefore they rely on voluntary admission from member states. An example where the UN was not successful was the intervention in the Rwandan Civil War in 1994. The Security Council voted to pull the peacekeepers out of the war, except for the UNAMIR (United Nations Assistance Mission for Rwanda) its objectives were to supervise and assist the utilization of the Arusha Accords; protocols that were signed to end the Rwandan Civil War. Before the withdrawal of the UN ten Belgian peacekeepers were held hostage and killed. The decisions of the UN could be blamed for the Security Councils indecisive approach. The Economic and Security Council (ECOSOC) stands for the basics of the UNs aims to improve the standards of living and promote international economic and social development, mainly focussing on the worlds poverty stricken groups. The council meets every year and since 1998 twice a year to also discuss the World Bank and International Monetary Fund. The councils main activities oversee the activities of a large number of institutions that are known as the UN system, the system includes specialized agencies, programmes and funds. The UN founders decided that they should lighten the suffering of the worlds poorest as the UN believes that prosperous people do not go to war. This is achieved by the specialised agencies and programmes such as UNICEF and WHO. The United Nations International Childrens Emergency Fund was created to provide help for all the suffering children due to World War Two. UNICEF is still active today and cares for children throughout the world by providing health care, food, education and water regardless of their age, gender, religion or race. Unlike non-government organizations UNICEF is an inter-governmental organization and is obliged to governments. These organizations have lots of supervision and rely on contributions from anonymous donors, government and fundraisers. The use of well known sports teams has become a popular way of promoting UNICEF as the teams donate money to the organization and then promote the fund. The fund received criticism from the Vatican and Catholic groups when they used some finances to condone the sterilization and abortion in women. Despite the criticism and difficulties UNICEF, together with WHO, endures, many of their projects have been successful in improving the standards of l iving especially after war destruction and natural disasters. The World Health Organization is a specialized agency that obtained its approval and resources from its predecessor, the Health Organization which had been an agency of the League of Nations. It aims to improve the standard of health throughout the world and tries to assist countries in providing better health services and ending disease spreading from country to country. WHO have also attempted to control the outbreaks and spreading of infectious diseases such as malaria, swine flu, TB and HIV/AIDS. While the organization has had many successes in treating patients around the world there has been controversy with the Catholic church again as they do not believe in the use of contraceptives however WHO responded by stating that it was irresponsible to make statements against the practise of safe sex as there is a global pandemic which has affected many people around the world. The Security Council may not have lived up to its aims regarding the Rwandan genocide however ECOSOC managed to assist refugees as WHO and UNICEF provided the bare necessities such as food, shelter and health. These are perfect examples of the UNs fails and successes as the Security Council cannot make decisions based on peacekeeping however once the damage has been done seeing as the Security Council couldnt stop it, the ECOSOC council manages to restore some failures by providing health etc. and did what it could to enable them to return home. The main problem within the UN lies in the five permanent members of the Security Council. The ability to veto a decision does not make the organization democratic. Therefore the UN needs to plan ways to reform the Security Council.

Early Years Education and Children With Disabilities

Early Years Education and Children With Disabilities Partnership and Participation e.g. Sure Start or Direct payment Introduction The Local Government Act of 2000 requires all local authorities to consult with all other appropriate bodies when they are considering strategies for education and care in the community. This attitude to service provision is termed partnership. The Local Authority may call on representatives from service providers, businesses, the voluntary sector, and community groups, as they see fit in order to provide a joined-up approach to care in the community. This approach applies to health services, community and social care services, job centres and education. Such local strategic partnership should also involve, and take on board the views of, people in the community. Partnerships that are formed in areas where social deprivation, social exclusion and health inequalities exist will need to find ways of addressing such problems within that community.[1] Participation refers to the part played by individuals in a community in decision making within local partnerships. Numbers of Government departments, voluntary sector organisations, and community groups are in agreement that children and young people should have more involvement in decision making, in this way they participate in the plans for their future. It is envisaged that such participation will lead to change that benefits young people and the wider community.[2] The Children and Young People’s Participation Project (CHYPP) believes that involving young people in the decision process will only be achieved through effective partnership working.[3] Partnership, as already outlined, and incorporated in the Sure Start initiative means that the information on a child and its family will be shared with other professionals. The Children’s Trust Phase 1 report found that some professionals were concerned about information sharing because of data security. Parents, howev er, were in favour of greater co-operation between agencies and of information sharing providing the security of data was protected. This paper will assess Government discourses of partnership and participation by looking at the inclusion of children with disabilities in the early years sector and whether this is best achieved through initiatives such as Surestart or through Direct Payments. The early years of a child’s life are the most important in terms of their general well being, their emotional and social development, and their physical, intellectual and emotional growth. A very high proportion of what children learn takes place in the first five to seven years of life. Children, whether or not they have disabilities, develop at different rates. What happens in the home is extremely important to development in early childhood. There is also a growing perception that this is a time when children are most open to high quality care and learning experiences. In light of this Government have developed policy for the early years that aims to provide a full and comprehensive range of services for the very young. In line with its initiatives on social inclusion the Government also encourages a more integrated approach to services for children with disabilities or other special needs. In 1999 Early Years Development and Childcare Partnerships were set up in each local authority to promote the expansion of early years education. Delivery of services was to be co-ordinated through Sure Start, local authorities and voluntary organisations. The Government introduced Sure Start Children’s centres in the most deprived areas. These were designed to combine nursery provision, employment information and family support on one site. The Sure Start Children’s Centre programme is based on the concept that providing integrated education, care, family support and health services are key factors in determining good outcomes for children and their parents. The concept itself is not a new one. Sure Start Children’s Centres are about building on existing good practice, rather than starting afresh.[4] At Sure Start Centres under the new regulations parents will be able to access all the information they need and will be able to participate in the decisions that affect them and their children. However, the plan to introduce multi-agency working throughout childhood and to document young people’s progress from early years on into the workforce suggests increasing government control of people’s lives. The document Every Child Matters pledges an overhaul of the early years sector and more and better provision.[5] These policies were introduced in an attempt to encourage greater participation and combat social exclusion, however it is Billington’s (2000) contention that current practice tends to pathologise rather than celebrate and incorporate difference. Power relations that are reproduced in the everyday processes of social interaction which are generated by governments and institutions need to be resisted as they tend to support the pathologising of difference. In November 2005 the first piece of legislation relating to early years provision the Childcare Bill was introduced in Parliament. Under this Bill parent’s expectation of high quality childcare and children’s services for the under fives will become enshrined in law. The Bill aims to achieve greater user participation and give the parents of children with disabilities more say in the provision of care. Nutbrown (2004) suggests that the multitude of early years policy developments in the UK in recent years have had an impact on the effective inclusion of children with disabilities or other special educational needs into pre-school settings. Under the 1970 Chronically Sick and Disabled Persons Act social services have a duty to find out who are the people with disabilities, how many there are in their area and what help it can give people. It also has a duty to publish details of its services and to inform clients of their rights in relation to such services.[6] The 1995 DDA covers everyone with a mental or physical disability. The needs of disabled children are also covered by legislation relating to special educational needs (sen) as identified in the 1996 Education Act. All LEAs and educational settings have duties under this act. SEN duties are integrated with the duties defined in the DDA which focuses on the removal of barriers, increased access and prevention of discrimination. The 1996 Education Act specifies that all those professionals involved with the needs of a child are required to provide advice to LEAs so that they can make decisions about a child’s educational needs and placement. The Act states that Disabled children should not be treated less favourably than other children. Adjustments should be made to accommodate disabled children in the setting Increase access to the physical environment The curriculum must be accessible to disabled children Integrated partnership working to ensure continuity for disabled children Regular review of policies and practice to anticipate and address barriers for disabled children. Despite such legislation not all childcare centres are equipped to deal with the needs of children with disabilities and numbers of them do not have sufficient funding for a designated SENCO to address the needs of such children. Government claim that the new Childcare Bill means that parents will be able to choose the services that best suit their needs. They will be able to access services provided through Surestart Centres even though they may not live an area covered by Surestart. Under the terms of the Bill all Local Authorities must: improve the well-being of young children and reduce inequalities in relation to Being healthy physical and mental health and emotional well-being Staying safe protection from harm and neglect Enjoying and achieving education, training and recreation Making a positive contribution to society support for the vulnerable and positive outlooks Social and economic well-being parents in employment Integrated early childhood services must include Early years provision (integrated childcare and early education) Social services Relevant health services e.g. health visitors, ante-natal, post-natal care Services provided by Jobcentre Plus to assist parents to obtain work Information services (under the revised duty in clause 12) (Every Child Matters: Childcare Bill 2005:2). The Bill promises to put early childhood education at the centre of Local Authority Activity. Targeted Surestart funding will be used so that child centres can be sustained for the long term. Thus giving more resources to local communities to tailor these services to meet the needs of local people. The Bill states that Local Authorities will need to have specific regard for the childcare element of Working Tax Credit and for childcare that is suitable for disabled children (Childcare Bill, 2005:4). The Authority will need to review the childcare needs of everyone in their area while paying particular attention to the needs of those families who may have a child with disabilities. The Government is determined, through its introduction of Childcare Trusts, to encourage greater participation of families and young people in the decision making process. Under the Health and Social Care Act 2001, following assessment parents of children with disabilities are entitled to direct payments in lieu of social services in an attempt to give them greater choice and flexibility in the care of their children. In 2003 parents of children with special needs were issued with a guidance booklet on how to get the best value in care and services and how to interview and employ carers themselves. Families with disabled children would also be entitled to a key worker so that they have one point of contact for information regarding their entitlement and choice of care. Government guidelines recommend that the best way of using Direct Payments should be decided by Local Authority Partnership schemes and participating users who would then draw up a plan that best suited their local needs. The Guidelines also recommend that Authorities produce promotional material with respect to the benefits of using Direct Payments. Parents who have children with disabi lities and who use direct payments to access services are still entitled to regular assessments of their situation by the Local Authority. Conclusion Recent policy making encourages partnership between organisations and greater participation of service users in decision making. At the same time such policies might be viewed by some social workers as just another form of social control where Government and other agencies seek control over people’s lives from the cradle to the grave. Although Government are providing more childcare and more inclusive measures for those families who may have children with disabilities, and this is to be applauded, other aspects of this policy making may result in the exclusion of those who most need help. While the Government maintains (Direct Payments Guidelines 2003) that people will have a choice whether to receive Direct payments or to access care through social services, at the same time it is incumbent on Local Authorities to increase the number of people in receipt of Direct Payment and this will be monitored by the Government. It is arguably the case that Direct Payments are just another move in the process of dismantling welfare provision in this country. Monitory Local Authorities in this way is usually a result of budgetary concerns and so it seems fair to postulate the Government are cutting costs under the banner of providing greater choice. References http://www.surestart.gov.uk/surestartservices/settings/surestartchildrenscentres/ http://66.102.9.104/search?q=cache:PV4FziMsekYJ:www.rcu.gov.uk/articles/news/everychildmatters.pdf+every+child+mattershl=en http://www.after16.org.uk/pages/law5.html http://www.odpm.gov.uk/index.asp?id=1133744 http://www.participationworks.org.uk/Categories/Findoutabouttheimpactofparticipation/tabid/76/Default.aspx Billington, T. 2000 Separating, Losing and Excluding Children: Narratives of Difference New York, Routledge. Nutbrown, C. 2004 ed. Research Studies in Early Childhood Education London, Trentham Books 1 [1] http://www.odpm.gov.uk/index.asp?id=1133744 [2] http://www.participationworks.org.uk/Categories/Findoutabouttheimpactofparticipation/tabid/76/Default.aspx [3] http://www.participationworks.org.uk/AboutParticipationWorks/tabid/58/Default.aspx [4] http://www.surestart.gov.uk/surestartservices/settings/surestartchildrenscentres/ [5] http://66.102.9.104/search?q=cache:PV4FziMsekYJ:www.rcu.gov.uk/articles/news/everychildmatters.pdf+every+child+mattershl=en [6] http://www.after16.org.uk/pages/law5.html

The Myth Of Perfection :: essays research papers

The Myth of Perfection Perfection is a much sought-after quality, yet is completely impossible to obtain. Because we do not have a clear definition of what perfection truly is, when a person attempts to become "perfect", they are usually transforming into what seems to be perfect to . In both "A Doll's House" and "The Metamorphosis", we see that human beings cannot achieve a state of total perfection. When Gregor Samsa, from "the Metamorphosis", attempts to be the perfect provider that his family expects him to be, he inadvertently turns his life into an insectoid existence. Likewise, when Nora from "A Doll's House" tries to live up to her husband's expectations of a perfect wife, she builds up enough self-hate to leave everything that she loves and start an entirely new life. Striving to be this ideal person, like attempting to acquire any other impossible goal, is damaging to the characters in both cases. The fortunes of these characters illustrate the harm in attempting to achieve these impossible objectives. As human beings, we have no conception of any absolute values, such as perfection and imperfection or hot and cold. We can only perceive changes or comparisons based on what we already know. Through experience, we can tell what is hotter or colder, but never actually tell what the absolutes are. This is a central aspect of what makes perfection impossible to achieve. What exactly is perfection? Seeing as we have no inherent knowledge of what is perfect or imperfect, these ideals are usually set by the expectations of others who are in positions of control over us. Therein lies one of the fundamental dangers in attempting to achieve perfection. When the aims and goals of our lives are governed by an outside force, we are transferring a great amount of power over ourselves to someone else who may not have the best intentions. Those who have power over us, in most circumstances, will use it to their own benefit. This is Gregor Samsa's main problem. He transfers control of his life over to his family, who hardly had the best intentions for Gregor's well-being. They merely wanted a way to get money and food to support themselves. With Gregor working, his father has an excuse to continue doing nothing, and allows the family to remain stagnant at the level that they are at. Directly and indirectly, his family enforces the view that a son should work to support his family and not himself. They did this by showing love and commending Gregor when he brought them food and money, showing him that this was their idea of The Myth Of Perfection :: essays research papers The Myth of Perfection Perfection is a much sought-after quality, yet is completely impossible to obtain. Because we do not have a clear definition of what perfection truly is, when a person attempts to become "perfect", they are usually transforming into what seems to be perfect to . In both "A Doll's House" and "The Metamorphosis", we see that human beings cannot achieve a state of total perfection. When Gregor Samsa, from "the Metamorphosis", attempts to be the perfect provider that his family expects him to be, he inadvertently turns his life into an insectoid existence. Likewise, when Nora from "A Doll's House" tries to live up to her husband's expectations of a perfect wife, she builds up enough self-hate to leave everything that she loves and start an entirely new life. Striving to be this ideal person, like attempting to acquire any other impossible goal, is damaging to the characters in both cases. The fortunes of these characters illustrate the harm in attempting to achieve these impossible objectives. As human beings, we have no conception of any absolute values, such as perfection and imperfection or hot and cold. We can only perceive changes or comparisons based on what we already know. Through experience, we can tell what is hotter or colder, but never actually tell what the absolutes are. This is a central aspect of what makes perfection impossible to achieve. What exactly is perfection? Seeing as we have no inherent knowledge of what is perfect or imperfect, these ideals are usually set by the expectations of others who are in positions of control over us. Therein lies one of the fundamental dangers in attempting to achieve perfection. When the aims and goals of our lives are governed by an outside force, we are transferring a great amount of power over ourselves to someone else who may not have the best intentions. Those who have power over us, in most circumstances, will use it to their own benefit. This is Gregor Samsa's main problem. He transfers control of his life over to his family, who hardly had the best intentions for Gregor's well-being. They merely wanted a way to get money and food to support themselves. With Gregor working, his father has an excuse to continue doing nothing, and allows the family to remain stagnant at the level that they are at. Directly and indirectly, his family enforces the view that a son should work to support his family and not himself. They did this by showing love and commending Gregor when he brought them food and money, showing him that this was their idea of