Evolution Of American Political Economy And The Economy Itself From Essay

Evolution Of American Political Economy And The Economy Itself From Approximately 1780 Through 1840 - Essay Example The constitution was like a treaty agreement. It was called a league of friendship. There was a continental congress that was composed of one chamber for ever state. The congress never had any right to create and enforce laws. This in turn caused many issues to come up between the years 1780 through 1840. For example the state of New York started to consider herself very weak since she was getting the supplies that her population used from New Jersey. After the transaction took place, the people of New Jersey took away the money of New Yorkers and built their state, New Jersey. The people of Connecticut also were giving the people in Manhattan a run for their money. They produced goods like fuel which they in turn hawked from door to another door. They made lots of money from the New Yorkers who were busy wondering where they had failed and went wrong. The Connecticut people in turn used the money from Manhattan to build their state of Connecticut. This was because the leaders of New York were tied and they could not be able to protect their citizens. New York had resources but they were not able to trade the products even in their own state because of the constitution regulations. After a while taxes were imposed in New York such that any product that was entering the state had to be taxed. This made the people of New Jersey and Connecticut to impose even higher taxes in their states for foreign products. The two states even moved on to impose taxes for land. In the drafted constitution it was stated that there was no state that was to have its own military forces. That was to be the work of the central government. But since the work of the congress were tied, and their finances were limited; they could never afford to have any military group that would guarantee the security of the United States. The congress was limited to performing several tasks that could help it run the operations of the United States. They could not afford to collect taxes from the citi zens as it was not their mandate to do so. In 1781 the central government estimated that they would need 9million dollars to run the government in the next year. The government raised 5million through contracting, they said that they would borrow 4million in order to run the government fully. But unluckily by the end of the year they had managed to pay on 400,000 dollars to the treasury. In the same year, the congress was nearly giving up for the process of consolidating the funds to help them in running their governing activities. A five percent duty was imposed on all states. And this was done by all the states except New York which refused to contribute the amount. This was then followed by New Jersey which in turn refused to pay more money claiming that she was being treated poorly. She refused to contribute until the New York government decreased the amount of taxes it had imposed on the products that were coming into the state from New Jersey. The first United States president had to raise up a country and among the first thing to do was to eliminate the warring states. The central government had to look for a way to remove the militia in all the states. This was to be done without causing any trouble and in very silent way. The central government had to have a new capital city for the nation. This is where the central government was to be run from. The only cities that were popular were Philadelphia, New York

The new atkins diet Essay Example | Topics and Well Written Essays - 2000 words

The new atkins diet - Essay Example The diet allows for portion control and an explanation of how the restriction of carbohydrates can be beneficial to people. There is evidence that restricting carbohydrates can be beneficial to those looking to lose weight, with further evidence that restricted carbohydrates can help with diseases such as those involving seizures, Alzheimer’s or type 2 diabetes. Restricting carbohydrates, however, can be seen as restricting the body from some of the food items needed to have a balanced diet. The consideration of the New Atkins Diet is controversial and is likely not a good recommendation for a patient in search of healthy weight control. One of the first things that the writers of the New Atkins Diet state is that the diet was once a fad, but has been proven medically safe for those needing to lose weight (Westman, Phinney and Volek 2010, p. x). Westman, Phinney, and Volek (2010, p. xi) also go on to describe the benefits of low carbohydrate diets to the management of Alzheimer’s, autism, Lou Gehrig’s disease, and brain tumours. The authors do go on to say that there are a great many people, both medical professionals and layman, who do not believe that the Atkin’s form of eating is healthy or practical, but in pursuing their goals to fight obesity, they believe that the once ‘fad’ diet has the potential to revolutionize the lifestyles of those who adhere to their concepts. Looking at the framework within which the eating style is based can begin to reveal whether or not the diet is valuable as a tool for weight loss. Figure 1 is a diagram pyramid that shows how foods should be cons idered in a low carb diet. As the food lifestyle is explained, it is clear that the hope for this version is to make the consumer understand that the diet is not about eating nothing but â€Å"beef, bacon, and butter† (Westman, Phinney, and Volek 2010, p. xv). In Dr. Atkins book of 2002 which further explored his theories on weight loss, the diet is

Optical and Surface Studies of α-Al2O3 Powders

Optical and Surface Studies of ÃŽ ±-Al2O3 Powders X-Ray Diffraction, Optical and surface studies of ÃŽ ±-Al2O3 powders synthesized via single step solution combustion method ABSTRACT ÃŽ ±-Al2O3 powders were synthesized at 500 à ¢Ã‚ Ã‚ °C via solution combustion synthesis (SCS) technique using urea as an organic fuel. The sample was characterized by X- ray diffraction (XRD), Optical spectroscopy and X-ray photoelectron spectroscopy (XPS) without any further thermal treatment. XRD study reveals that sample crystallized directly in the hexagonal ÃŽ ±-Al2O3 phase from combustion reaction. Average crystallite size of 37.6 nm was calculated using Debye-Scherrer’s formula. A band gap of 5.68 eV was estimated using diffuse reflectance spectra. Under various UV excitations (260 nm and 400 nm), the sample exhibits a strong emission peak at 693 nm. For surface investigation X-ray photo electron spectroscopy of sample was carried out. XPS survey scan of ÃŽ ±-Al2O3 reveals that no other impurity phases were present in the as synthesized sample which supports the results obtained from XRD. Further to understand the chemical states of Al and O, core level spectra of Al -2s and O-1s were studied. INTRODUCTION Among all the known crystallographic phases of alumina, ÃŽ ±-Al2O3 is the only stable phase. It represents a ceramic material with a large number of technological importances. This is mainly due to its versatile properties, such as: high melting point, thermal shock resistance, excellent mechanical strength at room temperature and high temperature, large band-gap, hardness and abrasion resistance, chemical inertness [1]. These extra ordinary properties are responsible for ÃŽ ±-Al2O3 to be used in various applications such as spark-plugs, ballistic armours [2], abrasives, bioceramics [3], cutting tools [4], electronic components and substrates [5], thermo luminescent dosimeters [6], refractory materials, composite materials [7]. Moreover the compounds and composites of ÃŽ ±-Al2O3 also have wide range of applications in various industrial areas such as high-density ceramics [8, 9], biocompatible ceramics [10], and thermal barrier coatings with low thermal conductivities [11, 12]. The h igh temperature-resistant of Al2O3 coatings have various applications in space and energy production technologies [13]. Since 1961 polycrystalline transparent alumina (Al2O3) has found various optical applications [14]. Single phase ÃŽ ±-Al2O3 nanopowders are also important component for solid state fabrication of yttrium aluminum garnet (YAG) transparent laser ceramics [15, 16]. There are several techniques used for the synthesis of ÃŽ ±-Al2O3. In literature there are reports available for the synthesis of single-phase ÃŽ ±-Al2O3 powders using urea [1, 17–19], carbohydrazide [20] or hydrazine [21] as fuels, without any further heat treatments. Several authors have reported two step method for the synthesis of ÃŽ ±-Al2O3 such as reverse micelle [22], sol–gel processing [23], flame spray pyrolysis [24] which require calcinations at 1000–1100 à ¢Ã‚ Ã‚ °C to obtain completely phase pure ÃŽ ±-Al2O3. In the present paper, we report the optical and surface properties of as synthesized ÃŽ ±-Al2O3 powder by the low temperature solution combustion synthesis (SCS) technique. Urea was used as an organic fuel for combustion because it has proven to be the best fuel for combustion of aluminum nitrate [1, 17]. EXPERIMENTAL ÃŽ ±-Al2O3 powders were synthesized by low temperature solution combustion synthesis (SCS) using urea as a fuel. The starting materials for the synthesis of ÃŽ ±-Al2O3 were high-purity aluminum nitrate nonahydrate [Al (NO3)3.9H2O] and urea (H2NCONH2) from Merck Chemicals, India. The reagents were weighed according to the chemical reaction given in equation (1) in the molar stoichiometric ratio of 2:5. The oxidizer to fuel ratio was calculated using the oxidizing and reducing vacancies of reactants in equation (1). For a complete combustion reaction the ratio of oxidizer () and fuel () should be unity, because at this ratio maximum heat is produced. The weighed reactants were mixed in agate mortar by adding few drops of deionized water at room temperature till the solution transform into a transparent viscous gel. The gel was transferred to a Borosil beaker and then introduced to a preheated muffle furnace around 500 à ¢Ã‚ Ã‚ °C. The gel undergoes rapid dehydration with evolution of large amount of gasses and burns with an incandescent flame yielding voluminous white product. The whole combustion process was completed within 2-3 minutes. The beaker was then taken out and the resultant product was grounded into a fine powder and was characterized without any further treatment. The crystalline structure and particle morphology of the combusted powders were investigated using a standard diffractometer (Bruker D8 Advance) in the ÃŽ ¸ –2ÃŽ ¸ geometry with scanning step of 0.02à ¢Ã‚ Ã‚ ° and Cu KÃŽ ± radiation (ÃŽ »=1.5406 Ã…). Diffused reflectance spectrum was recorded using ISR assembly attached with Shimadzu UV-2600 D ouble beam spectrophotometer in the region 190-1400 nm. The spectral features like photoluminescence excitation and emission (in phosphorescence mode) spectra were measured using a Cary-Eclipse spectrofluorometer (Shimadzu) equipped with a Xenon lamp used as an excitation source. The X-ray photoelectron spectroscopy (XPS) measurement was performed using Omicron energy analyzer (EA-125) with Al KÃŽ ± (1486.6 eV) X-ray source. The background vacuum in the analyzer chamber was of the order of 10-10 Torr during the XPS measurement. All these characterization were carried out at room temperature. RESULTS AND DISCUSSION 3.1 XRD The crystal structure and phase purity of the as synthesized Al2O3 powders were analyzed using the X-ray diffraction (XRD) technique. Fig.1. shows the XRD patterns of as synthesized Al2O3 powders recorded in a wide range of Bragg angle 2ÃŽ ¸ (20 ° ≠¤ 2ÃŽ ¸ ≠¤ 90 °). All the observed diffraction peaks can be indexed with the hexagonal phase of bulk ÃŽ ±-Al2O3 referenced in the JCPD’s file no. 71-1123 with space group R. No other impurity peaks were observed in the as synthesized powder neglecting the presence of any other phase other than ÃŽ ±-Al2O3. These XRD patterns were in good agreement with the earlier published reports by Robert Ianos et al. [1] and Laishram et al. [17] for the ÃŽ ±-Al2O3 phase. The lattice parameter calculated from XRD pattern were (a = b= 4.755 Ã…, c =12.985 Ã…) which were very close when compared with the unit cell of ÃŽ ±-Al2O3 (a = b= 4.761 Ã…, c =12.99 Ã…, JCPDs file No. 71-1123). The crystallite size was calculated using Debye-Scherer formula [25] where D is the crystallite diameter, ÃŽ » is the wavelength of x-ray source used (Cu KÃŽ ± = 0.1506 nm), is the full width at half maxima (FWHM) of an individual peak at 2ÃŽ ¸ (where ÃŽ ¸ is the Bragg angle) and is characteristic of the instrument broadening. Fig.1. XRD pattern of as synthesized ÃŽ ±-Al2O3 powders at 500 à ¢Ã‚ Ã‚ °C along with the stick patterns for the JCPDS file no. 71-1123 Three most intense peaks were selected for the calculation of particle size and calculated particle size for ÃŽ ±-Al2O3 was 37.6 nm. 3.2 Spectral Study Fig. 2 shows the diffuse reflectance and the absorption spectra of ÃŽ ±-Al2O3. Barium sulfate (BaSO4) compound was used as a reference standard during the measurement. In both spectra a sharp band around 220 nm is observed which corresponds that light having this particular wavelength was absorbed. Fig.2. The diffuse reflectance and absorption spectra of the ÃŽ ±-Al2O3 powders. Calculation of bandgap. Kubelka–Munk (K–M) [26] theory was used for the calculation of bandgap of ÃŽ ±-Al2O3 powders using diffused reflectance (DR) spectrum. In a DR spectrum, the ratio of the light scattered from a thick layer of sample and an ideal non-absorbing reference sample is measured as a function of the wavelength ÃŽ », [26, 27]. The relation between the DR of the sample, scattering coefficient (S) and absorption coefficient (K) is given by where is the Kubelka–Munk or remission function. The linear absorption coefficient ÃŽ ± and the band gap of a material is related through the well-known relation known as Tauc relation [28]: 3 where hÃŽ ½ is the photon energy and C1 is a constant of proportionality. When incident light is illuminated at 60à ¢Ã‚ Ã‚ °, the material scatters perfectly in a diffuse manner then absorption coefficient K becomes equal to 2ÃŽ ± i.e. . Considering the K-M scattering coefficient S as constant with respect to wavelength, and using equations (2) and (3), the following expression can be written: 4 Obtaining the value of from Eq. 2 and plotting versus, the value of is obtained by extrapolating the linear fitted regions to Figure 3 shows the square of the optical absorption times the photon energy as a function of photon energy for ÃŽ ±-Al2O3 powders. In the present case (ÃŽ ±-Al2O3), the band gap was estimated around 5.68 eV. Aguilar et al. [29] calculated an optical energy band gap of 5.63 eV for Al2O3 films deposited on quartz substrate. Fig.3. Energy bandgap calculation of ÃŽ ±-Al2O3 using K-M functions. Photoluminescence Fig. 4 (a) shows the photoluminescence excitation (PLE) spectra of ÃŽ ±-Al2O3 recorded at an emission wavelength of 695 nm, the excitation spectra consists of a broad band centered at 400 nm. Fig. 4 (b) shows the PL emission spectra of ÃŽ ±-Al2O3 monitored at excitation wavelengths of 260 nm and 400 nm respectively. An intense peak at 693 nm is observed. Similar results were also observed by Kaplyanskiiet al. [30] and Nagabhushana et al. [31] for ÃŽ ±-Al2O3. Kaplyanskiiet al. [30] suggest that this emission peak may be due to crystal lattice belonging to the ÃŽ ± phase of Al2O3. Fig.4. Photoluminescence spectra of as synthesized ÃŽ ±-Al2O3 (a) excitation recorded at ÃŽ »emm = 695 nm and (b) emission recorded at ÃŽ »ext = 260 nm and 400 nm. 3.3 Surface Studies In material science, X-ray photoelectron spectroscopy (XPS) has proved to be a powerful analytical technique that can be used to study the elemental composition and the oxidation states. Figure 5 shows the X-ray photoelectron spectroscopy (XPS) survey scan of the ÃŽ ±-Al2O3 powders. The XPS survey scan of the ÃŽ ±-Al2O3 indicates that only Al, O and C are present in the sample corresponding to their binding energies. Carbon was the only impurity present in the sample which was expected. The positions of various photoemission peaks are marked in the survey scan corresponding to the elements present in the as synthesized sample. To further understand the chemical states of Al and O ions in ÃŽ ±-Al2O3 powder we have further performed the detailed scan for O-1s and Al-2s core spectra. The value corresponding to C 1s peak (284.6 eV) was used as a reference for spectrum analysis. Fig.5. Survey Scan of as synthesized ÃŽ ±-Al2O3 powder. Figure 6 shows the XPS detailed scan for the O-1s core level. The raw data was fitted with combined Gausssian Lorentzian functions. The fitted peak shows only one prominent peak which is centered at 529.70 eV and is attributed to the Al-O bonding in the ÃŽ ±-Al2O3 structure. Figure 7 shows the narrow scan for the Al 2s core level. Only one peak is observed after fitting which is centered at 118.95 eV. These narrow scan spectra of O-1s and Al-2s shows that all the O2- ions are bonded to Al3+ ions in the sample. Thus the chemical state of Oxygen and Aluminum is -2 and+3 respectively in the lattice. Rotole et al. [32] observed O-1s peak at 530.68 eV and Al-2s peak at 118.93 eV for standard ÃŽ ±-Al2O3. The difference in the binding energies may be due to the highly insulating nature of the sample. Fig. 6 XPS core level spectra of O 1s in ÃŽ ±-Al2O3 powder. Fig. 7 XPS core level spectra of Al 2s in ÃŽ ±-Al2O3 powder. Conclusion In summary, the ÃŽ ±-Al2O3 powders were successfully prepared by low temperature solution combustion method with metal nitrate reactants and urea as organic fuel. The XRD results confirm that hexagonal phase of ÃŽ ±-Al2O3 could be obtained directly by combustion method at 500 à ¢Ã‚ Ã‚ °C without any further treatment. The band gap of sample was calculated using diffused reflectance spectra and it was found estimated 5.68 eV. Under UV excitations, the powders exhibit a strong emission peak around 693 nm. XPS results show that as synthesized powders were free from impurities. The core level spectra of Al-2s and O-1s reveals that chemical state of Al and O is +3 and +2 respectively in ÃŽ ±-Al2O3. ACKNOWLEDGMENTS The authors humbly acknowledged Director, UGC-DAE CSR Indore for providing experimental facility. The authors are thankful to Dr. M. Gupta for XRD measurements. The authors are grateful to Mr. A. Wadikar for helping in XPS measurements. REFRENCES R. Ianos ¸ I. Lazau and C. Pacurariu, J. Mater. Sci. 44, 1016 (2009). A.Y. Badmos and D.G. Ivey, J. Mater. Sci. 36, 4995 (2001). D. Gitknecht, J. Chevalier, V. Garnier and G. Fantozzi, J. Eur. Ceram. Soc. 27, 1547 (2007). E. Volceanov, A. Volceanov and S. Stoleriu, J. Eur. Ceram. Soc. 27, 759 (2007). S. Menecier, J. Jarrige, J.C. Labbe and P.L. Lefort, J. Eur. Ceram. Soc. 27, 851 (2007). V.S. Kiiko, Y.N. Makurin, A.A. Safronov, A.N. Enyashin and A.L. Ivanovskii, Refract. Ind. Ceram. 44, 94 (2003). T.M. Ul’yanova, L.V. Titova and N.P. Krut’ko Glass. Ceram. 59, 279 (2002). G.R. Karagedov and N.Z. Lyakhov, Nanostruct. Mater. 11, 559 (1999). J. Chandradass, K. H. Kim, D. S. Bae, K. Prasad, G. Balachandar, S.A.S. Divya and M. Balasubramanian, J. Eur. Ceram. Soc. 29, 2219 (2009). L. G. Gutwein and T. J. Websterles, Biomaterials 25, 4175 (2004). G. Muer and R. Vaben, Surface Engineering 27, 477 (2011). T. Hejwowski, Vacuum 85, 610 (2010). N.P. Padture, M. Gell and E.H. Jordan, Science 296, 280 (2002). R.L. Coble, Transparent alumina and method of preparation. US Patent 3,026,210, January 3 (1961). S. H. Lee, S. Kochawattana, G. L. Messing, J. Q. Dumm, G. Quarles and V. Castillo, J. Am. Ceram. Soc. 89, 1945 (2006). J. Li, Y. Wu, Y. Pan, W. Liu, L. An, S. Wang and J. Guo, Front. Chem. Eng. China 2, 248 (2008). K. Laishram, R. Mann and N. Malhan, Ceramic International 38, 1703 (2012). T. Mimani, Resonance 5, 50 (2000). T. Mimani and K.C. Patil, Mater. Phys. Mech. 4, 134 (2001). C. C. Chen and K.T. Huang, J. Mater. Res. 20, 424 (2005). O. Ozuna, G.A. Hirata and J. McKittrick, J. Phys. Condens. Matter 16, 2585 (2004). J. Chandradass and D.S. Bae, Mater. Manuf. Proc. 23, 494 (2008). F. Mirjalili, M. Hasmaliza and L. Chuah Abdullah, Ceram. Int. 36, 1253 (2010). A.I.Y. Tok, F.Y.C. Boey and X.L. Zhao, J. Mater. Proc. Technol. 178, 270 (2006). B.D. Cullity, Element of X-ray Diffraction, second ed., Addison-Wesley, MA (1972). A. E. Morales, E. S. Mora and U. Pal Rev. Mex. Fis S 53, 18 (2007). S. Som and S.K.Sharma, J. Phys. D: Appl. Phys. 45, 415102 (2012). R.A. Smith, Semiconductors, 2nd ed. Cambridge University Press: Cambridge, (1978). M. A. Frutis, M. Garcia and C. Falcony, Appl. Phys. Lett. 72, 1700 (1998). A. A. Kaplyanskii, A. B. Kulinkin, A. B. Kutsenko, S. P. Feofilov, R. I. Zakharchenya and T. N. Vasilevskaya, Phys. Solid State 40, 1310 (1998). K. R. Nagabhushana, B. N. Lakshminarasappa and Fouran Singh, Bull. Mater. Sci. 32, 515 (2009). John A. Rotole and Peter M.A. Sherwood , Surface Science Spectra 5, 11 (1998).

I Never Attended a Traditional School :: Personal Narrative Writing

I Never Attended a Traditional School My schooling was never anything near normal. I never went to normal school or what everyone would call traditional school with a curriculum for any length of time. It is not uncommon now to meet home-schooled children or hear of how home-schooled children participate with traditionally schooled children, but in my time, people would look at me strangely if I were not in school. "Honey, why aren't you in school?" was the dreaded question. I could almost feel truant officers watching me in the shadows while I answered back. In my mind, truant officers were like policemen who would put bad children in jail and feed them only bread and water. "We just moved... I will be in the local school soon," I would answer. After the interrogation I would hang my head in shame. I felt like a social outcast, too old for preschool, and yet too young to be a school dropout. I would dig my heels into the ground, staring at my shiny red shoes and my white lacy socks. I wanted to disappear from the face of the earth by somehow digging myself into a deep hole in the ground. My younger sister was spared the humiliation since she was still an infant and was of preschool age when we finally stopped our travels and settled into a neighborhood for a while. "Mummy, why can't I just go to school like everyone else?" I would ask her in dismay after those dreaded incidents. My world felt gray and a funny unhappy feeling would sink into my stomach. My mother would turn her beautiful face towards me, the perfect socialite, the model body, with the presence of an actress. She was oblivious to my distress. I knew she would laugh off my fears just as she laughed off her own most of her life. "We move too much...and you are very lucky...it's not common to see the world as you do. It's much better that I take you when you're still little and can catch up with school. Many children would really envy you. You get enough of an education by traveling with me," she would answer. I often wondered why I could not be as cool and collected as the beautiful stranger who was my own mother. Instead, I was shy and lacked much self-esteem. I was plagued by fears and a mouth that would button itself in the most critical moments.

Manifest Destiny American Civil War Essay

Manifest Destiny In the 1840s the United States increased its territory to stretch from the Atlantic to the Pacific Ocean. This land was acquired through treaty, war, and negotiation. The opportunities of this large area of land offered in terms of resources and trade were great. The positive of M.D. do not outweigh the negative consequences. Manifest Destiny is a historic duty, in the 1800’s the Americans believed that the manifest destiny of the United States was to expand to the Pacific Ocean. The United States started as costal colonies but eventually the fulfilled their manifest destiny and expanded buy conquering and purchasing land. The Americans gained more land by buying it from France in the Louisiana Purchase and they also acquired land by cession as they did in the Mexican Cession. Other ways of expanded their land was to take it by force; many settlers killed the Indians and stole their land from them. The Americans in the 1800’s believed that it was the historic duty of th eir nation to expand to the Pacific Ocean. They believed that the land was rightfully theirs. They ignored the fact that the land was already occupied and began to move west. They did not recognize the Indians as people; they saw them as potential slaves, so they simply killed them and took their land. Much of the land was bought from France in the Louisiana Purchase, but other lands such as Texas, California and Oregon was not theirs. Using both military strength and negotiations, the US was determined to fulfill their historic duty. The main difference between the border issues of Oregon and Texas is the way these issues were settled. The Texas issue resulted in a war with Mexico, which gained land and lost soldiers. However, this did allow the US to gain more land than just Texas. The Oregon issue, on the other hand, was more peaceful. The US negotiated and made a treaty with Britain instead of going to war with them. However, both these issues were different ways the US gained l and and expanded their nation.

Generational Poverty Paper Essay

There are several issues that I have learned about this week. There are several factors that are involved in overcoming generational poverty such as education and relationships. Migrant and seasonal farm workers work very hard but yet live in generational poverty. They face several challenges when working and their families also are at risk in repeating the pattern. I also learned about the challenges that older people face when there is a lack of access to employment. Women also face unique challenges through the different life stages. Generational poverty families are often times large families. The reason why they are so large is because the more people in the family, the more money and the more people there are to take care of aging parents. The parents of these families are usually uneducated and they become intimidated that if their children get educated then they will move away. The fear of their children becoming educated means that they tend to hold their children back from breaking the cycle. When these children get to a certain age, they will drop out and get jobs with low pay. Many children stay with their families and are more prone to getting addicted to drugs. In order to prevent the cycle from continuing it is important that the children of these families become educated. The schools need to develop positive relationships with these children in order for them to be encouraged in continuing their education. In single parent households, the parent most likely will have a low paying job and often work several jobs or hours which impact their ability to provide adequate structure for their children. Many single parents have significant stress just to make ends meet. Generational poverty is also seen in migrant and seasonal workers. Migrant and seasonal workers face several challenges when working out in the fields. Migrant and seasonal farm workers travel throughout the country, they live in temporary housing. The places these workers live in are in areas that they are needed to plant, maintain, and harvest crops. Migrant and seasonal farm workers have one of the most dangerous jobs in the United States. They are  overworked and are often in inclement weather. The ethnicity of the farm workers are mostly Mexicans, Mexican-Americans, Central Americans, Cubans, and Puerto Ricans. More than half of the farm workers earn less than $7,500 per year. Because these farm workers must travel, their families travel with them. The ways farm workers impact their children are that because of travel from school to school, it negatively impacts their stability and education. The job of the farm worker is very important of American society because the farm workers are responsible to providing society with food. If it were not for the farm workers, America would not have anything to eat. Although the farm workers job is very important, they do not get the respect that they deserve. Farm workers have many dangers when it comes to working in the fields. Not only do they have dangers when working in the field but their families are also at risk for being exposed to some of the dangers of the farm workers job. Farm workers are exposed to the pesticides that are used to protect the crops from damage. The pesticides poison the farm workers and cause the farm worker to suffer from headaches, skin and eye irritations, nausea, and breathing problems. The farm workers families are also at risk from being exposed to pesticides because the worker carries the pesticides on their clothing. An injury that occurs when working as a migrant and seasonal farm worker is that they get injuries such as musculoskeletal injuries. They are prone to injuries because they are required to do repetitive movements and uncomfortable body positioning. They get carpal tunnel syndrome, tendonitis, and back pain. Most of these workers do not seek help right away because they try home remedies and over the counter treatments first because many are undocumented and fear being deported. The ones that do seek medical help often wait until the injury gets worse, which makes it harder to help them feel better. Many of these workers are uneducated and will use their children to help with translating information they need. Sometimes their children will quit school to help their parents financially and will drop out of school to work in the fields. Women face several unique challenges. Two choices that women are faced with are when they get married both they marry men who provide lifetime financial support, and they will be able to prevent destitution at the latter part of their lives. Another choice is that if a woman decides that she wants to get a higher education and establish lifetime careers, along with deciding to get  married and have children, she will be able to prevent lifetime destitution. When women decide to have a career, be a wife, and have children, they often times struggle with balancing family and work. If a woman decides to marry a man who provides lifetime financial support then she must focus on her family and take care of all responsibilities for the family. The aged face several challenges when there is lack of access to employment. In order for a person to retire they must work until they are 67 years old. When they are able to retire the aged my receive Social Security and Medicare. Many of these older people that work for companies have been there many years and tend to be paid higher than a younger person. There is a history of companies that lay off their higher paid workers that are over the age of 50 or they will force these workers to retire early so that they can hire someone younger and pay them less. The majority of the workers that are laid off or forced to retire early, leave companies with no health insurance and must use their savings early. When the aged are laid off and go to find a new job they face active age discrimination from other companies. Many companies see the aged as people who do not have the same energy or the ability to perform the job duties that a younger person can do. When the aged is unable to find a job over 50 years old, they are forced to use their life savings before they expected to and some do not have any savings because they have to support their families. I have changed my perspective on several of the topics that where discussed. I work with older staff and I now understand that ageism happens and it is better to understand what they go through than to discriminate against them. Instead of complaining how slow an older person is, it is important to help them. When an aged person loses their job it becomes extremely difficult for them to find another job because companies discriminate against the aged. Generational poverty is an issue that can be reduced by educating families and building relationships with them in order to encourage these families to continue their education. The reason why some generational poverty families are big is so that the more people there are in the family the more money and the more people there are to take care of the aged. I have also learned about the many unique challenges that women have when it comes to living their life. A woman can chose to get married and let the man support her financially or chose a higher education and a career and raise a family. References Anthony, M. J. (2011). Caring for Migrant Farm Workers on Medical-Surgical Units. MEDSURG Nursing, 20(3), 123-126. Understanding the Depth of Challenges People Face Power Point Presentation Hatch, L. (2005). Gender and Ageism. Generations, 29(3), 19-24

The Short Story, Part II Essay Example

The Short Story, Part II Essay Example The Short Story, Part II Paper The Short Story, Part II Paper Essay Topic: Literature At the beginning of Young Goodman Brown, Browns wife says, Pray tarry with me this night, dear husband, of all nights in the year. This statement is an example of foreshadowing. What is the climax in Willa Cathers short story Pauls Case? Paul jumps in front of the train. A well-known type of allegory is Aesops fables. What does foreshadowing provide the reader in a story? Hints of whats coming next in the plot. What type of character illustrates many of the traits associated with his or her stereotype? Representative. A femme fatale is what type of character? Archetype. The identity an author creates for himself in a story is known as his persona. Which one of the following is characteristic of a character study? Getting a glimpse into the characters mind and heart is the most important element of the story. Which of the following would /most likely/ be a character study? A book about how Harry Potter changed throughout the series. In Young Goodman Brown, Hawthorne reveals his feelings about his Puritan ancestors when the dark man reveals that he helped Browns forebears persecute others. An authors purpose in using rhetoric is to create a certain effect for the reader. Archetypes are a type of _____ that appear throughout history. prototype What type of story is made up of extended symbolism? An allegory. What level of setting in a story takes place inside the characters mind? Psychological. The level of setting in a story thats the most realistic is literal. If an author wanted to write a book that showed the humor and the tragedy of life in a distant country, he or she would /most likely/ write a/an tragicomedy. What type of literature uses humor to point out the flaws and foolishness of people and society? Satire. Twains account of Colonel Ralls speech (full of gunpowder and glory) is contrasted most vividly to the Marion Rangers collective remorse over the shooting of an unarmed rider. Which of the following is /not/ considered a level of setting in a story? Foreshadowing. Which of the following characters would be considered an archetype? Funny sidekick. If this was helpful, feel free to donate to my paypal: paypal.me/orbiting

to james heriot essays

to james heriot essays Most people working in the medical field treat human patients, but one common medical field is Complaining about his first experience in the country, James Herriot starts out his book saying, "They didn't say anything about this in the books, I thought, as the snow blew in through the gaping doorway and settled on my back. No there wasn't a word in the books about searching for your ropes and instruments in the shadows; about trying to keep clean in a half bucket of tepid water; about the cobbles digging into your chest. Nor about the slow numbing of the arms, the creeping paralysis of the muscles as the fingers tried to work against the cows powerful explosive efforts." He clearly doesn't show any signs of enjoying his job, yet. Later on, on his way to Mr. Farnon, he remembers some of the horror stories told to him from experienced veterans, which had visited his college. One vet said," Never a night off or a half a day. He made me wash the car, dig the garden, mow the lawn, do the family shopping. But when he told me to sweep the chimney I left." And anothe r remembers, " First job I had to do was pass the stomach tube on a horse. Got it into the trachea instead of the esophagus. Couple of quick pumps and down went the horse with a hell of a crash-dead as a hammer. That's when I started these gray hairs." By that time James was doubting whether or not being a vet was the best profession he could have chosen. Deciding to stay a vet in the same city he quickly realized the problem of having to adapt to his new environment. One of the first he encountered was the ability to communicate properly with his customers. James, on the first day of work, while Mr. Farnon was out, had to deal with a customer on his own. Harriot had trouble understanding him due to the use of terms, to describe animal body parts, sickness, and dise ...

Artistic and Psychological Experiments

The paper will aim to review the journal on psychology regarding synesthesia. Synesthesia is a condition whereby a feature such as a shape like a letter A and B evoke a perception of another condition e. A can evoke the red color while B evokes the blue color on an individual's perception (Dick, 2014). Another definition is that synesthesia is a phenomenon in which an individual experiences unusual perception evoked y the activation of unrelated sensory modality or through a cognitive process (Malim, 2011). According to the author, tests performed by Baron-Cohen, Burt Smith and Harrison established the authenticity of artificial colors. Regardless of the tests, the author states that it is still not clear at what stage the visual of color processing stream is evoked. The article tries to answer the above dilemma by posting questions as to whether it involves relating to high levels of mental association and memories or if the colors are evoked earlier in visual processing and imbued with qualia (Malim, 2011).   The article explains that tests that involved the use of embedded shapes tasks, identified that synthetically stimulated colors could lead to pop-out and texture segregation, this shows that there is perceptual evidence for synesthesia. The author cites another test conducted by Hubbard and Ramachadran (2010) in which they encountered two synesthesias at least, who saw colors in numbers that do not exist in the real world. This test indicates that synesthesia may not be as a result of acquired learning but rather the individual's perception. In the article, various theories have made efforts to explain the synesthesia phenomenon. Such theory includes the cross-sectional theory. The theory suggests that synesthesia comes about as a result of cross-activation of between posterior temporal grapheme areas (PTGA) and the color processing area known as the V4. The disinhibited feedback theory explains that synesthesia arises from the disinhibiting of pre-existing feedback connections. The author highlights that similar finding such as those put forward by the cross-sectional theory, re-appeared during the test conducted by Hubbard and Ramachadran in 2010. The author includes another experiment that consisted of four participants who were asked to read the right words they would spot among a list of reversed words and wrong words. The test found that the average error rate for synthetics as 0.03% while that for non-synthetics stood at 23.8%. The author adds that during the same test some of the participants remarked that they first noticed the color before they could identify the shapes of the letters, and they used the color to clue them on the letters. This test concluded that the four synthetics of grapheme are processed unconsciously up to the fusiform and the cross-activate the color cells in V4 before the information is transmitted higher up where the color is used to infer the grapheme (Dark, 2009). The experiment also concluded that in projector synthesis, the phenomenon seems to occur at earlier in sensory processing. The initial stages of letter processing, the visual inputs are used to trigger the component features of the letters (the lines and curves). The trigger leads to the activation of all letter and character that consist of all or some of the component features. Therefore following this logic, the participants managed to identify the right words through processing the synthetic colors relatively earlier and sending the extra information to a higher level of sensory processing, and thus providing additional insight into reading the distorted words and backward-written texts (Baron-Cohen & Harrison, 2014). The author has managed to deliver the overall understanding of the synesthesia phenomenon through the support of several pieces of research, experiments, and theories cited by other authors. The use of pictures in the article further enhances the understanding of the phenomenon as well as the degree at which the experiments were conducted. The statistical data incorporated in the literature has also contributed to the genuineness of the findings. The structure of the article seems more of a review rather than a research as it relies heavily on other researchers work rather than the author's findings or experiments. However, the article's structure is well simplified and can deliver the point easily to the leader. The over reliance on other people's work brings about the question of credibility as some findings may be structured in a biased way. Cases where such issues of credibility arise include, the Ramachandran way of personifying characters and letters. She suggested that according to her perception, letter A seems to be the jealous one while B is quiet and non-assertive (Campen, 2010). Such findings leave the reader with a question as to whether the synesthesia phenomenon is learned or is dependent upon the individual's way of viewing life. The article has managed to deliver the most relevant points to the reader. This is due to its simplicity in writing and structure. However, the credibility of the findings still remains questionable. Baron-Cohen, S. & Harrison, J. (2014).  Synaesthesia  (1st ed.). Cambridge, Mass: Blackwell. Campen, C. (2010).  Artistic and psychological experiments with synesthesia  (1st ed.). Cognition, Object Formation, Speech Perception, Time Perception, Visual Attention, Visual Information Processing, Visual Memory. (2009).  Perception & Psychophysics,  71(1), 3-4. https://dx.doi.org/10.3758/app.71.1.3 Dark, V. (2009). Switching between memory and perception: Moving attention or memory retrieval?.  Memory & Cognition,  18(2), 119-127. https://dx.doi.org/10.3758/bf03197088 Dick, A. (2014). Iconic memory and its relation to perceptual processing and other memory mechanisms.  Perception & Psychophysics,  16(3), 575-596. https://dx.doi.org/10.3758/bf03198590 Malim, T. (2011).  Cognitive processes  (1st ed.). London: Macmillan.

Identify key features of widely used business application programs Research Paper

Identify key features of widely used business application programs - Research Paper Example Word processors have now become one of the basic requisites of businesses. Using a word processor, one can make a document, save it in an electronically conducive format in a disk or drive, display it on monitor, make amendments to it by inserting commands and various typescripts from keyboard and eventually print it (Dibbern, 2004). It has various advantages, which makes it highly popular among literate individuals. Above all, it is convenient then a typewriter in which you have to retype the whole document in case of any error. However, in Word Processor, editing words, paragraphs and formatting is very easy. Word processing applications provide you with â€Å"file management systems, font specifications, referencing systems, graphics, layouts, grammar and spelling checkers, WYSIWYG  (what you see is what you get) etc† (Dibbern, 2004). Some of the popular word processing applications include â€Å"Microsoft Word, Notepad, Google Docs, Lotus Manuscript, WordPad† (Dib bern, 2004), and many more. Presentation software is another category of application program that creates a continuity of words and pictures to present an idea or story. Business presentation applications are user friendly, compatible, and transferable as well. They enable the user to include images, audio, as well as video developed with other tools. Its advantages are many but primarily it helps in appearance of documents, providing snapshot of ideas, sound effects and much more. Some popular presentation software include â€Å"Microsoft PowerPoint, Lotus’s Freelance Graphics, and Corel Presentations, etc† (Dibbern, 2004). These softwares enable a user to have animations attached to their work and improve appearance of data to maximize value. Spreadsheet is one of the most powerful programs used for bookkeeping, scheduling, and data storing purposes. It contains arrangement of cells in the form of table of rows and columns. Each cell has a value and each value may have a

Financial Applications for Excel Spreadsheet Essay

Financial Applications for Excel Spreadsheet - Essay Example The system would require a master spreadsheet that is linked to all the individual Excel timesheets for all the staff. The first spreadsheet to be created would be the one for inputting the staff member’s punch in and punch out times. Each staff would have their own timesheet under their name. It would probably consist of a bi-weekly or weekly calendar, depending on the payroll, with each day dated and a row of cells to input times in and out, for lunch and then total. There are formulas within that will calculate the decimal time from the standard time being inputted to allow it to transfer easily into the payroll program. There would also be columns for any sick, vacation or personal time used. The staff person, ideally, would sit down at their computer and before doing anything else open up the spreadsheet input the date and then time, either manually or with the shortcut keys. Then when they go to lunch sign out and in and when they leave for the day, sign out. The total for the day will appear at the end and the total for the week at the bottom, including any personal time taken in the o ther columns. Each staff person would have their own spreadsheet to fill out and they would all be located on the same network drive. The master spreadsheet would have the employee’s names in one column and then the totals for the week, or whatever pay period payroll would use, in the subsequent columns all on one spreadsheet. The totals on this sheet would be laid out the in the same order as on the timesheets to make linking the cells easier. To link you would have the master sheet open and then an individual’s timesheet. In the master sheet you would type an = sign into the cell you want to link and then switch to the timesheet, select the cell to link to there and hit enter. You will return to the master sheet and there is now a direct link to that cell on the master sheet. You can link the other cells merely by copying that master cell and

Mining-hazrds Assignment Example | Topics and Well Written Essays - 500 words

Mining-hazrds - Assignment Example The hazards are more dangerous and also unhealthy as compared to other industries. Among the difficulties are the working conditions in the quarries and mines. The employees are exposed to climatic and also weather conditions especially those working in the surface mines. Sometimes the mines may be covered during winter but it only makes the work much more dangerous. However, surface mines pose less risk compared with underground mines. They are recorded to be a dump, noisy, dark and even hot. It, therefore, poses a risk to the health of the workers (Hopkins 2001, p. 25). Water may cover the tunnel floors up to the level of several inches. The only source of lighting in the mines is from the hats of the workers. The operations in the mines get done on limited space. Workers are forced to work on their stomach, knees, hands or their backs. It, therefore, makes the environment less conducive to work. There are unique dangers in the underground mines such as the mine fires, workers being exposed to harmful gases, cave-in and also explosions. Additional hazard that gets experienced in the mining industry is dust. It is generated by the drilling process in the mines. Workers who get exposed to the dust are prone to contaminating lung diseases (Hopkins 2001, p. 26). Hazards can get compared on an international level. It becomes important to integrate the groupings of hazards as well as labeling. A system for all chemicals and also mixtures of the chemicals has, therefore, got established. The classification of the chemical enables the consideration of the adverse effects and helps in evaluating the steps to take. The community, on the other hand, is directly affected by the mining operations. The hazards are felt by the community as they lose their people in the mines. Mining operations affects the community socially, environmentally and also economically. Therefore, the community should get involved

Yiddish Literature Essay Example | Topics and Well Written Essays - 1000 words

Yiddish Literature - Essay Example ‘Joy’ is the story of a Rabbi who loses faith in his God with the adversities in his life. The Rabbi loses his children to death through sickness. His wife’s nagging and the tragedy makes him to question the existence of God. His faith trembles and he talks of shifting his belief to religion that believe in idol worship (Singer 32). He realizes that everything exist because his body makes him to feel the existence. Through the touch of the Berries and the cold water, he understands that the existence is momentary and so he does not have to worry about anything as he can’t do anything about it (Singer 33). This is the fact of life. When you experience difficulties that goes beyond your capacity of suffering, you start losing faith in your religious beliefs and question the existence of God. The absurdity of the situation is realized by the Rabbi in his deathbed. He sees the figures of his four sons, two daughters, grandfather and his father in the form of light and realizes that even when they are trying to come close to him, there is a restraint exercised on them which looks like fence. He becomes enlightened and just before dying tells Reb Abraham Moshe that one should always be joyous (Singer 37). The grotesque element makes him realize there is no point in missing the opportunity of being joyous on earth in hope of getting the joy or freedom after death in heaven. Vasil is a boy who hates and fears violence in his childhood but grows to be a soldier who resorts to violence and kills hundreds of his enemies himself. As a child he suppresses his fears

Summary On Current Mnagement Ariticle Essay Example | Topics and Well Written Essays - 500 words

Summary On Current Mnagement Ariticle - Essay Example The classical model of capacity expansion is an example and is applicable in cases of definite demand with constant growth rate. These models assume growth to have a geometric or stochastic trends but Karri’s timing ratio model assumes that demand has a linear but definite growth that allows for determination of optimal capacity expansion time. According to the model, early expansion of potentials leads to surplus potentials while late expansion leads to shortage of potentials. The model for capacity optimization identifies size and fixed costs of the proposed equipment, and unit fixed cost as significant factors. It shows that early project implementation is better under minimal fixed costs, relative to contribution margin. Some of the factors may again be insignificant in the model. With an assumption that an organization’s cost structure is an indicator of its expansion project, timing potentials of entities become comparable. In addition, range for investment timing widens if contribution margin is high and yet fixed costs remain minimal. Timing ratio, under the model, is inversely proportional to timing potential. Testing the model faced the challenge of contents of organizations’ income statements. While contributing margin is significant to determination of the time ratio, some organizations’ income statements do not offer items that are used in computation of the contribution ratio. The contribution margin can however be estimated and this facilitated testing of the timing ratio model. The model and its testing identify theoretical and empirical implications. Ability to compute timing ratio from contribution margin and operating income and difficulty in comparing timing ratios are the implications of the developed information (Karri n.p.). The article relates to the managerial accounting concept of value optimization through minimizing cost and

Life after Hurricane Katrina Personal Statement

Life after Hurricane Katrina - Personal Statement Example I was forced to develop my critical thinking skills when I spent six months trying to find a job but got nowhere. I was at a crossroads where I needed to make a decision about whether my time was better spent continuing to look for work, which may or may not have been a fruitful search, or whether I should rededicate myself to pursuing academics in order to invest in my future and in my husband's future. The latter decision would be an enormous sacrifice. We really needed to make ends meet; and finding a way to boost my income rather than spending money on my education would have been the easy decision to make. Nevertheless, after seriously thinking through the options, I began to realize that making the choice to go to work now would have meant giving up on my future. I had to think critically about what I would be gaining and losing under both options. Working right away would have helped us to live more comfortably in the short term, but would have locked us into a situation where we would always be living on the edge of subsistence. Perhaps most importantly, I knew I would never really be happy. I had decided long ago that my happiness was directly linked to my work in the medical profession. I began to realize I would always harbor some resentment toward myself if I gave up on that dream in order to placate a temporary crisis in my life. Researching my options for breaking back into the medical profession led me to discover that this was the right course of action. It has been my lifelong vision to care for the health and the quality of life of other human beings. Ultimately, my ability to think critically led me to the conclusion that I needed to think with my heart and never give up on my hopes and dreams, regardless of whatever crises I might be confronted with in my life. Moreover, Katrina's impact on my life has led me to the conclusion that perseverance is the fundamental ingredient for achieving any kind of dreams that one may have. Perseverance entails not only a willingness, but an absolute resolve to stay the course in the pursuit of one's goals, despite even the most serious challenges that may arise. Without perseverance, it is easy to get side-tracked and lose focus on the ultimate objective. Perseverance enables a person to transform an apparent tragedy like Katrina into a real opportunity to further one's progress toward a goal. Without it, the ramifications of that hurricane would be affecting my life today to a much greater extent that it has been allowed to. Perseverance is the key tool for saying "no" to a tragedy: "you will NOT rob me of my goals and dreams!" Perseverance has also come into play in my life when other, less serious, challenges have arisen. It has enabled me to be true to my values at many points in my life. My values, including my prioritization of family, work and other responsibilities, my guidelines for my treatment of others, my principles for handling ethical dilemmas, and my overall life philosophy, have all been heavily influenced by various people, institutions and events in my life. Perseverance has enabled me to stay grounded in my values regardless of what life has thrown at me. There have been many experiences in my life that

Summary On Current Mnagement Ariticle Essay Example | Topics and Well Written Essays - 500 words

Summary On Current Mnagement Ariticle - Essay Example The classical model of capacity expansion is an example and is applicable in cases of definite demand with constant growth rate. These models assume growth to have a geometric or stochastic trends but Karri’s timing ratio model assumes that demand has a linear but definite growth that allows for determination of optimal capacity expansion time. According to the model, early expansion of potentials leads to surplus potentials while late expansion leads to shortage of potentials. The model for capacity optimization identifies size and fixed costs of the proposed equipment, and unit fixed cost as significant factors. It shows that early project implementation is better under minimal fixed costs, relative to contribution margin. Some of the factors may again be insignificant in the model. With an assumption that an organization’s cost structure is an indicator of its expansion project, timing potentials of entities become comparable. In addition, range for investment timing widens if contribution margin is high and yet fixed costs remain minimal. Timing ratio, under the model, is inversely proportional to timing potential. Testing the model faced the challenge of contents of organizations’ income statements. While contributing margin is significant to determination of the time ratio, some organizations’ income statements do not offer items that are used in computation of the contribution ratio. The contribution margin can however be estimated and this facilitated testing of the timing ratio model. The model and its testing identify theoretical and empirical implications. Ability to compute timing ratio from contribution margin and operating income and difficulty in comparing timing ratios are the implications of the developed information (Karri n.p.). The article relates to the managerial accounting concept of value optimization through minimizing cost and

The Unity of Heaven and Human Essay Example for Free

The Unity of Heaven and Human Essay Your assignment is to write a paper that compares and contrasts the ideas of any two of the following three philosophers: Confucius (aka Kongzi), Mozi, Zhuangzi. In your comments, you should try to adopt the perspective of one of these three thinkers. For example, if you are comparing Confucius and Zhuangzi you might present Zhuangzi’s perspective on Confucius: Which of his ideas are similar to your own and therefore worthy of praise? Which ideas are different from your own and therefore reprehensible? Six different permutations are possible: Confucius on Mozi Mozi on Confucius Zhuangzi on Mozi Mozi on Zhuangzi Zhuangzi on Confucius Confucius on Zhuangzi The paper should be 3 pages (typed, double-spaced, with no unusually sized type fonts). It is due in class on Wednesday, October 16. Late papers will lose one grade step (e. g. B+ to B) immediately and an additional step every day until they are turned in. For your reference, I am putting the following books on Reserve in Hale Library: Vitaly Rubin, Individual and State in Ancient China. Arthur Waley, Three Ways of Thought in Ancient China Basic Writings of Mo Tzu, Hsun Tzu, and Han Fei Tzu, translated by Burton Watson Sources of Chinese Tradition, edited by Wm. Theodore de Bary The use of these books or any other sources apart from assigned class readings is entirely optional. Bear in mind that if you borrow any ideas from any printed sources (including books, articles and Web sites) you should indicate your source, and if you borrow their exact words you must use quotation marks. There is no need, however, to cite me for material in your notes that is based on class lectures and discussions. For course purposes, such material is considered to be in the â€Å"public domain. † In citing sources, for assigned reading and any of the four books listed above it’s OK to use a parenthetical citation such as (Ivanhoe, p. 109) or (Rubin, p. 25). If you cite any other sources, it would be best to provide a footnote or endnote providing full bibliographical information in the first instance. Please check with me if you are unsure how to proceed.

Primary Education The First Stage Of Compulsory Schooling Education Essay

Primary Education The First Stage Of Compulsory Schooling Education Essay Primary education is the first stage of compulsory schooling. The primary phase is split into key stages one and two. Key-Stage one is orchestrated for children 5-7 years of age. Key-Stage two covers the age range of 7-11 years of age. Following Key-Stage two children progress to secondary school and undertake Key-Stage three learning. Thus Primary education must prepare children for KS3, and beyond. Considering the diversity of the age range and ability range of children within the Primary phase, there are a number of theories about the purpose(s) of primary education and how they should be delivered to best suit children (toward Q10). However, all theories for best practice concur that children of primary school age are at a crucial stage of learning which can drastically affect their future learning and experiences. Thankfully the idea of primary school being a place where children are told stories and draw on their own with crayons as a transition to proper school is history. Primary education is now viewed as a valuable opportunity to teach children a number of complex skills which will form the foundations for a lifetime of future learning. The knowledge and skills taught in the early years of life will directly influence the childs success as an adult in a now multicultural society (Q18; affect of social influences). Thus, the thrust of primary education must be to create a rounded experience for all children, through a range of subjects, delivered in an enriched environment by a knowledgeable, dynamic teacher with an effective pedagogy (towards Q14). To begin this process, learning content and method of delivery of this must be appropriately designed for the individual child as part of a larger group. As with all activities, it is critical to gain and retain the interest of those involved to maximise the effectiveness of the activity. It is up to the teacher and team of staff to collaborate efficiently to deliver this successfully (toward Q6). The complex skills taught in primary education are delivered through three main areas; learning to read, learning to write (as part of literacy) and learning to manipulate numbers and all related content e.g. shape and space (numeracy). Since 2008 personal, social, health and economic (PHSE) has been added to the strategy for primary education. Through these topics, enhanced by interaction with peers and adults, children are able to learn the knowledge, attitudes and range of skills required to cope with the vast range of issues that they are likely to face throughout their maturation into and during adulthood. Of equal importance during this period is that children develop the schemas required to acquire skills and are able to recognise opportunities for development. Parents, teachers and other adults can provide the required guidance. By providing exceptional care throughout Primary education it is clear that potential can be maximised and utilised for the benefit of the individual and society (toward Q1). Therefore a programme for education is required. This was introduced as part of the Education Reform Act 1988 as the National Curriculum. The concept of key stages and educational objectives relating to these were also introduced. Furthermore the element of choice was also introduced to allow parents to specify their preferred choice of school for their child; league tables provided the necessary information for parents to choose. This inclusive approach signalled directly the importance of parental involvement and influence on the well-being, education and potential future attainment of their child. However, the introduction of league tables may have paradoxically shifted the focus from childrens attainment to getting results (following emphasis on exam results used as a measure of understanding of the prescribed Curriculum content). The prescription of the National Curriculum is under the direction and control of the Government advised by educational specialists guided by research into the ways in which children learn and what it is believed will be most beneficial throughout adulthood. The National Curriculum thus offers a list of the knowledge a child must gain. This approach provides consistency, guidance for educational institutions and a framework for future assessment of attainment. The content of the Curriculum is impacted by its two aims and four purposes. The first aim is that the school curriculum should aim to provide opportunities for all pupils to learn and achieve. (National Curriculum handbook). The second aim is the school curriculum should aim to promote pupils spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. These concepts clearly link closely with the invaluable objectives of the Every Child Matters policy. The four purposes of the National Curriculum are to establish an entitlement, to establish standards, to promote continuity and coherence and to promote public understanding (knowledge for Q15). The core statutory subjects of a national curriculum under the education act of 2002 are English, Maths, Science, Art and Design, Geography, History, ICT, Music and Physical Education. Additionally to this, all maintained schools have to teach Religious Education, which should reflect the Christian history of Great Britain. However, Religious Education should also consider practices and ideas of other religions represented in the UK; due to the movement of people, particularly to the UK, and the resultant shift in the majority, this teaching is and should be ever expanding. This is positive as Religious Education develops morals, spirituality and acceptance of others. Within a developing culture this acceptance and understanding should be encouraged, especially during the foundation-setting Primary phase. The school must be responsible through their ethos to highlight and harness the benefits of understanding and co-operation (toward Q2). For these reasons children should be encourag ed to mix with one another where possible. In September 2010, modern foreign languages will become an additional statutory requirement for delivery at Key Stage 2. The Department of children, schools and families suggests that children should also be taught personal, social and health education (PSHE). Ed Balls, of the previous Labour government confirmed that PSHE will become a statutory part of the national curriculum in 2011, but as we now have a new government this may change. PHSE can include a range of topics which aid children in their future lives. A number of beneficial topics can include drugs and alcohol education (DARE), emotional health and well-being, sex and relationship education, nutrition and physical activity, finance, safety and career education. Many of these topics are linked with the valuable outcomes of the Every Child Matters policy and allow the child to be healthy, to achieve and be safe. By learning about these topics, children can be encouraged to consider one another and the world that they live in (teaching toward Q19; promoting equality). Following this community cohesion can become possible, demonstrating clearl y the benefits of teaching PHSE. The notion of delivering PHSE through the Primary phase, rather than commencing during Secondary education, is a positive step as a preventative measure to avoid the current generation making the mistakes of previous generations. Whilst the National Curriculum sets out guidelines, each individual school is responsible for determining how they deliver the programmes of study for each of the subjects specified. The programme of study is prescribed for each subject and indicates what children should learn, as defined by the Education Act 1996, section 353b. This guide also provides a useful basis from which schedules can be planned. It is up to the teacher to decide upon the delivery to give maximum benefit to the pupils in their care. It is important for the school and teacher to deliver National Curriculum study programmes in imaginative ways (toward Q10) but not be constrained by the necessities of the Curriculum itself. Attainment targets define the expected standards of knowledge, skills and understanding for pupils in each key stage for each of the specified subjects and allows for appropriate assessment tools to be developed (http://curriculum.qcda.gov.uk/key-stages-1-and-2/Values-aims-and-purposes/about-the-primary-curriculum/index.aspx). As attainment is not static and isolated to specific intervals, it is necessary for the teacher to monitor the developing achievements of the individual child, the child in the context of their peer group and relative to descriptors of attainment-level. With this in mind, it would be appropriate to ensure that class sizes do not exceed the maximal number of pupils beyond which the teacher cannot effectively plan for, teach and assess. As suggested, it is important to continually assess the abilities of pupils, and therefore their progress (towards Q12) and to report this to all involved in the education of the child, especially parents. I believe that the benefit of parental involvement cannot be overestimated; parents have an established relationship with the child and are therefore ideally placed to provide extra or remedial learning at this critical phase of education (facilitating Q5). Whilst the stipulated content of a National Curriculum aims to cater for all, it cannot always achieve this, especially if those children who fall both above and below the average are not considered. Furthermore providing a list of required learning content may be restrictive upon the ability of teaching staff and schools to provide suitably varied lessons for the group(s) of learning needs they are responsible for. Following the change of Government in May we cannot say if the National Curriculum, or even the notion of one, will remain consistent due to the difference in the ideas of Government ideology. This is particularly dynamic if the Educational Minister and her advisors of educational best-practice change (knowledge for Q15; remain aware of curriculum). For example, the Rose review (commissioned by the leaving government) and it suggestions for educational best practice for KS 1 and 2 may become obsolete. The Rose review considered the National Curriculum and the ability of teachers to effectively deliver learning content to children. Furthermore the review considers whether the curriculum needs to be altered to achieve the aforementioned key objective; in other words, what should children learn and how should this be delivered to facilitate successful learning. The Rose review states that too much time is spent revising and practising for exams rather than making sure that children have a love for learning. Teaching staff must be responsible for ensuring that children enjoy Primary school, especially as this will encourage enjoyment of further educational phases. To do this, the new curriculum must understand the way that children learn and develop physically, intellectually, emotionally, socially, culturally, morally and spiritually. Furthermore Rose indicates that the current three core subjects (English, Maths and Science) should be replaced by four skills for learning and life (Literacy, Numeracy, ICT and Personal Development). The following areas of learning should feature within the Primary curriculum: understanding English, communication and languages mathematical understanding scientific and technological understanding historical, geographical and social understanding understanding physical development, health and well-being understanding the arts (Rose Review 2008 P17 Section 31) The above revised aims for the primary curriculum take influence from the values issued under the every child matters policy of the Education Act 2002. The new curriculum must also be well-planned and fun to ensure children have the opportunity to learn independently as well as be challenged and engage in practical activities (Q22). Giving children the opportunity to learn more about the world around them, through experiences in art, literature, and religious education and much more will facilitate this. The curriculum should allow many opportunities to use learned knowledge through cross curricular studies. With the Primary years in mind, the review recommends that high-quality play-based learning would benefit young children immensely as well as teaching parents the importance of play and read to/with their child (Q5 Q30). It is also critical that opportunities for spoken communication are taken to maximise the childs ability to learn to read and write. Phonics sessions will further aid development in this critical area. Encouraging use of Information Communication Technology (ICT) is important to allow children to use a number of the tools often needed to find employment and be financially healthy in todays technologically advanced society. Generally, the review pronounces that there needs to be more continuity through the stages of learning e.g. from EYFS to Key stage one and beyond to maintain success; the DCSF should give primary schools one extra in that day in 2010 to train/understand the new curriculum and transition between key stages. As stated by Rose, the curriculum should aim to teach pupils how to learn as well as the learning content. Having outstanding teachers in any education centre is crucial for pupils success here. Therefore, it is critical to consider ways that teachers can improve their pedagogy to deliver the required content (in whatever form it takes), for the benefit of the children in their class (toward Q10). Significantly, the review also suggests that it may be appropriate to restructure Key Stage 1 to include the Early Years Foundation Stage i.e. begin schooling and reap the rewards as early as possible, especially if parental involvement is successfully encouraged. Another research based review of the Curriculum, and ways to realise successful learning, is provided by the Cambridge report. The report suggests that a new primary curriculum be introduced which is broad, deep, balanced and offers high standards in all subjects; by separating literacy and numeracy they are afforded a higher level of emphasis and importance. Furthermore, new aims and values should be adopted within modern primary education. The 12 aims of the report focus on: The individual Well-being including mental, emotional and physical welfare (in line with Every Child Matters) Ensuring children have a thirst for engagement in their learning Empowering children with knowledge to meet and be adaptive to the changing challenges of the world Autonomy to promote aspirational thought (satisfying Q1) Self, others and the wider world Promote self-respect, respect for others, respect for diversity and difference as well as acceptance of others ideas and values (awareness for Q19, satisfying Q25) Promoting interdependence to develop sustainable positive relationships. Empowering local, national and global citizenship, encouraging children to make decisions in the world around them e.g. school council, as well as knowing about human rights, conflict resolution and social justice. Celebrating culture and community; schools should strive to become the centre of the community life and culture. Learning, knowing and doing Exploring, knowing, understanding and making sense, giving children the opportunity to actively experience the world around them (towards Q25). Fostering skills to make sure that pupils have the skills which learning, employment and rewarding life depend on. This includes all customary subjects in the curriculum as well as communication, creativity, intervention, problem solving, critical practice and human relations. Exciting imagination, giving children the opportunity to extend their knowledge outside the limits of their experiences. Enacting dialogue, to help children understand the need for communication and collaboration between teacher and pupils, and among pupil whilst becoming aware that knowledge is not just given but negotiated and recreated. This form of dialogue is central to effective pedagogy (facilitating Q2). It is highlighted that language, literacy and oracy (the capacity to express oneself in and understand speech) are critical to accomplishing these aims, as well as allowing aims to drive rather than follow the curriculum. Significantly, the report advocates extending the foundation stage to the age of six. Therefore the primary phase would include children 6-11 years of age, eliminating key stages one and two. Extending the foundation stage to 6 years old gives children the opportunity to develop personally, and learn to interact, before they embark on a journey harvesting knowledge. This can only work if there is the correct cooperation, communication and cohesion between foundation stage and the primary phase and their curricula (working toward Q32; development of effective team practice). This must be embraced by the teacher with pedagogy that is centred on personal accountability for effective teaching. This is obviously aided by providing adequate space, equipment and resources to ensure that pupils EYFS education provides solid foundations for the future. To aid the process it is imperative to ensure that disadvantaged and vulnerable children are given the help they need swiftly and successfully. To begin this, eradicating child poverty must be prioritised. Equally, opportunities must be provided for pupils with SEN, EAL or disability to progress to the same degree as their peers (Q19). Based on continuing research, the new Government has released a white paper for reform of the education system and the curriculum. The paper reflects much of the aforementioned, noting that the most important factor upon attainment is the quality of teaching/teachers. In order to help schools and their staff to deliver high quality teaching, the bureaucratic burden must be removed to allow focus on what is necessary for the children in their care. This burden is largely caused by the restrictive nature of the current Curriculum and the focus upon the attainment of qualifications which have the highest value in performance tables; often Primary schools over-rehearse teaching for the test (Q12, understand the value of assessment). I have experienced this with year 6 pupils preparing for SATs I felt that other subjects had been put aside to make way for the tests. The enjoyment of learning had been forgotten because of the pressures of ensuring each child passed. It was necessary to teach the children how to interpret and understand the questions rather suggesting that the assessment method may be unreliable. There appears to be a disparity between assessment, curriculum and the prescribed method of teaching i.e. utilising practical activities does not seem to match the way the children are tested. Furthermore, the National Curriculum should be tightened to contain less non-essential knowledge, especially in core subjects. By reducing the prescribed content and giving back decision making power to the school (about what, and more importantly how, to teach) it will be possible for children to gain the knowledge they to reflect the high standards expected of children in other nations. In order to improve, schools must be freed from compliance with Government initiatives to become self-improving. To aid this programme, schools should have access to regional league tables to identify and seek guidance from those schools from which they can learn (working toward Q5). In conclusion, Primary education must be grounded upon the needs of children as individuals. From this, guidelines for the content to be taught can be established. It is important that whilst the value of these guidelines is embraced, they do not become restrictive upon the imaginative element of pedagogy, allowing teaching staff to cater for all children as unique and valuable individuals. In doing so, children can learn how to be healthy, stay safe, enjoy and achieve and in doing so allow the child to make a positive contribution and achieve economic-well-being which are crucial to acceptance of the diverse culture we live in. Furthermore with guidance the child/growing adult will be free to develop social understanding/sensitivity to behave appropriately with others in numerous and changing social situations (Q1, Q19 and Q25). Adaptability and accountability of the teachers who mould young minds are paramount to childrens on-going success. As part of this group, I must strive to develop a pedagogy and effective relations with other members of the school which allows me to deliver teaching which enables children to maximise their potential (Q14, Q6, Q1). To continue to deliver this I must continue to embrace my desire for Continuous Professional Development (Q9).

Comparing Light and Growth in A Raisin in the Sun and Death of a Salesm

Light and Growth in A Raisin in the Sun and Death of a Salesman.      Ã‚  Ã‚  Ã‚   In A Raisin in the Sun by Lorraine Hansberry and Death of a Salesman by Arthur Miller, both authors use motifs of light and growth within their settings to convey messages about the intrinsic values and potentiality of their characters. A Raisin in the Sun begins with a faint little light, filtering through the kitchen window. It's not much of a light, but it is successfully kindled by Lena Younger to keep her little plant alive and to help sow the seed of human dignity in her children. In Death of a Salesman, the physical light is blocked by the encroaching concrete jungle of New York City and the spiritual light is extinguished by Willy Loman's misguided, illusionary values. Willy and his family are trapped in the tiny shadow cast by his giant illusions and nothing grows in their world.    The opening description of the setting in A Raisin in the Sun states, "The single window for these 'two' rooms is located in the kitchen area. The sole natural light the family may enjoy in the course of a day is only that which fights its way through this little window." This window provides a view to the outside world which Walter Younger seeks to tame. Walter looks out of this window as he smokes his cigarette and comments on the people "running and racing to work." Lena Younger has what is described as a "feeble little plant growing doggedly in a small pot on the windowsill." She worries that "if this little old plant don't get more sun than it's been getting it ain't never going to see spring again." ( Hansberry, 856 ) The light from the window feeds the dogged little plant which Lena says "expresses me." Although they live in a small, cramped apartment... ...erry is saying that to find the pot of gold which lies at the end of a rainbow, man needs food for the soul.       Works Cited and Consulted:    Draper, James P. Black Literature Criticisms. Detroit: Gale Research Incorporated, 1992.    Field, B.S.   "Death of a Salesman" Twentieth Century Literature.   January, 1972. 19-24.   Rpt. in World Literary Criticism.   Ed. Frank Magill.   "Arthur Miller" Detroit: Gale Research, 1992.   2366-2368.    Gunton, Sharon R. Motifs in A Raisin in the Sun. Detroit: Chelsea House Publishers, 1986.    Miller, Arthur. Death of a Salesman,The Heath Introduction to Drama, Fifth Edition. Lexington, Mass.: D.C. Heath and Company, 1996, pp. 731-808.    Hansberry, Lorraine. A Raisin in the Sun, The Heath Introduction to Drama, Fifth Edition. Lexington, Mass.: D.C. Heath and Company, 1996, pp. 841-914. Comparing Light and Growth in A Raisin in the Sun and Death of a Salesm Light and Growth in A Raisin in the Sun and Death of a Salesman.      Ã‚  Ã‚  Ã‚   In A Raisin in the Sun by Lorraine Hansberry and Death of a Salesman by Arthur Miller, both authors use motifs of light and growth within their settings to convey messages about the intrinsic values and potentiality of their characters. A Raisin in the Sun begins with a faint little light, filtering through the kitchen window. It's not much of a light, but it is successfully kindled by Lena Younger to keep her little plant alive and to help sow the seed of human dignity in her children. In Death of a Salesman, the physical light is blocked by the encroaching concrete jungle of New York City and the spiritual light is extinguished by Willy Loman's misguided, illusionary values. Willy and his family are trapped in the tiny shadow cast by his giant illusions and nothing grows in their world.    The opening description of the setting in A Raisin in the Sun states, "The single window for these 'two' rooms is located in the kitchen area. The sole natural light the family may enjoy in the course of a day is only that which fights its way through this little window." This window provides a view to the outside world which Walter Younger seeks to tame. Walter looks out of this window as he smokes his cigarette and comments on the people "running and racing to work." Lena Younger has what is described as a "feeble little plant growing doggedly in a small pot on the windowsill." She worries that "if this little old plant don't get more sun than it's been getting it ain't never going to see spring again." ( Hansberry, 856 ) The light from the window feeds the dogged little plant which Lena says "expresses me." Although they live in a small, cramped apartment... ...erry is saying that to find the pot of gold which lies at the end of a rainbow, man needs food for the soul.       Works Cited and Consulted:    Draper, James P. Black Literature Criticisms. Detroit: Gale Research Incorporated, 1992.    Field, B.S.   "Death of a Salesman" Twentieth Century Literature.   January, 1972. 19-24.   Rpt. in World Literary Criticism.   Ed. Frank Magill.   "Arthur Miller" Detroit: Gale Research, 1992.   2366-2368.    Gunton, Sharon R. Motifs in A Raisin in the Sun. Detroit: Chelsea House Publishers, 1986.    Miller, Arthur. Death of a Salesman,The Heath Introduction to Drama, Fifth Edition. Lexington, Mass.: D.C. Heath and Company, 1996, pp. 731-808.    Hansberry, Lorraine. A Raisin in the Sun, The Heath Introduction to Drama, Fifth Edition. Lexington, Mass.: D.C. Heath and Company, 1996, pp. 841-914.

Lord Of The Flies - Discovery :: essays research papers

Lord Of Flies( The Importance of self-discovery) 1Human should understand the importance of self-discovery. In the Lord of the Flies, Ralph, Simon and Samneric learned the weaknesses and darkness within the human hearts. People grows up when they faces a challenge. Ralph ‘s challenge is how to be a good and responsible leader. Simon’s challenge is how to speak at front of people. Samneric’s challenge is how to make right choice. The truth about self-discovery may be cruel, but it is worth to learn from it. 2Ralph is being a playful, innocent child in the beginning of the story, but towards the end he matures significantly. Excluding Piggy, Ralph is the most mature and responsible member of the boys, for he is concerned throughout the book with keeping the fire on the mountain going, and building shelter. " If a ship comes near the island they may not notice us. So we must make smoke on top of the mountain. We must make a fire." pg,37 Ralph always has the strong belief that all the children will be saved from the island sooner or later, but at middle part of the story he begins to doubting it. At end of the story, after the death of Piggy, Ralph’s encounter with the Lord of the Flies, he knocks over the pig’s skull. " A sick fear and rage swept him. Fiercely he hit out at the filthy thing in front of him that bobbed like a toy and came back, still grinning into his face, so that he lashed and cried out in loathing." pg206 Ralph realize the evil is part of him and just as to other boys. However, he is the only person who acknowledges the importance of being responsible, and he takes over as a true leader even though he is not necessarily good at it. 3Sam and Eric represents the crowd in modern society, just like every ordinary human. They are faithful and mostly good. They can be described as loyalist in the story. Their rule is to serve whomever is the leader. For example when Jack says " Grab them! No one moved. Jack shouted angrily. I said " grab them"! " Samneric finally give into his threats on their travel to Castle Rock. Later, then betray Ralph, by showing his hiding place to Jack. " You’re sure he meant in there? The twin moaned faintly and then squealed again. " " He meant he’d hide in there?" pg. 214 In this way, Samneric symbolize the weakness of human nature. They have lose any real sense of loyalty to others.

‘Tis the Season

The Season Just because we all grow up physically does not mean we have to allow ourselves to become numb to all the things that made us feel giddy as a child. Everyone knows how exciting it can feel to wake up on Christmas morning. All December long, we work to ring in the Christmas spirit by giving to others, displaying festive colors of green and red, and enjoying the constant Jingle of holiday music in the background of everything we do.I personally feel like a little kid, naive and blissfully ignorant very year on December 25th. There's something magical about all the traditions and events that make me feel forever young at heart on this special day. At our house, though I am a fully-grown only child, my parents still enforce the mystery of Santa Claus. On Christmas Eve we all gather In the kitchen, warmed by the radiating heat of a wood-fired stove, and bake fresh gingersnaps that embrace every room In the house with their saccharine fragrance.We lay them out on a festive plate with a refreshing glass of cold milk, and as I sleepily tiptoe my way to bed I pretend that I actually believe a chubby man in a crimson suit will shoot out of our chimney and joyfully gobble them up while I'm asleep. Then I wake up early the next morning and peek out the window and watch puffy white flakes descend gently to the ground, and the crisp, cold air chills the palms of my hands as I touch the frosty glass.My mind says there is no such thing as magic or flying reindeer, but as I observe the delicate snowfall and notice one lonely, half-eaten gingersnap left on our plate in the kitchen, my heart starts to believe all over again. Later, when I'm done absorbing the simple leisure of Christmas morning in my solitary silence, I drag my feet all the way to my parents' bedroom and I wake them up. They reluctantly roll out of the comfort of their warm bed Like two teenagers getting up for school on a dreary Monday morning.After they pour themselves a steaming hot cup of bitter, b lack coffee, we all congregate in the living room around the Christmas tree. Before we even consider tearing into the plethora of gifts wrapped in shiny, foil paper and topped with curly ribbons, we sit together for a while, and we are hushed by the fatigue of early ironing and the distinct elegance of the glimmering lights that dress the tall, green tree that appear like stars in a cloudless midnight sky. Eventually someone will break the infinite silence by saying â€Å"Whiffs going to open the first one? Then we dig into the various gifts, being particular with which boxes we choose first. Sometimes I shake the box like a rattle to try and guess what lies within its layers of cardboard, scotch tape, and colorful wrapping paper. We all watch each other, waiting eagerly for a surprised reaction. When we are done scavenging through every Inch of the ere, we enjoy each others company and sit contently on our couch while we watch a classic, the movie A Christmas Story.Christmas, I'm sure, is celebrated very different from person to person. Hopefully, my family. Christmas is a time to believe, whether that be in a Jolly, old, overweight man, the spirit of giving, or the birth of Jesus Christ. Christmas is when people should let themselves feel young again, and for me, that means baking cookies and waking up early with my parents Christmas morning so we can watch a movie together. As the wise Dry. Issues once wrote, â€Å"Maybe Christmas,' the Grinds thought, ‘doesn't come from a store.

American Education vs Asian Education Essay

In the past 20 old ages the United States school system has been roll uping a spot of unfavorable judgment. Surveies have shown that the United States has been dawdling exponentially compared to about all the industrialised states. This specifically refers to Asiatic states that are statistically blowing the U. S. out of the H2O. In his article â€Å"New Math-Science Study Rates U. S. Students Mediorce At Best† William S. Robinson decusses study consequences after pupils from around the universe have taken a scientific discipline and math trial. The study consequences in the cosmopolitan topic of math show us that the U. S. 8th graders have fallen behind. while the 12th class degree showed merely little betterment. We would potentially look at these instruction systems as extremes of each other. Each instruction system being on the different side of the spectrum. Both systems holding mistakes and advantages. Taking the positive facets from both sides and unifying them together . a harmonious instruction system could be established. In the article â€Å" Strengths. Weaknesses. and Lessons of Nipponese Education† James Fallows tells us that in an Asiatic schoolroom pupils will experience an unbelievable sum of force per unit area get downing from grade school and up. while U. S. instructors are excessively afraid to raise the saloon because of possible disheartenment of the pupil ( 201 ) . In Japan. University admittances as opposed to classs earned in university. determines what sort of calling you can hold in Japan. Nipponese pupils will pass most of their clip analyzing in cram schools. unlike American pupils who spend most of their clip socialising. A negative of the Asian school system. is the conformance that must be upheld. This achieves better instruction because it becomes the â€Å"thing to do† . When everybody is on the same course of study there is no other pick but to follow the herd. While conformance creates better math pupils. it demises the facet of creativeness and individualism. The U. S. places a much bigger accent on creativeness and pick. Therefore supplying pupils with chances that help them larn about them egos. and develop original thoughts. An of import feature that the U. S. instruction system deficiencies. is the thought of attempt being straight correlated to success. In her article â€Å" Why Are U. S. Kids Poor In Math† Barbara Vobejda says that the American and Asiatic female parents have a diffrent position on what determines their child’s success in school. An American female parent thinks that her child’s academic accomplishment comes from unconditioned ability. while an Asiatic female parent thinks that her kids academic accomplishment comes from difficult work and attempt. An Asiatic female parent would demand her child spends hours after school making prep and analyzing. An American female parent would merely state that her kid is non good in their topic. Vobeja says that a survey has shown that Asiatic pupils spend more clip in their seats than American pupils do. American pupils were out of their seats 21 per centum of clip. compared to Chinese and Nipponese pupils who were out of their seats 2 per centum of the clip. Though the American pupil may believe that they work hard. we find that the Asiatic pupil is at a much greater degree of force per unit area. As we saw in the old transition. serious force per unit area is put on the Asiatic pupil. In farther scrutiny of the article â€Å"Japan’s School System† . a protagonist of the catalytic force per unit area subject. we find many contrasts to the U. S. positions of seting force per unit area on pupils. Nipponese pupils attend school six yearss a hebdomad. The school twelvemonth consists of 220 yearss compared to the 180 yearss in the U. S. A 3rd grade Nipponese school hebdomad consists of eight hours of Nipponese. five of arithmetic. three of scientific discipline. societal surveies and physical instruction. two hours of music and art. For an U. S. pupil this might look like snake pit. Yet the lone ground this might look like to much force per unit area. is because we are judging their system with an ethnocentric point of position. Nipponese pupils think it’s rather All right. Worlds are a really dynamic and expert species. We ever look at things from our conditioned point of position. Therefore. if force per unit area is increased on the U. S. pupils. the lone 1s who would hold any ailments are current pupils. Bing dynamic and expert. they excessively would be able to carry through the new demands asked of them. The eastern thoughts of force per unit area could be used as a accelerator for consequences in the U. S. While every bit much as we are in demand of more force per unit area on the pupils. we must retain the originative single factor at all costs. We are non machines that have indistinguishable downloaded encephalons. In the article â€Å"We Should Cherish our Children’s Freedom To Think† . Kie Ho provides a critical inquiry. He asks. â€Å"If American instruction is so tragically inferior. why is it that this is still the state of invention? † Looking back at the regular Nipponese school hebdomad. we find that non much attending is brought to music or art. Creativity signifiers individualism. look of thoughts. and self-fulfillment. This could destroy all the conformance and control of thoughts in the Asiatic pupil. Our Asiatic friends could ne'er hold that go on now could they. Ho provides an illustration of an U. S. pupil taking a function of Lyndon Johnson and debating a pupil in the function of Ho Chi Minh. An Asiatic pupil would ne'er be given a opportunity to look at things from a different point of position. In all their mathematical glorification they have missed the indispensable human demand to show individualism. Most likely that is done with purpose. While many Americans yell and scream about their children’s math abilities. they have overlooked the fact why most immigrants come here. This fact is freedom. Which would non be possible without all the originative mercantile establishments provided by our school system. In unifying these two cardinal thoughts of both of the instruction systems. many new positive effects are felt by the pupils. An addition of force per unit area to actuate and speed up instruction. The development of thoughts and originative mercantile establishments. which lead to self-discovery and formation of original and advanced thoughts which. fuel our state. This guarantees freedom and a head to utilize it. Americans complain about the nucleus topic of instruction. That will alter with a harder course of study and more accent being placed on attempt. We will besides go on supplying our pupils with individualism. Asiatic instruction can besides see positive effects from the development of pick and travel off from conformance. The pupils who do can non or will non take part in the difficult course of study will now hold a pick to develop their originative side. These alterations will be difficult to do. U. S. pupils seting to a faster harder instruction. Asians might get down t o free control of the multitudes. In the terminal it will be good for both.