Introduction to Research Methods and Blended Learning

This is the 2nd out of three studies the writer aims to compose approximately blended acquisition. The first paper introduced readers to intermix acquisition. He discussed what blended truly was and the grounds why pedagogues prefer to incorporate blended larning into their instruction. He besides outlined the range, restrictions and targeted user of the research. Two articles were besides analyzed by the writer. The first article was written by Norm Vaughan, of the Association for the Advancement of Computing in Education ( AACE ) Chesapeake, VA, for the International Journal on E-Learning on the Positions on Blended Learning in Higher Education. In the article he discussed the benefits and restrictions of blended acquisition in establishments of higher instruction from the position of those who had experience with this method of acquisition. The 2nd article was written by the Oxford Centre for Staff and Learning Development at Oxford Brookes University for the Higher Education Academy. The purpose of the survey was to reexamine bing research and pattern on blended acquisition, place cardinal surveies and issues, and do recommendations to steer future policies, patterns and research. The writer concluded the paper by bespeaking that he felt blended acquisition is the natural development of e-learning. In this study, the writer aims to carry on a literature reappraisal on blended acquisition. The writer would farther explicate what blended acquisition is. He would sketch the assorted degrees of blended learning.The advantages and disadvantages of blended acquisition would besides be discussed in this paper. The writer would so seek to reply the chief research inquiry, which is, how does Blended Learning aid in current instruction system? The writer besides aims to happen out if blended acquisition is really better than the traditional face to confront signifier of acquisition. The writer would stop by giving his ain positions on blended acquisition.2.0 Blended LearningBlended Learning involves the integrating or blending of larning plans in assorted formats to accomplish a common end. Blended larning plans normally consists of a combination of talk suites and on-line plans. Blended acquisition could besides be defined as the merger of traditional face to face and on-line larning st rategies to maximise the effectivity of preparation plans. In blended acquisition, the preparation plan is broken down into faculties and the most suited bringing methods are selected for each and tailored to single demands. The chief purpose is to take advantage of the best characteristics of each method. An array of media may be used, runing from traditional workshops, classroom-based instruction, books and other support stuffs, computer-based preparation and CD-ROMs.2.1 Brief history of Blended acquisitionAlthough the term blended larning merely gained popularity in the past few old ages, it has been utilized for decennaries by pedagogues and organisations at every degree. In the pure sense of the term, blended larning fundamentally means using more than one larning attack to educate pupils. Recently blended acquisition has been viewed as the mixture of traditional face to confront larning and engineering, utilizing whatever was popular at the clip. This could include everything from reckoners to telecastings sets to personal computing machines and the Internet with both it advantages or disadvantages. During the class of the last 15 old ages blended acquisition has evolved significantly. Both the figure of pedagogues learning blended course of studies and the many different sorts of blends being used are a testament to the feasibleness of these types of plans.2.2 Degrees of Blended LearningBlended acquisition occurs at a assortment of different degrees. All of the signifiers Blended Learning occur at one of the undermentioned four different degrees ; aˆ? Activity degree aˆ? Course degree aˆ? Program degree. aˆ? Institutional degree.Activity Level Blending.Blending at the this degree occurs when a acquisition activity contains both face-to-face ( F2F ) and computing machine mediated ( CM ) elements.Course Level Blending.Course degree blending is one of the most popular ways to intermix. It consists of a combination of the traditional face to face ( F2F ) and computing machine mediated ( CM ) activities used as portion of a class.Program Level Blending.Blending at a plan degree frequently involves a theoretical account in which the participants choose a mix between face to face ( F2F ) classs and on-line classs or one in which the combination between the two is prescribed by the plan.Institutional Level Blending.Some educational establishments and organisations have made a committedness to intermixing face-to-face ( F2F ) and computing machine mediated ( CM ) direction. The University of Phoenix has an institutional theoretical account for intermixing where pupils have F2F categories at the beginning and terminal of the class with on-line activities in between. ( C. Graham and B. Young, 2004 ) .2.3 Advantages of Blended LearningBlended acquisition has several advantages over other signifiers of larning. Past surveies and articles on blended acquisition has revealed that pacing and attending is an advantage of blended acquisition. In most blended acquisition schoolrooms, there is the ability to larn whenever the pupil decides to make so. If a pupil is absent from a lesson, he or she may see some of the lost talk stuffs at the same clip that the remainder of the category does, despite the fact that the pupil ‘s non physically present in the category room. This ensures that pupils who might hold one ground or the other that prevents them from attended talks on a regular basis can still be on the same page as all the other pupils in the category. This larning attack besides ensures that pupils can see learning stuffs at any clip they decide to, in instance they want to revisit what they have been taught or merely travel on to future subjects, for those who learn at a faster gait. ( Alvarez, 2005 ) Another advantage of blended acquisition is the fact that it maximizes the effectivity of larning. Most pupils indicate that the schoolroom can be a dull and deadening topographic point to larn sometimes, the integrating of blended acquisition into the system adds a originative dimension to the uninteresting acquisition environment. Past surveies have besides reveled that this learning attack encourages and improves teacher-learner interaction. Furthermore, online acquisition enables pupils from different geographical locations to acquire choice instruction they usually would non hold entree to. . ( Elearning2day.com ) . it ‘s ability to back up and heighten meaningful educational experiences every bit good as to supply a cost and resource effectual methodological analysis has besides made it peculiarly appealing to a assortment of organisations and educational establishments. ( Garrison and Kanuka, 2004 )2.4 Disadvantages of Blended LearningSurveies at the University of Wisconsin, Milwaukee ( Garnham & A ; Kaleta, 2002 ) and University of Central Florida ( Dziuban & A ; Moskal, 2001 ) indicated that pupils encountered a figure of issues with blended classs. Duty for acquisition was one of the major jobs pupils encountered with blended classs. Freshmen undergraduate, who are still used still used to the traditional face to confront larning attack find it hard to accommodate their perusal and larning wonts to accommodate on-line learning.Although, with clip they become used to the thought of being responsible for their ain acquisition, it is still a job they face in the initial phases. Time committedness was another challenge identified by most module. They claimed that the planning and development of a big registration blended class take much more clip to develop, when compared with clip taken to develop a similar class in the traditional format.Faculty, at the University of Central Florida, indicated that a class with on-line constituents requires a batch more clip in both the development and hebdomadal administrative undertakings than a similar class delivered in the traditional face to confront format. ( Dziuban & A ; Moskal,2001 )3.0 How does Blended Learning aid in current instruction system?Before get downing the research, the writer had a few inquiries which he wanted answered by the terminal of the research. The chief inquiry was how does Blended Learning aid in current instruction system? The writer aimed to calculate out how blended acquisition fitted into today ‘s higher instruction system and understand the positions and perceptual experiences of persons towards the integrating of blended larning into higher instruction. A research was conducted by Curtis J. Bonk, Kyong-Jee Kim from Indiana University, USA and Tingting Zeng from Warwick University, UK.The purpose of their survey was to research the current position and future waies of on-line instruction in higher instruction scenes. The study participants included university teachers who were members of MERLOT, a higher instruction assosciation, dwelling of university professors, instructional applied scientists and decision makers who portion and peer measure their web stuff s and resources. The survey-questionnaire consisted of 42 inquiries chiefly related to the hereafter of blended acquisition in higher instruction. Merely 562 study were completed out of the 12,000 study petitions sent.65 % of the participants in the higher instruction study were talks or professors,28 % were university decision makers or proficient support forces, while the staying participants were educational advisers. Consequences from the study indicated that a majority,93 % to be specific, of the participants indicated that they presently incorporating intermixing into their instruction approach.The writers claimed that the results of the this consequence came as no surprise to them. The consequence besides shows that the respondents expected a rise in their usage of blended acquisition attacks in the coming old ages. 40 % of the participants predicted that 21-40 % of their classs would be blended by the twelvemonth 2006 and another 37 per centum expected this to be higher than 40 per centum. And surprisingly 7 in 10 participants claimed that they will offer more than 40 % of their classs in a blended format, by the twelvemonth 2013 An article titled the Positions on Blended Learning in Higher Education by Norm Vaughan of the Association for the Advancement of Computing in Education ( AACE ) Chesapeake, VA, which the writer discussed about in his last paper outlined that most module in establishments of higher instruction suggest that blended classs stimulate teacher-student interaction, increased battle in acquisition and that it added an component of creativeness to the sometimes uninteresting traditional acquisition environment. In the writer ‘s sentiment, blended acquisition has had and is holding a positive impact in today ‘s educational system. The consequences gathered from the study discussed above, indicates that 93 per centum of the persons that responded, are already utilizing blended acquisition in their instruction. This means that most persons and higher establishments have already noticed the effectivity of blended acquisition and see it as the best manner to educate people. The writer feels satisfied with these findings and can reason that blended acquisition has contributed positively to the manner persons are being educated today, he besides feels that similarities in the consequences between the different articles read indicates that blended acquisition is proliferating across establishments of higher instruction and this tendency will go on to increase.4.0 Is blended larning better than face to confront acquisition?Another inquiry which the writer wanted answered before the terminal of his research was if blended acquisition was more effectual than the traditional face to confront manner of acquisition. An article titled â€Å" Blended Learning † More Effective than Face-to-Face was written by Katie Ash for Education Week Digital Directions, she stated that a study was released on June 26, 2009 by the United States of America ‘s Department of Education. She claimed the study examined several studies,46 to be precise, comparing the traditional face to confront signifier of larning with on-line acquisition and concluded that blended acquisition, or larning methods that implement elements of both the traditional face to face and online acquisition, is reasonably more effectual than either attack by itself. The writers besides discovered that blended acquisition was more effectual at increasing pupil accomplishment degree than the traditional face to confront larning attack. The writer steadfastly disagrees with the decision reached by the US section of instruction. He feels that although blended acquisition has many advantages, there is non adequate grounds to reason that blended acquisition is better than the traditional face to confront acquisition. The writer searched and was unable to happen any other article, book or diary that came to the same decision as the US section of instruction. In add-on, the study from the US section of instruction stated that although the types of research designs used by the surveies in the analysis were strong, many of the surveies suffered from assorted failings such as failure to describe keeping rates for pupils in the conditions being contrasted, little sample sizes, and possible unfairness due to the fact that the writers served as both teachers and experimenters.5.0 DecisionIt is apparent that blended larning holds great promise for pedagogues. Quality and effectual preparation will no longer be confined to the w alls of a category room While intermixing can be extremely effectual and efficient manner of preparation, it is of import to retrieve that a successful acquisition experience requires high quality in all facets of the instructional system schoolroom interaction. At the terminal of this study, the writer can reason that although blended acquisition has legion advantages over other signifiers of acquisition, it still is non superior to the traditional face to confront acquisition. Besides, the writer has been able to understand how blended acquisition helps in the current educational system and can reason that blended acquisition has revolutionized the manner people are educated today.

Pros and Cons of Mainstreaming/Inclusion in Middle School Classroom

Inclusion or mainstreaming is the practice of providing a child with disabilities with opportunity of non-discriminatory educational services in the general education classrooms. Till early seventies, over half the children with disabilities in United States did not receive appropriate educational services. It was very common for schools to refuse education to children with disabilities (Neas, 1998). In 1975, Congress passed the Education of all Handicapped Students Act, now called the Individuals with Disabilities Education Act (IDEA). Essence of this act is in provision of least restrictive environment to students with disabilities. Different states are interpreting and implementing this law differently. Some are allowing disabled students to be in regular education classrooms for all subjects, while others allow ‘partial inclusion’ implying that disabled students are brought in regular education classroom for some subjects only. Whatever the level of inclusion, it has generated a number of controversies. This essay will therefore scrutinize pros and cons of inclusion in order to analyze its efficacy. Proponents of inclusion believe that for students with disabilities, inclusion facilitates a rational and balanced social behavior because of higher expectations in the regular classroom. Kochhar, West, and Taymans (2000) conclude from their research that inclusion offers a greater support for disabled children which includes social acceptance from classmates without disabilities. It improves the ability of students and teachers to adapt to different teaching and learning styles. In disabled children, inclusion also promotes levels of achievement higher or at least as high as those achieved in self-contained classrooms, and an environment of better understanding is created among students with and without disabilities. In addition to various benefits of inclusion, the strongest argument coming in its favor is from its philosophical and moral/ethical base. Even opponents of inclusion can not refute the legitimacy of its philosophical and moral/ethical reasoning. Segregated programs are considered detrimental to disabled students since these make them feel isolated and rejected from mainstream. In normal children, the inclusion reduces the fear of human differences by increasing comfort and awareness towards their peers and friends with disabilities. Inclusion has a number of drawbacks too. Despite the support of specialists, it is not possible for regular schools to provide intensive and focused education to disabled children throughout the school day. It is becoming difficult for the schools to manage behavior patterns of disabled children and regulate these with normal children. It is eventually resulting into creating specialized classrooms (Harchik, 2005). The fact can not be ignored that students with disabilities are distinctly different from their non-disabled peers. This fact necessitates different, and specialized services to both the cadres. Students with disabilities can be best served outside the mainstream classroom since such students require individualized and customized training which can not be provided in large classrooms. It is not possible for the regular teachers to handle disabled children with specialized curriculum, which results in inappropriate educational services (SEDL, 1995). Tiner (1995) carried out survey of 120 teachers from six middle schools and found that teachers were concerned about spending too much time on special students which resulted in time taken away from others in the classroom. The proponents and opponents of inclusion have strong arguments to support their stance. Provision of specialized education through regular schools is very challenging and demanding. A school without proper facilities, services, aids and disciplinary strategies can not cope with the task of inclusion. Irrespective of pros and cons of inclusion, IDEA’97 legally bounds all educational institutions to provide least restrictive environments to students with disabilities, and therefore needs strict implementation to make it meaningful and beneficial. References Harchik, Alan. (2005). Including Children with Special Needs in Regular Classrooms: Pros & Cons. News for Parents. Retrieved April 30, 2006, from http://www.newsforparents.org/experts_inclusion_pros_cons.html Kochhar, C. A., West, L. L., & Taymans, J. M. (2000). Successful Inclusion: Practical Strategies For A Shared Responsibility. Upper Saddle River, NJ: Prentice-Hall. SEDL-Southwest Educational Development Laboratory. (1995). Inclusion: The Pros and Cons, vol. 4, number 3. Retrieved April 30, 2006, from   http://www.sedl.org/change/issues/issues43.html Tiner, Kathy A. (1995). Conditions conducive to special learners in the general classroom: Inclusion in the 1990s. Dissertation Abstracts International, 55(08), 2348A.   

Childe Harold’s Pilgrimage Essay

Childe Harold’s Pilgrimage is a travelogue written by a melancholic, passionate and expressive tourist. Byron wrote this poem on his travels trough Spain, Portugal, Albania, Greece, Belgium, Switzerland, the Alps and Italy. The hero of the poem, Childe (an ancient term for a young noble awaiting knighthood) Harold is a young extremely emotional man who turns away from the regular society and humanity and wanders through life caring the heavy guilt of mysterious vices of his past. The poem reflects Lord Byron’s views regarding nature and society. In Byron’s Childe Harold’s Pilgrimage we find two opposing forces, one of which is highly idolized by Byron, while the second one is definitely less admired. On one side we are facing the glorious nature, the freedom, the joys of the wilderness and the power of the ocean, while the opposing side is represented by the society, man’s humility, man’s weakness, political and spiritual slavery, illusionary freedom and false love. Byron worships the nature and constantly attempts to escape the madness of the society. Byron was devoted to nature above all, as it is the only thing capable of bringing a man closer to God, eternity and understanding of the unknown. â€Å"To mingle with the Universe, and feel, what I can ne’er express, yet cannot all conceal†, thus, nature is man’s only way of roughly touching the mystifying beyond, the inexpressible, that colossal feeling of the grandeur of creation, which we can not express, yet the most emotional of us are at least able to feel. Nature is our only link to the glorious power of life and universe. Our only way of understanding our selves, our souls and minds is through facing the nature. Lines like: â€Å"Art, Glory, Freedom fail, but Nature still is fair†, reflect Byron’s belief that nature is above all, and that when everything fails, nature is the only thing capable of helping one overcome his emotional troubles. As if he would say that despite the remarkable glory of all those human virtues, none of them is comparable to the force and magnificence of nature. While one force is our society which has a tendency of producing: â€Å"Wealth, vice, corruption – barbarism at last†, the other force is nature, which is named â€Å"nursing nature† by Byron, as he believed that nature is the only thing capable of healing one’s heart and saving one’s soul. He presents an escapist vision of nature, representing nature as an escape from the â€Å"madding crowd†, introducing what we might call some â€Å"environmentalist† ideas. In Childe Harold’s Pilgrimage the society is characterized by the â€Å"hum of human cities torture†, while nature is the escape, a place to which â€Å"the soul can flee†, breaking unrestricted into â€Å"the sky, the peak, the heaving plain of ocean, or the stars†. Byron sees society as a passing phase. â€Å"From society we learn to live† writes Byron, meaning that our physical fatal existence in this world is united and represented by the society, while: â€Å"‘Tis solitude should teach us how to die†, meaning that the true eternity, spirituality and one’s connection to his soul is achievable only through one’s relationship with nature, thus, through a relationship with â€Å"mountains, leaves, and flowers†. Byron is not rejecting the society, but his real object of worship is definitely nature. He declares that there is no truth beyond nature and wilderness, yet the society is not rejected: â€Å"I love not man the less, but Nature more†, thus, man is beautiful and capable of achieving greatness, yet he is mortal and incomparable to the eternal brilliance of nature. Byron never completely rejected society, but his object of adoration and astonishing love is definitely the Nature: â€Å"Nature† with a capital â€Å"N†, as a religious person would spell â€Å"God† with a capital â€Å"G†. Indeed Byron worships nature as one religious fanatic would worship god. Lord Byron believed in Nature above all, as Nature was the only real truth for him.

Mathematics idea Assignment Example | Topics and Well Written Essays - 250 words

Mathematics idea - Assignment Example Lastly, data error results from measurements, analysis techniques, or interpretation (Meyer 128). In the above scenario, there are both formulation and numerical errors. The formulation error is evident in the assumptions made during the modeling of the concept. For instance, the modeling assumes that in every century there are only 4 generations, that is, children are born after every 25 years. This is an incorrect and inconsistent assumption leading to the formulation error within the model. Moreover, the model assumes that in as much as there are various generations, each generation had given birth to other generations. This is another incorrect and inconsistent assumption. In respect to the numerical errors, the above model does not have a consistent and accurate domain selection. The selection of the domain has been significantly influenced by the end result of the model and not the accurate steps required. Therefore, in this model, it is the end justifying the means and not the means justifying the end. These two errors make the mathematical model to be inaccurate and/or

Mental Health Issue Coursework Example | Topics and Well Written Essays - 4000 words - 1

Mental Health Issue - Coursework Example Interestingly, the legal aspect of this issue is also detailed in the guide. Cindy has a responsible job as a software engineer in a multinational company but she feels she is unable to advance in her career because of her inability to contribute in group meetings. It’s almost more than what she could bear just to sit in on meetings, let alone offer her opinions. Yesterday, her boss approaches her about the possibility of giving a presentation about their latest product to some customers. At that point, she began to be nervous and could not open her mouth to talk at all. He walks out of her boss’s office with lack of self-confidence and later refuses to give the presentation. Phobias can be defined as the persistent and irrational fears that affect some people when they come into contact with external factors (stimuli) (Morgan, 2003). There are different categories of phobias based on the sources of stimuli, to which the persons affected withdraw or move away from. Examples of these categories are:- (i) Agoraphobia:- this is irrational and persistent fears about being in a place crowded with many other people, and which might make escape impossible in case there is a sudden danger (Gray, 1994). This may happen with or without a panic attack. (ii) Social phobia:- This is irrational and persistent fears about participating in a social or public event. A chronic form of social phobia also leads to avoidance behavior as the affected person keep running away from social duties (Kleiman, 1988). Cindy is affected by this kind of phobia as she dodges her duties. (iii) Specific phobias:- These are irrational and persistent fears to some specific stimuli. Examples of these stimuli include but are not limited to animal types, natural environment types, situational types, blood-injection injury etc. (Lefton, 1997). Several researches have

Csa study Case Example | Topics and Well Written Essays - 750 words

Csa - Case Study Example 1. Assessment There are many illnesses that could be happening with Bret but there are many preliminary tests that would have to be done. The first thing would be to check his vital signs. I would want to know his blood pressure to rule out high blood pressure because it could cause fatigue and weakness over time. I would also check to see whether he had been drinking enough water when he does sports because some of the weakness could be due to dehydration (Mayo Clinic). I would want to do an ultrasound on his legs to make sure that there were no blood clots or other challenges with his legs. I would also want to send him to an neurologist because the weakness in his legs may be early signs of multiple sclerosis (MS). Some of the symptoms of multiple sclerosis are the fatigue, had tremors, and double vision (Merk Online Manual 2010). The challenge with is symptoms is that they could be one of many types of diseases and it would be important to narrow down the focus. I would also want to order an MRI to see if there are challenges in the brain or the muscles that are more physical. 2. Treatments The treatments would depend on what was found from the various tests. If it was MS, it is a treatable disease. Some of the treatments that may be used would be dependant on how the symptoms are working with Bret. There are Corticosteroids are used more often than other treatments. Also, Interferon Injections may be used in order to help delay the total disability of this issue. 3. Prognosis Many people who have MS live for a very long time and are able to maintain a lifestyle that stays healthy. Regular exercise is important and physical therapy can help maintain balance. Case Study 2 Corey is 14 years old and is an avid mountain biker. He has been riding with his friends every weekend. At one point in the current ride, he has decided to ride the Abyss trail because none of his friends have had the courage to ride it. As Corey was negotiating the last trail, he hit a roo t sideways with his bike and it spun out of control, flipping Corey backwards over a small ravine. He hit the back of his head on a rock outcrop and flipped over face down into pine needles. He jumped up, brushed himself off, and said he was okay. However, he had cracked his helmet and on the way home, he could not remember what happened or starting down the hill. His head was hurting and the boys noticed that the back of his head was bloody. Corey was very thirsty, drank a Mountain Dew quickly and threw up. His friends rush him to the hospital and his parents meet them there. Once his head and scalp are stitched he says that his head still hurts, but he does not feel that he will throw up. He knows what school he goes to, but he cannot recall starting down the hill before the accident. It is apparent that he has suffered a concussion because of the headache, nausea, and the amnesia about the traumatic event (Mayo Clinic 2011). I would tell the parents that they should watch him clo sely for the next couple of days because he may have had a head injury that we cannot see. I would have ordered an MRI for him to see whether there was anything else to be concerned about in this process. However, he could have some other challenges with dizziness or nausea in the next couple of days. I would tell them to bring him back if he had any other symptoms or if he seemed to be drowsy or more fatigued than normal. I would also tell them that if his speech begins to slur or he has other symptoms that are not

Can harm reduction strategies provide a viable basis for youth and Essay

Can harm reduction strategies provide a viable basis for youth and community work practice in marginalized communities with significant drug problems - Essay Example e progressive nations in the world is primarily due to the realization that a consistent portion of the population will use drugs which includes alcohol and tobacco however this discussion speaks primarily to the illegal variety. The current illegal drug strategy in the UK is four-fold. One, educating young persons in the dangers of misusing drugs; two, law enforcement initiatives designed to keep communities safe from drug-related and criminal behaviour and three, disrupt the supply of drugs. The fourth part of the strategy is harm reduction techniques (â€Å"Harm Reduction†, 2002). The goal of harm reduction is to do simply that for both individual and community without regard for personal ideological, legal or moral opinions of drug use. Government sponsored programs and treatment for drug users allows an opportunity for early intervention and education or, for the habitual user, a supply source for controlled narcotic distribution and unused syringes. Access to controlled amounts of narcotics or their synthetic equivalent ensures the drug’s pureness and takes away the need to commit crimes for drug money. A ‘clean needle program’ slows the spread of the HIV virus, hepatitis and other blood-borne illnesses. The benefit to both individual and community is clear (â€Å"AIDS and Drug Misuse†, 1988). The community method of harm reduction incorporates outreach services as its main intercession technique. This is opposed to the traditional, functional approach which operates from a fixed and often inconvenient location. Agencies are situated mainly within marginalized communities and open at opportune times so as to be more accessible to the drug user. In addition, agency workers go to the user if necessary. The workers interact differently in the community method. Instead of outlining a prescribed path of wellness to the user, they inquire as to the needs of the user. â€Å"Needs will be expressed, often having nothing to do with the reduction of

Aviation Memory and Cognition Research Proposal

Aviation Memory and Cognition - Research Proposal Example Similarly, the National Transportation Safety Board (NTSB) found that on June 19, 2011 two aircrafts came â€Å"within 300 feet of each other† (à ir’, 2012). Cessna 172 and ExpressJet that was carrying 53 people failed to identify a conflict regardless of the fact that they were both connected with the radio traffic control. The Federal Aviation Authority (FAA) found that the controller who was on duty on the tower had a negative history of â€Å"professional deficiencies† with countless events where he disobeyed the standard procedures checklist that has to be followed at all times (‘Air’, 2012). This research paper aims to propose an investigative study to identify the factors that give rise to near-miss events by the ATCOs and how memory losses increases the number of near-miss incidents. The primary purpose of conducting this research is to bring to light the issue of near-miss by the ATCOs and the various factors that give rise to near-miss situations. This research proposal will provide a brief literature review on the topic, methodology, research design, expected outcome of the proposed research. Nashef (2003) highlighted that the concept of near-miss in air traffic control services refers to the loss of separation between two aircrafts in the air which if not prevent would lead to mid-air collision. Therefore, a near-miss is the situation in which the two aircrafts came very close to each other but did not collide. Nashef (2003) has categorized near-miss situations in three types, namely: Type 1, Type 2 and Type 3. Type 1 near miss is one where the incident has occurred and the installed system in the aircrafts successfully detected and corrected the situation. It worked as it was planned to work and therefore, no harm was actually done. Type 2 near miss is one where the incident occurred but one or more of the installed system in the aircraft actually failed to detect the loss of

Construction law essay and legal problem case Example | Topics and Well Written Essays - 3500 words

Construction law and legal problem case - Essay Example The leading decision in this area is British Steel Corporation v Cleveland Bridge & Engineering Co Limited3where it was held that that where work was undertaken pursuant to a letter of intent, in most cases it would not matter whether the formal contract was concluded. If the parties had acted on the letter of intent, then payments claim would due on a quantum meruit basis under restitution4. However, the inherent difficulty with a letter of intent is where a party is seeking to claim damages for breach of contract and it is argued that no contract is entered into. Accordingly, the issue of whether a contract is in existence is vital. Moreover, if there is no contract, it begs the question as to what sums the CCL is entitled to under quantum meruit principles. In British Steel, it was held that the letter of intent covered pre-contractual negotiations and as no terms had actually been agreed, there was no binding contract. Therefore, the extent to which a contractor can rely on the letter of intent to enforce their rights will inherently be dependent on what terms are agreed to in the letter of intent itself. In the British Steel case for example, it was evident that issues pertaining to price, delivery dates and the applicable terms and conditions had not been agreed. As such, the Court concluded that there was simply an obligation upon Cleveland to pay a reasonable sum for such work as had been done pursuant to its request contained in the letter of intent on a quantum meruit basis. The general rule as highlighted in Turriff Construction Limited v Regalia Knitting Mills5 is that a letter of intent will be of no contractual effect and that a letter of intent is â€Å"no more than an expression in writing of a party’s intention to enter into a contract at a future date. Save in exceptional circumstances, it can have

Sociology Assignment Example | Topics and Well Written Essays - 500 words - 3

Sociology - Assignment Example The first aim of a person is to ‘live’ and then live happily. A person has to take life as a natural gift which cannot be destroyed or wasted by the person himself. Life is a precious gift of nature and God bestowed on the people with a direction to take care of it. Law, society and people fight for their rights and all these efforts are in search of a happy life. If people would start running away from difficulties and may take death as a resort, life will become worthless and meaningless. People will eventually stop putting efforts to have the best possible thing in life to eat, wear, reside and acquire. Does it mean that people must stop thinking about dying? Certainly not! The concept of living is to be encouraged to live, work, put efforts and think about future. This does not mean that a person must take this life as immortal. We see, hear and observe many instances of accidental, age factored and usual deaths and hence cannot deny the fact that one has to die some day. However, the concept is not to leave today’s happiness and comforts for tomorrow’s sorrow. According to me, we are in this world to make it a better place to live, to innovate and to explore the nature. We are not here to wait for the death – the end of our life. It is worth mentioning here that the concept of assisted suicide is flawed in my opinion. Each and every minute of our life is important, even the most painful moments. Life is subjected to bear the unwanted and fight the uncalled. If we think about society, promoting such a concept will not only affect people’s perception about life but will also eliminate the charm to live. Encouraging assisted suicide or making it legal will change people’s views and they will be less motivated to work, study and even to earn. They may involve themselves in other harmful activities, crimes and unethical practices as they know a way out of their consequences. In conclusion, we can say

Rules of high performance Essay Example for Free

Rules of high performance Essay This week our text discusses the definition of organizational behavior and in particular its applied focus, and our lecture focuses on high performance organizations (HPOs). Right at the intersection of those would be the â€Å"Ten Golden Rules of High Performance† listed below. What do you think should be added to the list? Is there anything on the list that you disagree with? Please support your opinion with evidence from our readings and also from your own work and life experience. Please also remember to respond to your classmates’ posts to stimulate further discussion. Ten Golden Rules of High Performance Organizational Dynamics The future of every organization is built around continuous development and improvement as most people are already aware however there are some who forget that one of the most valuable assets in a company are the people that are involved in every day operations. This includes every person no matter what position they might hold within the company whether its the president or service personnel. Each individual brings forward unique skill sets and abilities that can impact the development and direction of a company. Their individual development and well being are important considerations in any change in organizational dynamics. Many people still believe that businesses operate in an employers market though I would tend to disagree with that assessment, but not in the view that most people might have on the state of hiring even in tight markets. I tend to side with individuals like Laura Butler, Vice President of Talent Acquisition for TeleTech. While it is true that it has been more difficult than ever before for unemployed individuals employers are also scrambling to find qualified personnel and even after finding those candidates hanging on to qualified personnel is a difficult task. If you are an employee you are concerned with your individual perspective and effects change have on your personal stability, which is an important consideration in future change initiatives as companies work to maintain a competitive edge in shrinking markets. In order to ensure that a company can sustain itself now and in the future it must be prepared to invest in its workforce. That includes continuing education and employee retention as well as a big picture view of future operations. I personally like to pull a page from Googles philosophy on operation and continued  development as listed below. 1. Hire by Committee Make sure your new recruits talk to their future colleagues I believe that this is an important part of continued organizational development. Ensuring that new hires and existing members of your team and workforce can work well together will ensure that the projects they work on can be performed efficiently and quickly. It is important to remember that the moral and performance of your workforce hinges on the way in which team members communicate and interact. This includes 2. Cater to their every need Make sure it is, not hard, for them to perform Making sure that your employees have the tools and resources they need to perform jobs also ensures that they meet your expectations. If you fail to manage resources effectively operations can quickly grind to a halt and your employees morale will quickly slip as they fail to meet not only your expectations of performance but their own. Building an environment that fosters individual growth can bring forward a variety of unexpected opportunities in the continued growth of an organization and a workforce. 3. Pack them in put people to work close to one another This is certainly a debatable concept but the general idea is that having individuals within reach of each other ensures more effective communication. While it is true that electronic communication systems like email and instant messaging systems can help to unify a large and expansive workforce there is no real substitute for person to person interactions. Electronic messaging systems do not accurately convey the emotional context nor the associated body language the accompanies it. These components of communication can provide an individual with important insights into the true direction and meaning of the information being presented. 4. Make coordination easy use technology to keep people talking together This ties back into packing people together, large organizations need to effectively communicate important information among themselves. This includes email communication, shared calendaring systems, CRM, ERP and highly functional intranet systems that are both internally and externally accessible. Having on-demand access to this information on the go allows your workforce to be  better prepared for change and unexpected shifts in project development. 5. Eat your own dog food make use of company products This is another important one, make sure that the products you sell and produce are also available and in use by your workforce. This is an effective method of quality control, no one wants to purchase or use products of poor quality and your workforce is the same. If you make your products easily accessible to them they will ensure that the products they purchase and actively use or of a quality that meets or exceeds their own expectations. 6. Encourage creativity allow freedom to come up with new ideas Environments that stifle innovation and creativity often lose their ability to maintain a competitive edge in todays rapidly changing business environment. Organizations that allow their employees to provide feedback on processes and bring forward new ideas often achieve higher performance standards, higher workforce productivity, and again often find new and unexpected opportunities emerge for the company. Creativity extends into many areas of development including product development, process modification, and more. 7. Strive for consensus remember many are better than the few Strive to move forward as a group rather than individually, ensuring that everyone from the bottom up is on the same page with what we want to achieve is important. Making changes on your own without the input or approval of those who would implement those changes often result in failure. Almost 80% of all change initiatives fail because the people who were meant to implement those changes did not understand, support, or see a reason to implement the change. 8. Dont be evil live tolerance and respect This is one of the tougher aspects of normal operation, this extends into ethical behavior as well as how your business interacts with the community it is in. Its important to remember that a business is much like living and breathing person and the impact it can have on local as well as regional communities can reach quite far. How your company represents itself also reflects how your workforce represents itself, no one really wants to be part of something no one likes even if there are great incentives. 9. Data  drive decisions do analysis and stay on track This comes back to using electronic systems effectively, while in most cases I tend to focus more in qualitative information it is important to track performance quantitatively so that changes in performance can be reported effectively. There are many easy to use systems that will allow you to follow workforce readiness, project performance, financial performance and a range of other pieces of information that can contribute to making informed decisions both in the present as well as for the future. Whether its decision trees, spreadsheets, or custom DBM systems they all have a role to play into the development of a feature rich intranet and ERP system. 10. Communicate effectively hold many stay-in-touch meetings One of the most important things you can do in attempting to implement change or in managing continued development is to ensure that everyone is heard, whether its lowest man on the totem pole or the president of the company. Meetings both physical and virtual allow individuals to provide feedback on the assessments you make as well as provide direction for future developments. There many different ways to communicate today, far more than there were in history, including teleconferencing, video chat, email, instant messaging, social media, and more.

The Influence of Jewish Mysticism Essay Example for Free

The Influence of Jewish Mysticism Essay Mystics know and experience God in a very different way than the ordinary believer. Whereas the ordinary believer knows God in an objective, concrete manner as embodied in nature or via sacred scriptures, the mystic knows God by personal, one to one contact between their own spirit (soul) and the spirit of God; heart to heart, or as Augustine called it, â€Å"cor ad cor loquitur.† Because of the one to one, highly individualized nature of this experience, one might think the mystic would exist outside of the domain of the major religions of the world. That, in fact, is not the case. Mystics are most often allied with one of the major world religions, including (but not limited to) the Abrahamic religions of Judaism, Islam and Christianity. The mystic’s conceptions of God do not only come from the small voice speaking to him in the silence of his soul. Instead, the mystic combines these esoteric experiences with the teachings and traditions of their religion. Much has been written on the comparability between the mystics of the differing world religions, noting that the only differences between them stem from the underlying religion itself. The overarching practice of seeking to actually experience what philosophers call the â€Å"Absolute truth†, (what theologians refer to as God), seems to know no theological boundaries. A Christian mystic seeks the same â€Å"beyond human† communion with the Trinity as the Jewish mystic does with YWEH, and the Muslim mystic does with Allah. The theology of Christianity differs from the llm al-Kalam of Islam and the theology of Judaism in the same ways, whether the believer is a mystic or not. Hence, the principal differences that separate the mystics of the world are the same as the differences that separate all believers. My research seeks not to explain, compare, or contrast the mystics of the differing religions, as I mentioned that much has been written on that subject already, but rather to examine how the mystics of one religion (Judaism) influenced the foundation and theoretical framework of another religion (Christianity). 1. Authority Mysticism is not a term that an ancient mystic himself would use to describe his realm of religiosity. In that regard, mysticism as we have come to understand and know it through most primary sources is not emic (or in their own words), and therefore very difficult to accurately investigate using a hermeneutic approach. The Essenes, for example, did not label themselves â€Å"mystics† in ancient Jerusalem. Our account of them as mystics comes from a purely etic (outside observers) viewpoint. In addition, the literature on early Jewish and Christian mysticism is not the possession of a single religious community, or maintained by a single religious community. While there is mounting evidence that the main origins of mystic tradition were in Jewish priestly circles, most of the literature on the subject of mysticism is from a variety of esoteric Jews and Christians over the course of several centuries. Making the matter more difficult is the amount of pseudepigrapha in â€Å"pr imary† Jewish sources. While this problem also exists in Christian sources, is seems to be more of a roadblock to the student of Jewish mysticism, as most scholars agree that the predominant primary source on the topic, The Zohar, is pseudepigraphical. The Zohar is the primary piece of reference for a sect of Jewish mystics called Kabbalaists, refers to historical events of the post-Talmudic period while purporting to be from an earlier time. Because of the difficulty, then f obtaining a primary source detailing what has come to be known as Jewish mysticism, sacred texts such as the Tanakh and the Bible themselves are used frequently as a main source of information. Therefore, primary sources used for my research in the area of Jewish mysticism include The Talmud, including portions of the Midrash and the Tanakh (The Hebrew Bible). Contained within the Talmud is the Torah. Very helpful to my understanding of these texts were writings by Josepus , a first century Jewish hagiographer, theologian and scholar. Christian primary sources include an Interlinear Greek-English New Testament of the Bible with a parallel column in the New Revised Standard Version, as well as excerpts by Origen, and Gregory of Nyssa, both Fathers of the Early Christian Church. A basic framework for my understanding of Jewish and Christian mysticism includes secondary sources by Joshua Abelson and Evelyn Underhill. The Encyclopedia of Jewish Myth, Magic and Mysticism was helpful in clarifying Jewish terms that I was unfamiliar with. 2. Jewish Mysticism History The beginning of Jewish mysticism is usually linked to the Essenes, a sect of the Second Temple Jews. Known by the Greeks as the â€Å"Holy Ones†, these mysterious Jews are now assumed to be the original keepers of the Dead Sea Scroll library. The sect was closed to society, and was dominated by hereditary priests who had to go through multiple rites of purification before being accepted into the sect. According to Josephus, the Essenes were one of three sects among the Jews at the time of Christ who â€Å" †¦Had different opinions concerning human actions; the one was called the sect of the Pharisees, another the sect of the Sadducees, and the other the sect of the Essenes. Now for the Pharisees, they say that some actions, but not all, are the work of fate, and that some of them are in our own power, and that they are liable to fate, but are not caused by fate. But the sect of the Essenes affirms that fate governs all things, and that nothing befalls men but what is according to its determination. And for the Sadducees, they take away fate, and they say there is no such thing, and that the events of human affairs are not at it’s disposal; but they suppose that all of our actions are in our power, so that we ourselves are the cause of what is good, and receive evil from our own folly.† This clearly illustrates marked difference between the three sects. Josephus later stated that the Essenes were interpreters of dreams, and were very diligent in the reading of the sacred books. Philo of Alexandria, who often tried to reconcile Jewish exegesis with Stoic philosophy, wrote this of the Essenes: â€Å"Of natural philosophy, the Essenes only study that which pertains to the existence of God and the beginning of all things, otherwise they devote all their attention to ethics, using as instructors the laws of their fathers, which, without the outpouring of the Divine Spirit, the human mind could not have devised†¦for, following their ancient traditions, they obtain their philosophy by means of allegorical interpretations†¦ Of the love of God they exhibit myriads of examples, inasmuch as they strive for a continued uninterrupted life of purity and holiness; they avoid swearing and falsehood, and they declare God causes only good and no evil whatsoever†¦no one possesses a house absolutely as his own, one which does not at the same time belong to all; for, in addition to living together in companies, their houses are open also to their adherents coming from other quarters. They have a storehouse for all, and the same diet; their garments belong to all in common, and their meals are taken in common.† Clearly, this sect of Judaism combined mystical speculation with an ascetic mode of life.   Merkabah (chariot) mysticism came into being in the early second century. Merkabah mysticism used as its framework a vision of God experienced by Ezekiel, and told in great detail in Ezekiel Chapters 1-5. â€Å"In my thirtieth year, in the fourth month on the fifth day, while I was among the exiles by the Kebar River, the heavens were opened and I saw visions of God. 2 On the fifth of the month—it was the fifth year of the exile of King Jehoiachin— 3 the word of the LORD came to Ezekiel the priest, the son of Buzi, by the Kebar River in the land of the Babylonians. There the hand of the LORD was on him. 4 I looked, and I saw a windstorm coming out of the north—an immense cloud with flashing lightning and surrounded by brilliant light. The center of the fire looked like glowing metal, 5 and in the fire was what looked like four living creatures. In appearance their form was human, 6 but each of them had four faces and four wings. 7 Their legs were straight; their feet were like those of a calf and gleamed like burnished bronze. 8 Under their wings on their four sides they had human hands. All four of them had faces and wings, 9 and the wings of one touched the wings of another. Each one went straight ahead; they did not turn as they moved. 10 Their faces looked like this: Each of the four had the face of a human being, and on the right side each had the face of a lion, and on the left the face of an ox; each also had the face of an eagle. 11 Such were their faces. They each had two wings spreading out upward, each wing touching that of the creature on either side; and each had two other wings covering its body. 12 Each one went straight ahead. Wherever the spirit would go, they would go, without turning as they wen t. 13 The appearance of the living creatures was like burning coals of fire or like torches. Fire moved back and forth among the creatures; it was bright, and lightning flashed out of it. 14 The creatures sped back and forth like flashes of lightning. 15 As I looked at the living creatures, I saw a wheel on the ground beside each creature with its four faces. 16 This was the appearance and structure of the wheels: They sparkled like topaz, and all four looked alike. Each appeared to be made like a wheel intersecting a wheel. 17 As they moved, they would go in any one of the four directions the creatures faced; the wheels did not change direction as the creatures went. 18 Their rims were high and awesome, and all four rims were full of eyes all around. 19 When the living creatures moved, the wheels beside them moved; and when the living creatures rose from the ground, the wheels also rose. 20 Wherever the spirit would go, they would go, and the wheels would rise along with them, because the spirit of the living creatures was in the wheels. 21 When the creatures moved, they also moved; when the creatures stood still, they also stood still; and when the creatures rose from the ground, the wheels rose along with them, because the spirit of the living creatures was in the wheels. 22 Spread out above the heads of the living creatures was what looked something like a vault, sparkling like crystal, and awesome. 23 Under the vault their wings were stretched out one toward the other, and each had two wings covering its body. 24 When the creatures moved, I heard the sound of their wings, like the roar of rushing waters, like the voice of the Almighty, like the tumult of an army. When they stood still, they lowered their wings. 25 Then there came a voice from above the vault over their heads as they stood with lowered wings. 26 Above the vault over their heads was what looked like a throne of lapis lazuli, and high above on the throne was a figure like that of a man. 27 I saw that from what appeared to be his waist up he looked like glowing metal, as if full of fire, and that from there down he looked like fire; and brilliant light surrounded him. 28 Like the appearance of a rainbow in the clouds on a rainy day, so was the radiance around him. This was the appearance of the likeness of the glory of the LORD.† For the Jewish mystics of the 1st and 2nd centuries, Ezekiel’s image of YWEH riding upon a chariot of the â€Å"living creatures† was outside the range of the deepest esoteric experiences of all of the other Old Testament personages. The chariot was interpreted as an invitation from the Divine to man to come and experience the secret which he so desperately seeks: the experience of the Absolute, the being of God himself. The idea that God is the first one to initiate a union of man and God, or has â€Å"called† one’s soul to unite with the divine, is important to all mystics. The chariot, then, is a allegorical vehicle to carry one to the unseen. Every mystic wants to be the chariot rider, to be carried to his ultimate union with the divine. However, as Joshua Ableson points out in his commentary on the Merkavah mystics â€Å"it was believed that he could only undertake this Merkavah-ride, who was in possession of all religious knowledge, observed all the commandments and precepts and was almost superhuman in the purity of his life.† While these roots of Merkavah mysticism were planted firmly in the 2nd and 3rd centuries, they did not bloom and flourish until the 7th- 11th centuries. Since that time, much has been speculated about the meaning of the chariot. Was it a true vision or an experiential event? Does the text hold hidden meaning with each description holding significance for the future? Is the text eschatological? Some modern day occult claim the Merkavah was not a chariot but an alien spaceship! It is understandable why this passage, in the midst of literature that is otherwise devoid of dramatic and colorful descriptions would attract such attention and speculation. Although it is outside the scope of the time period this article seeks to examine, a mention must be made to the ultimate expression of Jewish mysticism: Kabbalah. Kabbalah is an esoteric gnostic occult that emerged in medieval Spain in the 12th century. Kabbalistic teachings look to The Zohar as their primary source of inspiration. The Zohar is a commentary of the Torah, (the first five books of the Old Testament). A Spanish Jew by the name of Moses de Leon attributed the book to a 2nd century Rabbi by the name of Shimon bar Yochai, but scholars are now in general agreement that de Leon penned the work himself. The practices and beliefs of 15th century Kabbalists had much influence on Christian mystics and the Humanist movement (as well modern day New-Age Hollywood!) The Kabbalah school of thought attempts to explain the relationship between an unchanging external, mysterious YWEH (known as Ein Sof) and the mortal, finite universe, by seeking to define the nature of the universe and the human being, the nature and purpose of existence, and various other ontological questions. Given, however that this article seeks to examine the influence of the Jewish mystics on the early Christian Church, I will stick to sects of Jewish mysticism that took place between 500 BCE and 400 CE, that is, the Essenes and the Merkavah. 3. Connections It is easy to find the similarities between the three Abrahamic religions. The mere fact that they are categorized together under the same heading within world religions indicates enough of a resemblance to one another, even beyond their homogeneous beginnings. It would not be new or even controversial for me to suggest a sequential, linear progression from Judaism to Christianity to Islam. My research does not aim to reinforce these arguments, but rather to look deeper. What specific aspects of Judaism continue on into the Christian faith? It is here where I draw a distinction in that there are, as mentioned above, fundamental differences between the sects of Judaism at the time of Christ. I argue that the mystic sects of Judaism, (the Essenes and the Merkavah’s), are the factions of Judaism that influenced the formation and practices of early Christianity the most. Specifically, there are three principal dimensions of early Jewish mysticism that are also primary in early Christianity. These dimensions are an incorporation of the speculative, the experiential and the practical. 3a. The Speculative The first dimension of the two religions is speculation, that is, the search for the absolute truth and revealed nature of the identity of God. This speculation also includes a quest for both the cosmogony (origins) and the cosmology (organization) of the universe. This dimension is most realized in the esoteric followers of both religions. The centerpiece of the cosmogony of the identity of God in mystic Judaism is that God has a â€Å"body.† This body is known as the Kavod of YHWH. The esoteric interpretation of the Kavod is that of a vision of a divine form created by the invisible, formless God that is actually visible to the human eye. This body of God can take the forms of light, clouds, angles, or be felt in just its presence, known as the Shekhinah (the Holy Spirit.) The Essenes believed that complete devotion to the sacred texts, abstinence from sex and certain foods, and communal prayer might bring the believer to the ultimate experience of the Kavod (which literally means â€Å"glory.†) The Kavod must be â€Å"experienced† or perceived, as it was believed at the time that no one could look directly at the face of God and live. This is illustrated in Moses’ encounter with God: â€Å"So the Lord said to Moses, â€Å"While my Glory passes by I will put you in a cleft of the rock, and I will cover you with my hand until I have passed by; then I will take away my hand and you shall see my back. But my face shall not be seen.† The concept of Kavod had a profound impact on the formation of the Christologies of the early Christian Church. John was the most prolific of writers in his belief that Jesus was the revealed Kavod descended here on earth. John wrote in Chapter One, 14 The Word became flesh and made his dwelling among us. We have seen his glory, the glory of the one and only Son, who came from the Father, full of grace and truth. and again in Chapter 11, directly quoting Christ immediately following the resurrection of Lazarus, 38 Jesus, once more deeply moved, came to the tomb. It was a cave with a stone laid across the entrance. 39 â€Å"Take away the stone,† he said.â€Å" But, Lord,† said Martha, the sister of the dead man, â€Å"by this time there is a bad odor, for he has been there four days.† 40 Then Jesus said, â€Å"Did I not tell you that if you believe, you will see the glory of God?† In total, John refers to the glory or Kavad of God revealed through Christ seven times in the Book of John. Paul also mentions Christ as the glorified image of God in II Corinthians: 4 The god of this age has blinded the minds of unbelievers, so that they cannot see the light of the gospel that displays the glory of Christ, who is the image of God. And even in a more powerful way in Colossians: 15 The Son is the image of the invisible God, the firstborn over all creation. Clearly, the concept of Kavod was a theologically fundamental principal of the esoteric Essenes that became a foundational key factor in the overall Christian understanding of the nature and identity of Christ. Thereby, the speculation about the identity and nature of God and the search for absolute cosmogony and cosmology of God was carried from the mystics to the early Christians. 3b. The Experiential The quest for a direct encounter with a deity is the experiential dimension of both the mystic Jews and the early Christians. The Jewish mystics sought not only knowledge of God, but also an esoteric experience with him. This is clear in the apocalyptic literature of both religions. Second Temple eschatology relates that the mystical, the belief in the immediate and direct experience of God, is an important part of the last days. This religious experience, an encounter with God that is an act of revelation itself, results in the devotee’s immediate personal transformation and the uncovering of God’s mysteries. According to War of the Sons of Light against the Sons of Darkness, (one of the scrolls found of the Dead Sea Scrolls, or Qumran Scrolls), the Essenes were awaiting the cataclysmic struggle between the Sons of Light (themselves) and the Sons of Darkness (everybody else). This battle was to occur not only between the earthly beings, but also joining them would be the cosmic forces of good and evil, and would signal the end of days. Paul wrote in detail of the faithful who experienced Christ’s spirit. He felt these Christians could start their transformation into the image of God while still on earth but that the complete transformation would only occur after death. Paul states in Romans: 10 But if Christ is in you, then even though your body is subject to death because of sin, the Spirit gives life because of righteousness. This is but one example of many (thousands) of references to the Holy Spirit altering or affecting of the Early Christians. For these mystical Jews and Christians, experiencing a vision of the Kavod, (the Image of the Glory of God), stamped Gods image on the soul. Words used to describe these experiences included glorified, exalted, or angelic. The apocalyptic literatures describe believers clothed in shining white garments, as angels worshiping God before his throne, transformed into beings of fire or light, and enthroned with Gods name or image. This is but one example of many shared concepts between the apocalyptic literatures of the mystics of Judaism (such as The Apocalypse of Abraham and The Testament of Levi) and the book of Revelation in the Christian Canon. Comparisons could also be made between cosmic revelations such as descriptions of heaven, hell and events at the end of time, as well as several symbolic symbols such as hands, bowls, scrolls, angels, or dragons. Once again, we see an important concept of the mystics carried into the essential framework of early Christianity. It is important to note, that in the cases of both religions, this shift of thought to experiencing God in the present may have been due to failed eschatological expectations. Hopes for the long awaited battle between the forces of light and the forces of dark for the mystics, and the imminent return of Christ for the Christians had not gone as previously thought. Moving these hope for the future to actual experiences of the present made the reward of Kavod available to all believers, and a possible reality. 3c. The Practical The most obvious shared dimension between the Jewish mystics and the Early Christians was that of their shared practical application of their experiences in order to effect change. This was illustrated in their communal practices, which served as an avenue for mystical transformation. Examples of these practices include asceticism (denying oneself of worldly pleasures), initiation rites (such as Circumcision for the Jews and Baptism for the Christians), washing (such as foot washing for Christians and purification rituals for the Jews), the anointing of the body and hair with sacramental oil, spirit possession, sexual asceticism, and sacramental ritual behavior, (such as the Passover meal and the Eucharist.) The transformation of the mystical ideals into the sacramental rituals of the early Christian Church and the â€Å"Gnostic† schools is fascinating. The sacraments seem to normalize the mystical, making the presence of God regularly available to believers. Baptism, anointing, and the Eucharist all involve the integration of the Holy Spirit and the Christ into the soul. These rituals were understood as the vehicle that elevates and transports the person into the sacred realm so that he or she can come into the very presence of God. This is the ultimate combination of the speculative theology experienced through the practical; and once again illustrates how the mystics of Judaism influenced the early Christians. While it is clear to me that many practices and beliefs Christians are directly taken from the practices and beliefs of the Jewish mystics, it remains unclear to me if Christianity was a continuum of the Jewish mystic sect of the Essenes, (with the addition of the long-awaited Messiah), or a completely new religion that merely borrowed a few key dimensions from the Essenes. What, if anything did the other non-mystic Jewish sects contribute? How many of the Essenes converted to Christianity in comparison to the other Jewish sects? Was Jesus himself an Essene? All of these remain topics for further research. However, there is arguably no question that the Jewish faith and specifically the mystics of Judaism influenced the theology, framework and Christology of the Christian Church. References ODonnell, James. Augustine’s Confessions: An Electronic Edition. The STOA Consortium. The STOA Consortium, 1992. Web. 03 Mar 2012. http://www.stoa.org/hippo/. Barclay, Joseph. The Talmud. Sacred Texts. London1878. Web. 6 Mar 2012. http://www.sacred-texts.com/jud/bar/bar000.htm. Rapaport, Samuel. Tales and Maxims from the Midrash. Sacred Texts. George Routledge Sons Limited, 1907. Web. 10 Mar 2012. http://www.sacred-texts.com/jud/tmm/tmm00.htm. Kimball, Christopher V. The Tanach. Sacred Texts. Westminster Hebrew Institute, 20 OCT 2006. Web. 06 Mar 2012. http://www.sacred-texts.com/bib/tan/index.htm Whiston, William. The Works of Josephus: Complete and Unabridged. 5th. 1. Peabody, Massachusetts: Hendrickson Publishers, 1985. Print. Brown, Robert K., and Phillip W. Comfort. The New Greek-English Interlinear New Testament. UBS 4th Edition;Nestle-Aland 26th Edition. Munster/Westphalia: Tyndale, 1990. Print. McGinn, Bernard. The Essential Writings of Christian Mysticism: Origen: Commentary on the Song of Songs. New York, New York: Random House, 20006. Print. McGinn, Bernard. The Essential Writings of Christian Mysticism: Gregory of Nyssa: the Life of Moses. New York, New York: Random House, 2006. Print. Abelson, Joshua. Jewish Mysticism. First Published in 1913: Forgotten Books, 2008. Print. Underhill, Evelyn. Mysticism. 12th.Lexington, KY: 2011. Print. Dennis, Rabbi Geoffrey. The Encyclopedia of Jewish Myth, Magic and Mysticism. 1st ed. Woodbury. MN: llewellyn Publications, 2011. Print. Whiston, William. The Works of Josephus: Complete and Unabridged. 5th. 1. Peabody, Massachusetts: Hendrickson Publishers, 1985. Print. â€Å"Antiquities of the Jews.† pp. 274, Book Xiii, Chapter V, Section 9. Coleson, F.H.. The Contemplative Life. Early Jewish Writings. pp. 53, 206. 2011. Web. 15 Mar 2012. http://www.earlyjewishwritings.com/text/philo/book34.html. E. Wolfson, Yeridah la-Merkavah: Typology of Ecstasy and Enthronement in Ancient Jewish Mysticism, in R. Herrera (ed.), Mystics of the Book: Themes, Topics, and Typologies (New York: Lang, 1993) pp. 13-44 [ 1 ]. ODonnell, James. Augustine’s Confessions: An Electronic Edition. The STOA Consortium. The STOA Consortium, 1992. Web. 03 Mar 2012. . [ 2 ]. Barclay, Joseph. The Talmud. Sacred Texts. London1878. Web. 6 Mar 2012. . [ 3 ]. Rapaport, Samuel. Tales and Maxims from the Midrash. Sacred Texts. George Routledge Sons Limited, 1907. Web. 10 Mar 2012. . [ 4 ]. Kimball, Christopher V. The Tanach. Sacred Texts. Westminster Hebrew Institute, 20 OCT 2006. Web. 06 Mar 2012.

Childrens cognitive development: social emotional newborn to preschool

Childrens cognitive development: social emotional newborn to preschool Each year myriads of children enter kindergarten or preschool unprepared cognitively. Lack of cognitive development and school readiness is a start on the wrong foot. The fact remains, todays children will be tomorrows leader, parents, workers, and citizens. It is for this reason we should encourage their cognitive development. The issue of child development has raised an assortment of theories over time and cultures to aid the process of child care and parenting. Western cultural views on this subject have been influenced by the ideas of several theorists. Child development is a complex topic as it an intricate mixture of entwined systems and mechanisms occurring in the external environment. This theoretical paper explores key aspects and issues of childrens development in a socio- emotional framework. It will focus on social and emotional development in individuals from birth to school age. Furthermore, it will analyse current research challenges in the area of cognitive development in this group and seek to address the primary criteria is for children to develop successfully. It would be apt to discuss the views of theorists in social and emotional development and additionally include the effect of nature and nurture on the childrens development. This paper will show every theory gives differing developmental views. However, one thing is certain the agreement, of all, that the external, societal environment has a key effect on child development. In conclusion, it will offer recommendations in implementing policies and initiatives to social/emotional development. What is Child Development? Child development is the biological and psychological changes that occur in human beings between birth and the end of adolescence (Oates 1994). Mishra (2009) adds that it is multi-faceted, integral and continual processà ¢Ã¢â€š ¬Ã‚ ¦in which children become able to handle ever more complex levels of moving, thinking, feeling and relating to others. All forms of a childs development occur when it interacts with its environment, family and society as a whole. Child development can therefore be described as the study dedicated to understanding every facet of human progression from birth to adolescence. These views show child development is a multi- disciplinary field. Kail (2006) describes the developmental stages of children as newborn (birth 1month), infant (1month-1yr), toddler (1-3yrs), pre-schooler (4-6yrs), school-aged child (6-13years), and adolescents (13yrs 20yrs). He further asserts that child development is essential to society thus importance was to be given to their social, cognitive, emotional and educational development. Core aspects of Child Development Child development occurs differently from one child to the other this is because developmental milestones are not the same for the various aspects development. (Waller 2009) acknowledged the uniqueness in each child and that there was no such thing as normal development. In the main, aside from physical development, Woodhead and Montgomery (2003) the core aspects of development as cognitive, speech and language, social and emotional, fine motor skills and gross motor skills. In reality the core aspects overlap so all areas of development are strengthened and enhanced by growth in others. Cognitive Development and Theories Cognitive (Intellectual) development is the acquisition of skills in childhood to adapt with the world around them. It plays a major role in a childs ability to think critically. These processes comprise of understanding reasoning, thinking, problem solving, learning, conceptualizing, classifying and remembering (Schaffer 2006). This assignment cannot conceivably cover all the work done on cognition in children. Dozens of child development theories exist but four exponents have contributed valued insights in this field. Each takes their cognitive development theories from a different angle. Jean Piaget expounds knowledge acquisition is an interplay between children and their environment. He gives four stages for cognitive evolution. Piaget noted that each stage of cognitive development was qualitatively different from the previous and the next. Piagets stages of cognitive development were; Sensorimotor (birth 2yrs), Preoperational (2 7yrs), Concrete operations (7 11yrs) and Formal operations (11 years on). Periods were based on approximation. Initially, Children were seen as little adults but Jean Piaget showed that childrens thinking capacities did not gradually improve with maturity but rather went through transformations in logical competency, passing through a sequence of stages in development. This explains why a four month old baby learning to explore his environment kicks his feet to move a mobile suspended above his crib. Other theorists, like Vygotsky, Erikson, and Gesell contend that Piagets early theories are flawed or incomplete. Vygotskys underlying theoretical framework argued that social interaction played key part in cognition development. He states every function in the child cultural development appears twice: first on the social level, and later on the individualà ¢Ã¢â€š ¬Ã‚ ¦.. This applies equally to voluntary attention, to logical memory and the formation of ideas (Vygotsky 1978). Gesell argued that cognitive development has a timetable which is decided by genetics. He, like Piaget, deemphasizes the individual differences in children and he stresses the significance of maturation. He believed that skills and abilities appeared in a predictable order and that because children were subject to preordained developmental forces their behaviours were not accidental. He offered four areas of behavioural development; motor, language, adaptive and personal-social. Erikson like Gesell was more interested in the emotional aspect of child development. He thought of development in terms of stages as well but his theory differs from Piagets in that the accent was on the individual differences in children. Social and Emotional Development Sroufe (1996) gave a definition of emotion as a subjective reaction to a salient event, characterised by physiological experiential and overt behavioural change. Emotions are an innate part our nature gain as a hereditary trait. Cognitive and emotional development are usually seen as disconnect processes. Bell Wolfe (2004) showed both behaviours and developments to be link; acting on each other to process ideas, information and action. Eriksons theory on Psychosocial Development Eriksons psychosocial development is possibly the best known theory in psychology. Like Freud, Erikson believed that personality developed in a succession of stages. But his theory differed from Freuds on two counts. Firstly Erikson stated that children were active and enquiring explorers who sought to adapt to their environment, other than a reactive or passive slave to the genetics of their parents. Erikson held that in every stage of life individuals must negotiate social realities to adapt effectively and show a normal development pattern. With social interaction our Ego Identity develops. According to Erikson the ego identity regularly changes as a result of new information gained daily by our day to day interaction with others. Secondly, Erikson placed lesser accent on sexual tendencies than Freud psychosexual theory. He places more accents on cultural influences and explains the impact of social experiences over an individuals lifetime. Erikson held the view that a sense of competency motivated actions and behaviours but managing a crisis inadequately made the individual feel a failure. For Erikson development was a life-long process and his eight stages of man theory confirms this proposing that development of man began at birth and ended with old age and death. Greene (2008) adds that each developmental stage was a new plateau for developing mastery within the context of social factors. As mentioned earlier the socialization process had eight psychosocial stages (crises) during an individuals lifetime. All crises need to be resolved successfully to work towards an acceptable resolve in the next crises. Erikson viewed these conflicts as areas of developing or failing in psychological quality. In all crises there is an equal potential for success or failure in personal growth. His eight stages of psychosocial development are, in order, Trust verses Mistrust, Autonomy versus Shame and Doubt, Initiative versus Guilt, Industry versus Inferiority, Identity versus Confusion, Intimacy versus Isolation, Generativity versus Stagnation, and finally Integrity versus Despair. This final crisis appears in the aged and focuses on reflection of life. In who are unsuccessful at this stage will feel that life has been wasted and experience pain and regret leading to bitterness and despair. On the other hand, individuals who are proud of their accomplishments feel a sense of integrity. A successful completion means satisfaction with few regrets, if any. Such individuals, Erikson claims, will achieve wisdom even on confrontation with death. Challenges to Eriksons theory on Development Eriksons psychosocial theory is still held in high regard widely but there are critics, as with all concepts and models that challenge his ideas. His model is made up of stages. This brings in the idea of discontinuity which stresses that development happens in a succession of sudden changes that develop into changes. Continuity theorists disagree, arguing that individuals developed in smaller stages with no sudden change. For example language development and physical growth are a gradual, smooth continuous growth. Erikson didnt accept defeat in this argument. He suggested that early stage experiences had a bearing with later stage experiences subsequently they were connected in a manner to show continuity. For some his theory is seen as too generalised. Stevens (1983) suggests his theory lacks rigour. In his theory behaviours and mechanisms cannot be easily identified as the often appear unclear. Also being challenged are the overlapping stages. Yet, it may have been a true reflection of its nature as opposed to being inadequate. Erikson, himself, affirms that his theory was based on clinical studies and that all walks of people gave him access to their life experiences. He does accept that due to this his theory could be culture or class driven. He sought to rectify his assertion through his study of anthropology where he compared and debated the life cycles of different societies. Erikson conceptualization of identity was based on the modern western society only. This paved the way for the possible criticism of cultural bias. Nature versus Nurture Influence The nature verses nurture debate is a controversial issue that surrounds cognition. The question arises as to which influences development and whether the influence of genetics and the environment can be separated. Not easily. It may be safe to assume that genetic and the environment balance an individuals trait and behavior. Neither one influences on its own as without one the other is not triggered. Genes have an effect on personality and behavior nonetheless the environment transforms and shapes the reaction of people. This debate will stay ongoing as accurately pinpointing where either gene or environment step in is nigh on impossible. John Locke (1693) disagreed with the view that infants were miniature adults who were born fully equipped with abilities and knowledge. He further introduced the concept of tabula rasa (blank slate) as a description of a newborn babys mind. Children to him were born neither good nor sinful but ready to be formed by their education and experiences. The arrival of the 20th century brought in new ideas from behaviourists who asserted that early training of children turned them into any type of adult irrespective of genes. It is apt to then to look at other features like the cultural background of the child, timing of experiences and ecological factors. They saw the time of an experience occurred would have a significant influence on a childs development. Conclusion Eriksons model recognises the massive role the social environment plays in shaping a childs sense of self. His theory, as we have seen, was based on the premise that individuals interact with countless people, starting with mother and ending with society as a whole. His life cycle stages offers a glimpse into the various stages of babies infants, pre-schoolers etc. It can be seen that successful socio-emotional and cognitive development can bring about behaviours that assist in cognitive development in children. The environment has to be physically and cognitively stimulating to offer fresh concepts while the familiarity is maintained. Such environments should let the child see and be a part of society so that societal norms can be experienced. We have seen that the great theorists are all in agreement that society plays a major part in childrens development. It is becomes apparent as we see that if children are to develop successfully they must confidently understand the mechanisms and works of their own society. This is so that they can adjust or adapt their behaviour to fit in the society. The paper shows that all developmental aspects are closely interrelated. So, the criterion required for successful cognitive and emotional development resides in an environment which lets the child develop and achieve their needs whilst allowing them to learn about their society. We found that emotional development requires thinking to interpret the various situations, understand peoples reactions, so that behaviours and responses are moulded accordingly. The pressures of present society, family and relationships plus the zest for personal development and fulfilment make Eriksons theory very pertinent. His theory is amongst other reasons useful for self-awareness, teaching, coaching managing, applying to conflict resolution and perhaps most important of all parenting.

Inevitability of Change Revealed in Cry, the Beloved Country Essay

Inevitability of Change Revealed in Cry, the Beloved Country  Ã‚   Things grow old and die.   Change is inevitable:   a candle will eventually burn out, trees will fall to the ground, and mountains will crumble to the sea.   This inescapable process is clearly illustrated by the character Stephen Kumalo in the book Cry, the Beloved Country, by Alan Paton.   The Kumalo seen in the beginning of the book is a completely different person from what he is in the end.   He is initially very kind and caring, but by the end of the book, he is a far less naà ¯ve person, one who is able to lie even to his own brother.   The events that transpire and the changes they cause in the protagonist, Stephen Kumalo, clearly show that Cry, the Beloved Country is a book concerned with the effect external events can have on a man caught in the middle of them.   Ã‚  Ã‚  Ã‚   The book begins in a small South African village called Ndotsheni, where Kumalo is the pastor of the only church.   Like all pastors, Kumalo is a kind, religious, tolerant, and caring man.   In chapter 2, very early on, Kumalo is demonstrably very conscious of other people’s feelings, as is shown by what he says to his wife: I am sorry I hurt you, he said.   I shall go and pray in the church. (p. 10) When he gets into an argument with his wife and unintentionally hurts her feelings, he is quick to apologize and, as an attempt to make up for what he has done, goes into the church and presumably begs the Lord for forgiveness.   Only a man with true compassion and love would go to such great lengths to make up for a wrong.   Ã‚  Ã‚  Ã‚   In chapter 4 of Cry, the Beloved Country, Kumalo makes a journey ... ...g of the book.   Ã‚  Ã‚  Ã‚   Kumalo never would have considered, even for a moment, lying or hurting anyone or anything before he came to Johannesburg.   During his stay there, he is transformed from a gentle minister to a deceiving, insecure, hateful, frightened man.   The reasons for this change are not because of him, but because of things that happened to him and around him, and were completely out of his control.   Had his sister not been in need of help, he surely would never have gone to Johannesburg, but he could not hope to have prevented his sister’s illness when he knew nothing of it until it had already happened.   The subsequent events cause changes in Kumalo that he could not have foreseen or prevented, nor could anyone else in his position.   Change, welcome or not, will come to everyone and everything      

Teams Dont Work Essay -- essays research papers

I. Introduction: I undertook this study to prove the legendary story about the Camelot…An historic example of team, effort gone awry. In the legendary story, a few events transformed Camelot from a utopia kingdom into wasteland. This isn't just idle meandering. There are corporate Camelot's, too, (such as my company MobileComm); those companies that started with such promise and fell victim to problems in their teamwork concepts. It is clear to see that team-based systems simply don't work; better controls equals better management. An emphasis on separating workers into specifically defined jobs, having centralized management control, and maintaining a structured chain of command contributes to a much better and more effective workplace situation. It makes more sense, therefore, to stick to traditional structures in the workplace. II. Review Of Literature 1. Blair, Gerard. Groups That Work, www.ee.ed.ac.uk/~gerad/Management/art0 (1998). The effectiveness of the team takes a nosedive, and the productiveness of the team is far less than the individual could have achieved had they not brought together. 2. Blair, Gerard. 'How to Build Quality into your Team'; IEE Engineering Management Journal, (1996). There are certain frameworks within which teams attempt to work. It's the inability to function within these 'frames' that in another disadvantage to teamwork. The 'forming stage'; is when first comes together. Everyone is considered and civil, and allows for everyone to participate. Discussion is slow and guarded since no one wishes to be seen as conflict. Even though it is not verbalized, it's always destructive. 3. Davidmann, Manfred. Style of Management and Leadership, (1982). Business experts have to work together to achieve their goals, and discord in one area can inconvenience many people. It is essential. Therefore, that people cooperate with each other—but organization is the more difficult it is to achieve the necessary degree of cooperation. Larger organizations are usually much less effective using a ream approach, as people tend to work against each other rather than with each other, 4. Rayner Kimball Fisher- Steven Belgard Williams. Tips for Teams (1995). Team members and team leaders typically have problems defining their own roles, making it difficult to work toward results than busying t... ... Blair, Gerard M. "How to Build Quality into your Team" IEE Engineering Management Journal. fwfwfffhttp://spindle-ee- net2.ee.ed.ac.uk/~gerard/Management/ (1996). term papers term papers Blair, Gerard M. Laying the Foundations for Effective Teamwork. term papers http://www.ee.ed.ac.uk/~gerard/Teaching/art0.html (1996). Davidmann, Manfred. Style of Management and Leadership. //www.demon.co.uk/solbaram/articles/clm2.html (1982). Fisher, Kimball-Rayner, Steven-Belgrade, William. Tips for Teams. (New York, NY: McGraw-Hill, Inc., 1995). Harshman, Carl L.-Philips, Steven L. Teaming Up. (San Diego, CA: Pfeiffer & Co., 1994). Kinlaw, Dennis. Team-Managed Facilitation. (San Diego, CA: Pfeiffer & Co., 1993). Harrington-Mackin, Deborah. Keeping the Team Going. (New York, NY: Amacom, 1996). Mosvick, Roger-Nelson, Robert B. We've Got to Start Meeting Like This. (Glenview, IL: Scott Foresman, 1987). Rayner, Steven R. Team Traps. (New York, NY: John Wiley & Sons, Inc., 1996). Rees, Fran How to Lead Work Teams. (San Diego, CA: Pfeiffer & Co., 1991). Sayles, L.R. "Leadership for the Nineties." Issues and Observations. (1990): spring, pp. 8-11.

War in Iraq :: essays research papers

Self-improvement. When I finished highscool in Ukraine, my mother taught me one very important lesson. She said: â€Å"Self-improvement is a key for your success†. In 1998 I got a bachelor degree in Child Education. I took me two years to complete a school program. During my school years I went through difficult times. There were moments when I wanted to drop out of school, but I always remembered my mother’s words about continual self-improvement. Now, after all, I am really proud of my achievements. I have accomplished my goal. But, I’ll never stop to better my education, because this is lifetime process for me. After I finished high school I had a dilemma. Whether to do ordinary, low paying work, or pick a major and further my education. One evening I had a long conversation with my mother. She explained to me that education is the only way to improve my life. Regular jobs would only allow me to survive, but if I wanted to improve my life I need to go to college. For that reason, I decided to make a plan of my further education. During my collage years, 1996 – 1998, I wanted to drop out of school many times. I had to complete a four-year program in two years. I had a very busy schedule. Monday through Friday I was in school form 8 am to 6 pm. After school I did my homework until 3 am in the morning. Even, on Saturdays and Sundays studied for 8 – 10 hours. Nevertheless, I graduated with good grades and award letter for my academic achievements Right after I had finished my studies; I felt a sense of relief and a great joy of self-achievement. . At that moment I wanted to relax for a while and then continue my education. My education didn’t stop after completion of the college program. During the summer of 1998 I went to my parent’s village for a short rest. Then I decided to continue my studies at Kyiv Pedagogic University. In fall 1998, I started an eighteen-month program. It was easy for me at this time, because I had a basic knowledge of the subject. Also I didn’t have to study until 2 – 3 in the morning. On top of that, during the weekends I was able to relax. In February 2000, I successfully graduated from Kiev Pedagogic University. I received a diploma for Child Care specialist.

The Japanese Quince

Japanese Quince† is a story that describe around a part of Mr†¦ Nelson's life. It starts out with Mr†¦ Nilsson being drawn outside where he finds himself standing in front of a Japanese quince tree. Before he can feel the special of the tree, he finds that his neighbor is also outside and eventually Mr†¦ Nilsson walks back inside to continue his boring day. The simple event lead the story into a deeper administrative level.John Goalmouths, the author, uses symbolism within his short story to create a deeper meaning within: when given an opportunity to change their lives, some people are hesitated to be consciously. However, subconscious factors may influence their behaviors in ways that can impact their lives in many ways which they did not anticipate. Throughout this tale, John Goalmouths uses some symbolism. The story begins with Mr†¦ Nilsson reading his paper when he feels a sharp pain near his fifth rib, Just above his heart. He takes deep breaths to try and reduce the pain, but it only makes it worse. He tries to figure out the cause of the pain.Deep In thought, Mr†¦ Nilsson becomes distracted by a pleasant â€Å"fragrance† from the quince tree In the nearby park. He forgets about his pain and enjoys the distraction of the tree. This ailment symbolizes the void that he feels, Mr†¦ Nilsson does not know what It Is and tries to figure it out, but in the end he never finds it. The smell of nature, to be more specific, the Japanese Quince tree's smell, that represents life itself. This symbolizes the piece that he is missing, seen when he does not feel the pain In his chest anymore. Mr†¦ Nilsson feels content with It and feels special that he had been able to witness of such a beautiful sight.John Goalmouths uses this scene to symbolize the discovery of a lost piece. The â€Å"Japanese Quince† Is a short tale that John Goalmouths wrote using symbolism to create a centric theme. The protagonist of the story finds that he Is presented two paths at the one that blocks his way Is himself; he must chose which path he will take. In the end of the story, he decides that It Is not worth stepping over himself to change his life and he reverse. Through this, John Goalmouths Is showing that the mall character was hesitated to change his life and his subconscious Influences him to would walk away from the opportunity.

Determination of Density Essay

Purpose: To determine the densities of aluminum and zinc cylinders Density is the relationship between the mass of an object and its volume. Sometimes density can be easy to sense. If two objects have exactly the same shape and size, the denser one may feel heavier. If their densities are close together, it can be hard to tell the difference. It gets really tough if you are dealing with materials that have very different sizes or very different shapes. The only way to decide the density of an object is to measure its mass and its volume, then divide. Ex. Density= Mass/Volume Procedure: For Aluminum: 1. Weigh the aluminum cylinders individually on the analytical balance to the nearest 0.0001g and record the weights 2. With a vernier caliper, measure the diameter of each cylinder to the nearest 0.01cm and record 3. Again, using the vernier caliper, measure the length of each cylinder to the nearest 0.01cm and record 4. Compute the volume of each cylinder by using the formula V= (3.14d2h)/4 For Zinc: 1. Weigh the zinc cylinders individually on the top loading balance to the nearest 0.01g, and record the weights 2. Place enough water in a 100mL graduated cylinder to cover the object. Record the volume of water to the nearest 0.1mL by reading the bottom of the meniscus 3. Place the zinc cylinder in the graduated cylinder. Read the new volume and determine the volume for each piece of zinc Data: Density of Zinc Mass#1 104.0168gVolume#1 18mLDensity#1 5.7780g/cm3 Mass#2 92.8178gVolume#2 15mLDensity#2 6.1876g/cm3 Mass#3 72.2115gVolume#3 10mLDensity#3 7.2215g/cm3 Mass#4 55.3077gVolume#4 9mLDensity#4 6.1453g/cm3 Mass#5 35.2653gVolume#5 7mLDensity#5 5.0379g/cm3 Average Density 6.079g/cm3 Density of Aluminum Mass#1 26.48gVolume#1 6.28mLDensity#1 4.22g/cm3 Mass#2 21.50gVolume#2 5.01mLDensity#2 4.30g/cm3 Mass#3 17.58gVolume#3 4.14mLDensity#3 4.25g/cm3 Mass#4 13.10gVolume#4 2.92mLDensity#4 4.48g/cm3 Mass#5 8.68gVolume#5 2.04mLDensity#5 4.25g/cm3 Diameter = 1.025cm Average Density 4.29g/cm3 Conclusions: The densities of both objects were successfully determined. The average density of the aluminum cylinders was 4.29g/cm3, and the density of the zinc cylinders was 6.079g/cm3. Both of these values seem reasonable, and the zinc seems to be slightly heavier than the aluminum. The density of the zinc cylinders was found using the volume by displacement method, and the volume of the aluminum cylinders was found by the formula method V= (3.14d2h)/4. Problems with the equipment may have possibly introduced error into the measurements. The 100mL graduated cylinder used to find the volume of the zinc cylinders was only marked in 10mL increments, requiring estimation for levels in between. The volume of the aluminum cylinders required the use of the vernier caliper to measure the diameter and the length of each cylinder. Improper use of the vernier caliper may have altered the measurements received for the aluminum cylinders. The error introduced by these problems was slight, however, and the calculated densities for both objects are probably quite reliable.