Organized Crime Exam 2 Study Guide

Exam Review 3/28/13 10:32 AM Rockefeller and Standard Oil (2) Proliferation of organized crime caused by: †¢ Collapse of Soviet Union †¢ Explosion of global markets Primary businesses †¢ Drugs †¢ Arms †¢ Human Trafficking – 3rd largest growing criminal industry o Article Handed out – On Test o 2 Components ? Labor ? Sex Trafficking o 1/3 of human trafficking resources come from craigslist Globalization and nexus of terrorism, differences from org crime †¢ Terrorism is inherently an organization that destroys politics, organized crime nurtures and infiltrates politics.Terr subvert government, org crime wants to maintain and run a parallel organiztion Where organized crime groups thrive †¢ Tri-border coiuntries – ability to cross, human trafficking, etc. Al Queda †¢ Using La Comorra to forge documents 3 different types of traditional organized crime †¢ Sicilian †¢ La Comorra from Sp prisons †¢ L’Ndranga? Popular in Australia and Canada, origin in slums of Collabria, Italy 4 types †¢ †¢ †¢ †¢ of terrorism Criminal – profit, psychological gain EcoterroristsIdeological terrorism – effort to change political power. Mubarak in Egypt Nationalistic terrorism – terr activity that supports the interest of an ethnic or ____ group EX Afghanistan †¢ State sponsored terrorism – state threaten to use violence internationally, N KOREA Theories behind org crime †¢ Anomie – normlessness by Angle Durkheim. Robert Murton picked up on that theory. Break down his concept into GOALS and MEANS. 5 Categories of ppl o Conformity o Innovation o Ritualism o Retreatism o RebellionEdwin Sutherland Theory of_____ †¢ Close, intimate personal groups teach you mechanics and justification for criminal behavior Shawn McCay †¢ Concentric circles, Zone 2 the Zone of transition, where most crim activity is identified Theory of Olin – theo ry of relative deprivation and differential opportunity †¢ 3 categories o Retreat o Conflict o Criminal Ethnic succession concept Motorcycle Gangs †¢ 1%ers †¢ Probate, Citizen, Run, Colors, Significance of Harley Davidson repair manual †¢ 4 most notorious gangs †¢ Who Sonny Barger isLatino Organized Crime †¢ Columbia – world’s primary cocaine industry. o Political strife, civil war between wealthy landowners la Valencia o Castro overthrows Batista, how many narcotraffickers settle in N America o How Columbians began to export cocaine to Cuba, but eventually Cuba becomes their own organization o Medallin – first significant Columbian Cartel (Criminal Network resembling a holding company or corporation). Ocha family, primary family in the medallin cartel. ? Pablo Escobar – 1970s nothing but a drug dealer.By 1980s, emerged to such power that he attempted to engotaiot with Columbian govt to forego xtradition. They refused, he con tinues to promote drug organizeiton until he was assassinated o Followed by Cali Cartel ? Elmhurst Jackson Heights in Queens NY – little Columbia ? The Rejula brothers founded it. Incarcerated †¢ Mexico o PRI rule mexico for 70 years. Taken over by opposition party under Vicente fox †¢ †¢ †¢ †¢ †¢ o Drug trafficking – initially working with Columbians, ****For every 2kilos brought in, Columbians gave 1 free**** Eventually Mexicans establish their own contacts – grow a majority of cocaine in Bolivia and peru, operate independently of Columbia o Amazucas Cartel – distinct notoriety in Methamohetamine o Sonola Cotel – Gusman/El Chapo / Shorty – mentioned in an ARTICLE ? How most powerful drug traffickers run their business o Tijuana Cartel – borders San Diego. ? Operated by 7 brothers, 4 sisters. o Sonora Cartel – borders Arizona Dominican Republic o Notorious transshipment point o Uptown manhattan pa rt of Washington Heights Known for moving large amts of heroin and crack cocaine v powder coke MS13 o El Salvador formed o Notoriously violent in el Salvador and N America La M o Prison based gang o Rely on wholesale violence o Now rivals a second Mexican-American Gang LA NUESTRA FAMILIA o Mexican Mafia still fueds with them o Primary business since it was formed in prisons is providing heroin in the Mexican prison system ARTICLE A JOURNEY INTO HELL – Not on test ***** 3/28/13 10:32 AM 3/28/13 10:32 AM Organized Crime Exam 2 Study Guide Exam Review 3/28/13 10:32 AM Rockefeller and Standard Oil (2) Proliferation of organized crime caused by: †¢ Collapse of Soviet Union †¢ Explosion of global markets Primary businesses †¢ Drugs †¢ Arms †¢ Human Trafficking – 3rd largest growing criminal industry o Article Handed out – On Test o 2 Components ? Labor ? Sex Trafficking o 1/3 of human trafficking resources come from craigslist Globalization and nexus of terrorism, differences from org crime †¢ Terrorism is inherently an organization that destroys politics, organized crime nurtures and infiltrates politics.Terr subvert government, org crime wants to maintain and run a parallel organiztion Where organized crime groups thrive †¢ Tri-border coiuntries – ability to cross, human trafficking, etc. Al Queda †¢ Using La Comorra to forge documents 3 different types of traditional organized crime †¢ Sicilian †¢ La Comorra from Sp prisons †¢ L’Ndranga? Popular in Australia and Canada, origin in slums of Collabria, Italy 4 types †¢ †¢ †¢ †¢ of terrorism Criminal – profit, psychological gain EcoterroristsIdeological terrorism – effort to change political power. Mubarak in Egypt Nationalistic terrorism – terr activity that supports the interest of an ethnic or ____ group EX Afghanistan †¢ State sponsored terrorism – state threaten to use violence internationally, N KOREA Theories behind org crime †¢ Anomie – normlessness by Angle Durkheim. Robert Murton picked up on that theory. Break down his concept into GOALS and MEANS. 5 Categories of ppl o Conformity o Innovation o Ritualism o Retreatism o RebellionEdwin Sutherland Theory of_____ †¢ Close, intimate personal groups teach you mechanics and justification for criminal behavior Shawn McCay †¢ Concentric circles, Zone 2 the Zone of transition, where most crim activity is identified Theory of Olin – theo ry of relative deprivation and differential opportunity †¢ 3 categories o Retreat o Conflict o Criminal Ethnic succession concept Motorcycle Gangs †¢ 1%ers †¢ Probate, Citizen, Run, Colors, Significance of Harley Davidson repair manual †¢ 4 most notorious gangs †¢ Who Sonny Barger isLatino Organized Crime †¢ Columbia – world’s primary cocaine industry. o Political strife, civil war between wealthy landowners la Valencia o Castro overthrows Batista, how many narcotraffickers settle in N America o How Columbians began to export cocaine to Cuba, but eventually Cuba becomes their own organization o Medallin – first significant Columbian Cartel (Criminal Network resembling a holding company or corporation). Ocha family, primary family in the medallin cartel. ? Pablo Escobar – 1970s nothing but a drug dealer.By 1980s, emerged to such power that he attempted to engotaiot with Columbian govt to forego xtradition. They refused, he con tinues to promote drug organizeiton until he was assassinated o Followed by Cali Cartel ? Elmhurst Jackson Heights in Queens NY – little Columbia ? The Rejula brothers founded it. Incarcerated †¢ Mexico o PRI rule mexico for 70 years. Taken over by opposition party under Vicente fox †¢ †¢ †¢ †¢ †¢ o Drug trafficking – initially working with Columbians, ****For every 2kilos brought in, Columbians gave 1 free**** Eventually Mexicans establish their own contacts – grow a majority of cocaine in Bolivia and peru, operate independently of Columbia o Amazucas Cartel – distinct notoriety in Methamohetamine o Sonola Cotel – Gusman/El Chapo / Shorty – mentioned in an ARTICLE ? How most powerful drug traffickers run their business o Tijuana Cartel – borders San Diego. ? Operated by 7 brothers, 4 sisters. o Sonora Cartel – borders Arizona Dominican Republic o Notorious transshipment point o Uptown manhattan pa rt of Washington Heights Known for moving large amts of heroin and crack cocaine v powder coke MS13 o El Salvador formed o Notoriously violent in el Salvador and N America La M o Prison based gang o Rely on wholesale violence o Now rivals a second Mexican-American Gang LA NUESTRA FAMILIA o Mexican Mafia still fueds with them o Primary business since it was formed in prisons is providing heroin in the Mexican prison system ARTICLE A JOURNEY INTO HELL – Not on test ***** 3/28/13 10:32 AM 3/28/13 10:32 AM

Brain Stimulation

The primary aim of this study was to determine the extent to which human MT+/ V5, an extrastriate visual area known to mediate motion processing, is involved in visuomotor coordination. To pursue this, the excitability of MT+/ V5, primary motor, and primary visual cortex was increased or decreased by the application of seven minutes of anodal and cathodal transcranial direct current stimulation (tDCS) in healthy human subjects while they were performing a visuomotor tracking task involving hand movements.The percentage of correct tracking movements increased specifically during and immediately after cathodal stimulation, which decreases cortical excitability, only when V5 was stimulated. None of the other stimulation conditions affected visuomotor performance. The researchers propose that the improvement in performance caused by cathodal tDCS of V5 is due to a focusing effect on the complex motion perception conditions involved in this task.This hypothesis was proven by additional ex periments: When testing simple and complex motion perception in dot kinetograms, it was found that a diminution in excitability induced by cathodal stimulation improved the subject’s perception of the direction of the coherent motion only if this was presented among random dots (complex motion perception), and worsened it if only one motion direction was presented (simple movement perception). The data suggest that area V5 is critically involved in complex motion perception and identification processes important for visuomotor coordination.The results also raise the possibility of the usefulness of tDCS in rehabilitation strategies for neurological patients with visuomotor disorders. Article 2 Environmental stimulation, parental nurturance and cognitive development in humans Martha J. Farah, Laura Betancourt, David M. Shera, Jessica H. Savage, Joan M. Giannetta, Nancy L. Brodsky, Elsa K. Malmud and Hallam Hurt 1. Department of Psychology and Center for Cognitive Neuroscience, University of Pennsylvania, USA 2. Division of Biostatistics and Epidemiology, Department of Pediatrics,Children’s Hospital of Philadelphia and University of Pennsylvania; Department of Epidemiology and Biostatistics, University of Pennsylvania, USA 3. Division of Neonatology, Department of Pediatrics, University of Pennsylvania and Children’s Hospital of Philadelphia, USA Developmental Science 11:5 (2008), pp 793-801 The effects of environmental stimulation and parental nurturance on brain development have been studied extensively in animals. Much less is known about the relations between childhood experience and cognitive development in humans.Using a longitudinally collected data set with ecologically valid in-home measures of childhood experience and later in-laboratory behavioral measures of cognitive ability, the researchers were able to test hypotheses concerning the effects of environmental stimulation and parental nurturance. A double dissociation was found: On one hand, there was a selective relation between parental nurturance and memory development, consistent with the animal literature on maternal buffering of stress hormone effects on hippocampus development.On the other hand, there was a selective relation between environmental stimulation and language development. The results primarily suggest that the same general dimensions of early life experience identified as important in animal studies of brain development are also important for humans. In particular, the relation between the composites measuring parental nurturance and later memory ability, which have no common-sense connection, is consistent with studies of experience and brain development in animals. The present findings thus provide an important bridge between the study of neurocognitive development in animals and humans.Secondarily, variation in the childhood experience of healthy humans bears a systematic relationship to cognitive development, and this relationship is more selective and specific than simply better environments predicting better development. Memory development is predicted by parental nurturance but not environmental stimulation, whereas language development is predicted by environmental stimulation, but not parental nurturance. Finally, these effects represent a possible mechanism by which socioeconomic status is associated with intellectual attainment. Article 3 MEG Study of Short-Term Plasticity Following MultipleDigit Frequency Discrimination Training in Humans Lichan Liu and Andreas A. Ioannides Laboratory for Human Brain Dynamics, RIKEN Brain Science Institute (BSI), 2-1 Hirosawa, Wakoshi, Saitama, Japan. Brain Topography, Volume 16, Number 4, Summer 2004 The researchers trained four right-handed male subjects to detect small changes in the frequency of 21 Hz electrical stimulation applied to digits 2+3+4 of the right hand for four hours. Before and after the training, magnetoencephalographic (MEG) signals were recorded whe n the stimulation was applied to digit 2-5 separately using a whole-head MEG system.Tomographic analysis was applied to the MEG data to track the evolution of activity over the entire brain every 1. 6 ms and evaluated the change for each digit before and after the training. In summary: (1) subjects improved in discrimination performance with training; (2) activations were identified in the left primary somatosensory (L-SI) and medial parietal precuneus (PCu) areas, but no systematic changes were observed in location and strength of activation of these two areas; (3) after training in L-SI, the 21Hzspectral power increasedfor digits 3 and 4 over the stimulation period, while the 10 Hz spectral power increased for digit 3 around stimulus onset and offset; (4) only digit 3 showed significant change of correlation between L-SI and PCu areas around the stimulus onset and offset, coincident with the increased 10 Hz spectral power. The results suggest that short-term plasticity is associat ed with changes in timing and interaction between cortical areas. DiscussionThe main finding of the first study is that cathodal tDCS applied to the left V5 improved performance in a visuomotor coordination task that encompassed both dynamic, high-resolution perception and selection of motion predetermined by a moving target. Stimulation of the primary visual cortex and the left motor cortex did not result in significant changes in performance, nor were the reaction times in the random dot kinetogram task significantly affected. These results suggest that tDCS indeed modified visual motion perception and motor performance.Common sense says that childhood experience affects cognitive development. Yet common sense does not say which psychological or brain functions will be affected by experience, or which specific aspects of childhood experience will exert an effect. The second study attempts to address these issues empirically with a unique longitudinally collected data set including ecologically valid in-home measures of early childhood experience and later laboratory measures of cognitive function. The effects found were strikingly selective and, in addition to their statistical significance, were substantial in size.In the third study, functional rather than anatomical short-term plastic changes in the brain induced by the frequency discrimination task were identified. After training, no new activated areas or expansion of activated areas or systematic increases in activation strength in any one specific area were observed. Instead, increased spectral power around 21 Hz in L-SI for both trained digits 3 and 4 for all 4 subjects was observed. Furthermore, for digit 3, increased spectrum power at 10 Hz in L-SI for all 4 subjects between map I and II around thestimulus onset and offset was observed. Conclusion After analyzing the above three methods of brain stimulation, one can come to the conclusion that the first study was found to have the maximum results i n term of invoking activity of the stimulated areas. The study stands out among the other two not just for its methodology, but also for its high reliability and accuracy. Hence, transcranial direct current stimulation (tDCS) can be considered to be the best method of brain stimulation.

Analysis of the Marks of an Educated Person Essay

In an analysis of â€Å"The Marks of an Educated Person† the author writes about three different individuals and shows whether or not they qualify as educated people. He also writes about the purpose of education and what it means to be an educated Christian. The author refers to three individuals in his writing: Mary, Tom, and Pat. He talks about their personalities and their concentrations towards education. Mary is a narrowly focused individual that focusses on her major, her electives, her extracurricular activities, and her work experience. Mary is trained in her specific area but she is not educated. I see myself as being a lot like Mary. I feel like I spend a lot of time focusing on the same things as Mary. Tom is a popular, socially successful person. He is a social conformist, therefore he is not educated. Pat enjoys learning and has a broad education in many different areas. She has skills in other areas other than her major. It is my desire to be more like Pat. I want to find enjoyment in learning and hope to become a â€Å"jack of all trades† in the field of education. Being broad is one important thing to me; I would like to be able to have a wide range of knowledge instead of only having knowledge in one area. The author then introduces Aristotle stating that education should prepare a person for an active life marked by excellence. To me this means that a person should have a wide array of knowledge. Aristotle refers to the good life as â€Å"fulfillment† or â€Å"self-actualization†. Unlike during the time of Aristotle, fulfillment now seems to bring feeling of satisfaction and Aristotle meant is as an achievement. Self-actualization now sounds individualistic and self-centered; for Aristotle it represents the full actualization of human capacities in the activities of their lives. This is significant because it shows the change in thought over the generations. This supports my thoughts that people of earlier generations were â€Å"more educated† than people of our times. I do not know if this is lack of good education or the mindset of the people now-a-days. I think that Aristotle is right when he says that education should prepare a person for an active life marked by excellence. Characteristics of an educated person show that they should be reflective and moral in everything that they do and be thoroughly responsible of everything they do. I think that I have at some points in my education shown these characteristics but also had lack of these. I think that I have shown the lack of reflective ness and morality because of not having someone there to make me do things that I am responsible for doing and being away from home has affected me also. I feel like I am a responsible person who Aristotle says is one of the things you need to have to be an educated person, but here of late I have realized that I have fallen away from being a responsible agent and am working back to that state. In the section titled â€Å"The Marks of an Educated Christian† the author talks about â€Å"spiritual virtues† which are an unreserved commitment to God and his purposes for us in this world, a confidence in the gospel, and a self-giving devotion, also known as faith, hope, and love. I believe that spiritual virtues are important because they give direction to people in all aspects of their lives. If a person has faith, hope, and love for God, they can find answers to any problems they may be facing. Moral virtues are qualities of character like love and fairness, the courage of one’s convictions, a thorough going integrity, and a commitment to justice and love in every area of life. The importance of both spiritual and moral virtues should be a big thing in the lives of Christians but what is important to Christian colleges is breadth of understanding, openness to new ideas, intellectual honesty about other views and about the problems in one’s own, analytic and critical skills, not just verbal skills and powers of communication but grace and eloquence therein as well, the ability to say the right thing in the right way at the right time. This is important because this builds us as human beings not just students. As human beings be are to gain as much knowledge as possible to bring us closer to God. In non-Christian colleges the focus is solely on education. I think that the approach of a Christian college is more beneficial to its students because it builds them as people more so as just students. But moral and intellectual values are not enough. Being responsible we need to have conscientiousness, helpfulness, a servantly but not servile manner, decisiveness, self-discipline, persistence, the ability to correct one’s course and start afresh, to maintain good family relations, active involvement in church and community, to be an effective agent of needful and helpful change. You can see all of these at work here at Greenville College. Here at GC the importance of all of these things are equally stressed. Community is a big word used here at Greenville and having a requirement of volunteer work in the courses enforces students to be a part of their community. After reading â€Å"The Marks of an Educated Person† I now realize areas that I need to work on in my life as I strive to be both an educated person and an educated Christian. I feel like in some areas that were mentioned in this reading I have been better in the past than I am now. I hope to work towards these goals and be more of an educated person and to be more like Pat.

BUILDING E-COMMERCE APPLICATIONS AND INFRASTRUCTURE Assignment

BUILDING E-COMMERCE APPLICATIONS AND INFRASTRUCTURE - Assignment Example on for businesses who are aiming to step into the digital world, although it might sound ancient but there are many businesses that are not making the most of the web tools. Campmor turned to their program integrators Tychon Solution so they could really be able to exploit the web analytical tools. After the masterful tweaks from their internet solution providers, they were able to document from which part of the world they were getting most visitors from and for who long they stay on their web page and which items they are most interested in, that is pure marketing manipulative exploitative tactic. They also upgraded their whole website so that it became truly user-friendly and people were not abandoning their sopping when they took out their credit cards to buy because it became easier to navigate through the website. There is a lot more to building an EC application than to be able to really put it to use. Having a sniper rifle is one thing, having the skill of breathing, wind direction, sunlight, target movement, length of the bullet, range of the gun, trajectory and even the earth’s rotation, is quite another. The EC architecture, its design and how it can be customized to fit a business need is the real ingredient to online business success. D-M-E is another success example of incorporating EC to modify their cloud presence. Knowing how to exploit the Internet marketing, almost any business can tremendously increase their

Journals Coursework Example | Topics and Well Written Essays - 4250 words

Journals - Coursework Example I understood that where the generation that preceded it was about conformity, this generation was about breaking the rules and exploring new psychological and social spaces for the rest of us. I could not wait to get started on the materials and the discussions and to participate, reflect and learn. Mostly too at that point I was eager to dive into the books and films. I also understood at this point that the perspectives for viewing the time period and the generation included not just the artistic, but also other relevant perspectives that hopefully would broaden my understanding of the era and give me a rounded overall understanding. The historical, business, and cultural viewpoints are important too, and I understood that these takes on the era would be explored in depth in the coming weeks (â€Å"Hollywood Rebels†). The ground rules and expectations for class performance and participation were also clearly laid down during this first week. I learned what was expected of me, and this learning was valuable, because I knew that if I participated in class and applied myself to the tasks in earnest that I would do fine. Moreover, I also appreciated how my inputs were important not only in terms of being able to get good marks but also in terms of the being able to get truly learn and get genuine insights into the subject matter. Taking the high road, I understood that to be able to learn as much as I can from this era, I need to take the class discussions seriously and really try to assimilate the materials as much as I could (â€Å"Hollywood Rebels†). Etiquette and attendance were discussed. Etiquette was mostly about respecting the class and giving full attention during lectures. Attendance rules were clearly laid out, to make sure that students knew when they would be marked as late or absent, and what absences mean in terms of passing or failing the class. The syllabus and assignments and their

Analysis of Accounts Case Study Example | Topics and Well Written Essays - 2000 words

Analysis of Accounts - Case Study Example This report presents an analysis of Margate plc’s financial performance in the past five years while comparing it with industry peer, Herne Bay Ltd. In addition to this, the report also presents an analysis of cash flows of the company during the past 2 years and at the same time states how financial ratio analysis may not be effective enough for presenting an accurate and useful financial analysis for analysts and investors. At the end of the report, conclusion and recommendations are presented for High Deen plc as far as investment in Margate plc is concerned. Financial Ratio Analysis Based on the information provided in relation to the financial performance of Margate plc in 2012 and 2011, following is an analysis of it performance through selected financial ratios. The financial ratios presented below also take into consideration the ratios determined for the company for the financial years 2010, 2009 and 2008. In addition to this, for conducting a comparative analysis of the company with its competitor, ratios for Herne Bay Ltd have also been determined for the years 2012 and 2011. Return on Capital Employed The return on capital employed for Margate plc increased in 2011 due to significant increase in the revenues but then in 2012 with a decline in revenue, the ratio declined. On the other hand, one other reason for this decline is increase in the total capital employed by the company, which ultimately reduced this ratio. However, while comparing Margate plc’s return on capital employed with the Herne Bay Ltd’s ROCE, it can be observed that the company has almost maintained its position in relation to its competitor (Peterson & Fabozzi, 2012; Jiambalvo, 2010; Helfert, 2001). Ratio Margate plc Herne Bay Ltd

FASB Essay Example | Topics and Well Written Essays - 500 words

FASB - Essay Example regulatory authorities and financial advisers, media have indirect interest in the information, although they also are potential users of the specific financial information. Hence, the difference in identifying the potential users of financial information would relate to the users’ interests in the business. Those users, who are involved in day to day running of the business, along with the future planning and prospects of the enterprise will be potential users of such information, having direct interest in the firm, while indirect interest holders would be those groups who do not intend to derive any direct benefits from the company, like trade unions, financial analysts, among others. Those investors and users of potential information, who have direct interests in the affairs of the company, are interested in knowing its cash flow situation, as they need to know about the generation of cash flows, its timing and amount. This is due to the fact that the business enterprise is seen by such potential users as the source of cash generation, which could result in dividend and interest payments, loan repayments, appreciated stock prices and upward revision in the wages of company workers. The investors in a particular business expect handsome returns. Therefore, they are interested in knowing the company’s financial information. For managers and directors, the information regarding cash flow generation would lead them to a better understanding of their contribution towards the same. While financial reporting has two aspects, internal and external, FASB statement has identified the internal group of potential users, who are interested in such information. As management has been identified as playing a major role in the use of financial information by external and internal users, it is responsible for passing the information to external agencies for their particular use. In addition, management is directly interested in the information about liabilities, assets

The Ideology of Liberalism Essay Example | Topics and Well Written Essays - 500 words

The Ideology of Liberalism - Essay Example This essay discusses terminology of Industrialism, Liberalism, Socialism and Romanticism. Also it describes some societal and economic factors, that led to the birth of mentioned ideologies. Industrialism witnessed the dilution of the absolute power of the monarchy and the old aristocracy. The middle class, comprised of newly prosperous manufacturers, merchants and bankers, and professionals, used their economic strength to demand a greater role in the political structure. The tenets of early Liberalism included the belief in meritocracy, as opposed to inherited privilege, the guarantee of property and contract rights, the enshrinement of the Bill of Rights, and the rejection of state interference in the economy: a laissez-faire policy. The ideology of Socialism also had its roots in the rise of industrialism. The rise of the middle-class to economic and political prominence, and the unfettered pursuit of profit, widened the social and economic divide between the working classes and the new bourgeoisie. Romanticism, which emphasized the search for direct communication with nature, and the concept of humans as unique individuals, is another ideology which can trace its origins to the reaction of intellectuals to the materialism and mechanization of Industrialism, and to the tenets of Liberalism. In conclusion, the essay states that the ideologies, that were engendered by the Industrial Revolution continue to influence the principles which govern politics and society in the twenty-first century.

Griswold v. Connecticut Research Paper Example | Topics and Well Written Essays - 1500 words

Griswold v. Connecticut - Research Paper Example In 1873, the government enacted law United States of American that among other things, prohibited people, even those in legal marriages, from using any kind of contraceptive. The laws were called the Comstock Law and had been in place until 1965. The Comstock law also prohibited physicians from giving advice or suggesting to their patients the use of such contraceptives. It also had many other clauses that related to moral issues including the use of the national postal service to send erotic materials, sex toys, and any other item that may be immoral. It prevented the use of any drug for purposes of contraception and prohibited the sale of such a drug or item. This law, was never enforced and by the early 1950s, Connecticut and Massachusetts were the only states in the USA that were still having the provisions of this law in their books of law. The Comstock law was to later be challenged by many people and the public outcry was big especially in the beginning of the 20th century. Up until the court repealed the Comstock law, doctors avoided the topic such as the publications of any research in such matters.

Children and Young Peoples Workforce (QCF) Coursework

Children and Young Peoples Workforce (QCF) - Coursework Example A key worker system ensures that a practitioner who has been given the responsibility of looking after a number of children, therefore, develops in-depth knowledge about them based on continuous interaction and constant observation of the children. Loving and secure relationships with key carers and parents enable children to grow up to be strong and independent. Children will learn to deal with various circumstances with support from their parents and caregivers. Poor quality attachments have negative effects on the development of babies and children. It has been identified that all kinds of anti-social behaviors are as a result of poor quality attachments between children and their parents. Children who do not have stable childhoods and are not given full attention by their parents do not get opportunities for benefiting from the important learning that takes place in parent-child interactions. Continuous contact with parents and caregivers is therefore important in ensuring children grow up normally. This way, children will be able to form quality attachments to their parents and other individuals (Beaver, Brewster and Jones, 2001p 241). Parents and carers are encouraged to engage sensitively with babies and young children by giving them time to respond. Children and young babies learn best and effectively at their own pace. Parents are therefore encouraged to allow their children adequate time to follow and absorb their own interests. Children have their own time when they can learn, develop, explore as well as practice. Responsive care includes circumstances where the carer is responding to a child’s needs in a sensitive, consistent and prompt manner. Responses provided by the carer should be sensitive towards the needs and preferences of a child. Caregivers should attend to a child’s needs consistently. The carer should be able to respond and manage situations promptly so as to avoid delays.

Chemical Regulation Policies Essay Example | Topics and Well Written Essays - 3250 words

Chemical Regulation Policies - Essay Example This is precisely the case with the Kyoto Protocol and the supposedly universal or global policy on the use of chemicals and their disposal, it gave rise to. Focusing on the mentioned, this research paper will undertake a comparative analysis of chemical policies in both the EU and the United States, highlighting, not just the extent to which divergent national interests and goals directed both negotiations and their outcomes but the extent to which the aforementioned ultimately lends to differing degrees of commitment to international agreements and, accordingly, different implementation methods. Growing concern over global warming and the impact of chemical waste on environmental conditions was one of the factors which incited the Kyoto Protocol and which the mentioned agreement supposedly dealt with. As Litfin (1997) notes, negotiations, although contentious, ultimately led to agreement between the variant parties, as an immediate outcome of the realization that, irrespective of national boundaries which effectively imposed national sovereignty upon different segments of the environment, the latter was, in essence, a global common. Accordingly, negotiations over chemical regulations, or any such threat to the environment, had to unfold from within the parameters of that realization; and needed to be founded on an awareness of the transnational nature of environmental issues and the associate imperatives of, not just trans-Atlantic environmental policy agreements but, on global environmental policy agreements (Litfin, 1997). The United States, as did the member states of the European Union, ultimately conceded to the Kyoto Protocols and declared that it would adhere to its chemical regulation policy recommendations. Prior to implementation, however, the United States, in direct comparison to the European union member states, withdrew its agreement through a refusal to ratify the Kyoto Protocols and a subsequent declaration to the effect that it would not adhere to it (Bierman and Dingwerth, 2004). Even as it officially denied the phenomenon of global warming and the role of chemical emissions and waste played therein, the United States determined that the cost of adherence to chemical regulation policies, as defined and designed by the Kyoto Protocol, carried an economically unsustainable cost (Stoett, 2004; Bierman and Dingwerth, 2004. Given the marked, even remarkable difference between the stance adopted by the United States versus that adopted by the European Union, a comparative and critical analysi s of the forces which motivated and governed either position is important. The Nature of Policies In any given policy area there is a range of choices and instruments which policy makers use to design the policy is most suited to their country, their economy and the policy's target group- in this case, the chemical industry. As Elliott (2001) explains, this means that environmental policies which are designed and negotiated on the international level are not binding treaties, equivalent to international law. Instead, they are recommendations and objectives. Moreover, because

Brazil Allows Police to Buy High Caliber Guns Essay Example for Free

Brazil Allows Police to Buy High Caliber Guns Essay The Brazilian military will now allow police and firefighters to buy powerful .45 caliber guns for personal use, raising fears over how the weapons will be used and where they might end up.Prior to the ruling, only federal police were permitted to buy .45 caliber weapons, while other police agencies carried less lethal .40 or .38 weapons. The new regulations open the way for civil, military, and transport police to purchase .45 handguns. The military command, which regulates gun sales in Brazil, said it changed the regulations in response to petitioning from state security forces. The move has already sparked controversy among some sectors. They are giving weapons to the police that they don’t know how to use. This is putting the safety of the police and the population at risk, a representative from violence prevention NGO Sou da Paz told O Globo. InSight Crime Analysis The decision to grant various police agencies access to more powerful weaponry is likely to prove controversial. Trust in the Brazilian police is low, amid widespread accusations of corruption, criminality and extrajudicial killings. Firefighters, who are allowed to carry weapons as part of the job, have also come under suspicion, with accusations that many form part of urban paramilitary groups while off-duty. The easing of the regulations could be linked to the ongoing conflict between criminal gang the First Capital Command (PCC) and the Sao Paulo police, which claimed the lives of at least 100 officers in 2012. The risk that rather than giving police another means to protect themselves, the increased availability of .45 weapons could only further fuel the conflict. Given past cases of Brazilian police selling weapons to criminal groups, there is a significant risk that these guns could fall into the hands of the gangs that are behind anti-police violence in much of the country. The high-power weapons could also end up being used by the vigilante militias that control many of Brazil’s favelas. Corrupt factions of the police and firefighting force are known to be members and collaborators of these militias.

Process Of Encoding And Decoding English Language Essay

Process Of Encoding And Decoding English Language Essay The main purpose of any classroom teaching in English is to improve the communicative abilities of the learners. To improve the communicative abilities, the classroom teaching has to be necessarily skill oriented. English language is widely used for communication purposes and so competence in language skills has become necessary to improve the communicative abilities specially listening, speaking, reading and writing (LSRW). Among these four skills, both listening and reading are called as receptive skills or passive skills and the other two skills, namely speaking and writing are called as productive skills or active skills. It is important to note that these skills are interconnected in order to achieve the overall objectives of communication. Every thing takes place and develops within the linguistic, cultural and social boundaries of the concerned society in which the particular language is spoken. It is the curriculum, syllabus; text book, teaching methodologies under the efficient functioning of the teacher in the classroom, those students are shaped in communicative competence. 2.4.1 Listening Skills Listening is the capacity to process information coming from an aural source. Such information is first filtered by the perceptual processes of the listener and absorbed into the short-term memory. Selected information is then stored into the long-term memory for retrieval at a later stage, if and when required. Listening is the first and foremost language mode that children acquire which provides the basis for the other language arts (Lundsteen, 1979). The activity of listening plays an important role in the process of acquiring/learning language whether it is first or second language. The linguistic items like phonemes, morphemes, lexical items, grammatical items, syntax and semantics are taught to listen in order to develop other modes of language viz; speaking, reading and writing. Listening is a conscious act. It is a complex, multi step process by which spoken language is converted into meaning in the mind (Lundsteen, 1979.1) Wolvin and Coakly (1985) have identified three steps in the process of listening which are receiving, attending and assigning meaning. In the first step, listeners receive the aural stimuli or the combined aural and visual stimuli presented by the speaker. In the second step, listeners focus on or attend to select stimuli while ignoring other distracting stimuli in the classroom. In the third step, listeners assign meaning to or understand the speakers message. The Process of Encoding and Decoding An act of communication requires encoder- the speaker and decoder- the listener. The speaker encodes the concept or message through a set of code. The listener decodes the concept or message from the set of code used by the speaker. That is, on the one hand, the act of encoding involves hearing the sounds into words, words into sentences, sentences into discourses. On the other hand, the act of decoding involves identifying the sounds, understanding the utterances and their meanings, and recognizing the prosodic features like tone, intonation, pitch, stress etc. used by the speaker. Listening comprehensive process Richards (1990) draws two way process of listening comprehension; top-down and bottom-up processing. In top-down processing, the listener gets an overall or general view of the text. This is facilitated in the listeners schemata allow him/her to have appropriate expectations of what he/she is going to come across. In bottom-up processing, on the other hand the listener focuses on individual words and phrases and achieves understanding by putting the detailed elements together to build up a whole (Harmer 2001). According to Harmer it is useful to see acts of listening texts as interactions between top-down and bottom-up processing. The Speaker-Listener Polarity For the effective exchange of information, both the speaker and the listener are expected to be equipped with the competence of the language which is used. That is, the same level of competence is expected from the listener and the speaker as well. Any short- coming in the linguistic competence of the listener or the speaker would affect the communication. So, both the polarities should be more or less equally equipped with the linguistic competence of that language for effective and efficient communication. Types of Listening Cralvin (1985) (as cited by Chidambaram, (2005) has identified eight categories of listening with due general purpose. Translational listening-learning new information (speeches, debates, political conventions). International listening-recognizing personal component of message (new pieces of speech, report). Critical listening- evaluating reasoning and evidence (news broadcast). Recreational listening- approaching random or integrated aspects or event. Listening for appreciation- information, making critical discriminations or selection. Selective listening- Selecting certain features at a time (phonetic features) Intensive listening- for details (vocabulary, grammar) Extensive listening- (general idea stories, rhymes, songs). Relationship between Speaking and Listening Speaking and listening are interdependent processes. The activity of speaking requires at least a listener, an individual or an audience. The speaker speaks keeping certain objectives in his or her mind. That is, speaking involves conveying meaning using a code and listening involves understanding the meaning with the help of code the speaker used. If it is a transaction, one way listening, the speaker does not receive feedback, but if it is interaction, two- way listening the speaker receives feedback for the listener. In transactional or conversational discourse, sending-receiving and receiving-sending are alternative phenomena. Purpose of Listening While listening to various texts, one applies different skills to process the text, depending on the purposes for which one is listening. Listening is the only medium through which one access the sounds of a language and all the supra segmental features of the language, such as tone, pitch, stress, pause, etc. Hence, listening is a pre-requisite for speaking and at a later stage, for reading. Without knowing how a language sounds, one cannot engage confidently in speaking in the language, and without knowing how the sound patterns of the language function, reading its graphics serves little purpose. Teaching discriminative listening helps the learner to comprehend the language. Listening can be a major source of pleasure and relaxation. Listening to the sounds in nature can be very soothing. Listening to someone reading stories aloud or poem is a pleasurable activity. Listening is also an important social skill. People listen to allow a speaker to talk through a problem. Children, as well as adults, serve as a systematic listener for friends and family members. Sub-Skills of Listening Each skill of language comprises a large number of sub skills, whose value and relevance vary from one situation to another. Rosts (1990) has distinguished two kinds of clusters of micro skills of listening. Enabling skills (those employed in order to perceive what the speaker is saying and to interpret what they intended to mean) and Enacting skills (those employed to respond appropriately to the message). Enabling Skills Perception Recognizing prominence within utterances, including: Discriminating sounds in words, especially phonemic contrasts. Discriminating strong and weak forms, phonetic change at word boundaries. Identifying use of stress and pitch (information units, emphasis, etc). Interpretation Formulating content sense of utterance, including: Deducing the meaning of unfamiliar words. Inferring implicit information. Inferring links between propositions. Enacting Skills Making an appropriate response including: Transcoding information into written form. Identifying which points need classification. Integrating information with other sources. Providing appropriate feedback to the speaker (Adapted from Rost, 1990. 152 153). (As cited by Chidambaram, 2005). Difficult Factors in Listening There are five major factors that researchers believe affect listening comprehension. Text characteristics (Variation in a listening passage / text or associated visual support. Interlocutor characteristics (Variation in the speakers personal characteristics. Task Characteristics (Variation in the purpose for listening and associated response). Listener Characteristics (Variation in the listeners cognitive activities and in the nature of the interaction between speaker and listener). Teaching Listening Comprehension Listening comprehension involves a number of language skills, though the listening may be the specific focus. Teaching listening can be categorized into two modes. The first one is teaching linguistic nuances like phonemic variations, discrimination of similar sounds in words, recognizing word boundaries, recognizing morphemes, distinguishing grammatical and lexical items in a sentence, etc. The second one is teaching how to listen to a context, how to deduce meaning for an unfamiliar word, how to recognize them over a discourse. These two modes are important and inseparable for teaching of listening comprehension. If any shortcoming is found in teaching of either of this mode, its consequences will be seen in other skills of language. Testing listening skills Listening tasks should aim at helping students arrive at the meaning of words and provoking an examination of the given material. The test items include: Dialogue, news, railway announcement, sentence, words, word pairs, numbers, telephone numbers, years, days were used to test listening comprehension of the students understudy. These test items aim at evaluating the ability and skills of listening such as: predicting text based on information, deducing meaning of unfamiliar words, recognizing prominence with in utterance including: Discriminating sounds in words especially phonemic contrasts, phonetic changes, deducing the meaning of unfamiliar words, recognizing grammatical errors in sentences, recognizing word boundaries, etc,. Conclusion Here, the emphasis is on the importance of addressing the differences between spoken and written texts in the teaching of listening skills. It is only when learners are aware of the unique characteristics of authentic listening input that they can be equipped with the skills to handle real life communication. 2.4.2 Speaking Skills Language is the basic form of communication between human beings and in a society. As human beings, they always need communication to express their ideas to do everything; whats more as students or learners they have to speak to express their ideas to their teacher as long as learning process takes place. Speech is the first and foremost form of communication. It occupies a predominant position in enlightening the minds of the people. Information is understood and processed easily through speech rather than writing. Speech is biologically endowed behaviour of human beings. Spoken language has wider range of functions to perform than the written language. They start from casual spontaneous conversations ending with formal speeches and so on. Written language tends to serve rather specialized functions at the formal level. In the process of learning spoken mode of second language, learner encounters difficulties because of inter and intra-lingual factors, language shock, cultural shock and so on. However, difficulties and problems are inevitable in the process of learning spoken or written mode of the L2. Process of Communication Communication is a process of exchanging verbal and non-verbal messages. It is continuous process. This process can be termed as human communication or oral communication. The activities of the communication maintain eco-balance, co-operation, and tolerance and bring the people in a common line. The complete communication process is the hierarchical arrangement of the various components of communication. They are as follows: Intended message Encoder Signals Decoder The received message Feedback Message is the key idea that the sender wants to communicate. Messages can be abstract ideas and feelings of speaker who wishes to communicate. Encoder is a person who sends the message in the form of words and gestures. Signal is a means used to exchange or transmit the message in the form of the mechanical impulse. Channel is the medium through which a signal travels. Decoder is a person for whom the message is intended/aimed. Decoder receives communication signals into meaning and ideas. Received message is the result of decoding communication signals. Feedback helps the sender in confirming the correct interpretation of message by the decoder. Psychologically speaking after receiving the message, the nervous system of the receiver is activated and subsequently interpreted and appropriate meanings are assigned to the received codes to make the communication process complete. Communicative Competence The term communicative competence is coined by the anthropological linguist Dell Hymes (1967, 1972). Light (1997. 63 ) has described communicative competence as Being able to meet the changing demands and to fulfill ones communication goals across the life span. Communicative competence is the ability to send messages which promote attainment of goals while maintaining social acceptability. The term all modes of communication'(Hymes, 1962) can further be explained as the language competence that has total comprehension, and total verbal exposition in all modes of society, which includes group interactions inter-personal interaction involving different dialectal areas. As it is evident from the above, one thinks of two different types of competence, namely grammatical competence and communicative competence. Grammatical competence is the ability to recognize and to produce distinctive grammatical structures of a language and to use them effectively in communication. Whereas, the communicative competence can be achieved by exposing oneself both to the structure of the language as well as the social behaviour which pivots around certain conventional rules as put forth by the society. Teaching/Learning Speaking Effective communication depends on ones ability to express oneself in speech clearly, accurately and fluently. The development of spoken language involves the development of pragmatic usage in addition to the development of pronunciation, constructing words, phrases, sentences and discourses. Discourse in learning of second language plays a vital role. The stages of learning the speaking skills of L2 are same as learning of speaking L1. The problems encountered by the learners in the process of learning subtle, and detailed knowledge, show the gradual development of spoken language. The purpose of learning the second language fulfills when the learners use language with the real people for real purpose. Communication Strategy Zheng (2004) suggests that communication strategies are feasible and to some extent inevitable for language learners to use in their oral communication. These strategies can enhance language learners confidence, flexibility and effectiveness in oral communication. Tarone (1980. 420; 1983.65) defines communication strategies as a mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures do not seem to be shared. In addition, Canale (1983) and Bygate (2000) argue that communication strategies are used not only to cope with any language related problems of which the speaker is aware during the course of communication, but also to enhance the effectiveness of communication even if there is no problem or difficulty involved in an oral communication. Thus, it can be said that communication strategies are commonly used not only to bridge the gaps between the linguistic and sociolinguistic knowledge of the second language learners and those of the interlocutors in any communication situation but also to keep their talk flowing within their available linguistic knowledge, and eventually manage their oral communication. And also the learners adopt the strategies wherever they encounter problems at all the levels of language like phonological, morphological, syntactical and discourse. Cook (2001) says communication strategy of L2 learners will enhance the learning; and the learners strategy indicates that the learners are encountering the linguistic problems in the process of learning. The learners knowingly or unknowingly use the intra and inter lingual strategies to convey their message to others. By using the strategy they get satisfaction, assuring that they have conveyed the meaning completely to the questions by the researcher. Learning Strategy Learning strategies are defined by Oxford and Crookall as Steps taken by the learners to aid the acquisition, storage and retrieval of information (404). Strategic competence is the way learners manipulate language in order to meet communicative goals (Brown, 1994, 228). It is the ability to compensate for imperfect knowledge of linguistic, sociolinguistic, and discourse rules (Berns, 1990). With reference to speaking, strategic competence refers to the ability to know when and how to take the floor, how to keep a conversation going, how to terminate the conversation, and how to clear up communication breakdown as well as comprehension problems. The strategy of learning differs from learner to learner. However Oà ¢Ã¢â€š ¬Ã‚ ²malley and Chamot (1990) have defined three types of strategy used by L2 students: Meta cognitive strategies which involve planning and thinking about learning, such as planning ones learning, monitoring ones own speech or writing and evaluating how well one has done. Cognitive strategies which involve conscious ways of tackling learning, such as note taking, resourcing (using dictionaries and other resources) and elaboration (relating new information to old). Social strategies mean learning by interacting with others. Such as working with fellow students or asking the teachers help. Strategy process Language processing involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. Effective speakers need to be able to process language in their heads and put in coherent order so that it comes out in forms that are comprehensible and convey intended meaning. Process being used with reference to the systematic series of steps by which the learner arrives at the same usage overtime. Bialy Stock (1978) distinguishes process from strategies by the criteria obligatory/optional. Similar criteria are used by Fravefelder and Porqurer (1979) who classify process as universal, strategies as optional mechanism employed by individual L2 learners. Other researchers also defined process as continuing development involving a number of changes. Testing Speaking In second language research, a great deal of attention has been paid to related area of communicative behaviour. So, this part of the chapter concentrates on communication strategies of the L2 learners. Here, it is a tactic followed by the learners to conceal a gap in their communication. Hence, it is a test given to identify when and how the learners make use of such strategies in speech.

Cardiovascular System in Parabolic Flight and Spaceflights

Cardiovascular System in Parabolic Flight and Spaceflights Human Spaceflight: Alterations of the cardiovascular system during parabolic flights and spaceflights The purpose of this research is to identify the changes occurring during parabolic flights and spaceflights, where theres weightlessness. The importance of the cardiovascular system in space, is recognised as well as some of its fundamentals based on past researches. In addition, since parabolic flights are a way of experimenting physiological alterations in the human body, instead of actual spaceflights, the procedure needed for the airbus to reach microgravity conditions is indicated as well. Findings, such as low plasma volume, circulatory pressure, central venous pressure, stroke volume and also the heart rate of the cardiovascular system are stated from past investigations. Also countermeasures, such as exercise and diet are also briefly discussed. Introduction Microgravity is the phenomena where objects or people experience weightlessness. Astronauts and objects face microgravity in space, where the gravity is very small (micro) and they float (free fall). Even though astronauts are relatively heavy, they can move easily inside or outside the spacecraft (Wall, 2015). Under microgravity circumstances, the physiology of the cardiovascular system changes and it reacts unlikely relative to the gravity of the Earth leading to body alterations such as redistribution of blood, cardiac arrhythmia and orthostatic hypotension (Zhu, Wang, and Liu, 2015).These changes may occur pre-flight, in flight or post-flight and they may impact the astronauts health. Moreover these changes can affect either healthy astronauts or astronauts with past heart diseases. Due to the environment, the body of the astronaut learns how to adapt under the new conditions and works relatively quickly. In order to investigate and analyse the changes of the human physiology, various microgravity based researches were conducted, not only by spaceflights but also by parabolic flights and bed rest studies. Measurements are taken in three stages of the astronauts body, pre-flight, in-flight and post-flight, known as the long duration since astronauts are sent to space missions while these measurements are taken. Although, for more data, investigators managed to create microgravity condition for 20-30 seconds, using parabolic flights, known as the short-term duration, which is clearly a cheaper way to collect data. Another way to study the adaptation of human physiology in space is bed rest studies, where volunteers spend up to 2 months in a bed, with their head end at an angle of 6ÂÂ ° beneath the horizontal axis. All volunteers eat, shower and exercise while they are in bed. The cardiovascular system In order to analyse the cardiovascular system in space, some fundamentals of the heart should be noted. A healthy cardiovascular system is essential for astronauts going to space, since the heart functions differently in microgravity and it is responsible for many main functions of the body. The physiology of the cardiovascular system in space, therefore will be altered and this can impact the function of the system. Transporting nutrients (e.g. oxygen O2, food) to the tissues of the body, waste removal (e.g. carbon dioxide CO2, by-products) and controlling heat distribution between the body core and the skin (temperature) are some main function of the cardiovascular system (Evans, 2012). Heart is one of the muscles in our bodies which is constantly in action and it is part of the cardiovascular system. This system also includes arteries, veins and capillaries, all known as blood vessels. Additionally, O2 and CO2 are delivered and collected, respectively, to and from various organs, through blood vessels pumped by the heart.ÂÂ   Furthermore, the cardiovascular system is responsible for the blood pumped towards the heart, due to the muscles of the legs (Evans, 2012). The cardiovascular system in weightlessness When an astronaut is bare in space, the cardiovascular system learns how to function in such an environment.ÂÂ   The cardiovascular system changes in microgravity, since the downward force of gravity does not exist anymore, as it existed on Earths environment. Therefore, due to the lack of the gravitational force, blood and body fluids are not uniformly distributed in the body, but more importantly in the legs, where all these fluids shift upwards, towards the head, resulting for astronauts to have puffy faces and less leg circumference (bird legs), as shown in Figure 1. Fluid shift in the body, leads to the increase of the size of the heart, initially, in order to handle the increase of the blood flow. This occurs during the first day of exposure in microgravity. In addition, due to the upward direction of the fluids, astronauts do not feel as thirsty, resulting to the reduction of the fluid levels after the first day and the heart shrinks (Lujan, Bartner, and White, 1994). Figure 1: Illustration of fluid shift level. The fluids are distributed uniformly, pre-flight (left), fluids shift, during flight (bird legs and puffy faces)(middle) and post flight, the pressure is lower in the upper body, due to gravity, causing faintness to the human. (Watenpaugh and Hargens, 1996) Parabolic flights and the cardiovascular system Airbus A300 Zero G is the aircraft used by the French company Novespace for simulation of microgravity through parabolic flights, between 1997 and 2014 as shown in Figure 2. Agencies such as the European Space Agency (ESA) and the German Aerospace Centre, performed researches using this airbus in the stated period of time, but by 2015 the new Airbus A310 Zero G replaced it. Figure 2: The Airbus A300 ZERO-G as it is flying in an incline of 40ÂÂ ° to reach 0g. (Pletser, et al., 2015) These aircrafts, were built for researches due to testing results before or after space missions, by achieving parabolic flights under weightlessness for 20 seconds (Pletser, et al. 2015). More specifically, the airplane from a steady horizontal altitude, pulls up at an angle approximately 40ÂÂ ° in a period of 20s, resulting to an acceleration between 1.8 g and 2 g and therefore, the engines start to slow down, which leads to microgravity conditions inside the aircraft as it reaches the peak of the parabola. Finally, the aircraft generates an acceleration of 1.8 g to 2 g, while flying back down with roughly 40ÂÂ ° again for 20s and then before returning to its initial steady altitude, repeats the manoeuvre from the beginning, as shown in Figure 3 (ESA, 2004). In addition, parabolic flights can investigate how the cardiovascular system of the human body reacts under 0-g conditions, within this period of time by spending relatively less money than actual spaceflights. Figure 3: This figure illustrates the manoeuvre which the aircraft (thick-black line) follows to generate microgravity conditions and demonstrates the acceleration and the microgravity level as well. (ESA,2004) Between 2010 and 2012, Novespace undertook an experiment based on the reaction of the cardiovascular system during a parabolic flight, using the Airbus A300 Zero-G. The test presents a short duration of microgravity, where the fluids inside the body are distributed. The heart is pumped with more blood than usual resulting to an increase of the blood pressure in the ventricles of the heart. The stoke volume of the cardiovascular system remained constant but the heart rate decreased by 14 min-1. Furthermore, it was stated that astronauts were in an environment, where the body lacked sufficient oxygen supply, known as hypobaric hypoxia condition (HH) and since the study is under a parabolic flight, the gravity was shifting as well. This kind of environment influenced the cardiovascular system, where the data obtained for the plasma volume showed a decrease mostly due to HH, from -52 ml (hypobaric chamber) to -115 ml (parabolic flight) (Limper and Gauger ,2014). Another research, compare d the data for humans in supine posture, under normal gravity and microgravity in parabolic flight (0G), which showed an increase in cardiac filling pressure resulting to the diameter of the left atrium to increase by 3.6 mm. At the same time the central venous pressure (CVP) decreased by 1.3 mmHg but the transmural CVP increased by 4.3 mmHg. Finally, as soon as an astronaut returns to Earth, due to the gravity, the blood flow is reduced and that can cause the astronaut to collapse (Watenpaugh and Hargens, 1996). These results were obtained by researches, in order to investigate the consequences of the cardiovascular system under weightlessness, by avoiding actual spaceflights, where these changes are only temporarily. The cardiovascular system during spaceflights As soon as astronauts enter space, the fluid levels in the body are not uniformly distributed as they were on Earth, which results to alterations of the cardiovascular system. As it was mentioned in parabolic flights, the astronauts are under hypobaric- hypoxia conditions, meaning that the oxygen saturation decreases (SaO2) and hence the oxygen in the blood. It has been stated that the concentration of O2 in the blood can drop down to 75%, where usually this levels should be more than 80%, but if the astronauts stays in space for longer, this concentration will increase back to 85% (Opatz and Gunga, 2014). Moreover, the mass of the heart decreases during spaceflights and therefore the heart rate is less than that on Earth. In 1996, it was reported that the heart rate would increase as the astronaut continuous to be under microgravity circumstances, during a long-term spaceflight (Charles, Frey, and Fritsch-Yelle, 1996). In weightlessness, significant effects were also realised, the c ardiac output increased whereas the systolic and diastolic pressure decreased (Hamilton, Sargsyan, and Martin, 2011). Hence, stroke volume is also reduced, due to hypovolemia which is responsible for hypotension and atrophy of the heart (Levine, 1997). Investigators postulate that plasma volume decreases from the first day and it continuous to reduce throughout the whole spaceflight by 17%. This occurs, because of the negative fluid distribution and the fluid movement towards the extravascular space and therefore the orthostatic intolerance (Alfrey, Udden, and Leach- Huntoon, 1996). A study reported by J.C Buckey et al. 1996, studied the central venous pressure (CVP) in space and stated that the CVP increases during the launch and more in the spaceflight. The left ventricular end-diastolic volume (LVEDV) was also analysed in order to figure out how it is affected by microgravity. Furthermore, it was stated that as astronauts enter space, the LVEDV and therefore the total heart volume increases significantly. While the astronaut is in space, the body adjusts to the environment resulting to the LVEDV to decrease (Buckey Jr. and Gaffney, 1996) Countermeasures For short duration exposure, effects are less than actual spaceflights where the duration could be more than 6 months. It is really important for astronauts to be healthy during a mission, therefore some actions should be taken in order to counteract these threats of their physiology. It has been reported that somatic stress in weightlessness effects the cardiac arrhythmia (Romanov et al., 1987). The astronauts must exercise and have a healthy diet, before and during the spaceflight, to ensure the appropriate volume for extravehicular action (Hargens, 2009). Also, the lower body negative pressure (LBNP) should be exercised regularly since it increases the plasma volume (Watenpaugh and Hargens, 1996) and in fact, aerobic exercise keeps the aerobic volume (peak of VO2) constant. For long-term exposure in microgravity, exercising machines, provided in the spacecraft can reduce the consequences of the physiology of the astronaut after returning to Earth. Although, studies have not shown the particular amount and type of exercise, that astronauts should perform, yet (Schneider and Watenpaugh, 2002). Discussion and Conclusion Researches within the last 20 years, examined how the cardiovascular system adapts under microgravity conditions, in order to provide astronauts with a safe working environment and physiology. Astronauts are sent to space to test experiments for the future of science, but their lives shouldnt be at risk. Due to microgravity, several characteristics of the cardiovascular system are affected. The fluids in the body of an astronaut exposed in microgravity, shift head-wards due to the missing gravitational force. Therefore, plasma volume and mean circulatory filling pressure are decreased. Hence, there are effects on the central venous pressure (CVP) and stroke volume, which both are reduced during weightlessness. The heart rate is also declined due to these changes, in order to maintain the arterial blood pressure and metabolism. Some of these parameters can affect significantly the astronauts health and in rare cases may lead to tragedies, since they are long- term flights. Although, w hen subjects are under investigation in parabolic flights, these changes are only temporarily. Also, countermeasures, such as aerobic exercises and healthy diet, before, during and after the spaceflight are required. These actions may reduce the orthostatic hypotension of astronauts during flights but also as they return back to Earth. More experiments will be conducted in the future, where researchers will have an even better understanding of space environment and the physiology in it. References Alfrey, C.P., Udden, M.M. and Leach- Huntoon, C. (1996) Control of red blood cell mass in spaceflight, Journal of Applied Physiology, 81(1), pp. 98-104. Buckey Jr., J.C. and Gaffney, F.A. (1996) Central venous pressure in space, Journal of Applied Physiology (1985), 81(1), pp. 19-25. Charles, J.B., Frey, M.A. and Fritsch-Yelle, J.M. (1996) Cardiovascular and cardiorespiratory function, Space biology and medicine. Reston (VA): American Institute of Aeronautics and Astronautic, , pp. 63-88. ESA (2004) What happens to the human heart in space? Available at: http://www.esa.int/esapub/bulletin/bulletin119/bul119_chap4.pdf (Accessed: 2014). ESA (2015) Bedrest and ground studies. Available at: http://www.esa.int/Our_Activities/Human_Spaceflight/Research/Bedrest_and_ground_studies (Accessed: 30 January 2017). Evans, J.D.W. (2012) Crash course cardiovascular system, 4e (crash Course-UK). 4th edn. Edinburgh: Elsevier Health Sciences. Hamilton, D.R., Sargsyan, A.E. and Martin, D.S. (2011) On-orbit prospective echocardiography on International Space Station crew., Echocardiography, 28(5), pp. 491-501. Hargens, A.R. and Richardson, S. (2009) Cardiovascular adaptations, fluid shifts, and countermeasures related to space flight., Respiratory Physiology Neurobiology, 169, pp. 30-33. Levine, B.D. (1997) Cardiac atrophy after bed-rest deconditioning: a nonneural mechanism for orthostatic intolerance, Circulation, 96, pp. 517-525. Limper, U. and Gauger, P. (2014) Interactions of the human cardiopulmonary, hormonal and body fluid systems in parabolic flight, European Journal of Applied Physiology, 114(6), pp. 1281-1295. Lujan, B.F., Bartner, H. and White, R.J. (1994) Human physiology in space : a curriculum supplement for secondary schools. Washington, D.C. : National Aeronautics and Space Administration: . Opatz, O. and Gunga, H.-C. (2014) Human physiology in extreme environments. San Diego, CA, United States: Academic Press. Pletser, V. and et al. (2015) European parabolic flight campaigns with Airbus ZERO-G: Looking back at the A300 and looking forward to the A310, Advances in Space Research, 56(5), pp. 1003-1013. Romanov, E.M. and et al. (1987) [Results of long-term electrocardiographic examinations of cosmonauts, Kosm Biol Aviakosm Med, 21, pp. 10-14. Schneider, S.M. and Watenpaugh, D.E. (2002) Lower-body negative-pressure exercise and bed-rest-mediated orthostatic intolerance, Medicine and Science in Sports and Exercise, 34, pp. 1446-1453. Shelhamer, M. (1996) Parabolic flight as a spaceflight analog, Journal of Applied Physiology, 120(12), pp. 1442-8. Wall, J. (2015) What is Microgravity? Available at: https://www.nasa.gov/audience/forstudents/5-8/features/nasa-knows/what-is-microgravity-58.html (Accessed: 30 January 2017). Watenpaugh, D.E. and Hargens, A.R. (1996) The cardiovascular system in microgravity, Handbook oh physiology : Environmental physiology, , pp. 631-674. Â   Â   Zhu, H., Wang, H. and Liu, Z. (2015) Effects of real and simulated weightlessness on the cardiac and peripheral vascular functions of humans: A review., International Journal of Occupational Medicine and Environmental Health, 28(5), pp. 793-802.

Green Mountain National Forest :: Essays Papers

Green Mountain National Forest The Green Mountain National Forest, established in 1932, is Vermont’s only National Forest. It is managed in the spirit of multiple uses, including recreational activities, logging and watershed protection and management. An ecosystems management approach has recently been adopted by the U.S. Forest Service in maintaining the forest. In 1964 the Congress of the United States passed the Wilderness Act in an attempt to set aside, in the words of the act, "an area where earth and its community of life are untrammeled by man"; the lands designated as wilderness areas were to be "affected primarily by nature." Six areas, totaling 59,598 acres of the Green Mountain Forest were upgraded to Wilderness status following the 1964 Congressional Wilderness Act. These areas represent some of the best of Vermont’s outdoor world. The largest of these wilderness areas is Breadloaf Wilderness, totaling 21,480 acres in the Middlebury district of the forest. The Long Trail crosses this wilderness for 17 miles, traversing 11 peaks measuring over 3000’. The Lye Brook Wilderness encompasses 15,680 acres in the Manchester district, and boasts the stunning Lye Brook Falls as its centerpiece. The next largest is the Peru Peak Wilderness, comprised of 6,920 acres, centered around the trail-less Peru Peak in the Manchester district. The Appalachian and Long Trails cross the southern tip of this wilderness for about 3 miles. The Big Branch Wilderness is similarly sized at 6,720 acres, and is crossed by the Appalachian Trail. Big Branch is home to pristine banks of the Big Branch River and healthy stands of giant hardwoods. The eastern part of the wilderness is a large wetland ecosystem called Elbow Swamp. The George D. Aiken Wilderness is a favorite among fishermen. Located in the Manchester district, the park boasts 5,060 protected acres. Be sure to bring rubber boots as the wilderness is almost entirely wetlands.

Leprosy :: essays research papers

Leprosy Leprosy or Hansen’s disease, is a chronic, infectious disease that mainly affects the skin, mucous membranes, and nerves. A rod shaped bacillus named Mycobacterium leprea, causes the virus. Mycobacterium leprea is very similar to the bacillus that causes tuberculosis. The reason Leprosy is also known as Hansen’s disease, is because it was first identified in 1874 by a Norwegian physician named Gerhard Henrik Armeur Hansen. Leprosy appears in both the Old and New Testaments. In the bible Leprosy was not the disease that is recognized now, but as various physical conditions that were nothing like the disease. A punishment from God was what these conditions were considered to be. The victim was said to be in a state of defilement. This Hebrew term was translated as lepros, which the word leprosy came from.   Ã‚  Ã‚  Ã‚  Ã‚  The disease’s probable origin was the Indus Valley that is located in India. Leprosy spread from there to the Mediterranean region and North Africa, then all of Europe was affected. This disease is much less common now, as the world case count has dropped below 1 million. During 1995 about 530 000 new cases of leprosy were discovered. It is obvious that third world countries have way more cases as India, Indonesia, and Myanmar account for almost 70% of the cases reported in the world. 5500 know cases of Leprosy still exist in the US, and about 200 cases a reported annually.   Ã‚  Ã‚  Ã‚  Ã‚  Tests to produce leprosy in experimental animals, have not been successful as of yet. Though the organism can be grown in Armadillos, several laboratories have been reported cultivating leprosy in the test tube.   Ã‚  Ã‚  Ã‚  Ã‚  Loss of sensation in a patch of skin is often the first symptom that Leprosy displays. In the lepromatous form, large area’s of the skin may become infiltrated. The mucous membranes of the nose, mouth, and throat may be invaded by large numbers of the organism. Because of damage to the nerves, muscles may become paralyzed. The loss of sensation that accompanies the destruction of nerves may result in unnoticed injuries. These may result in secondary infections, the replacement of healthy tissue with scar tissue, and the destruction of bone. The classic disfigurements of Leprosy, such as loss of extremities from bone damage or the so-called leoline facies, a lionlike appearance with thick nodulous skin, are signs of advanced disease, now

Cuzco :: essays research papers

The first place, on my exploration of time, I arrived was in Cuzco the center of the Incan civilization in the year 1505 A.D. Their was much to observe on arrival. The first thing one notices is that Cuzco is in the center of the â€Å"four quarters† of the Incan Empire, Tawantinsuyu. The surrounding four quarters or the four â€Å"suyus† were to the north Chincasuyu, to the west Cuntisuyu, to the east Anitsuyu, and to the south Chinasuyu the largest quarter. Cuzco sat at the center of these four quarters of the empire and served as the capital. This capital of the Incan Empire severed as a home to the political center of the Incas. The rich political and social system proved the most interesting to me as I stayed in Cuzco.   Ã‚  Ã‚  Ã‚  Ã‚  The political system of the Incans proved rather ridged and complex. At the top of their society is the emperor. The Incan emperor was thought to be the a direct descendant of the sun god, Inti. The entire power of the Incan Empire belonged to its emperor. His system of checks and balances were that of their rich culture and of course the possibility of his subjects revolting. The emperor had only one wife that was recognized; though he had many concubines and hundreds of illegitimate children. Many of these children held the positions of advisors to the Emperor. The other relatives of the Emperor and other Emperors before him held the other high posts in the government, religion, and military. The last few government officials were the high nobles of the lands conquered by the empire. The practice of nepotism obviously was embraced by this society#.   Ã‚  Ã‚  Ã‚  Ã‚  The division of power in this civilization was a remarkable system. The governors of each quarter, once again, were blood relatives of the Emperor. Each governor had ten district governors who oversaw approximately ten thousand subjects. The governors then had leaders of about one thousand people who reported to them. Each leader of these small villages then had a foreman who over saw one hundred Incans. This process of division then ends in a series of low officials who would look over at least ten subjects1. This division the will of the emperor to be passed swiftly to the lowest members of society.   Ã‚  Ã‚  Ã‚  Ã‚  The emperor allocated his resources, through this rigid division of the society, to become more economically and politically sound.

Further Topics In Primary Mathematics Education Education Essay

Childs can be assessed on five facets of a subject, viz. : constructs ( 1 ) , processs ( 2 ) , processes ( problem-solving ( 3 ) , connexions ( 4 ) and communication/representation ( 5 ) ) , ( Glanfield, Bush & A ; Stenmark, 2003 ) . With mention to the Topic ‘Length ‘ as it is presented in Abacus Level 3 ( SDM p.3 – 8 ) , remark about the expected appraisal undertakings presented in the Assessment Book Level 3 ( p.60-61 ) in the visible radiation of the afore-mentioned five facets.ConceptsDefinition:â€Å" Measurement involves a comparing of an property of an point or state of affairs with a unit that has the same property. † ( Van de Walle, J.A. ) Therefore, constructs are of import for the kids to assist them separate the mensurable properties of the objects.Review of the Assessment BookConcepts in the subject ‘Measurement ‘ trades with the thought of length, size and units. The kids in a twelvemonth 4 category should be able to utilize vocabu lary related to length such as: long, longer, short, shortest, tall, narrow, broad etc. They should besides hold an thought what appraisal, measuring and comparing lengths are all about by utilizing the standard units ( centimeter, m and kilometer ) . Besides, the kids should be introduced and asked to propose suited units and equipment for any peculiar measuring. The Assessment book ‘s chief constructs do fit with the course of study ‘ , but the Assessment book have missed to advert the kids ‘s acknowledgment that the longer lengths necessitate a larger unit, that is kilometer, and that the shortest lengths, require a smaller unit, that is the centimetre. Besides, the ability to step and record lengths utilizing formal units and denary units to the nearest half ex: 50cm = 3.5m. The Assessment book within its restriction of exercisings does address most of the listed constructs. Basically all the working exercisings and custodies on activities in the Assessment Boo k are a good agencies of measuring the kid ‘s impression of the measuring ‘s chief constructs. The unwritten inquiries assess the cardinal vocabulary merely like in all other activities, and assess the kids ‘s impression of ‘estimation ‘ . Exercise 1 is a good agencies of measuring whether the kid grasped the thought of comparing different lengths every bit good as usage the suited units and equipment to mensurate a peculiar object. Exercise 2 buttocks if the kids have truly savvied the relationship between different standard units, that is, from kilometer and m and m and centimeter, merely like the ‘Write the fiting measuring ‘ exercising. As the rubric ‘Match the appropriate measuring to each object provinces, here the kids are assessed on placing the suited units to fit it with the objects taken from existent life, and acknowledging that longer lengths require a larger unit ( kilometer ) and smaller lengths require a smaller unit ( centimeter ) The last exercising on the Assessment book, once more, assesses the kid ‘s ability to compare le lengths. Although the activities in the Assessment Book somehow covers the afore-mentioned mathematical constructs in measuring, there needs to be more exercisings which assess harder undertakings, constructs which kids are likely to hold on and understand by making one exercising. Concepts such as the relationship and transition of different units from kilometer to m, m to cm, and frailty versa.Review of the Text BookComing to analyse the text edition, we think that most mathematical basic constructs are all addressed. Get downing off from the text edition ‘s bold headers ‘Centimetres ‘ ( centimeter ) and ‘Metres ‘ ( m ) are thought to be a good agency of a uninterrupted unit abbreviation reminder all through the exercisings. The exercisings ‘ rubrics are really child friendly and assessment friendly. One can observe that when the kid is asked to make more than one undertaking in an exercising, the stairss are written in a separate address bubble. For case the first exercising on page 3 invites the kid to: first to happen one of each object, so gauge its length in centimetres and eventually utilize a swayer to mensurate it. This aid the kid to confront a task measure by measure and besides assist him to analyse a job spot by spot subsequently on. It ‘s besides a good agencies of assisting the instructor analyze and measure the kids ‘s failings and strengths by set uping the measure which the kids failed to carry through the measure which the kids failed to carry through, therefore it would be a good manner for the instructor to undertake the weak point straight ways. We have noticed that kids are non invited to utilize informal units and besides it would hold been a good manner to presen t measuring. Besides, sometimes in one exercising there is more than one construct tackled, which makes the exercisings harder. The first exercising on page 3 makes us inquire what the lessons ; nonsubjective really is. Is the lesson based around the appraisal of eh measuring of the existent length ‘s construct? These types of exercisings which have in them excessively many aims are likely to do confusion. This could hold been ideal as a alteration exercising instead than the first exercising of the measuring ‘s subject. Besides neither of the exercisings invite the kids to set up when to utilize standard units. All the exercisings in the text edition though screen all the constructs. The first exercising on page screens and addresses the vocabulary related to length, appraisal and measuring, whilst the other exercising focuses on taking the suited units. Besides on page 4, kids are assessed on their ability to take the suited criterion unit and into understanding the fractional units to the nearest half even it this construct is non listed in neither the course of study non the appraisal book and besides measuring whether the kids have understood the construct that longer lengths require longer units ex. kilometer. Page 5 focal points on the construct of happening the relationship between meters and centimetres ex. 3m 15cm +25cm = 3m 40cm. The remainder of the lengths exercisings assess the kids ‘s ability to work out jobs and happen the sum and the difference of two lengths.Compare and Contrast the Assessment Book with the Textbook.Having to compare and contrast the assessment book with the text edition we realized that the vocabulary related to length is absent. Besides the assessment book does non advert that one of the constructs learnt by the terminal of the subject is decimals for meters and centimetres even though at that place go on to be an exercising to ‘Write each length in meters utilizing a denary point ‘ ex. 2.48m. Adding to this, even the text edition contains exercisings which concepts chiefly are: taking suited units and utilizing fraction al units to the nearest whole. Besides, we think the text edition is more child and teacher friendly as respects to its content. Surely the text edition has got rather more pages with measurings exercisings than the assessment book, therefore scaffolded acquisition is exercised even more. Besides, kids have more chances to hold on the subject ‘s constructs through the multiple exercisings. On the other manus, the assessment book includes practical custodies on activities which help into prosecuting the kids more into the subject whilst making a richer acquisition environment and were constructs are easy understood and applied.Mentions:Chief Mention:Van de Walle, J.A ( 2007 ) Elementary and Middle School Mathematics. United States of America.Other MentionsNorthern Territor Government ( 2009 ) Mathematics Measurement Retrieved on ___________ from hypertext transfer protocol: //www.det.nt.gov.au/__data/assets/pdf_file/0018/2376/ntcf_maths_measurement.pdfProceduresDefinition:Proce dures fundamentally refers to the staging of a lesson so as the kids comprehend the mathematical construct easier. Scaffolding chiefly consists of oppugning and listening both from the instructor and the kids. Group work, brace work, category treatments, and custodies on activities are ways which the instructor can use for scaffolding.Critique of Assessment book:The Assessment Book offers a assortment of processs that kids can utilize to larn measuring. Teachers can happen unwritten inquiries which can be discussed as group activity in category. This encourages the kids to portion their ain consequence and clear up any jobs. After such verbal exercisings, the Assessment Book moves on to written exercisings. Here, scaffolding is rather apparent since after the kids work together in category, they will subsequently be invited to work separately. Activity 2 of the Assessment book ( Practice Activities ) kids are besides cognitively challenged since they are asked to believe, estimation and so, step to measure themselves whether they were got it right or incorrect. However, non all activities in the Assessment Book purpose to measure processs relevant to a twelvemonth 4 degree. For case, inquiry ( figure 1 ) ‘Do you think this line is 3cms, 30cms, or 300cms long ‘ does non necessitate any peculiar thought accomplishments since here we are covering with eight twelvemonth olds. A more appropriate activity would hold been if kids were given three measurings to take from, but with closer figures, for illustrations 30cms, 4cms, and 50cms. The remainder of the inquiries ( 2, 3 and 4 ) are appropriate for the twelvemonth 4 degree. Adding to this, we think the ‘Match the appropriate measuring to each object ‘ exercising is excessively simple for kids in twelvemonth 4, although one can still use it as a mental warm up it helps kids visualize and differentiate between the two basic units of measuring ( centimeter and m ) . The ‘Write the duplicate measuring ‘ exercising is non scaffolded since it does non construct on the old exercising. It would hold been wiser if there was a tabular array or simple exercisings which help in measuring the kid ‘s apprehension of how many centimetres there are in a metre, and how many meters there are in a kilometre. Hence, this exercising would hold been more effectual if it was given as the subject ‘s alteration activity in the Assessment Book as it covers all the 3 basic measurings.Critique of Text book:The text edition offers assorted processs for kids to larn and hold on the length ‘s construct. Some exercisings invite the kids to gauge and mensurate length, happening a distance in the schoolroom to fit the length given, happening objects to mensurate, composing how many meters or centimetres and happening the difference or adding up meters and centimetres. Therefore, as it can be seen from the afore-mentioned activities, the exercisin gs involve written and verbal undertakings and besides activities where kids are provoked to utilize their thought accomplishments. Childs are foremost introduced to centimetres, so to meters and so, a combination of the two. Hence, we think that the basic units of measuring are scaffolded for the kids to larn and hold better grok the subject.Compare and Contrast the Assessment Book with the Textbook.There is a sense of process in both books as the inquiries posed to the pupils are scaffolded harmonizing to their troubles, therefore every inquiries physiques on each other. math.ecnu.edu.cn/ †¦ /EARCOME3_LAU_NGEE % 20KIONG_TSG406 ( ) .doc – the web site can non be viewed on the cyberspace since it file extention is.doc, nevertheless if you want to see the web site we kindly ask you to entree this nexus hypertext transfer protocol: //www.google.com.mt/search? hl=mt & A ; source=hp & A ; biw=1259 & A ; bih=569 & A ; q=Furthermore % 2C+ideas+are+not+isolated+in+memory+but+are+organized+and+associated+with+the+natural+language+that+one+uses+and+the+situations+one+has+encountered+in+the+past. % E2 % 80 % 99+ % 28NCTM % 2C+1989 % 2C+p.+10 % 29, and entree the nexus titled Scaffolding Students ‘ acquisitionRyan.M ( 2003 ) . Classroom Tips For Teaching Measurement. Cited on: ____________ from hypertext transfer protocol: //www.primarymaths.ie/files/measurementtips.pdfProcedures ( Problem-Solving )Definition:â€Å" Leting the topic to be debatable agencies leting pupils to inquire why things are, to ask, to seek for solutions, and to decide incongruousnesss. It means that both the course of study and direction should get down with jobs, quandary, and inquiries for pupils. † Hiebert Er Al ( 1996, p.12 ) Van de WalleOrâ€Å" Good jobs can animate the geographic expedition of of import mathematical thoughts, raising continuity, and reenforce the demand to understand and utilize assorted schemes, mathematical belongingss, and relationships. Such wonts are of value non merely in the mathematics schoolroom, but besides in formal and informal acquisition and work environments throughout life. †( NCTM, 2000, p. 182 )Critique of Assessment Book:The Assessment book deficiency job work outing inquiries. Looking carefully at the inquiries in the assessment book we noticed that there are merely two job work outing inquiries. These are found under the heading ‘Oral inquiries ‘ and are inquiries figure 3 and 4. Here, the kids are required to happen the entire length of two pieces of strings and to happen the difference between the highs of two kids. Since these two inquiries are under the header of ‘Oral inquiries ‘ we thought that it wo uld hold been better if these inquiries were presented in a written mode as the kids might happen it difficult to retrieve the lengths when working it out. Afterwards the instructor can exchange the lesson to an unwritten manner where they can discourse the grounds for the methods used.Critique of Text Book:There are about five narrative amounts in the text edition, which we think are a spot disputing for eight twelvemonth old pupils. For case, on page 5, the kids have to research which routes from school they will necessitate to run, so as to run 1Km. We think, that this inquiry is misdirecting and the kids would happen it disputing if the instructor will non explicate it good. On page 7, there is another narrative amount about a puppy and how much did it turn each hebdomad. We besides think that this is disputing for the kids since they can acquire confused from where they are traveling to get down. We thought that this would be a possible manner, how the instructor can show this narrative amount to the kids: Teacher: What information was given? Student 1: That the puppy is 55cm long. It was 15cm long when it was born. That it is more than 2 hebdomads old but less than 10 hebdomads old and that it grows the same sum each hebdomad. Teacher: How can you cognize how much the puppy grew hebdomadally? Student 1: First I subtracted the puppy ‘s present length ( 55cm ) with the length when it was born ( 15cm ) . Then I divided the reply ( 40cm ) by 4 by test and mistake since I know the puppy is more than 2 hebdomads old but less than 10 hebdomads old, and got an reply of 10cm growing every hebdomad. Teacher: Who has a different reply? Student 2: I divided the puppy ‘s growing by 5cm and got an reply of 8cm growing per hebdomad. Teacher: How did you look into your reply? Student 2: I multiplied the puppy ‘s hebdomadal growing ( 5cm ) by the figure of hebdomads ( 8weeks ) and got 40cm ( the puppy ‘s present length ) . Teacher: How else can you look into the reply? Student 3: You can add 5cm + 5cm + 5cm + 5cm + 5cm + 5cm + 5cm + 5cm which makes 40cm ( the puppy ‘s present length ) Teacher: Who agrees? Why? Students: I do/I do n't OTHER PROBLEMS FROM PAGE 8Compare and Contrast the Assessment Book with the Textbook.Even though job resolution is seen in both the Assessment book and the Text book, we think that they are non scaffolded since they do non increase in trouble at every inquiry. The Assessment book has two job work outing amounts which are non hard for the kids to understand. However, narrative amounts found in the text edition are rather disputing for a twelvemonth 4 degree since they require a batch of believing accomplishments.Mentions:Thomas R. Post ( 1988 ) Teaching Mathematicss in Grades K-8 Allyn and Bacon, Inc Printed in the United States of AmericaChief Mention:Post, T.R ( 1988 ) Teaching Mathematicss in Grades K-8. United States of America. Allyn and Bacon, IncOther Mentions:Annenberg Foundation ( 2011 ) . Detecting Student Problem resolution. Cited on _________from hypertext transfer protocol: //www.learner.org/courses/teachingmath/grades3_5/session_03/section_01_b.htmlConnectionsDefintion:â€Å" linking mathematical thoughts includes associating new thoughts to associate thoughts considered antecedently. These connexions help pupils see mathematics as a incorporate organic structure of cognition instead than as a set of complexaˆÂ ¦concepts, processs and procedures. † ( ktieb ref )Critique of Assessment Book:Mathematicss should non be seen as a set of detached subjects but as a â€Å" web of closely connected thoughts † ( book ref ) . Such comparabilites amongst these connected thoughts are non easy perceived by the kids, and so they prompt for more account to reply the ‘why'/ Such equalities in the assorted mathematical content Fieldss ma make a sense of correctedness and linkage in the mathematical surveies. The assessment book nowadayss such connexions truly good. Exercises like exercising 1 under the header ‘ Practice activities ‘ , and the â€Å" Match the appropriate measuring to each object † exercising both provide chances for kids with exercisings affecting existent life state of affairss. This helps the kids to see what they are larning with their ain existent life state of affairss and environments, and therefore it further heighten their acquisition on what is being taught. The unwritten inquiries in the appraisal book besides aid in promoting and disputing kids for farther account of their new thoughts, from which they could develop new scheme grounded on old mathematical cognition.Critique of Textbook:The unity between assorted countries and mathematics is besides apparent in the text edition. It is full of existent life state of affairss to which the kids can associate such mathematical constructs. Such chances help kids to enrich larning in assorted countries. The ‘snake ‘ activity offers the chance to detect if the kids have understood that a fraction has an tantamount denary presentation. Other exercisings besides help pupils to pull their town with assorted paths they might utilize to walk from place to school during a societal surveies lesson. Children are so invited to cipher the distance traveled. Since Mathematics is non a standalone topic, instructors need to pre-plan such activities so that from such connexions, more chances for the enrichment of larning ar e provided.Compare and contrast Assessment book with text edition:Both books make a smooth connexion with other countries so that Mathematical countries are non seen isolated from others. Through the assorted job resolution exercises found on both books but chiefly in the text edition which involve probe, anticipation and measuring exercisings, kids are enabled to construct such procedures and integrate them with scientific discipline. Both books connect truly good with other subjects, but both books could hold provided exercisings with farther probe and geographic expedition of such mathematical constructs and besides supply more chances where kids are asked to explicate their schemes when gauging lengthsCommunication / RepresentationsDefinition:Communication is an indispensable tool for kids to understand mathematical constructs and for problem-solving. Communication consists of enriching the mathematical vocabulary so that the kids will happen it easier to pass on with each other in order to clear up inquiries, discourse a solution or discourse a job. Communication should non merely be between the instructor and the pupil, but besides between the kids themselves. Representation assists the kids to develop and pass on their thought accomplishments and stand for their ain solutions in assorted ways. Models and images aids the kids to understand and pass on better the consequences.Review if the Assessment Book:The ‘Oral inquiries ‘ ( Numberss 1-4 ) allows communicating to discourse the reply for each inquiries. Children can portion their thoughts of how they worked the inquiry out, to the remainder of the category. However, since they are ‘oral inquiries ‘ the kids do non hold the chance to stand for their working or diagrams that they used to acquire the reply. Hence, it lack representation. Page 2 of the Assessment book, involves written exercisings. Here, the kids do non hold the chance to discourse the replies as a group since they are required to compose down their replies in the infinite provided.Review of the text book:The text edition offers rather piquant illustrations that will assist the kids to understand the measuring construct good. Some of the exercisings, for case page 3 and 4 could be worked out in braces or groups. This will besides let sharing of thoughts through communicating. Here, they are required to happen objects, estimation and mensurate them. The activity found on page 5 where the kids has to see where they can run from school so as to make 1 Km has rather an engaging image which the kids can follow, even though the inquiry is a spot disputing for LOW ABILITY STUDENTS. The narrative amounts found on page 7 and 8 allow the kids to pull diagrams or write information in their ain manner so as to happen the reply. The replies can so be discussed as whole group.Compare and Contrast the Assessment Book with the Textbook.Both the Assessment book and the Text book offer the chance to the kids to discourse replies as a whole category, if they are used carefully by the instructor. However the Assessment books lacks a spot Communication since it merely has 4 inquiries to be discussed. Apart of this, both books lack utilizing theoretical accounts to stand for their reply.