The Russian revolution Essays

The Russian revolution Essays The Russian revolution Essay The Russian revolution Essay no other sources mention this.This is a big effect on the death of the remaining members. Source J also mentions there being 5 bodies identified as being from the tsar, his wife and 3 daughters. This information tells us that a son and a daughter were missing. No sources said about them being the 2 people missing. Others sources such as in source I it says His wife and son had been sent off to a secure place. This source does not make sense to source J because the two people dont fit in with the 2 missing bodies. They both get it the same qbout the son but the wife is claimed to be a missing member althought source J says it was one of the daughters. All the sources say different things about what had happened and how the bodies were destroyed. None I dont think agree with source J, but I think this source may be a lot more reliable and a lot different because a lot more evidence had been discovered by then and it has evidence to back it up with the discovered bodies and they ahd been identified.

Creative Arts Therapy for the Terminally Ill and Bereaved essays

Creative Arts Therapy for the Terminally Ill and Bereaved essays According to The American Art Therapy Association, Art therapy is a mental health profession that uses the creative process of art making to improve and enhance the physical, mental and emotional well-being of individuals of all ages. Through creating art and reflecting on the art products and processes, people can increase awareness of self and others cope with symptoms, stress, and traumatic experiences; enhance cognitive abilities; and enjoy the life-affirming pleasures of making art (2012). Throughout history, the arts have been used as a form of self expression. Different forms of the arts have been used to bring people together in celebration on important occasions. Dying is an important time of transition for every human being and the arts have been used to ease the pain of loss and to help the dying make peace with their impending death (The Continuum Center for Health art originally developed as a means of expression of and relief from traumatic experiences. Art, song, dr ama and dance in primitive times were motivated by a need for catharsis and gaining control over threats to the community". Art therapy is a broad spectrum that provides a myriad of choices for the dying and the bereaved. The client is encouraged to explore his or her feelings through activities like drawing, music, guided visualization, painting, making of crafts and journal writing. For the dying, a feeling of detachment can set in when one is facing end of life issues. Red Deer Hospice posits that music therapy helps promote a patient's physical, mental, and spiritual well being. Music therapy is especially useful at the end of life when communications often break down and a sense of isolation sets in. Gentle environmental sounds like ocean waves, wind, rain, birds, and music from harps, flutes, or stringed instruments may provide a sense of peace (2012). ...

Management Accounting and how it can be defined Essay

Management Accounting and how it can be defined - Essay Example In other words a more complex definition of Management Accounting expands the simple one and states that the process of providing the information required by management for planning, Organizing and controlling for goals such as: ïÆ'  Recording, Analyzing and reporting on the actual cost and inputs of products, services and processes in which we are very much concerned and which is also our first question ïÆ'  Working with starting cost, function, standard of performance, revenue and quantity budgets, which is related to our second and third questions, ïÆ'  Evaluating Alternative Opportunities, this is last and fourth question. Starting with our first question and second question simultaneously, we will find out the Total Fixed Cost, Contribution Margin, variable cost and Brake Even Point Andre is running a hair cutting saloon in which 5 Barbers work for him 40 hours/week, 50 weeks/year and being paid $9.90 per hour regardless of the number of the haircuts and every one who has a h air cut gets his hair washed so the charger for the shampoo or hair wash is assumed to be already included in it which will come under fixed cost by which his Fixed Cost per year will be $99,000 and $1,750 is the rent and other fixed expenses per month which again comes under Fixed cost by which his Total Fixed Cost per year will increase by $21,000 and the Total Fixed Cost will be $120,000/year and $10,000/month (this calculation is done on yearly ¬Ã‚ ¬Ã‚ ¬Ã¯Æ'  monthly basis). ... Yearlymonthly basis (this calculation is done generally). As we now have our T.F.C i.e. $120,000 we have to calculate Break Even Point i.e. how many haircuts should be done so that we get $120,000 and i.e. 10,000haircuts/year should be done so that we don't get a loss and that is our B.E.P in units. Here there is no Variable cost i.e. no such sort of charges which will increase or decrease the total cost.Moving to our 3rd question i.e. if 20,000 haircuts are performed what will be the Operating income (profit), as we have calculated before our T.F.C i.e. $120,000 which will not change if we do either 1or 10,000 Haircuts/year. Assuming that the cost for one hair cut $12 and if we do 20,000 haircuts our income will be $240,000 and now subtracting the total expenses or T.F.C i.e. $120,000 we get an Operating income i.e. a profit of $120,000. As we have assumed $12/haircut we have included the taxes, Wages, rent, all the fixed expenses, the cost of shampoo and other required material in it. After all this we get a good profit of $120,000 if the saloon works as mentioned i.e. 50weeks/year and the barbers work for 40hours/week. Now for supporting this statement one barber works 2000hours/year as per the calculation and has to do a Minimum of 2haircuts/hour, 80haircuts/week if he works 8hours/day, 5days/week which is again 40hours/week and in 50weeks he can do 4000haircut, if similar calculation is done for the other 4 Barbers our task for 20,000 haircuts will be achieved. In our 4th and last question Andre decides to pay in a revised or in a different way i.e. by decreasing the Wages/hour and giving money/haircut. Andre decides to pay $4/hour i.e. fixed cost and $6/haircut which is

Intermediate Macroeconomics Essay Example | Topics and Well Written Essays - 1500 words

Intermediate Macroeconomics - Essay Example It happens because of increase in import prices and fall in incentives to cut costs. Hence, a fixed exchange rate would benefit a nation to keep its inflation low and thereby promote its economic growth. As Frankel (1995, p. 40) points out, fixed exchange can be considered as an effective monetary policy for assuring price stability. Similarly, maintaining fixed exchange rate may be an effective strategy to prevent speculation in foreign currency transactions and thereby stabilise the economies. It must be noted that the exchange rate does not remain permanently frozen under the fixed exchange rate system. Rather the exchange rate is timely and appropriately resent so as to ensure fundamental equilibrium in the balance of payments. Disadvantages of fixed exchange rates Even though a fixed exchange rate may be beneficial to promote certainty of future exchange rates, this concept has many disadvantages. Primarily, a fixed exchange rate would cause conflict with other macroeconomic obj ectives. Setting fixed exchange rate may reduce financial transactions’ flexibility and hence an economy may face potential difficulties in responding to temporary shocks. Economists opine that fixed exchange rates may lead to current account imbalances. Proper setting of fixed exchange rate would be a difficult task for regulators because the exchange rate is most likely to impact the economic growth of a country. Varying exchange rates raises potential challenges to multinational corporations engaged in international trade. According to Jain and Ohri (n.d, p. 265), the fixed exchange rate system is to be supported with large international reserves and the author finds it as one of the principal demerits of this system. They continue that a... This essay approves that currency rate fluctuation is one of the threatening consequences of maintaining a floating exchange rate regime. Evidences suggest that frequent currency fluctuations in the global financial market may cause significant problems to firms engaged in international trade. To illustrate, when a British firm is exporting commodities to its US client, a sudden appreciation in sterling would probably make the British firm’s exports uncompetitive and hence the organisation may go out of the business. Similarly, unexpected and significant exchange rate fluctuations may sometimes force a multinational corporation to pay higher costs for its imports and this situation in turn would increase the firm’s vulnerability to bankruptcy. The most argued disadvantage of floating exchange rate is that it significantly weakens internal price discipline and allows greater level of inflation. This report makes a conclusion that from the above discussion, it is clear that either fixed exchange rate system or floating exchange rate system does not have any competitive edge over the other. Each system has its own advantages and disadvantages. Hence, regulators must consider their growth priorities while choosing an exchange rate policy. For small nations and developing economies, fixed exchange rate system is more advisable as this policy would enhance their smooth economic development. On the contrary, a flexible exchange rate system may aid developed countries to promote their growth in international market.

Example of an Compare and Contrast Essay Example for Free

Example of an Compare and Contrast Essay My grandmother and I are like dust and dawn, complete opposites. We have different points of views; we come from total different generations; we have different interest. My grandmother was born in Atlanta, GA and married at a young age. She and my grandfather later move up to Jersey City, New Jersey when she was pregnant with my eldest aunt. Life was a lot different in the 1940s than it is now. After sitting down with my grandmother, talking to her about different stuff made me see her in a new light. I spoke with her about how the music was then and now was different. She grew up in a Christian home, so all they listened to was Gospel. I asked her â€Å"what do you think of the Gospel music today?† She answered â€Å"I’m not a big fan of it but I only listen to Mary Mary before I would listen to anything else. They add too much into it and think that because you say God or Jesus it’s a Gospel song. Mary Mary are true Gospel singers.† So, I asked her about the Gospel music that she grew up with, and she had a twinkle in her eye as she explained it to me. She truly loved Gospel from the 1950s to the 1980s. she explained how they had a true meaning and how they had a true message. Technology from then and now is really different. My grandmother declared that their television’s looked like big boxes with a screen on them and cameras were huge. Now, in the 21th century, we have flat screen TV’s and small cameras that can fit in your pockets and can print wirelessly from the printer. Phones were all wired and you couldn’t really move around the house with it; presently, we have wireless cellular phone that you can contact someone from half way around the world without an issue. The environment was a lot safer than it is today; also, that prices were more affordable than they are, that’s why more people are depending on public assistants. My grandmother indicated that you could walk in the grocery store with $20 and leave out with about 35-40 items. As of now, you walk in the grocery store with $20 walk out with 3-5 items. During the 1960s the environments setting weren’t as bad as they are now. The crime rate isn’t as high as they are now. That’s why she chooses to leave out early in the morning to run arranges because she feels safer. The generations has changed and progressed in different ways. Things were easier than they are today. Before you don’t really worry about much, now some people fear to leave the comfort or their home. Maybe if I was alive during that time, I maybe would have gone through as much as I am today. If you had a chance to live in that time zone, would you?

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Traumatic Brain Injury: What happens to the blood-brain barrier? Introduction Traumatic brain injury (TBI) is a major cause of death and disability worldwide for which there is no cure. Many patients who survive from TBI may experience permanent cognitive loss, behavioral issues, and emotional disturbances, which require daily medical or social attentions.[1, 2] It is believed that over 2% US population is experiencing TBI-associated disabilities which create an annual burden evaluated at $60 billion on direct (medical service) and indirect (loss of productivity) costs.[3, 4] Traumatic brain injury is complex which consists of a mechanical trauma (primary injury) and a resulting biochemical cascade (secondary injury), and lead to a wide diversity of symptoms.[5] The blood-brain barrier (BBB) is a highly specialized endothelial barrier which separates components of the circulating blood from neurons.[6] The BBB acts as the interface between the vascular system and the brain that restricts and regulates the exchange of substances.[7] The blood- brain barrier is responsible for the maintaining of homeostasis of the brain through regulating the chemical environment, the entry of xenobiotic and the immune cell transport.[8, 9] The concentration of water, ions, amino acids, hormones and neurotransmitters in the blood undergo fluctuations. If those fluctuations were allowed to occur in the brain it would lead to local disruption of signal propagation and uncontrolled neural activity.[8, 10] Interruption of cerebral blood flow would result in neuronal death.[11] The blood-brain barrier breakdown has often been documented in patients with TBI which may also be used as a biomarker in the clinic and drug trials.[12] The blood-brain barrier ... ...he activate local microglia.[63] Activated microglia can contribute to blood brain barrier opening.[64] Inflammation following blood brain barrier disruption after traumatic brain injury might be vital for the implementation of tissue repair and reorganization or even cell death.[65] Summary The pathological processes that develop following brain injury inevitably lead to neuronal death, which can be immediate or delayed. Blood brain barrier disruption, resulting in neuronal loss, might also influence the long-term traumatic brain injury complications which are characterized by neuronal death.[66, 67] Blood brain barrier breakdown is the central role of traumatic brain injury in the pathophysiology. Prevention of secondary damage following traumatic brain injury poses an important position in the treatment of traumatic brain injury or blood brain barrier breakdown.

Creating Effective Learning Environments for Learners Essay

Introduction Environment is all the physical and social conditions that surround and can influence a person’s health. A learner’s physical environment on the other hand include the class surrounding like locker ,chairs and other items that are physical found either inside or outside and around the class. Social environment refers to the immediate social setting in which people live or in which something happens or develops. It includes the culture that the individual was educated or lives in, and the people and institutions with whom they interact. An urban area is a town, a place that has developed in the various sectors including infrastructure and other institutions hence noise and other destructible deeds become order of the day. Due to scarce land for building, schools end up being built next to pubs or even on top of pubs. In defining an effective learning environment it’s important to first consider the uniqueness of learners and how they learn. Physical environments a) Space and materials The teacher should take into consideration who should be arranged in the rows and columns. The class arrangement matters a lot for effective teaching to occur. First, students should be arranged facing the teacher for easy monitoring as the teacher is teaching. Secondly, the teacher should now all the students individually and there by now the different problems the learners have which might help him/her to plan the class. For instance students with eye sight problems should sit where they are comfortable in order to understand the teacher well as suggested by Roger Hiemstra. Siegel has found that there is direct relationship between architecture and collaboration of teachers. The arrangement of space has immediately and far reaching consequences for teachers. The arrangement of space has immediate and far reaching consequences for teachers’ ability to effectively and efficiently accomplish daily activities; the formation of social and professional considerations of the spaces where teachers meet and collaborate is just as important as the design of classroom. Desirable designs include having friendly environment and agreeable areas, supervised private areas for students, as well as public areas that foster a sense of community with particular attention to the color used. A good class room should be inviting, have the necessary learning material readily accessible, eliminate or cover destructing features either inside or outside the class. Class concentrations should be avoided because it encourages laziness among students due to lack of proper supervision by the teacher. Therefore during class arrangements, at least there should be space where the teacher can move around and monitor the learner’s progress. Also work groups can be convenient for those learners that want to indulge in group work and discussions. b) Sitting position and types of furniture Knight and Noyes performed a study on class furniture in relation to children’s behavior and sitting positions between traditional and ergonomically designed furniture. They found that children showed a significant improvement in task behavior and marked change in sitting positions following the new designed furniture that makes students to sit upright. In relation to sitting positions, Linton e tal(1994) didn’t observe any different sitting position in the children in their study using ergonomically designed furniture was more comfortable. Chairs that are not upright encourage loss of class concentration hence leaving room for poor class concentration. c) Use of visual items to enhance better understanding The benefits arising from use of visuals for instance chats illustrations and others has provided multiple opportunities for children to process, reflect on and integrate information presented in a story since the spoken language is fleeting in comparison to a visual representation of the same material according to Gersten and Baker. Obviously biology students can’t be taught the topic on bones without even seeing a sample which there by illustrates visual items enhance understanding hence facilitate effective learning. A visual chat make learning more interesting and makes learners understand better what is being taught. d) Temperature and air quality Earthman rates temperature, heating and air quality as the most individual elements for student achievement in learning. A class that is well lit, warm when environment is cool or cool when it is hot is more suitable to accommodate effective learning. Furthermore if the classroom is up to date and current technology is available, the student will keep pace with their peers who have access to this equipment. Where classes are positioned in a school matters a lot. Class next to staffrooms where teachers crack jokes can distract the students concentration and learning in class. Classes should be situated in areas away from paths that distract pupils. An example is a class next to the main road leading to the main gates will always have cars; people and this will hinder effective learning because students will always be staring at anything passing outside instead of listening to the teacher. Police cars that enter in school will freak out students because they will always be curios on wh at is going to happen. e) Lighting There is a considerable amount of literature relating to light and classroom. In relation to student suitability to learning, day light is seemed to have positive effect to the learners studying environment which is suitable for learning. However day light source can’t be had in class because it’s impractical. Benya suggested that for lighting to be effective, day light must be supplemented automatically by controlled electric lighting that dims in response to day light levels. Barmitt suggests that good lighting can only be achieved by combination of direct and indirect lighting. Indoors lighting can be different depending on color and temperature its bringing and different light intensities. Jago and Tanner argue that the visual environment affects a learner’s ability to perceive visual stimuli and affects his/her mental attitude and thus performance. Knez found evidence of lighting conditions that induced positive affect improved performance. Web, puts forward various incidences of learners being hospitalized because of use of kerosene lamps which emitted smoke that is harmful to human beings’ health. Results of the smoke include irritating eyes, coughing and chest aches due to the harmful smoke. All these can be overcome by installing good electric lighting systems which somehow have lesser side effects hence enhancing favorable learning environments. f) Noise and its resolutions Noise next to noisy areas that can’t be avoided can be reduced through several measures which include: Using sound absorbing materials like carpets, under blocks, foam surfaces on carpentry bench nets in gross motor areas. Using sound barriers like carpets, upholstered furniture, grass in outdoor areas, upholster dividers and acoustic tiles also is an efficient way of controlling noise. A good school should separate noisy areas from the quite ones for instance libraries should not be situated next to the play fields. Also laboratories should be separated from the kitchens to avoid contamination of food. g) Color According to some findings, colors also affect all individuals at two levels: behavioral response and learned response. A behavioral response is a response that’s automatic, inherited and not affected by age, sex, culture, financial considerations or environment. This type of response occurs naturally; the individual is not aware of making a response for instance using bright, intense colors e.g. red to decorate an infant’s room can prevent the infant from sleeping well(Chinazzarl 1998). This is not a surprising issue as the red color is seen to elevate blood pressure according to liber man (1991) h) Teacher According to Talis, teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their general wellbeing and they shape students learning environment and influence students motivation and achievement. Talis illustrates that many studies have described aspects of teaching practice which are related to effective classroom learning and student outcomes. Close monitoring, adequate pacing and classroom management as well as clarity of presentation, well-structured lessons, in formative and encouraging feedback has generally shown positive impact in student learning achievement while teachers provide learning opportunities, these must be recognized and utilized by the student to be effective. Motivation goals and outcomes have to be taken into account as well. Also researchers agree that the teacher is responsible for creating opportunities for interaction and communication among classmates and between students and the instructor. Vitale (2010) suggests that well planned and defined discussion questions help the students to understand the course content, especially the application of new knowledge to clinical practice situation. Communication Galton et al, (1999) assumes that it is important for teachers to be able to communicate effectively with pupils, although it is sometimes less certain how this should be defined. Moos’s (1979) evaluation of classroom environment addresses this since subscales relating to teacher behavior and classroom management such as ‘teacher support’ and ‘rule clarity’, clearly involve communication. A study of disruptive behavior in a particular school (Badger, 1992) found that both pupils and teachers often explained problem behavior in terms of failures of communication, with teachers advocating more discussion and improved relationships as ways to improve the situation. Another aspect of communication is that which goes on with parties outside the school. Effective communication has been highlighted as key to the improvement of schools in developing countries by Dalin et al (1994), though in this case it is communication with government and other authorities which is being suggested. More generally, communication with those beyond the school building is an issue referred to in the education literature, but again without necessarily examining the setting that may facilitate it. For instance, in his study of disruptive behavior, Badger (1992) found that teachers often mentioned that there was a need to improve relationships with parents, while Idea (1970) argue for the importance of involving parents and the wider community in school design. Such intentions clearly involve more communication and are involved in the general issue of the school’s place in the wider community, which has already been considered. Commonly abused Drugs and learning The pub can be a source of some of the drugs like alcohol. Alcohol has many effects on students who drink too much which may include staying out late and wakening up exhausted with a hangover. As a result, they may have a number of absences and their school work may suffer. Younger children may find it difficult to get ready for school without clean clothes or a ride, as the parent is hung over or drunk. As a result, truancy, delinquency, poor school performance may be present. Underachievement, emotional distance from peers and withdrawal may be noticed. Drinking alcohol can lead to reduced coordination, slurred speech, blurred vision, slower reaction times and an impaired memory. People under the influence of alcohol have less impulse control and impaired judgment. Some of these effects are temporary while others are more long-lasting. Alcohol consumption can also lead to blackouts and lapses in memory. Long-term alcohol abuse can cause Wernicke-Korsakoff syndrome, which is a brain disorder that causes mental confusion. All this affects learners’ studies hence affecting the learning environment negatively. The American medical association recently announced that underage drinkers were found to have hippocampuses that were 10 percent smaller than non-drinkers. This matters when it comes to learning because the hippocampus is the part of the brain that is responsible for memory and learning. Because of the changes that the teen brain is going through, alcohol use can â€Å"seriously damage long- and short-term growth processes . The brain isn’t the only factor in a person’s ability to learn. The external environment also plays a crucial role in determining how much a person can and will learn. Alcohol use, especially among teenagers, can lead to social problems that can have long-term effects on learning. Underage drinking has been linked to poor academic performance and harmful behaviors such as illegal drug use and promiscuous sexual behavior. These social problems can reduce the opportunities students have to learn as they may be denied access to certain educational offerings or compromise their ability to get into schools or training programs. Alcohol use has been linked to higher truancy rates, which translate into fewer learning opportunities ————————————————- Ways of reducing drug consumption in schools: a. ————————————————- Putting talk sessions to heighten the dangers of drugs to health and school studies ————————————————- According to Bruce and David (2011), guidance and counseling should act as pre rehabilitation centers for the students because when they get to know the effects of a certain drugs to their health, definitely some group of students will change their minds and attitudes towards doing drugs like alcohol. This small achievement will later become huge because students do mostly what others do and a small change will bring an anti-drug environment which is a start to a good learning environment. Peers have a lot to accomplish in terms of behavior. The peers should be modeled to reinforce good behavior between them hence achieving positive results towards learning. Also according to Taylor (2001) students at youth level tend to give in what other youths say compared to advice given from people much older than them. Therefore an organization like the guidance and cancelling department should organize for people who are at least in a youthful age to give talks on effects of drugs. Chronicle addicts who have changed behavior due to the terrible effects of drugs can really touch some of the students and hence initiate change in behavior among the students thus fostering good learning environments in the schools b. ————————————————- Random register checks and school monitoring ————————————————- Tricks like skipping classes and ditching preps for luxury in the pub can mostly be curbed down through this strategy. Random student registers also keep students on their toes and hence this reduces class absenteeism because of alcohol and other drugs. Students who are always absent and caught doing drugs should severely be punished for them to serve good examples to the school. Therefore addicts will always be afraid of being caught on the wrong hence reducing the number of drug addicts. ————————————————- Expelling can be used to show examples of what happens to naughty behaviors. Expelled students bring their parents and hence their issues discussed by four parties which include the teacher, parent, student and school committee. From an effective meeting resolutions can be made and learners can change behavior. c. Approach of doing things that interest and occupy the students mind Charllottas, Web (2007) suggests that youth students are very sensitive people and in order to make them interact well with their environment; they should be made part of the environment. Sessions where learners are supposed to meet teachers and air out issues affecting them is crucial in helping them with the effective environment issue. To facilitate learning, an entertainment hall can be built to cater for the student’s refreshment needs hence vanishing ideas of dodging school and preps for the refreshments at the pub. Also during shows like talent shows; one can make students gain interest in wha t they are best at and this will motivate students who might not be that perfect in class and have eventually lost hope in studies. d. Putting age restrictions in refreshment areas and pubs: Jordan (2009) gave out the approach that in order to stop students from drinking, the pub should enforce certain laws and restrictions. Through collaboration between the teachers and the pub supervisors, the pub attends should inform teachers of any suspicions that students might have been seen in the pub. Also the pub should enforce laws like no underage people are allowed in the pub. At the entrance, every person should produce identity cards to extinguish adults from the school kids. Effective learning experience Building quality teaching, learning and assement environment. Building quality teaching and learning environment According to Oliver and Omar 1999, there is growing movement toward designing learning environments that recognize the communicative power of the internet to support an active and constructive role for learners. Factors influencing learning experience include the quality of learner support systems, the assumption made by learners and educators about the experience itself, the educational design and support networks for learners and educators. Considering complexity of these factors can have on learning experience, possible resolutions to these issues tend to assist and learning also, where assements task drive the learner and the technology support the learning process. Effective learning is used in the sense of bringing about change to professional practice. Investigation with teachers say that they experience were of the less effective forms of professional development. They include: * passive didactic expenditure experiences where is an overreliance on external expertise * external training events * one off training events These experiences may result in a quick fix but they do not often result in lasting change and may in fact be counter product (Carnell 1999). The less effective forms of professional development are of low complexity context free. They are single track, usually focusing on content or skills and don’t require judgment. The more effective forms are of high complexity. These take into account teachers experiences and emotions and are dependent on the particular learning and social context. They are multi track, meaning they focus on and connect different aspect of the context, development understanding, facilitate tearing and change. They require refection analysis, judgment, and dialog. Teachers need a strong knowledge base in child development which enables then to make decision regarding what activities, materials and experiences will be appropriated for children of various ages. Learners are mostly interested in the moving classical technological advancements. Books are cruci al but also computers are making big strides in enhancing the students’ learning. Bransford, Brown, and Cocking illustrate four essential elements of effective learning environments: they are learner- centered, knowledge centered, assessment centered and community centered. In a learner-centered learning environment, teachers take the knowledge and prior experiences of individual learners into account in their teaching and try to accommodate learners’ strengths and interests. This approach is based on cognitive research findings that prior knowledge is the basis for constructing all new understanding. An example of a learner-centered approach might be a social studies teacher’s asking students about their daily routine as they study the human impact on the environment and how individual actions do make a difference on a global scale. In a knowledge-centered learning environment, teachers direct learning activities toward developing students’ deep understanding. Research has demonstrated that deep understanding is necessary for learners to appl y knowledge in a given situation and to transfer it to new ones. This requires teachers to make a careful analysis of what they want learners to know and be able to do when they finish a learning activity or course and to provide students with the foundational knowledge, skills, and attitudes needed for the successful application and transfer of that learning. For example, a social studies teacher might focus a unit about the civil war on its causes and political context and to support this higher-level conceptual understanding might ask can then guide students’ continued thinking and revision strategies. The importance of this aspect of an effective learning environment is supported by research findings that students who are active in and take charge of their learning can better regulate and improve their approaches and efforts. It is also consistent with research showing that students build new knowledge on existing knowledge and that the more visible their thinking is to them, the more effectively they can modify and refine it. For example, a social studies teacher might allow students multiple opportunities to demonstrate their developing understanding throughout a government unit by asking them to create and update a concept map of similarities and differences between local and state governance. In a community-centered learning environment, students need not only to feel safe to ask questions and to reveal their ideas and difficulties they have in understanding the subject matter, but also to develop norms of behavior that contribute to successful learning in that learning environment. Research shows that social interactions and norms within a community of learners will affect how learners approach their work and that connecting the curriculum to communities beyond the classroom will influence the degree of understanding that students develop. For example, a social studies teacher might put students in contact with other students from another culture or geographic setting to better understand the influence of culture on the topic they are studying. Therefore it’s of worth to recognize these four elements believed to support learning hence allowing teachers to improve upon their learning environments for more effective teaching and learning. SCHOOL CRISES a. Causes of school crises They include: * Physical causes caused by school facilities for instance broken water pipes, cracked walls in campus, bad prepared food and many others. * Physiological and mental causes. A good example is break out of diseases like congenital diseases, emotional distance * Contextual causes involve crisis caused by social factors like if there was an aging population in a school district, there would be a decrease in the number of school aged pupils and hence the age enrollment rate. It might eventually lead to class reduction or even closure. If there are drug addicts near a school, teachers and students might be disturbed or even injured. * Ethical and moral causes: losses resulted from behavior constitutes a violation of professional integrity among members of school. * Disorder causes: if school members had low awareness of school discipline and rules, low morale or the tendency to careless, procrastination and chaotic behavior may easily trigger off various kinds of accidental incident. b. Effects of school crisis * Physiological damage, health hazard, disability and evidently this will disrupt the learning environment because an upright person who becomes disabled will not be having what he/she had before the accidents * Property loss will disrupt the learning environment because subjects like chemistry will require lab practicles and without labs it will be hard to experiment. * Taking responsibility which includes direct or indirect legal, economical and moral responsibility for example a school might have to take responsibilities if a pupil was injured during school activity. * Education damage involving relation between the school members deteriorates after the experience of the crisis. c. Managing school crises in order to foster learning Crisis management includes the measures and policies taken to deal with incidences that enviably disrupt learning. Siegel (1991) suggests that before working on a crises management one should figure out nature, meaning and related variables of the school crises. Schools should eliminate all possible causes of risk, and convert them into predictable and controllable variables. They should device long term preparation plans for preventing damages in future crises, and develop members’ ability to handle emergency situation effectively. As that world `becomes more complicated and fast changing than ever before there is much increasing impact on current school operation, resulting in various kinds of school crises. School crises definitely do not support effective learning hence should be abolished as much as possible. Some of them are and foreseeable of which the management could devise necessary strategic or operational plans deal with , or arrange to means of insurance to compensate for loss; while others are usually dormant but may suddenly disrupt school operation or even cause injury and death or destruction of school property (Raffan, 1984) Through good school management most of these crisis can systematically predicted and managed, loss minimized and operation and development of schools can also be maintained hence fostering good learning environment. The management tactics vary from among school crisis. Technology enhancing an effective learning environment Educational technology has been cited to make major milestone in improving the learners’ learning environments. Educational technology includes hardware such as personal computers, smaller peripherals such as Global Positioning Systems (GPSs) and Personal Digital Assistants (PDAs) that interface with computers and other equipment that can interface with such digital tools such as video cameras and VCRs. Also included in this definition is the software that runs on these devices and networks that allow them to send and share information among them. Bransford, Brown, and Cocking analyzed in their research that educational technology can make important contributions to effective learning environments hence they concluded that technology can enliven teaching and learning by facilitating the incorporation of real-world problems into the curriculum. Educational technology can help make a learning environment more learner-centered by providing a greater variety of resources that allo ws students to follow their own interests and build upon their strengths. It can also help teachers motivate students to work toward deep understanding or transfer by illustrating how what is under study in the classroom relates to the world beyond it such as by accessing real-time data on current events. Technology can help teachers meet students’ differentiated needs, by serving as a tool for enrichment or review or for presenting information in additional formats. According to Driscoll (2002) and Rieber (1996) the research literature describes how educational technology can serve as a tool that supports learning by allowing the learner to engage in more complex than otherwise possible. For example, Geographic Information Systems (GIS) can layer data about population density on top of information about political party affiliation and socio-economic status. Seeing such data simultaneously in tools such as GIS, or simulations, or computer-based micro worlds, can contribute to making a learning environment more knowledge-centered by helping students better see complex relationships and address more analytical questions than otherwise possible. The research summarized by Bransford, Brown, and Cocking has also shown that technology can make it easier for teachers to provide students with feedback about their work. For instance, it can aid in capturing performances for review and display, and it can provide multiple practice opportunities and track or calculate changes in performance along the way. It can also make it easier to communicate within and outside the classroom, providing additional opportunities for feedback in relation to Driscoll (2002)’s opinion. Thus, technology can aid teachers in making an educational environment more assessment-centered. Networked educational technology can also support communication among learners, as well as between their parents and their teachers. By allowing asynchronous and synchronous communication, whether by bulletin board, email, web pages, or chat rooms, technology can enable an exchange of ideas and questions and develop a sub-culture focused on learning and on intellectual habits productive for learning. In these ways, educational technology can aid the development of a community-centered learning environment. Conclusion: A good learning environment is crucial to promoting effective learning. In order to improve the learning environment the teachers, parents, learners and the community at large should join hands to make sure a good environment is achieved through peaceful co-existence of these four parties. REFFERENCES: Ceng, Y, C (2005) New paradigm for Re-engineering Education. Globalization and Industralization.Netherlands.Springer Higgins e tal(2004) Chronic noise, exposure impairs Cognitive Functioning with a number of studies. New York. Palgrave Press Marks,J(2001) The Educational Facilities Laboraties:National Clearinghouse for Educational facilities.Washington D.C.Edfacilties publishers Schultz, F (2001) Education.Dushkin.McGraw Willis (1996) Managing todays classroom. Finding alternatives to control and compliance.McGraw.Dushkin Bofetta, P. & Garfinkel, L. (1990) Alcohol drinking and mortality among men enrolled in an American Cancer Society prospective study. Epidemiology. New York. Palgrave Press Burke, C & I Grosvenor (2003) The School I’d like: Children and Young People’s Reflections on an Education for the 21st Century. London. Routledge Falmer.

American Involvement in Somalia

This is a continuation of my research into the American involvement in the Somali civil War between 1992 and 1994. This paper will attempt to fit the historical data into some of the various ideas put forth in the Kriesberg book, though, unfortunately, the war did not really develop in the same way that the book might describe due to the complete failure of the mission and the brief time of actual American combat. Nevertheless, Kriesberg will provide a useful theoretical starting point to understand this conflict and its ultimate lack of resolution. The civil war that the US was supposed to stop continues without resolution to this very day.1. Escalating the war took place in three rapid stages. All of these were American led operations, though under the cover of â€Å"UN Resolutions† which seemed to provide some kind of a moral stamp on the operation. The three stages were all complete failures from every conceivable point of view. Conventionally, they are called, in order UN OSOM I, UNITAF and finally, UNISOM II, which was finally terminated in 1994 (Lyons, 1995, 39). All of these acronyms concern either UN or US projects in Somalia. The first, in 1992, saw the deployment of only a handful of peacekeepers once most of the factions in the country agreed to some kind of mediation.But as soon as the grand total of 50 men landed, the factions refused any kind of negotiation and immediately resumed fighting. UNOSOM I was considered a bad joke at best. However, the US took over operations a brief time later under UNITAF, which was basically an American controlled operation. In early 1993, the US sought to intervene under the cover of both UN diplomacy and under the idea of â€Å"humanitarian intervention,† a concept where the state intervening does not have any real political capital to gain, but is intervening to save lives and avert famine.But the reality is that the US was interested in controlling Somalia for one reason: to keep it from falling int o the hands of the Islamic movement of General Mohammed Farah Aidid (Lyons, 1995, 39-42). Aidid very quickly succeeded in making himself the most powerful faction leader in Somalia, and in his turn, made himself the anti-American and anti-Israeli leader in the war, holding to a semi-communist kind of Islam that sided with Sudan and, to some extent, Syria in the middle east (Schultz, 2006, 92-94). Aidid also condemned American involvement in the Iraq war.Hence, very quickly, the Clinton administration dropped both te UN and the â€Å"humanitarian† cover and sought to capture Aidid at all costs. Aidid was a threat to both US and Israeli interests for several reasons, dealt with in detail in the last paper: first, Somalia is an oil-rich state, second, it helps control access to the Red Sea, and third, it controls access, to some extent, to the equally oil-rich state of Sudan, where western backed rebels in oil rich Darfur are fighting the Islamic state of Omar Bashir (Kreitzman, 2006).Hence, Somalia was considered a strategic country on all counts. The American force was fought to a draw by Aidid’s forces in the famed 1993 Battle of Mogadishu. It was not long after that that both UNITAF and UNOSOM II, engaged in at the same time, withdrew its forces from Somalia. 2. There was an US brokered attempt to create a unified faction against Aidid in Ethiopia (then a pro-US power in the region), but negotiations quickly broke down (Lyons, 1995, 40-41 also 45). But this is where the American failure can be more closely analyzed.First of all, the Americans approached negotiations as a purely zero-sum game (Kriesberg, 2006, 273). The point of negotiations in 1993 was not to end the war, but to escalate with, with a strongly western backed coalition against Aidid. Since there was no real understanding of the ideas of all factions, political or religious, the US also, secondly, stereotyped its opponents: the Muslims were evil, foul and, worse, anti-Israel, and t he others were secular and progressive (Kreisberg, 2006, 280).Hence, both due to the zero-sum question as well as stereotyping, the US could not successfully operate on Somali territory, even if the number of soldiers escalated higher. The zero-sum aspect of this is also connected to what Kriesberg calls â€Å"cognitive dissonance† in warfare–that is, an intervening party must convince themselves that the official reason that one is intervening is the real one (Kreisberg, 2006, 157). Of course, no serious person could possible pull that off, and hence, there was a schism in the mentality of the intervention from day one.Since the real purpose behind US intervention was to install a secular government friendly to American interests, and the â€Å"humanitarian† rhetoric went out the window at an early date once Aidid became powerful and popular, the official purpose and the real purpose of the intervention became an â€Å"open secret† early on. This could o nly hamper American efforts. As General Montgomery pointed out, the issuance of UN Security Council Resolution 814, with tacit U. S. support, clearly changed the mission. â€Å"For us there was no such thing as mission creep,† he pointed out, â€Å"because it was very clear at the outset what we were supposed to do.† While the resolution was unrealistic and overly ambitious, General Montgomery insisted the taskings in it were clear enough (Hoffman 2004). Nothing could be further from the truth. If anything, â€Å"mission creep† was the order of the day. Directives from Washington differed from directives from the UN. Washington wanted Aidid, while the UN wanted some kind of humanitarian action. But this is not atypical from upper brass in the military establishment, as much a political position as a military one.Ultimately, there was a superficial resolution of the problem by saying that the reason the humanitarian disaster occurred was that Aidid made sure the food aid did not get to â€Å"the people. † This assertion has no evidence to underscore it. But even more, the US got involved in an obscure part of the world for oil and Israeli interests. The US had no real comprehension of the religion and culture of either the Islamic or Christian Somalis. The US, as mentioned in the last paper, failed miserably in the propaganda war once Aidid made it clear that the US was an invading and imperial force working at the behest of wealth and power.This set of ideas helped bring Somalis to his side, and made the US look bad. But American ignorance of the real situation and the perception of US interests among the common population ultimately forced the withdrawal of all troops by 1994 with little having been done. 3. The consequences of this intervention were absolutely disastrous. Since 1992, roughly 1. 2 million Somalis have lost their lives. Starvation is the order of the day, and the war continues without abatement. Aidid himself was ki lled in a gun battle in 1996, yet his movement remains strong.But more abstractly, there are indirect consequences. First, the US realized that any serious commitment needed a large number of troops with strong air support. Second, the approbation of the UN, while having no military value, has a strong degree of moral value. Third, Americans are not interested in long term warfare, unless a major event can take place where Americans are killed. Hence, 9/11 gave both the US and the Israelis a green light to take care of their political problems with little fallout (at least in the short run). Fourth, there needs to be a constant threat to keep Americans interested.Since Somalis did not threaten Americans, it was very difficult to maintain American interest or support. But constructing an ubiquitous web of Islamic terror cells might keep Americans interested. In reality however, none of these lessons were truly learned, and the realist approach to intervention still maintains itself: the US will intervene whenever its financial interests are concerned, which includes protecting the hated state of Israel at all costs to her prestige or credibility. Even more, the UN ended up looking like a paper tiger, a tool of US interests and without a clear agenda of its own.It was a disaster in every significant way. 4. The sort of warfare one is looking at in Somalia is clearly â€Å"zero-sum. † The US intervened solely out of an interest in African oil and the control of access to the strategic Red Sea. The failed negotiations in Ethiopia produced no results because of American ignorance and the refusal of US negotiators to permit Aidid to have any say in the matter. Hence, it became officially clear (contra the words of General Montgomery above) that the real purpose of the mission was to keep Aidid away from power at all costs.But in rejecting the most popular and powerful faction in the country and trying to cobble together a coalition of small and non-ideologica l factions led to complete disaster, and American intelligence completely failed to figure out who was who, and who wanted what (Razack, 2004, 44). The US failed due to the â€Å"social psychological† atmosphere that they themselves created (Kriesberg, 2006, 147). Aidid saw through the American purpose from the outset, which permitted him to construct an Islamic nationalist base that proved very popular. That was a nut that the semi-committed Clinton administration could not understand or crack.Furthermore, organizational structure of Aidid’s forces also changed (Kriesberg, 2006,158). As he became more and more popular, it became clear that his organization became more powerful, regularized and disciplined. As mentioned in the last paper, Aidid began providing his own social services, paving roads and even contemplated minting his own currency, all of which the US was determined to destroy, apparently on â€Å"humanitarian grounds. † 5. In Conclusion, Kriesberg can help us understand the war in Somalia and the American failure in several ways. First, the US stereotyped its enemy and the Islamic world in general.Second, it approached the war as a zero-sum game, with everything on the secular warlords and nothing on Aidid. Instead of talking with him and respecting his popularity, the US attempted to destroy his very base of power and his functioning administration (Lyons disagrees with this, and claims the US did briefly negotiate with Aidid, pp 43, but it went nowhere). Third, the US entered this war without any real understanding of the mentality of third world people in an impoverished state. Like in Iraq, it was assumed that the US would be greeted as peacekeepers. Instead, they were greeted as occupiers (Razack, 2004, 10-11).Fourth, the US did not have a clear sense of mission. While official sources held that the mission was truly humanitarian, from the outset it was clear that the purpose was to keep Aidid and all like him from power and make certain a pro-US leader was installed in this strategic country. Aidid, a man of great military and political talent, took advantage of all these failures to eventually drive the US out of Somalia. Bibliography: Hoffman, Frank (2004). â€Å"One Decade Later: Debacle in Somalia. † The Proceedings of the Naval Institute. January. (www. military. org) Kriesberg, L.(2006). Constructive Conflicts. Rowman and Littlefield. Kretzman, Steve (2003). â€Å"Oil Security, War and the Geopolitics of United States Energy Planning. † Multinational Monitor, Jan/Feb. Lyons, Terrence (1995) Somalia: State Collapse, Multilateral Intervention and Strategies for Political Reconstruction. Brookings Institute Razack, Sherlene (2004). Dark Threats and White Knights: The Somalia Affair Peacekeeping and the New Imperialism. University of Toronto Press Shultz, Richard (2006) Insurgents, terrorists and Militias: The Warriors of Contemporary Combat. Columbia University Press

The Effect of Nontreated Sewage

The Effect of Nontreated Sewage Free Online Research Papers Title: To study the effect of disposal of nontreated sewage containing chemicals and fecal matter on COD, BOD and DO in pond water. Miss Vineeta Girdoniya,p.g. college Narsinghpur,M.P., India,E.mail Address:ranugirdoniya@gmail.com Introduction: All the ponds selected for this study are from a village named as Baraheta situated near district Narsinghpur.These all are highly polluted due to disposal of sewage containing fecal matters and some detergents also.Most of the aquatic systems of varying characters worldwide recieves regular inputs of nontreated sewage containing various chemical, detergents and organic matter, which results in increase of total nutrient concentration. This causes the development of microbial, algal and higher aquatic plant species which further results in eutrophication (Hinesly and Jones,1990). Eutrophication is a natural process, but if it occurs uninterruptedly, it results in excessive deficiency of oxygen in water.Thus anaerobic organisms favoured more and more at the expense of aerobic organisms (Mengel and Kirkby,1996). Our present investigation is to evaluate the effect of disposal of non treated sewage on chemical properties like COD, BOD, DO, and Alkalinity of pond water. All the experiments are established two times , first in the month of september(2009) and second time in the month of february(2010). Material and methods COD Test Determination of Chemical Oxygen Demand(COD) Iin selected saple of water: This is determined by refluxing the sample with an excess of potassium dichromate in a highly acid condition and estimating by titration the amount of dichromate used. With a reducing agent like ferrous ammonium sulphate. Organic matter(CHO)+Cr2O7+H+2Cr+3+CO2+H2O 6Fe+Cr2O7+14H+6Fe+ +2Cr+3+7 2H2O Interference- Chlorides -1 mg/l Cl- exerts 0.23 mg/l of COD. Therefore correction as mg/litre Cl-*0.23 should be applied by substracting the COD of Cl- from the total COD. Nitrites exert COD of 1.1 mg/mg N. Limitations- (1) Amino nitrogen gets converted to ammonia nitrogen. (2) All organic compounds with few exceptions (e.g.aromatic hydrocarbons,straight aliphatic compounds and pyridine) are oxidized by this procedure. Requirements:Chemical reagents- (1)Standard potassium dichromate 0.25 N (2)Concentrated H2SO4 (3)Ferroin indicator. (4)Catalysts-Silver sulphate(for 8 straight chain aliphatic compounds) and mercuric sulphate(for Cl-). (5)Sulphamic acid-Required only if interference of NO2 is to be eliminated.Add 10 mg sulphamic acid /mg NO N,if present,in the refluxing flask. Also add in blank in this case. Procedure- (1)Place 50 ml sample in round bottom refluxing flask of 300 ml capacity with ground glass joint . (2)Add 50 ml of distilled water to dilute it. (3)Add gently 25 ml of K2Cr2O7 solution and 75 ml of concentrated H2SO4 and shake. (4)Attach refluxing condenser and reflux the mixture for 2 hours. (5)After refluxing wash the condenser with distilled water. (6)Cool the mixture and dilute it with distilled water. (7)Titrate with ferrous ammonium sulphate(0.25 N) with ferroin indicator till the red colour appears after the intermediary green colour. Reactions: CnHaOb+cCr2/O7 2- +8H+ a+8C n CO2+ -2H2O+2cCr3+ Where,c=2/3n+a/6-b/3. Calculations: COD mg/l=(A-B)N*8000 V Where, A=Vol. in ml ferrous ammonium sulphate for blank B=Vol. in ml ferrous ammonium sulphate for blank. V=Volume of sample. N=Normality of ferrous ammonium sulphate. Result: (1) In first sample of water the value of COD determined is 11.4 mg/l., and 13.5 mg/l. (2)In second sample of pond water COD determined is 13.5 mg/l, and 14.9 mg/l. (3)In third sample of water COD determined is 13.00 mg/l., and 15.5 mg/l. (4)The value of COD determined in fourth sample of water is 16.8 mg/l., and 19.00 mg/l. BOD Test Test to determine Biochemical Oxygen Demand(BOD): This is determind by measuring the loss in DO in the sample of water after incubating it for 5 days at 20 degree centigrade It is expressed as mg/l 5BOD 20degree centigrade. Requirements: (1)Specially prepaired BOD glass bottles provided with exactly fitting ground glass stoppers and surrounding well to accomodate 5 ml of water so as to exclude exchange of gases. (2)BOD incubator working at 20 degree centigrade. (3)Chemical Reagents: (a)Distilled water of highest purity and thoroughly aerated so as to saturate with DO at a lowered temperature of 20 degree centigrade. (b)Phosphate buffer solution. (c)Magnesium sulphate solution. (d)Calcium chloride solution. (e)Ferric chloride solution. (f)Dilution water Preparation of dilution water: (1)Place required 1 litre of distilled water at 20 degree centigrade. (2)Add 1 ml of phosphate buffer solution. (3)Add 1 ml of magnesium sulphate solution. (4)Add 1 ml of calcium chloride solution in it. (5)Add 1 ml of ferric chloride solution in this solution of distilled water. (6)Add 10 ml of settled sewage in this solution of distilled water to seed the dilution water. Procedure: (1)Add 300 ml of sample water in BOD bottle. (2)Fill this bottle completely withdilution water. (3)All concentration should be in duplicate. (4)Keep one bottle of each concentrate in the incubator for 5 days at 20 degree centigrade. (5)Subject the duplicate of that concentration to DO determination on the same day.That will be 0-day DO. (6)After five days,subject the duplicate bottles of all concentrations to the DOdeterminations.It will be 5-day DO. (7)Similarly put one or two bottles for finding out the depletion of DO in seeded dilution water only. (8)Find out the difference in between 0-day DO and 5-day DO values. (9)Chemical reactions taking place: CnHaobNc +(n+a/4-b/2-3/4C)O2-CO2+(a/2-3/2C)H2O+NH3. Calculations:- 5-BOD mg/litre=Initial DO(mg/l) 5-day DO(mg/l) Result: (1)In first sample of water the BOD determined is 13 mg/litre and 16.5 mg/l. (2)The BOD in second sample of water is 12.5 mg/litre and 16 mg/l. (3)The BOD in third sample of water is 11 mg/l. and 14.5 mg/l. (4)The Bod in fourth sample of water detected is 13.5 mg/l. and 17 mg/l. DO test:- To detect the amount of dissolved oxygen in selected four samplesof pond water and two samples of potable water. 1-Fill the given DO bottle with sample of water. 2-Add three drops of magnese ii sulphate solution in DO bottle filled with water. 3-Add three drops of alkaline potassium iodide. 4-Add eight drops of phosphoric acid in the solution. 5-Take 10 ml of solution in a test tube and add 2 drops of starch solution. 6-Solution turned black. 7-Titrate with sodium thio sulphate solution. 8-Calculate the amount of dissolved oxygen by using obtained readings of titration, with the help of following formula: DO=Volume of hypo(sodium thio sulphate solution) consumed*20 Result: The amount of dissolved oxygen in pond water samples and potable water samples is: 1:Amount of DO in first water sample is 15.00 mg/l. and 9.9 mg/l. 2:Amount of DO in second water sample is 14.00 mg/l. and 9.0 mg/l. 3:DO amount in this sample of water is 12.00 mg/l. and 8.2 mg/l. 4:DO amount in fourth sample of water is 10.00 mg/l. and 7.9 mg/l. Result and discussion: As shown in the table, results obtained as a result of our investigation, it is clear that the disposal of non treated sewage in water bodies, increases the chemical oxygen demand in water due to presence of various chemicals in them. It also increases first DO of water bodies due to development of aquatic plants in high nutrient containing water.But when more and more organic matter diposited in water bodies development and death of plants occurs in them then for the decomposition of organic matters various bacterial species develops in the water.But as a result of death and decay of organisms various gases evolved from water and high amount of oxygen is required for this purpose which further results in increased biological oxygen demand and an considerable decrease in Dissolved oxygen of water as a result of eutrophication. S.NO. COD BOD DO September February September February September February 01 11.4 mg/Liter 13.5 mg/Liter 13.00mg/Liter 16.50 mg/Liter 15.0 mg/Liter 9.9 mg/Liter 02 13.5 mg/Liter 14.9 mg/Liter 12.5 mg/Liter 16.00 mg/Liter 14.0 mg/Liter 9.0 mg/Liter 03 13.0 mg/Liter 15.5 mg/Liter 11.5 mg/Liter 14.50 mg/Liter 12.0 mg/Liter 8.2 mg/Liter 04 16.8 mg/Liter 19.0 mg/Liter 13.5 mg/Liter 17.00 mg/Liter 10.0 mg/Liter 7.9 mg/Liter Table 1: Presenting values of COD , BOD and DO obtained Graph showing increasing values of COD Graph showing increasing values of BOD Graph showing decreasing values of DO References: (1) Khan, Fareed A.; Ansari, Abid Ali; December 1, 2005; HighBeam Research Article: Eutrophication: an ecological vision. (2) Sandra E. Shumway, Maine Department of Marine Resources and Bigelow Laboratory for Ocean Sciences, West Boothbay Harbor, Maine 04575 USA (2007)Journal of the world Aquaculture society A Review of the Effects of Algal Blooms on Shellfish and Aquaculture Research Papers on The Effect of Nontreated SewageResearch Process Part OneAnalysis Of A Cosmetics AdvertisementIncorporating Risk and Uncertainty Factor in CapitalThe Relationship Between Delinquency and Drug UseInfluences of Socio-Economic Status of Married MalesThe Project Managment Office SystemBringing Democracy to AfricaArguments for Physician-Assisted Suicide (PAS)The Effects of Illegal ImmigrationThe Spring and Autumn

Anna Freud, Founder of Child Psychoanalysis

Anna Freud, Founder of Child Psychoanalysis Anna Freud was the daughter of Sigmund Freud. While her father was a giant in the field of psychology, Anna Freud was an accomplished psychologist in her own right. She was the founder of child psychoanalysis and extended and further refined her father’s ideas about defense mechanisms. Fast Facts: Anna Freud Known For: Founding child psychoanalysis and work on ego’s defense mechanismsBorn: December 3, 1895 in Vienna, AustriaDied: October 9, 1982 in London, EnglandParents: Sigmund Freud and Martha BernaysKey Accomplishments: Chairman of the Vienna Psycho-Analytic Society (1925-1928); Honorary President of the International Psychoanalytical Association (1973-1982); Founder of the Hampstead Child Therapy Course and Clinic (1952, now known as the Anna Freud National Centre for Children and Families) Early Life Anna Freud was born in 1895 in Vienna, Austria. She was the youngest of six children born to Sigmund Freud and his wife, Martha Bernays. She did not have a good relationship with her mother and was distant from her five siblings, especially her sister Sophie, who she felt was a rival for her father’s attention. However, she was close to her father. Sigmund Freud, fourth from left, sits at an elegant dining table with the rest of his family, including his daughter Anna, far right. Corbis/VCG via Getty Images / Getty Images Anna Freud graduated from Cottage Lyceum in 1912. While she didn’t go on to higher education, she claimed that she learned more at home from her father and his colleagues than she ever did at school. And, of course, Anna Freud had unparalleled access to information on psychoanalysis, which would eventually enable her to become an important voice in the field. Career In 1917, Anna Freud took a job as a primary school teacher. She also started to undergo psychoanalysis with her father- a practice that would be considered unusual today but was more common at the time. In 1923, Anna Freud started her own psychoanalytic practice focusing specifically on children. This was also the year that her father was diagnosed with cancer and Anna became his caretaker. Shortly afterwards, Anna Freud started teaching at the Vienna Psychoanalytic Training Institute. Then in 1927, she became the Secretary for the International Psychoanalytic Association, and in 1935, the director of the Vienna Psychoanalytic Training Institute. The following year she published her best-known work, The Ego and the Mechanisms of Defense, which expanded on her father’s ideas about defenses and the ways the ego works to protect itself. In 1938, when the Nazi threat became too great, Anna and Sigmund Freud fled Vienna and settled in London. World War II started there in 1939. Sigmund Freud died a few weeks later. Austrian psychologist Sigmund Freud (1856 - 1939) (second right) arrives in Paris after leaving Vienna en route to London, Paris, France, June 1938. He is accompanied by his daughter Anna (1895 - 1982) (left), wife of Prince George of Greece, Marie Bonaparte (1882 - 1962) (second left), and her son Prince Peter of Greece (1908 - 1980) (right). Pictorial Parade / Getty Images During her early years in England, Freud found herself in conflict with Melanie Klein, another psychoanalyst who was also formulating techniques to use with children. Freud and Klein differed on key points about child development, which led to their different approaches to analysis. In order to resolve the disagreement, they engaged in a series of â€Å"Controversial Discussions† that ended with the British Psychoanalytical Society forming training courses for both perspectives.   In 1941, Anna Freud opened The Hampstead War Nurseries with her friend Dorothy Burlingham. There, they cared for children who had been separated from their families due to the war and documented the children’s responses to the stress of being separated from their parents. After closing the nursery at the end of the war, Freud founded the Hampstead Child Therapy Course and Clinic in 1952. She was its director until her death in London in 1982.   Contributions to Psychology Freud was a pioneer of child psychoanalysis. She developed new techniques to help children, as she found they required different psychological treatments than adults.  She also pointed out that the symptom’s exhibited by children varied from those displayed by adults. She suggested this was a result of children’s developmental stages. In addition, her work on the ego’s defense mechanisms is still considered seminal. It was a major contribution to both ego psychology and adolescent psychology. Freud said repression, the unconscious suppression of impulses that could be problematic if they were acted upon, was the principle defense mechanism. She also detailed a number of other defense mechanisms, including denial, projection, and displacement. Key Works Freud, Anna. (1936). The Ego and the Mechanisms of Defense.Freud, Anna. (1965). Normality and Pathology in Childhood: Assessments of Development.Freud, Anna. (1966-1980). The Writing of Anna Freud: 8 Volumes. Sources Cherry, Kendra. â€Å"Anna Freud Biography (1895-1982).† Verywell Mind, 11 November 2018. https://www.verywellmind.com/anna-freud-biography-1895-1982-2795536GoodTherapy. â€Å"Anna Freud (1895-1982).† 14 July 2015. https://www.goodtherapy.org/famous-psychologists/anna-freud.htmlSandler, Anna Marie. Anna Freud. British Psychoanalytical Society, 2015. https://psychoanalysis.org.uk/our-authors-and-theorists/anna-freudSmirle, Corinne. Profile of Anna Freud. Psychologys Feminist Voices Multimedia Internet Archive, edited by In A. Rutherford. feministvoices.com/anna-freud/Sigmund Freud Museum. Vita Anna Freud. https://www.freud-museum.at/en/sigmund-and-anna-freud/vita-anna-freud.html  Sigmund Freud Museum. Biography Anna Freud. https://www.freud-museum.at/files/inhalte/dokumente/en/anna_freud_biopgraphy_eng_pdf.pdfThe Editors of Encyclopaedia Britannica. â€Å"Anna Freud: Austrian-British Psychoanalyst.† Encyclopaedia Britannica, 29 November 2018. https://www.britann ica.com/biography/Anna-Freud

Golden Lines from Robert Ray's Thematic Paradigm Essay

Golden Lines from Robert Ray's Thematic Paradigm - Essay Example These include aging, society and women, and politics and law. They are each discussed much in depth (Ray 1-4). Another quotation I would like to share is on page three. â€Å"If the outlaw hero’s motto was ‘I don’t know what the law says, but I do know what’s right and wrong,’ and the official hero’s was ‘We are a nation of laws, not of men,’ or ‘No man can place himself above the law,’† (Ray 3). This is found in the fourth paragraph on that page. The last quotation to share is â€Å"The evident contradiction between these heroes provoked Daniel Boorstin’s observation that ‘Never did a more incongruous pair than Davy Crockett and George Washington live together in a national Valhalla.’ And yet, as Boorstin admits, ‘both Crockett and Washington were popular heroes, and both emerged into legendary fame during the first half of the 19th century,’† (Ray 4). This quotation can be found on page four in the second

Journalistic fiction Essay Example | Topics and Well Written Essays - 1500 words

Journalistic fiction - Essay Example Truman Capote was a famous American writer of the 1960s, he is considered to be a representative of the classical American literature of the second half of the 20th century. He was one of the most significant and bright representatives of the Gothic style in the literature of that years, along with such well-known writers as Harper Lee, William Faulkner, Carson McCullers and Tennessee Williams. The main lines of in his work are considered to be - fiction and documentary. Which he that put together to create the complicated journalistic fiction out of these two already known styles. Summing up the author’s biography we can say that Truman Capote was a famous writer and a journalist who is also known as the ‘inventor’ of the ‘New Journalism’ – a new style of writing which combines the best features of journalism and literature which makes this phenomenon so special. Sometimes it could be called the Narrative journalism. Discussing the issue of th e unconventional frontier genres we should emphasize the actualization of the documentation, in particular, the journalistic articles which gains popularity at the end of the 20th century. Is such a novel a fixing of the bare facts or their interpretation, is this a factographic or belles-lettres work? There are correspondingly different views concerning who is the author of this novel - either he is an objective spectator and those who record the accurate data or he is an involuntary literary man who claims that the text is a kind of literature and the document is only the evidence. Here the novel which is based on the facts and the author who wrote appear to be in between these two descriptions. On the one hand, such novel is accused of its inaccuracy, so the novel cannot be treated as a document. On the other hand, they say that the journalistic fiction cannot aspire to the role of the high literature and mainly is focused on the