Analysis Of Lucid Dreams - 3596 Words

During lucid dreams we are remarkably wakeful—even though still asleep. We may be able to reason clearly, remember freely, signal that we are conscious, and may even change the plot if we so choose. But it takes training. I am in the middle of a riot in the classroom. Everyone is running around in some sort of struggle. Most of them are Third World Types, and one of them has a hold on me—he is huge, with a pockmarked face. I realize that I am dreaming and stop struggling. I look him in the eyes and, while holding his hands, speak to him in a loving way, trusting my intuition to supply the beautiful words of acceptance that flow out of me. The riot has vanished, the dream fades, and I awaken feeling wonderfully calm. We do not usually question the reality of our dreams until after we have awakened. But it is not always so. That we sometimes dream while knowing that we are dreaming has been known since the time of Aristotle. During such lucid dreams, the dreamer s consciousness seems remarkably wakeful. The lucid dreamer can reason clearly, remember freely, and act volitionally upon reflection, all while continuing to dream vividly. As in the dream above, which I had a little more than two years ago, the dreamer may take an active hand in resolving the dream s conflict and in bringing the plot to a satisfactory conclusion. Unlike researchers who have gotten people to change the outcome of their dreams through discussions beforehand, I have found that the dreamerShow MoreRelatedDreams And The Dreams Of Dreams933 Words   |  4 Pagesunderstanding of what dreams are and why they are important to us. A dream is a story, a series of ideas, emotions and sensations that occur while we are sleeping. Freud’s â€Å"Psychological analysis of the content of dreams† says that every dream has a storyline and meaning behind it. Therefore the reason why dreams are important is because we need to express in some way our desires and wish fulfillments that are forbidden for our conscious mind. The movie Inception is related to the concept of dreams that wereRead MoreDreams Essay examples1070 Words   |  5 PagesDreams Although the idea of dreams has always been a psychological one, there is a philosophical side to them. Descartes once said, For all I know, I might be dreaming (Bruder/Moore, Philosophy, 81). This conjecture of Descatres was one that explained the concept of dreams. He asked the question, How do we know that we are not dreaming and our whole life is but a dream? There can never be an answer to this question but it proves that there is a philosophical view of dreams. A dreamRead MoreTypes of Dreams4637 Words   |  19 PagesMain Types of Dreams There are five main types of dreams - daydreams, normal dreams, false awakenings, nightmares and lucid dreams. Take a look at the features of these hypnotic states and how each one can introduce you to the phenomenal world of dreaming. Daydreams Scientific studies reveal that most people daydream for a whopping 70-120 minutes per day. During this time, you are only semi-awake - not asleep, but not fully checked-in with reality, either. It starts withRead MoreEssay on Lucid Dreaming1931 Words   |  8 PagesLucid Dreaming Dreams are the playground of the mind. Anything can happen when one is dreaming. The only limitation is that we only rarely realize the freedoms granted to us in our dreams while we have them. Lucid dreaming is the ability to know when one is dreaming, and be able to influence what will be dreamt. A normal dream is much like passively watching a movie take place in your skull. In a lucid dream, the dreamer is the writer, director, and star of the movie. Lucid dreams are exceptionallyRead MoreLucid Dreams : A Lucid Dream2230 Words   |  9 Pages Lucid Dreaming A lucid dream is one in which the person dreaming knows that he or she is in a dream, does not wake from it, and feels in control of what is happening in the dream. Researcher Paul Tholey experimented with the induction of lucid dreams in experimental subjects in the 1980s, and wrote that he developed techniques for inducing lucid dreams that had first been tried on himself in 1959 (Tholey 875). One of these techniques was called the â€Å"reflection technique, and his experimental subjectsRead MoreHow Dreams Help Us Grow And Prepare For Life1502 Words   |  7 Pagesnever being able to run fast enough; what do all these dreams mean? From going to school and forgetting your pants, to running through a field of flowers dreams have different interpretations. There have been many theories behind not only the meaning of dreams, but also how they originated. From different religious views to Freudianism to Neo-Freudianism, dreams have had a constant impact on our understanding of life. Some theories explain how dreams help us grow and prepare for life. Others theorizeRead MoreEssay On Living The Dream1807 Words   |  8 PagesLiving the Dream: An Analysis on Why We Dream and Freud’s Early Work Living the Dream: An Analysis on Why We Dream and Freud’s Early Work It happens every night, whether you remember it or not and they can affect us long after we experience them. They are dreams and they continue to remain one of the biggest mysteries of the human mind. Psychologists have tried to comprehend why we dream and what our dreams mean but have yet to discover the truth behind them. Psychologists have also tried to makeRead MoreField Of Dreams By Karissa Melfi3266 Words   |  14 Pagesof Dreams Karissa Melfi William Paterson University Field of Dreams A series of thoughts, images, and sensations that occur during a person’s mind during the time that they sleep is known as a dream. Dreams go way back until the beginning of mankind, even to the BC era during the time that Egyptians and Greeks were the leading force! The Egyptians examined the meanings behind the dreams we have and analyzed the symbols. There are a numerous amount of reasons behind our dreams. PeopleRead MoreA Dream Cycle The Dreamer1475 Words   |  6 Pageseager to conceive the waking nightmare that has confounded many minds, from scientists to philosophers and even religious figures. Sometimes referred to as the â€Å"evil twin of lucid dreaming†, sleep paralysis is a phenomenon in which a person experiences a temporary inability to speak, move or react. Unlike lucid dreaming (a dream cycle the dreamer is fully aware of), episodes of sleep paralysis are usually accompanied by strong visual and auditory hallucinations, often of the terrifying var iety. ForRead MoreDreams Essay example3042 Words   |  13 PagesDreams When we sleep we do much more than just rest our weary bones; we tap into our subconscious mind (Ullman and Zimmerman 1979). The subconscious has much to offer about oneself. The average human being spends one third of their life in sleep and during each sleep approximently two hours is spent dreaming (Ullman and Zimmerman 1979). These dreams are important because they

Assessments Are Essential Within Education - 989 Words

Assessment Assessments are essential within education because the role of assessments is to measure students’ progression. They provide evidence of students’ prior knowledge, thinking, and understanding and should be created to meet the needs of every student because every student is different and learns differently, as well as at a different pace. Assessments should reflect the objectives of the lesson being taught and the frequency of those assessments should be considered. Assessments can also help teachers to improve student learning. How assessments affect students should also be taken into consideration because assessments can create winners and losers, which is not the goal. Everyone should be a winner. Assessments must reflect the objectives of the lesson being assessed. Students should be given objectives prior to every lesson on what they are expected to learn. It is the teacher’s job to make sure that the assessment reflects those objectives. The frequency of assessments makes a huge difference in the learning process. If students aren’t being assessed until the end of a lesson or the semester, then that is more information for them to have to remember for test purposes, which usually results in cramming. If students are assessed frequently they tend to do better because they would not be overwhelmed with huge amount of information to remember at one time. (Vega, 2014) There are different ways to assess students besides sitting students down and havingShow MoreRelatedHow Educators Use Assessments Within Their Classroom Essay1386 Words   |  6 PagesEducators in present education systems are constantly acquiring essential information about the academic strengths and weaknesses that their students possess. In order to gain information that will be beneficial for students’ learning, educators must evaluate the academic performance of their students as a means to improve learning in content areas. Ultimately, at the heart of education lies assessments. Educators use assessments as a means to further understand the learning process of their studentsRead MoreExecuting An Effective Iep Meeting Requires Multiple Elements955 Words   |  4 Pageselements, as various key stakeholders are involved within the process. As a special education program specialist I have daily opportunities to participate in an Individualized Education Plans (IEPs). Typ ically, my involvement is stemmed from high profile cases in which litigation is anticipated or has transpired within the past. My role is to represent the district and aid in the development of an appropriate offer of a free and appropriate public education (FAPE). In addition, I aid in the facilitationRead MoreProfessional Development Of An Effective Teacher1432 Words   |  6 Pagesextremely important to recognise that good teaching methods have a significant positive impact of how students lean. It is crucial understand that a good teacher does not just simply require advanced skills and knowledge in their subject area. it is essential that we are good role models to pupils and we must promote a good example of certain moral and ethical values as well as positive attitudes. â€Å"In addition to knowing what and knowing how, teachers must also be competent in knowing how and knowingRead MoreEssay on Common Core State Standards and Its Impact on Curriculum 1641 Words   |  7 Pagesthe knowledge and skills in the standards rests with our district, schools, administrators, and teachers (Center on Education Policy, 2011). Mississippi Department of Education (MDE) allows our school district the flexibility to decide how accomplish the goals outlined in CCSS. First and far most, our district had to hastily make changes to the curriculum, instruction, assessments, and professional development to align the curriculum with this new initiative. Mississippi legislation requiresRead MoreHigh School Students : Common Core And College And Career Readiness1706 Words   |  7 Pageshighs school to purse programs that increase students completion of college from 40 to 60 percent within 16 years of their induction into the public education system (Transforming American Education: Learning Powered by Technology, n.d.). The government’s plan is the faster the student completes their higher education, the faster they join the workforce and contribute to our economy. The Texas Education Agency initiative called P-16, is one of the driving forces that has high school curriculums offeringRead MoreObjectives Of A Curriculum Plan Essay1734 Words   |  7 Pagesdevelop specified skills or knowledge to a targeted group and the plan must be specific and time framed in order to achieve the aim within the defined time frame. This curriculum plan aimed to develop the essential employability skills to the multitude client group which inc ludes the different age, gender and ethnic groups. This curriculum plan targeted to complete within the period of eight weeks with theoretical and practical sessions. In each session the progression of the plan with a close considerationRead MoreThe Professional Development Of A Teacher1631 Words   |  7 Pagesimportant to recognise that good teaching methods have a significant positive impact on how students lean. It is crucial to understand that a good teacher does not just simply require advanced skills and knowledge in their subject area but is essential that we are good role models to pupils, as well as promoting a good example of moral and ethical and positive attitudes. â€Å"In addition to knowing what and knowing how, teachers must also be competent in knowing how and knowing when† (CalderheadRead MoreCultural Influences On The Health Care Delivery System1482 Words   |  6 PagesOrganizational Culture Culture is shaped over generations through the beliefs, customs, and attitudes within a group. Additional elements also include race, language, and socioeconomic status. Given that culture influences daily behaviors and lifestyle patterns, there is clearly an impact on the well-being and health practices within various cultural groups (Riegelman, Kirkwood, 2015). These diversities influence patient interactions in the health care delivery system. Consequently, culturalRead MoreTeen Pregnancy Essay1667 Words   |  7 Pages15 and 19 (CDC, 2017). According to (Smithbattle, 2012) â€Å"Moving Policies Upstream to Mitigate the Social Determinates of Early Childbearing† the article explains the social health determinates of early childbearing, such as high unemployment, low education, and low income. The article addresses the socioeconomic disparities associated with teen pregnancy, this includes lack of access to health care related to affordability. Based on the article, so cioeconomic factors such as disadvantaged neighborhoodsRead MoreAssessment Is The Process For The Student Progress And Affects The Learning Of Literacy And Language1650 Words   |  7 Pages1.1 Assessment Assessment is the process by which individual learning is assessed. Testing monitors the student progress and can also be used as a measure of terminal or summative effectiveness of the teaching/learning process. The purpose of assessment can vary giving rise to the various type of assessment namely: 1.1.1 Initial assessment: Given prior to learner attending a class, helps to establish an agreed starting point for the learner. Derrick and Gawn (2010) assert that effective initial

Robert Frosts poetry Essay Example For Students

Robert Frosts poetry Essay There are probably three things that account for Robert Frosts poetry. In his poems, he uses familiar subjects, like nature, people doing everyday things and simple language to express his thought. His poems may be easy to read, but not necessarily easy to understand. Almost all of Frosts poems are hiding a secret message. He easily can say two things at the same time. For example, in The Road Not Taken, Frost talks about being a traveler, but the hidden message is about decisions in life. In lines 19 and 20, he expresses that he did he right thing, by choosing to go down the path that made the difference. Also, in Birches, lines 48-59, it shows that the poem is about being carefree. Frost wishes he could be like the boy swinging from the birch trees. The poem sets the picture of a boy swinging from the tree branches, but he really is talking about being carefree. He says that earth is the right place for love. He says that he doesnt know where he would like to go better, but he would like to go swinging from the birches. Another example of symbolic description comes rom the poem, Desert Places; he talks about how he will not be scared of the desert places, but of the loneliness. He is scared of his own loneliness, his own desert places. Most of Frosts poems are about nature. All three of the mentioned poems are about nature. In The Road Not Taken, he talks of the woods and paths to follow (line1). Also, in Birches, he talks of the birch tree, and winter mornings (line 7). He also talks about rain and snow (line8-11). In Desert Places, he talks of woods and snow covering the ground (line 1-5). He shows the relationship between nature and humans. As in Tree at My Window, the beginning of the poem shows the intersection between humans and nature (lines 3-12). But the end suggests there are differences that separate them (lines 13-16). In Birches, he talks of the trees and sunny winter mornings (line 7). He also talks of the suns warmth, and how it melts the snow (line 10-12). The poem, Desert Places, talks of snow falling into a field, and covering the weeds (line 1-4). It also talks about animals lairs being smothered in the snow (line 5-6). Which is ironic considering that deserts are hot, and it does not snow there. Frosts simple, yet creative language is used in two ways. He can stir up your worst fears, or provoke a fantasy. The reader can put to terms our own fearful fantasy. In Once by the Pacific, he uses a scheme of starting with a storm, but it turns out to be more than just a storm (line 1-5). It turns out to be mysterious, because something doesnt like the way the shore is backed by the cliff, or the way the continent backs the cliff (line 7-9). It even gets ore mysterious in the lines that follow; it talks of dark intent (line 10). It said someone should prepare for rage, because more than ocean water will be broken (line12). Frost uses simple word to describe some complicated things. He takes the fears within himself and distributes them into the environment all around him. The words he uses are easier to understand than other poets words are. Reading a poem by Frost is not as confusing as some poets, but trying to understand the hidden meanings are the most difficult. Trying to figure out any poem is difficult, but Frosts are unique.

Look Homeward, Angel Review Essay Example

Look Homeward, Angel Review Paper Essay on Look Homeward, Angel The participants looked at the book. Look Homeward, Angel Tom Wolfe thats what we need Here is a man, created in order to write about the great, of time and space, of galaxies and cosmic war, meteors and planets. he loved and described all here in this way, majestic and menacing. he just born too early. he needed a material really grand, and on earth he is nothing found. he should have been born a hundred thousand days ago, and today. (Ray Bradbury About wanderings eternal and Earth) So began my acquaintance with the work of one of the greatest writers of the twentieth century -. Thomas Wolfe We will write a custom essay sample on Look Homeward, Angel Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Look Homeward, Angel Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Look Homeward, Angel Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Look Homeward, Angel the saga of the long road of life, you have to go to anyone who had the misfortune to be born, the eternal all-consuming loneliness of the soul, the lost family and Recaptured house who is the mysterious angel who needs to look ? Perhaps the angels in old Gantt studio, dark nights rustling marble folds of her dress. Or the only angel, plastered with mud and flies, but zipped through life Gant-father and torn from the heart, in order to decorate the grave of a young prostitute. Was this angel dark angel Ben -. Wanderer, a ghost wandering through life and never managed to find the stone, a leaf, a door Something was behind the house Lost? paradise, so lovingly crafted old Gant the image of the soul, magnificent, bursting with comfort, and so ruthlessly traded for Dikslend guest house, where you can even lose the bed, if guests need it. What if the house is a shell, the body, the prison unspeakable prison deaf world And mourned ghost the ghost of memories, abandoned and regained And the world. outside of us a world within us its an endless reflection on the meaning of life and finding yourself. Its a terrific book about each of us and none of whom at the same time.

Social, Economical, And Political Effects Of World War I Essays

Social, Economical, And Political Effects Of World War I Essays Social, Economical, and Political Effects of World War I "Everywhere in the world was heard the sound of things breaking." Advanced European societies could not support long wars or so many thought prior to World War I. They were right in a way. The societies could not support a long war unchanged. The First World War left no aspect of European civilization untouched as pre-war governments were transformed to fight total war. The war metamorphed Europe socially, politicaly, economically, and intellectualy. European countries channeled all of their resources into total war which resulted in enormous social change. The result of working together for a common goal seemed to be unifying European societies. Death knocked down all barriers between people. All belligerents had enacted some form of a selective service which levelled classes in many ways. Wartime scarcities made luxury an impossibility and unfavorable. Reflecting this, clothing became uniform and utilitarian. Europeans would never again dress in fancy, elaborate costumes. Uniforms led the way in clothing change. The bright blue-and-red prewar French infantry uniforms had been changed after the first few months of the war, since they made whoever wore them into excellent targets for machine guns. Women's skirts rose above the ankle permanently and women became more of a part of society than ever. They undertook a variety of jobs previously held by men. They were now a part of clerical, secretarial work, and teaching. They were also more widely employed in industrial jobs. By 1918, 37.6 percent of the work force in the Krupp armaments firm in Germany was female. In England the proportion of women works rose strikingly in public transport (for example, from 18,000 to 117,000 bus conductors), banking (9,500 to 63,700), and commerce (505,000 to 934,000). Many restrictions on women disappeared during the war. It became acceptable for young, employed, single middle-class women to have their own apartments, to go out without chaperones, and to smoke in public. It was only a matter of time before women received the right to vote in many belligerent countries. Strong forces were shaping the power and legal status of labor unions, too. The right of workers to organize was relatively new, about half a century. Employers fought to keep union organizers out of their plants and armed force was often used against striking workers. The universal rallying of workers towards their flag at the beginning of the war led to wider acceptance of unions. It was more of a bureaucratic route than a parliamentary route that integrated organized labor into government, however. A long war was not possible without complete cooperation of the workers with respect to putting in longers hours and increasing productivity. Strike activity had reached its highest levels in history just before the war. There had been over 1,500 diffent work stoppages in France and 3,000 in Germany during 1910. More than a million British workers stopped at one time or another in 1912. In Britain, France, and Germany, deals were struck between unions and government to eliminate strikes and less favorable work conditions in exchange for immediate integration into the government process. This integration was at the cost of having to act more as managers of labor than as the voice of the labor. Suddenly, the strikes stopped during the first year of the war. Soon the enthusiasm died down, though. The revival of strike activity in 1916 shows that the social peace was already wearing thin. Work stoppages and the number of people on strike in France quadrupled in 1916 compared to 1915. In Germany, in May 1916, 50,000 Berlin works held a three-day walkout to protest the arrest of the pacifist Karl Liebknecht. By the end of the war most had rejected the government offer of being integrated in the beaurocracy, but not without playing an important public role and gaining some advantages such as collective bargaining. The war may have had a leveling effect in many ways, but it also sharpened some social differences and conflicts. Soldiers were revolting just like workers: They [soldiers] were no longer willing to sacrifice their lives when shirkers at home were earning all the money, tkaing, the women around in cars, cornering all the best jobs, and while so many profiteers were waxing rich.

Genius Quotes of Galileo Galilei

Genius Quotes of Galileo Galilei Italian inventor and astronomer, Galileo Galilei was born in Pisa, Italy on February 15, 1564, and died on January 8, 1642. Galileo has been called the Father of the Scientific Revolution. The scientific revolution refers to a period of time (roughly from 1500 to 1700) of great advancement in the sciences that challenged the traditional beliefs about mankinds place and relationship with the universe held by religious orders. On God Scriptures To understand the quotes of Galileo Galilei concerning God and religion we have to understand the times Galileo lived in, an age of transition between religious belief and scientific reason. Galileo received his higher education at a Jesuit monastery beginning at the age of eleven, religious orders provided one of the few sources of advanced education at that time. The Jesuits priests made a great impression on the young Galileo, so much so that at the age of seventeen he announced to his father that he wanted to become a Jesuit. His father immediately removed Galileo from the monastery, not wanting his son to pursue the unprofitable career of becoming a monk. Religion and science were both intertwined and at odds during Galileos lifetime, the late 16th century and early 17th century. For example, a serious discussion among academics at that time, was about the size and shape of hell as depicted in the poem Dantes Inferno. Galileo gave a well-received lecture on the topic, including his scientific opinion about how tall Lucifer was. As a result, Galileo was given a position at the University of Pisa based on favorable reviews of his talk. Galileo Galilei remained a profoundly religious man through his lifetime, he found no conflict with his spiritual beliefs and his studies of science. However, the church did find conflict and Galileo had to answer to charges of heresy in church court more than once. At the age of sixty-eight, Galileo Galilei was tried for heresy for supporting the science that the earth rotated around the sun, the Copernican model of the solar system. The Catholic church supported the geocentric model of the solar system, where the sun and the rest of the planets all rotate around a central non-moving earth. Fearing torture at the hands of the church inquisitors, Galileo made a public confession that he had been wrong to have said that the Earth moves around the Sun. After making his false confession, Galileo quietly mumbled the truth: And yet, it moves. With the battle between science and church that occurred during Galileos lifetime in mind, consider the following quotes from Galileo Galilei about God and the scriptures The Bible shows the way to go to heaven, not the way the heavens go.I do not feel obliged to believe that the same God who has endowed us with sense, reason, and intellect has intended us to forgo their use.It is surely harmful to souls to make it a heresy to believe what is proved.It vexes me when they would constrain science by the authority of the Scriptures, and yet do not consider themselves bound to answer reason and experiment.I think that in the discussion of natural problems we ought to begin not with the Scriptures, but with experiments, and demonstrations.By denying scientific principles, one may maintain any paradox.Mathematics is the language with which God has written the universe.What ever the course of our lives, we should receive them as the highest gift from the hand of God, in which equally reposed the power to do nothing whatever for us. Indeed, we should accept misfortune not only in thanks but in infinite gratitude to Providence, which by such means detaches us from an excessive love for Earthly things and elevates our minds to the celestial and divine. On Astronomy Galileo Galileis contributions to the science of astronomy included; supporting Copernicuss view that the Sun was the center of the solar system, not the Earth, and advancing the use of the newly-invented telescope by observing sun spots, proving that the Moon had mountains and craters, discovering the four moons of Jupiter, and proving that Venus goes through phases. The sun, with all those planets revolving around it and dependent on it, can still ripen a bunch of grapes as if it had nothing else in the universe to do.The Milky Way is nothing else but a mass of innumerable stars planted together in clusters. The Study of Science Galileos scientific achievements include inventing: an improved telescope, a horse-powered pump to raise water, and a water thermometer. Facts which at first seem improbable will, even on scant explanation, drop the cloak which has hidden them and stand  forth in naked and simple beauty.In questions of science, the authority of a thousand is not worth the humble reasoning of a single individual.Where the senses fail us, reason must step in.Nature is relentless and unchangeable, and it is indifferent as to whether its hidden reasons and actions are understandable to man or not. With Regards to Philosophy I have never met a man so ignorant that I couldnt learn something from him.We cannot teach people anything; we can only help them discover it within themselves.Passion is the genesis of genius.There are those who reason well, but they are greatly outnumbered by those who reason badly.

Water pollution- a key to wastewater management Essay

Water pollution- a key to wastewater management - Essay Example Water can be referred as the lifeblood of socio-economic development of a nation. In recent years, climate change has displaced other environmental issues to become the world's number one problem.But the alarming water scarcity is an issue as important and even more immediate threat. The Earth, with its abundant and diverse life forms, including more than six billion human beings, at the 21st century is confronting a severe water crisis. A decade ago it was announced that by 2025 one third of the world population suffer this shortage, but that threshold has already been reached. Two billion people suffer from this problem and by 2025, that calculation could be double (more than four billion, taking into account the increase of the world population), unless there are changes in the trends of today. Demand for water is increasing rapidly, but its supply is limited, decreases and is affected by the deterioration of watersheds due to deforestation and erosion (Johnson, Revenga and Echeve rria 1071). The underground fluid extraction has caused declines in groundwater levels in India, China, Russia, the United States and Western Asia. The global population explosion, breathless advancement on the scientific front, the surge in standard of living of man, and his ingenuity in abusing scientific knowledge, all have placed accumulative demands on natural resources of water. Overlying on this is the water pollution problem which deeply affects the utility of available supplies (Stander 774). The water supply specifically comprises of that found in lakes, underground reservoirs, along with that is brought from afar by pipelines and canals. Some of it evaporates, some is utilized for farming and some passes to the ground. The remainder referred as run-off is liberated into surface streams and runs into the ocean. As suggested by Packman, â€Å"Of the 30 inches of average annual precipitation in the United States, about 8.5 inches, or 1.2 trillion gallons a day, is run-offâ € . This research attempts to explore the answers to the question that is since water scarcity is growing day by day, being an important cause of the issue, can improvement in wastewater management help in solving the problem? The main argument for the research could be that the waste water management can be improved while the other side focuses on the increasing industrialization which hinders the efficiency of wastewater management. So in order to investigate the answer to my research question, various sources are rhetorically analyzed and various views on the topic are generated. â€Å"Global Water Shortage: Will the Earth run out of fresh water?† This is a research paper written by Mary H. Cooper and serves as a comprehensive source for acknowledging the issue of water shortage worldwide. The article introduces the topic as a controversy that revolves around the most essential commodity for life i.e. water. The author thoroughly analyzed the issue and proposed that the re are several causes of water shortage, including the population growth, mismanagement of water resources as well as pollution. The author persuasively conveys that the in order to address the water shortage issue, there are less number of pragmatic technological solutions are available. So the ways suggested by the author to cut down demand include the conservation measures and letting consumers pay off the actual cost of the water utilized by them. According to author, water mismanagement has turned a large proportion of the fresh water of the world into a leading infectious disease source. And the sewage and the waste water treatment are referred as the main culprit. Although the source does not provide a single solution, but the pros and cons of the water management are provided (Cooper). â€Å"Water for the Future† This topic refers to a report by M. Packman. In the given report, the author had explored the various water resources available to the world along with the

Space program contrast Essay Example | Topics and Well Written Essays - 1000 words

Space program contrast - Essay Example There is some speculation that spending more money on the space program in the United States is not wise when there are so many problems within this world. However, the Chinese have established an active space program, owed to the efforts of Qian Xuesen (Tsien Hsue-Shen), with the Japanese making efforts towards space, thus suggesting that the United States needs to continue technological advancements in order to continue to compete on many levels of national importance. In comparing the United States to China and Japan, an understanding of the US position in the space race can contribute to examining the future of the US space program. The first manned flight into space happened in in April of 1961 by Yuri Gagarin originating from the Soviet Union, with the first US manned space flight occurring on May 5 of the same year with Alan Shepard achieving that honor. The space race was occurring between the United States and the Soviet Union, a race that was as much about competing and dif fering ideologies as it was about national pride. The Americans spent 25.5 billion dollars to be the first on the moon, a promise that President Kennedy made to the public in saying that the US would put a man on the moon by the end of the decade.1 Despite the loss of President Kennedy in 1963, the American public would not be denied this dream and on July 20, 1969 Neil Armstrong took the first known human steps onto the moon, winning this victory against the race that was being waged against the USSR.2 Japan has yet to put a man into space, but is entering into the race with a spirit of cooperation. Japan can give Dr. Hiteo Itokawa as the originating scientist who advanced their program which is now the third nation in spending on their program.3 As a cooperating member of the European Space Agency, Japan put in 2.6 billion dollars into the program in 2006, with Russia putting in 1.5 billion and India putting in 900 million in that year.4 The Japan Aerospace Exploration Agency, or JAXA has entered into a global effort to explore space, this being done as a result of the enormous costs of space exploration without cooperative global efforts. Japanese astronauts have gone into space with international groups, most recently astronaut Koichi Wakata being chosen to be part of a team to go to the international space station for the 38th/39th mission, having been on a previous mission in 2009 for four months.5 Japan provides an example of how global cooperation leads to national advantages in technologically challenging fields of interest. Cooperation does have its disadvantages for the United States. History has shown that collaboration ultimately ends up in a slowed pace on accomplishing goals and creates greater costs. When the International Space Station was being built, Russia was years late in delivering its hardware and NASA’s costs became out of control. In contributing only 5% of the total financial contribution, Russia has benefited from 40% of the facilities on the station and made billions through the sale of the hardware created to other nations.6 Cooperation with China has a larger problem then creating potential undo costs and delays for the United States. China does not provide transparency, which means much of its work in space technologies is kept as a national secret. Creating a sense of trust would be a difficult task, an issue that is vital to creating true collaboration. In September

Voter Initiatives Affecting Ell Essay Example for Free

Voter Initiatives Affecting Ell Essay It is no secret that the debate over what is the best course of action to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nations history. In 1968, with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was adopted to support programs for educating language-minority students. For the first time, this federal law provided legal guidelines and funding for transitional bilingual education programs. This legislation was further developed in 1974 as a result of the US Supreme Court ruling in Lau V Nichols where a group of Chinese immigrant parents in San Francisco argued that the school district was not adequately providing an equal and effective education because they failed to address their students needs to learn English. As a result of this ruling the mandate to school districts was established to focus funding and attention around a sufficient bilingual education program. Several rulings following this case helped to clarify the need for adequate pedagogy, a sufficient number of qualified teachers to implement the program and a system to measure the effectiveness (Mora,2009). However, the tone of bilingual education began to shift beginning in 1998 when states began to propose anti-bilingual-education ballot initiatives. Three such initiatives were passed in California (1998), Arizona (2000), and Massachusetts (2002) but were rejected in Colorado (2002) and Oregon (2008). (Mora, 2009) All three initiatives in California, Arizona, and Massachusetts were initiated by the same person, Ron Unz, a wealthy chairman of a financial services software company from California. The result of his efforts created Proposition 227 in California, Proposition 203 in Arizona and 603 CMR 14.00 in Massachusetts which all required that English language learners be educated for one year in a sheltered English immersion program. After that time students must then transfer into mainstream English classrooms. The laws only allowed for instruction of students in their non-English native language under limited and restricted conditions through a parental petition and waiver process (Mora, 2009) The real issue at hand concerning these introduction of these laws are much deeper cultural and sociological issues. According to the California Department of Education, changes in school demographic figures indicate that the language minority student population at that time was growing two and a half times faster than the general student enrollment. As an example, nowhere was this change more notable than in California where 1.4 million students were classified as English language learners, with native Spanish-speakers comprising 82 percent of this population (Weisman and Hanson, 2002). Before the implementation of Proposition 227 eliminated the need to provide bilingual education, California was reported to be short 22,000 bilingual teachers. Bilingual teachers on average were paid $5000 more annually than non-bilingual teachers. This law eliminated the need for these resources. To other voters, the concept that children can learn in their native language while also learning English and eventually achieve academically in English contradicted the American tradition of assimilating immigrants into the mainstream society. To many opponents of the bilingual education program that existed prior to these laws, encouraging bilingualism and biculturalism threatened the very definition of the American culture, which, they believed, promoted the values and language of a common group (Weisman and Hanson,2002). ). These proponents of the initiatives believed that new immigrants must abandon their native languages and cultural practices to fully assimilate into U.S. society. They feared that Spanish-speaking immigrants in particular had been clinging to their language and resisting learning English (Mora,2009). It remains to be seen the impact that this legislation has had on the academic outcomes of ELL students. In Arizona, research has suggested that the immersion program has been ineffective with only 11% of students entering the one year program actually obtaining English proficiency within a one year period (English for children, 2013). In California, due to the dramatic changes in the education policy of the state since the passage of Prop 227, it is difficult to measure the impact that Proposition 227 specifically has had on the outcome of these students (American Institutes for Research and WestEd, 2006). One thing is clear, the improvement in the outcomes for ELL students since the adoption of these state initiatives has not been noteworthy. While there has been a slight decrease in the performance gap between ELs and native English speakers, it has remained virtually constant in most subject areas for most grades (American Institutes et al, 2006). Despite the new law, the growing presence of students whose native language is not English indicates that the need for teachers who can understand the language and culture of their students has not waned (Weisman,et al 2002). Educators have reported that since the implementation of the law in their classrooms they have felt frustrations about instructional constraints, concerns about adverse effects on students, fear, intimidation, tension, and a sense of political consciousness(Weisman et al, 2002). In conclusion, the one common denominator resulting from the implementation of the state voter initiatives is that it has created conflict between the law and the instructional tools that educators know to be effective. The initiatives have been more of an expression of cultural ideas and insecurities that have affected the productivity and the role of our education system as it pertains to integrating immigrant Americans. In the future, in order to best navigate the changes in policies and legal mandates concerning the outcomes of ELL students, educators should lean more on research and experience to drive educational programs that will be most effective to this population of students. In this way, our countrys education system can lessen the emotional impact of various cultural groups and political agendas and allow all students to receive the core educational standard set forth in the Equal Education Opportunity Act of 1974, a fair and equitable education for all students regardless of race, ethnicity or language of origin. References American Institutes for Research, WestEd. (2006, January 24). Effects of the implementation of Prop 227 on the education of English learners, K-12. Retrieved from http://www.wested.org/online_pubs/227Reportb.pdf English for children (Arizona Proposition 203, 2000). (2013, January 24). Wikipedia. Retrieved from http://en.wikipedia.org/wiki/English_for_Children_(Arizona_Proposition_203,_2000) Mora, J. K. (2009, April). Membership. Educational leadership: Supporting English language learners: From the ballot box to the classroom. Retrieved from http://www.ascd.org/publications/educational-leadership/apr09/vol66/num07/From-the-Ballot-Box-to-the-Classroom.aspx Weisman, E. M., Hanson, D. Z. (2002). Teaching English language learners after Prop 227: Reflections of bilingual teachers. Issues in Teacher Education, 53-68. Retrieved from http://www1.chapman.edu/ITE/weismanhanson.pdf

The Subject of Relationships in Robert Frosts Poem The Mending Wall :: Mending Wall Essays

The Subject of Relationships in Robert Frost's Poem The Mending Wall Robert Frost's poem "The Mending Wall" may not seem to be a poem with a lot of meaning but if readers take time to listen to what the author has to say they will discover that it is talking about the basic relationships between people. The author is focusing on an inanimate object that separated two individuals even though it is nothing more than a little stone wall in the middle of a field. Something there is that doesn't love a wall, That sends the frozen-ground swell under it, And spills the upper boulders in the sun; And makes gaps even two can pass abreast The above selection of the poem shows how impersonal the wall is. There is no humanity associated with this object, nor is there any emotion attached to it. Even thought the object has no emotion itself, there is emotion directed toward it as we see in line 1 of the poem. There is something out in the world that doesn't like this wall. Not only does this relate the author's feelings about how it keeps objects separated, This feeling of animosity has gone so far that something has gone as far as to destroy sections of the wall. I have come after them and made repair Where they have left not one stone on a stone, But they would have the rabbit out of hiding, To please the yelping dogs, The gaps I mean, The author goes even further in his description of the emotions directed at the wall, and explains that other dislike the wall as well. Although they dislike it because it is helping to hide the quarry they are after. The hunters express this dislike of the wall but physically destroying the wall, they tear it down even though it is not their wall. This goes a long way at letting the reader understand that this poem is also about relationships between people. Often times others will attack a person to get something they want with little to no regard for the person that is being attacked. But at spring mending-time we find them there. I let my neighbor know beyond the hill;

A Peaceful Women

Sarah Pacheco English 1101, MW 9:30 A Peaceful Women Explains†¦ 11/04/12 Purpose and Audience 1. In paragraph one, Hasselstrom clearly states that she is â€Å"peace-loving† and due to past events she carries a pistol to be safe. She also wants to give valuable reasons on why people should carry pistols. 2. Paragraph five serves to give an example of a person who got raped after calling for help on her CB radio. The author is trying to point out that the person got raped because she did not have a weapon for self defense. It supports her main idea so therefore I don’t consider this paragraph unnecessary. . Yes, the author is aiming women in particular. In all the examples, she directly explains how women are harassed by men. Therefore, a women should carry a weapon. 4. She does not expect most ogf her readers to agree with her position. She indicates in paragraph four a challenge from her opposing audience,. She challenges Style and Structure 1. 2. The most importa nt reason Hasselstrom gives for carrying a gun is to â€Å"provide a measure of safety. † The contributory causes are to avoid being raped or murdered and to have a balance of power. 3.Yes, I could argue that not only women need a gun to be safe. Men as well confront dangerous situations in their lives. Hasselstrom does argue in all her situations that women should always carry a gun for safety. 4. Situations such as living far away from the city and traveling could support her decision on why she carries a gun. 5. Yes, she explain how she can’t imagine shooting someone. Vocabulary Projects 2. She says, â€Å" perhaps this is an idea whose time has come, though the pacifist inside me will be saddened if the only way women can achieve equality is by carrying weapons.

The Psychological Effect Of Academic Achievement Education Essay

African American pupils have the chance to gain academic accomplishment awards where pupils of their ain race are their lone competition. Each clip they receive those awards, they are reminded of the demands that had to hold been met in order to make such acknowledgment. The GPA demands for these awards normally equal the mean GPA of their Asiatic and Caucasic schoolmates. Therefore, the criterions of these awards statistically pale in comparing to the accomplishments of the Asian and Caucasic pupils. Because there are no tantamount race-specific awards given to Asian or Caucasic pupils, it is clear that there is a disagreement in what society expects from pupils of certain races academically. These awards were created by organisations to actuate these pupils to go on their academic enterprises and possibly accomplish more. This survey attempts to measure the cogency of such awards by the specifying academic excellence for all pupils, irrespective of race. With research, the paper besides attempts to find grounds for possibly take downing the criterions for Afro-american specific awards. Taking in to account all the factors that contribute to a pupil ‘s motive, it is concluded that the awards could merely turn out to be uneffective. Michael-Ann Henry Ms. Emily Sigman Senior Independent Undertaking Spring 2010 The Psychological Consequence of Academic Achievement Awards on African American Students Over the past twosome decennaries, public schools and separate organisations in Montgomery County, Maryland have awarded African American and Latino pupils who display accomplishments in faculty members, leading, and sports. One of these awards was granted to an jock who maintained a 2.5 class point norm ( lone.5 above the ineligibility GPA of 2.0 ) ; another was rewarded to an African American pupil for geting a GPA of 3.0. These awards clearly exclude other populations such as Asiatic Americans and Caucasians. How is it that the pupils of those ethnicities, who typically sit on the more successful terminal of the academic accomplishment spread, are non awarded for similar achievements? Harmonizing to research, it is statistically more of a rareness for Afro-american and Latino pupils to achieve equal degrees of accomplishments when compared to Asians and Caucasians ( NAEP Studies ) . Because such achievement remains uncommon with the pupils of these races, the achievements warrant wages, in the sentiment of the organisations giving the awards. Organizations like Montgomery County ‘s African American Festival of Academic Excellence claim that they seek to â€Å" promote and help African American pupils to endeavor for academic excellence † by showing pupils with congratulatory certifications ( AAFAE Online ) . However, it needs to be proven whether these awards do actuate African-American and Latino pupils to prosecute more academic asperity or whether they set the saloon depression in a manner that indicates that it would be excessively hard for them to accomplish more like their Asiatic and Caucasic opposite numbers. Furthermore, a survey of the possible relationship between the awards and the achievement spread demands to be considered to measure the necessity and effectivity of these awards in our school systems. Challenged by statistical and psychological theories, the cogency of the awards and their ability to motivate more motive in African American pupils has proven, so far, to be uneffective.Context for Evaluation of the AwardsIn order to find the legitimacy of these academic awards as motivational tools, true academic excellence must be defined. A pupil ‘s grade point norm is normally the first listed demand for the awards in inquiry and therefore, apparently, the most of import and simplest manner to mensurate school performance.. In order to specify academic excellence in footings of a pupil ‘s grade point norm, the national mean GPA of all high school pupils should be considered. Harmonizing to an article by Justin Pope of the Associated Press, in the twelvemonth 2000, the national norm for GPAs was a 2.94. At that clip, the above norm public presentation could hold been defined by a GPA that surpasses 3.0. However, it was reported that in 2005 over a fifth of the high school population claimed to hold a GPA equivalent to an A norm ( Pope ) . Therefore, throughout this survey, a GPA of 3.5 is believe d to outdo represent academic excellence in today ‘s society, across the racial spectrum. In short, awards with this demand are less likely to be given due to racially subjective grounds or differing outlooks of pupils based on race. Students awarded based on this demand would undeniably be considered deserving of the acknowledgment that comes with academic excellence. Granted that academic excellence should besides be evaluated along with several other factors-such as each county ‘s assorted methods of making a class point norm, each instructor ‘s or academic section ‘s assorted rating policies, and the pupil ‘s single attempt and socioeconomic position to call a few-this survey specifically analyzes academic awards given chiefly based on grade point norms. Therefore, sorting a GPA that about indicates academic excellence for all races, a 3.5, is necessary to measure the cogency and the effectivity of the awards given to merely Afro-american pupils.Examples of Awards GivenWhile based on the national norm GPA, an above norm GPA would be closer to 3.5, most of the race-specific awards do non necessitate a GPA stopping point to that estimated pot of academic excellence. Within Montgomery County Maryland, the African American Festival of Academic Excellence awards high school pupils in this county who earn a â€Å" cumulative unweighted Grade Point Average ( GPA ) of 3.0 or above or a cumulative leaden GPA of 3.2 or above for all combined high school old ages through the first semester of the current school twelvemonth † . Besides in the Montgomery County country, the Iota Upsilon Lambda Chapter of the Alpha Phi Alpha Fraternity, a historically Black fraternity grants the undermentioned awards based on the corresponding demands: Jesse Owens Award for jocks with outstanding devotedness to sports and a minimal GPA of 2.5 ; Paul Robeson Award for minimal 3.0 GPA ; and the W.E.B Dubois Award for lower limit of 3.5 GPA. Illustrated in Montgomery County, the disagreement conspicuously separates the races that typically perform good at the high terminal of the accomplishment spread and the races that normally fall short of the criterions of academic excellence. The bulk of the acknowledgment given to African American pupils in Montgomery County does non run into the criterion of excellence that was based upon the mean GPA in the state. Hence, there seems to be a disagreement between the likely definition of â€Å" above norm † for the pupils across the state ( a class point norm of 3.5 or higher ) and the likely definition of â€Å" above norm † for African American pupils. Although the conditions of the listed academic awards still represent all right accomplishments, tantamount certifications and acknowledgment are non given to Asian and Caucasic pupils of in a similar race-specific manner. Based on informations from the National Assessment of Educational Progress ( NAEP ) , if organisation s were to give out the same awards to Caucasian and Asiatic American pupils that met the same demands, the sum of pupils that would have wagess would be overpowering. In contrast, there exists merely a little part of the African American pupil organic structure that reach the criterions of those academic awards. This disparity in the awarding system for pupils of different races nowadayss itself non merely in Montgomery County, but besides throughout the state. In the San Francisco Unified School District, the territory itself hosts a community event known as the Annual African American Student Honor Roll Parade and Celebration honouring â€Å" all center and high school pupils with a 3.0 class point norm or above for the past two semesters, along with the 10 top accomplishing pupils from each simple school in the territory † ( Robbins ) . However, the degree of acknowledgment seems indefensible when a pupil with a 3.0 does run into the same criterion to which other pupils are held for the non-race specific academic awards they would be eligible to have. Superintendent of Schools in that San Francisco territory, Waldemar Rojas, besides yearly presents a particular gold embossed plaque, â€Å" the Academic Excellence Award † to all Afro-american center and high school pupils with a 4.0 GPA ( Robbins ) . Even though the conditional GPA of this award seems to transcend the antecedently decided definition of academic excellence, in footings of GPA, there was no grounds that equal acknowledgment was given to pupils of other races who achieved the same. In Seattle Public Schools ( 2003 ) , â€Å" more than 140 African American pupils from Garfield High School [ were ] recognized for their academic accomplishment at the Ku'Onesha Awards. These pupils have achieved a class point norm of 3.0 or higher † sponsored by the â€Å" Parents for African American Student Excellence ( PAASE ) , a multicultural group dedicated to shuting the academic accomplishment spread at Garfield High School † ( â€Å" Seattle ‘s Public Schools † ) . Therefore, the incompatibility among the awards given to pupil of assorted races becomes clear when there is no clear tantamount acknowledgment for academic accomplishment given to specifically Asians and Caucasic pupils. It is apparent that there is inequality in the presenting systems across the state ; the Afro-american pupils get awards with less demanding conditions than what the national norm GPA implies the demands should be, while the pupils of the races on the statistically be tter side of the academic accomplishment spread, receive no acknowledgment for equal accomplishment. The latter pupils must vie with all races to have more requirement intensive awards ( Divoky 220 ) .Reasons for Race-Specific Academic AwardsIn order to decide the evident disparity, the grounds for presenting second-rate accomplishment ( or achievement deemed mediocre for pupils of other races ) must be analyzed. Why do organisations and school systems feel that it is necessary to allow race-specific academic awards to African American pupils? The allowance of these lowered outlooks and demands for African American pupils must be argued and evaluated by statistical and historical informations Sandra Graham, who studied motive in African American pupils, define motive as a perceptual experience of the â€Å" likeliness of achieving a end and the value ( affect ) associated with that end attainment † ( 57 ) . Thus we must dig into the factors that influence this perceptual expe rience of what can be attained. The deficit of internal motive for the bulk of African American pupils has been the beginning of argument of pedagogues across the state. One theory claims that within the African American pupil community, there is animus towards the high-achieving that stems from cultural associations, making an environment that discourages larning. Therefore, the awards may function as a physical manner to battle the verbal â€Å" put-downs † that can impede a pupil from accomplishing self-actualization in academe. Harmonizing to a survey performed by the University of Illinois, Afro-american high school pupils who considered themselves really good pupils were shown to be more likely to be the victims of verbal maltreatment from their equals ( Cherry ) . â€Å" The survey farther suggests that covering with classmate squelchs can do it hard for good pupils to larn while doing it near impossible for behind to catch up ( Cherry ) . Harmonizing Fordham and Ogbu who studied internal cultural pr ejudice, high accomplishing African American pupils tend to be labeled by their academic strive as â€Å" moving white † ( 178 ) . As clarified by Tyson, Darity, and Castellino, the formation of the term, â€Å" moving white † was portion of a larger oppositional civilization constructed by African Americans in response to their history of captivity and favoritism. The oppositional individuality was said to be â€Å" portion of a cultural orientation toward schooling which exists within the minority community † ( Tyson, Darity, and Castellino 583 ) . Thus, some African Americans claim that academic accomplishment should non be extremely valued in the community because such actions have been associated with the standard norms of success among Caucasic Americans. Therefore, academic awards, specifically given to African American pupils, may hold lowered criterions for retrieval to equal this force against instruction in the African American community. The end of t he awards in this instance would be to allow the pupil with assurance that what their difficult work in school is worth the possible ridicule because of the hereafter success. School systems and private organisations would make these race-specific awards besides to possibly excite motive when pupils face hard socio-economic and place environment related issues that result in less drive to win. As indicated by the U.S. Census Bureau ‘s survey of kids younger than 18 life in households, 27 per centum of Latino kids and 30 per centum of black kids live in poorness, compared with approximately 13 per centum of white kids. Harmonizing Graham research of the motive of African American pupils old â€Å" societal scientistsaˆÂ ¦found it easy to associate differences between Blacks and White persons in household construction to differences in their accomplishment demands † ( 60 ) . Graham cited George Mussen as holding conducted first comparative racial survey on the demand to accomplish, or a pupil ‘s motive. Thereafter, 18 more surveies arose that fundamentally tested for the same information, the degree of each race of pupils ‘ dema nd to accomplish. Seven out of 19 surveies, or 36 % , reported Whites to be higher in the demand to accomplish than Blacks, ( Graham 61 ) . Graham goes on to reason that â€Å" even though African Americans appeared to be lower in the accomplishment motivation in these surveies, they reported educational and vocational aspirations equal to or higher than their White opposite numbers. † This means that they were merely every bit likely as Caucasians to draw a bead on to travel to college and to come in high position professions ( Graham 66 ) Therefore the awards could be given to bring forth this demand to accomplish that compels pupils to hold higher aspirations and academic successes and hence associate the awards with the wagess that difficult work brings in the hereafter such post-secondary instruction and a steady occupation. Graham continues to indicate out the concrete correlativity between hapless socio-economic position and low motive. Therefore, the awards could supp ly the encouragement that their economic state of affairs knees. The Research Center for the organisation known as Editorial Projects in Education asserts that, â€Å" the disparities in accomplishment are frequently attributed to socioeconomic factors † . As referenced earlier, Graham noticed that motive was lower among pupils of certain socioeconomic position, non pupils in a peculiar race. Therefore, the academic awards do non necessitate to be race specific because race entirely has no correlativity to the deficiency of motive. While the proportions of African American and Latino pupils who achieve good academically continue to increase, there is still a clear disparity between those who are rewarded for their accomplishments with relation to ethnicity. Illustrated in Montgomery County, the disagreement conspicuously separates the races that typically perform good at the high terminal of the accomplishment spread and the races that normally fall short of the criterions of academic excellence. Harmonizing to the U.S. Census Bureau Ã¢â‚¬Ë œs survey of kids younger than 18 life in households, 27 per centum of Latino kids and 30 per centum of black kids live in poorness, compared with approximately 13 per centum of white kids. Graham goes on to reason that â€Å" even though African Americans appeared to be lower in the accomplishment motivation in these surveies, they reported educational and vocational aspirations equal to or higher than their White opposite numbers. † This means that they were merely every bit likely as Caucasians to draw a bead on to travel to college and to come in high position professions ( Graham 66 ) The Research Center for the organisation known as Editorial Projects in Education asserts that, â€Å" the disparities in accomplishment are frequently attributed to socioeconomic factors † . As referenced earlier, Graham noticed that motive was lower among pupils of certain socioeconomic position, non pupils in a peculiar race. Therefore, the academic awards do non necessitate to be race specific because race entirely has no correlativity to the deficiency of motive. Therefore, the deficiency of motive among African American pupils is non a subscriber to the accomplishment but the deficit of thrust in pupils who live in hapless economic conditions remains the job. Unfortunately, African Americans and Hispanics go on to organize the bulk of the economically down-trotted. Conversely, we must besides retrieve that non all African Americans are in economic adversity while there are several Caucasian and Asiatic American pupils in hapless socioeconomic state of affairss who can non have awards that encourage to them endeavor academically despite their state of affairs further set uping inequality within our school systems.The Academic Achievement GapAlthough it has been concluded that African American pupils are capable of bring forthing adequate motive for great accomplishment, despite some possible obstructions, the statistics still problem pedagogues as there st ill clear differences between the racial groups of pupils ( see Figure1 ) . Fig. 1. Swerve in Grade Point Average by Race/Ethnicity, â€Å" NAEP 2005 HSTS: Grade Point Average, Entire GPA. † NAEP. U.S. Department of Education. Web. 3 Jan. 2010. & lt ; hypertext transfer protocol: //nationsreportcard.gov/hsts_2005/hs_gpa_3a_1.asp? tab_id=tab3 & A ; subtab_id=Tab_1 # chart & gt ; . The mean GPA for Asian and Pacific Islander pupils throughout the U.S. surpasses all other groups with a 3.16, a class point norm higher than most of the demands for the African American particular academic awards. Black pupils remain at the bottom terminal of the GPA spectrum with a GPA of 2.69. Taking this figure in to account, school systems and private organisations that create the academic awards in inquiry clearly must hold made the demands low plenty to do certain that there would be some feasible campaigners for such awards. But if these organisations continue to further the thought that 3.0 is an academic range, some African American pupils will ne'er make above that saloon. By puting the saloon at such a degree, I hypothesize that it sends a message to African American pupils that they are hardly capable of making their opposite numbers ‘ mean tonss.Why Awards with Mediocre Requirements Do Not Work As Incentives for EducationNo affair what the grounds are for presenti ng African American pupils for mean work, the permanent effects of such acknowledgment and attending on mediocre accomplishments have yet to be to the full examined. Based on psychological inclinations, trying to put extrinsic value on instruction, particularly through the representation of a simple piece of paper, in attempt to supply an inducement to larn proves uneffective with striplings ( Plotnik 333 ) . In order to bring forth more of an intrinsic desire to accomplish, Henry Murray ‘s original theory on human motive must be understood. He â€Å" observed that persons vary in their inclination or desire to make things good and vie against a criterion of excellence † ( Graham 60 ) . Alternatively of seeking to make an inducement to larn, pedagogues who desire to shut the accomplishment spread should arouse with the intrinsic motives within pupils by puting the academic accomplishment saloon even higher.

Richard Howe - Royal Navy Richard Howe

Richard Howe - Royal Navy Richard Howe Richard Howe - Early Life Career: Born March 8, 1726, Richard Howe was the son of Viscount Emanuel Howe and Charlotte, Countess of Darlington. The half-sister of King George I, Howes mother wielded political influence which aided in her sons military careers. While his brothers George and William pursued careers in army, Richard elected to go to sea and received a midshipmans warrant in the Royal Navy in 1740. Joining HMS Severn (50 guns), Howe took part in Commodore George Ansons expedition to the Pacific that fall. Though Anson eventually circumnavigated the globe, Howes ship was forced to turn back after failing to round Cape Horn. As the War of the Austrian Succession raged, Howe saw service in the Caribbean aboard HMS Burford (70) and took part in the fighting at La Guaira, Venezuela in February 1743. Made an acting lieutenant after the action, his rank was made permanent the next year. Taking command of the sloop HMS Baltimore in 1745, he sailed off the coast of Scotland in support of operations during the Jacobite Rebellion. While there, he was badly wounded in the head while engaging a pair of French privateers. Promoted to post-captain a year later, at the young age of twenty, Howe received command of the frigate HMS Triton (24). The Seven Years War: Moving to Admiral Sir Charles Knowles flagship, HMS Cornwall (80), Howe captained the vessel during operations in the Caribbean in 1748. Taking part in the October 12 Battle of Havana, it was his last major action of the conflict. With the arrival of peace, Howe was able to retain sea-going commands and saw service in the Channel and off Africa. In 1755, with the French Indian War underway in North America, Howe sailed across the Atlantic in command of HMS Dunkirk (60). Part of Vice Admiral Edward Boscawens squadron, he aided in the capture of Alcide (64) and Lys (22) on June 8. Returning to the Channel Squadron, Howe took part in the naval descents against Rochefort (September 1757) and St. Malo (June 1758). Commanding HMS Magnanime (74), Howe played a key role in capturing Ile de Aix during the former operation. In July 1758, Howe was elevated to title of Viscount Howe in the Irish Peerage following the death of his older brother George at the Battle of Carillon. Later that summer he participated in raids against Cherbourg and St. Cast. Retaining command of Magnanime, he played a role in Admiral Sir Edward Hawkes stunning triumph at the Battle of Quiberon Bay on November 20, 1759. A Rising Star: With the war concluding, Howe was elected to Parliament representing Dartmouth in 1762. He retained this seat until his elevation to the House of Lords in 1788. The following year, he joined the Admiralty Board before becoming Treasurer of the Navy in 1765. Fulfilling this role for five years, Howe was promoted to rear admiral in 1770 and given command of the Mediterranean Fleet. Elevated to vice admiral in 1775, he held sympathetic views pertaining to the rebelling American colonists and was an acquaintance of Benjamin Franklin. The American Revolution: As a result of these feelings, the Admiralty appointed him to command the North American Station in 1776, in the hope that he could aid in quieting the American Revolution. Sailing across the Atlantic, he and his brother, General William Howe, who was commanding British land forces in North America, were appointed as peace commissioners. Embarking his brothers army, Howe and his fleet arrived off New York City in the summer of 1776. Supporting Williams campaign to take the city, he landed the army on Long Island in late August. After brief campaign, the British won the Battle of Long Island. In the wake of the British victory, the Howe brothers reached out to their American opponents and convened a peace conference on Staten Island. Taking place on September 11, the Richard Howe met with Franklin, John Adams, and Edward Rutledge. Despite several hours of discussions, no agreement could be reached and the Americans returned to their lines. While William completed the capture of New York and engaged General George Washingtons army, Richard was under orders to blockade the North American coast. Lacking the necessary number of vessels, this blockade proved porous. Howes efforts to seal American ports were further hampered by the need to provide naval support to army operations. In the summer of 1777, Howe transported his brothers army south and up the Chesapeake Bay to commence its offensive against Philadelphia. While his brother defeated Washington at Brandywine, captured Philadelphia, and won again at Germantown, Howes ships worked to reduce the American defenses in the Delaware River. This complete, Howe withdrew the fleet to Newport, RI for the winter. In 1778, Howe was deeply insulted when he learned of the appointment of a new peace commission under the guidance of the Earl of Carlisle. Angered, he submitted his resignation which was reluctantly accepted by the First Sea Lord, the Earl of Sandwich. His departure was soon delayed as France entered the conflict and a French fleet appeared in American waters. Led by the Comte dEstaing, this force was unable to catch Howe at New York and was prevented from engaging him at Newport due to a severe storm. Returning to Britain, Howe became an outspoken critic of Lord Norths government. These views kept him from receiving another command until Norths government fell in early 1782. Taking command of the Channel Fleet, Howe found himself outnumbered by the combined forces of the Dutch, French, and Spanish. Adroitly shifting forces when needed, he succeeded in protecting convoys in the Atlantic, holding the Dutch in port, and conducting the Relief of Gibraltar. This last action saw his ships deliver reinforcements and supplies to the beleaguered British garrison which had been under siege since 1779. Wars of the French Revolution Known as Black Dick due to his swarthy complexion, Howe was made First Lord of the Admiralty in 1783 as part of William Pitt the Youngers government. Serving for five years, he faced debilitating budget constraints and complaints from unemployed officers. Despite these issues, he succeeded in maintaining the fleet in a state of readiness. With the beginning of Wars of the French Revolution in 1793, he received command of the Channel Fleet despite his advanced age. Putting to sea the following year, he won a decisive victory at the Glorious First of June, capturing six ships of the line and sinking a seventh. After the campaign, Howe retired from active service but retained several commands at the wish of King George III. Beloved by the sailors of the Royal Navy, he was called upon to aid in putting down the 1797 Spithead mutinies. Understanding the demands and needs of the men, he was able to negotiate an acceptable solution which saw pardons issued for those who had mutinied, pay raises, and the transfer of unacceptable officers. Knighted in 1797, Howe lived another two years before dying on August 5, 1799. He was buried in the family vault at St. Andrews Church, Langar-cum-Barnstone. Selected Sources NNDB: Richard Howe Napoleon Guide: Admiral Richard Howe

37 Top Scholarships for High School Sophomores and Freshmen

37 Top Scholarships for High School Sophomores and Freshmen SAT / ACT Prep Online Guides and Tips It's never too early to start saving up money for your college education. Even if you are only in your first or second year of high school, there are plenty of opportunities to start bringing in money that will pay for your tuition, books, fees, and living expenses a couple of years down the line. You might be surprised to learn that there are actuallyhundreds of scholarships available to underclassmen.If you're just starting your hunt, use this list of the 37 best scholarships for high school freshmen and sophomores to get started. This list includes a variety of scholarshipsforfreshmen and sophomores. I've broken them down into the following categories: Essay Scholarships Special Interest Scholarships Creative Scholarships Hobby- and Activity-Based Scholarships Location-based Scholarships Easy Scholarships These scholarships arenot limited to one college or university,so students who win these awards will be able to use them for a variety of schools. How to Use This List of Scholarships for Sophomores and Freshmen Before we go over the scholarships you can apply for, let's quickly review the best ways you can use this list of scholarships for sophomores and freshmen. Rule 1: Play to Your Strengths Start out by looking at the different categories below. Are you creative? Then consider applyingto some of the scholarships that require artwork or a movie for their applications. If you're a strong writer, on the other hand, consider applying to scholarships that require essays. Rule 2: Apply to Many Scholarships The beauty of starting your scholarship hunt early is that you have a lot oftime! So use it wisely to apply to as many scholarships as possible. We recommend applying to anywhere between five and 30 scholarships.Most scholarships on this list and beyond are competitive, meaning many students will be applying for them. You'll increase your chances of winning money if you don't put all of your eggs in one basket! Rule 3: Pay Attention to Details Make sure you read all the rules carefully before you apply for a scholarship, and be certain that your essays and other application materials address what is being asked. It's a waste of time to apply to scholarships if you're going to end up disqualified simply because you failed to follow the instructions. Similarly, make sure tostay on top of important deadlines. You don't want to miss out on a great scholarship because you accidentally missed adue date! Rule 4: Do Your Own Research Keep in mind that this list is just a starting point. There are many more scholarships available to younger students, and there very well might be some that are more suited to your talents and interests. Don't be afraid to dosome Google searches to see whether there are any scholarships out there that correspond to one of your unique traits. Remember, the more obscure a scholarship is,the better your chance of winning it will be! Essay Scholarships To start, let's take a look at scholarships that require students to write and submit essays as part of their applications. Oklahoma City National Memorial Museum Student Essay Contest The Oklahoma City National Museum hosts an essay contest for students in grades 5-12. Topics revolve around ideas related to the Oklahoma bombings in 1995. Students ingrades 9 and 10 can submit 500-word essays. Prizes: 1st place: $200 2nd place: $150 3rd place: $100 Ayn Rand Essay Contest High school freshmen and sophomores can write an essay on one of several topics related to the bookAnthem by Ayn Rand. The deadline to apply is April 25, 2019. Prizes: 1st place: $2,000 (one winner) 2nd place: $250 (three winners) 3rd place: $100 (five winners) Finalists: $25 (50 winners) NRA Civil Rights Defense Fund Essay Contest To enter this contest, high school students must write a 1,000-word essay answering the question, "What does the second amendment meant to you?" The deadline is December 31, 2018. Prizes: 1st place: $1,000 2nd place: $600 3rd place: $200 4th place: $100 Fleet Reserve Association Essay Contest Students in grades 7-12 can enter this essay contest by submitting an essay of no more than 350 words on "What Freedom of Speech Means to Me."The deadline is December 1, 2018. Prizes: Grand national prize: $5,000 1stplace: $2,500 2ndplace: $1,500 3rdplace: $1,000 Unigo $10K Scholarship Students 13 or older can apply for a chance to win one grand prize of $10,000. Your application must include a 250-word response to the prompt: "Imagine a historical figure is brought back to life. Who is it? What's their favorite mobile app?"The deadline is December 31, 2018. Gen and Kelly Tanabe Scholarship High school studentscan submit a 250-word essay on a topic of their choice for the chance to be entered into a competition to win a $1,000 prize. There are two contests per year. The fall contest deadline is December 31, 2018, and the spring contest deadline is July31, 2019. Young Patriots Essay Contest All US high school students can apply to win. They must submit an essay of no more than 1,500 words on a topic related to current events and/or public policy. Prizes: 1stplace: $5,000 2ndplace: $2,500 3rdplace: $1,500 Profile in Courage Essay Contest Students in grades 9-12 can submit a 700- to 1,000-word essay about "an act of political courage by a US elected official who served during or after 1917, the year John F. Kennedy was born." Essays must have at least five sources.The deadline for this year's contest is January 18, 2019. Prizes: 1stplace: $10,000 2ndplace: $3,000 Finalists: $1,000 (five winners) Semifinalists: $100 (eight winners) We the Students Essay Contest US students enrolled in grades 8-12 can apply to this scholarship to win one of 15awards ranging from $500 to $5,000.You must complete the online application and submit an essay of no more than 800 words on the topic cited on the website. The deadline is February 14, 2019. Prizes: 1stplace: $5,000 Runners-up: $1,250 (six winners) Honorable Mention: $500 (eight winners) Optimist International Essay Contest US students under the age of 19 can submit an essay on the topic "When All the World’s Problems are Solved, is Optimism Still Necessary?" Club winners advance to the District contest to compete for a $2,500 scholarship. The deadline for submission is February 28, 2019. Visionary Scholarship Program Any currently enrolled US high school student can apply to receive a prize from $1,000 to $5,000. Applicants must submit a completed application, a copy of their most recent (unofficial) high school transcript, and a 500-word essay on "Why College is Important to Me." The deadline for this year's contest is May 1, 2019. Special Interest Scholarships These next scholarships require a special action on the part of the applicant, from volunteering to playing an online game. Humanity Rising Service Challenge High school students who volunteer for a non-profit that meets Humanity Rising’s criteria may apply for this scholarship by sharing their service story. You must make an account in order to access the scholarship details and apply for the challenge.Awards range from $500 to more than $2,000, and all deadlines are rolling. HR Block Budget Challenge US students in grades 9-12can apply to win one of 10 $20,000 scholarships. Students must play an online game that simulates adult life in terms of financial literacy. While students can't register themselves, teachers may register classes as well as individual students. Creative Scholarships Are you the creative type? This next set of scholarships for freshmen and sophomores is all about artistic ability and creativity. For these contests, you'll need to submit a piece of art, whether that's a story, painting, video, photograph, etc. Create Real Impact Contest Any student between the ages of 14 and 22 can submit either a piece of writing (100-600 words), a video, a work of art,or a piece of music they've composed on the topic of how to address reckless driving. Voting on entries begins October 2, 2018. Prizes: Grand prize: $1,500 (four winners, one per category) Top Schools prize: $1,000 (three winners) Top Online Vote Getter prize: $500 (four winners, one per category) Spanish Category Award: $1,500 (one winner) Sports Team Award: $1,500 (one winner) TeenDrive365 Video Challenge All US high school students at least 13 years of age canenter this contest by creating a unique 30- to 60-second video that highlights safer teen driving. The video must end withthe TeenDrive365 Video Challenge Call to Action slide, which you can download from the TeenDrive365 website. The submission deadline is in February 2019. Prizes: 1stplace: $15,000 2ndplace: $10,000 3rdplace: $7,500 People's Choice: $5,000 4th-10th place: $2,500 Regional prizes: $1,000 (four winners) Doodle 4 Google Students from kindergarten to 12thgrade can apply for this scholarship. Applicants must submit a Google Doodle related to this year's theme. All submissions are divided and judged by age group. The deadline is in March 2019. Prizes: National Winner: $30,000 (plus a $50,000 technology award for the winner's school) National Finalists: $5,000 (four winners, one per age group) Scholastic Art Writing Award Students ingrades 7-12with a keen interest in writing or art may apply to win a Best-in-Grade Award. Students in 12th grade only can also apply to win a Portfolio Award. Deadlines vary by region. Prizes: Portfolio Award–Gold Medal: $10,000 (16 winners) Portfolio Award–Silver Medal: $1,000 (30 winners) Best-in-Grade Award: $500 (24 winners, four per grade level) AutoPetsâ„ ¢ Out-of-the-Box Thinking Scholarship All current high school students can apply for this scholarship. Applications must include a 400-word essay about an innovative pet product idea. The deadline is in July 2019. Prizes: Grand prize: $1,250 First runner-up: $500 Second runner-up: $250 Create-A-Greeting-Card Scholarship Contest US students who are at least 14 years old may applyfor this scholarship of $10,000. You must design a greeting card using a photo, piece of artwork, or computer graphic for the front image. Submissionsmust be submitted as JPEGs (.jpg). The deadline is March 1, 2019. Young American Creative Patriotic Art Contest US high school students interested in art can apply to win one of eight national awards. Applicants must submit an original piece of art with a patriotic theme.The first-place winner receives $15,000 and a plaque as well as airfare to and two nights' lodging at the VFW Auxiliary National Convention. The winner's art will also be featured on the cover of the VFW Auxiliary magazine and the Auxiliary website. The deadline to apply is March 31, 2019. Prizes: 1st place: $15,000 2nd place: $7,500 3rd place: $3,500 4th place: $1,500 5th-8th place: $500 Hobby- and Activity-Based Scholarships If you've got a long-term hobby or activity you like to do, these next scholarships are right up your alley. WIA Student Pilot Scholarship Any high school student who is an active member of Women in Aviation International (WAI) may apply for this $3,000 scholarship. You must submit a completed WAI form, two recommendation letters, a 500-word essay, a resume, copies of all aviation licenses and medical records, and the last three pages of your pilot logbook, if applicable. The deadline for submission is November 12, 2018. Marine Band Concerto Competition for High School Musicians US high school students who play a woodwind, brass, or percussion instrument canapply for this scholarshipby submitting a completed application form, a recommendation letter, and an audio recording of their performing a piece of music chosen from a list of works. All submissions are due by November 15, 2018. Prizes: 1st place: $2,500 Runner-up: $500 SBO Magazine Music Student Scholarship Students ingrades 4-12can apply for this essay contest to winone of 10 $1,000 prizes.Essays must be250 words or less and answer the contest's theme: "What role has your music program played in bringing you closer to your school mates, friends and the community at large?" The deadline is December 31, 2018. Technology Addiction Awareness Scholarship US high school students can apply to this for a chance to win a $1,000 prize. Applications must be submitted along with a 140-character message that completesthe following statement: "Instead of spending time with technology, I'd rather ... " The top 10 applicants will be contacted and invited to write a 500- to 1,000-word essay on technology addiction. The winner will be selected from this 10. Applications for this year's contest are due January 30, 2019. Jack Kent Cooke Young Artist Award Any full-time student aged 8-18 can apply to win one of 20 $10,000 scholarships. Applicantsmust show outstanding classical music achievement and demonstrate financial need. You must submit at least two audio samples of your music along with tax forms, transcripts, and other supporting documents. There are three application cycles each year, and this year's deadlines are October 1, 2018; January 7, 2019; and March 4, 2019. Davidson Fellows Award US students aged 18 or younger who have completed a "significant piece of work" in one of the categories listed here can apply to win a large scholarship. The deadline is February 13, 2019. Prizes: 1st place: $50,000 2nd place: $25,000 3rd place: $10,000 BMI Student Composer Awards Program Both US and international students (in the Western Hemisphere) younger than 28 can apply to win a scholarshipof up to $5,000. Each applicant must submit an audio recording of an original music composition along with legible manuscripts. Eagle Scout of the Year Award US students aged 15 or older who are active members of a Boy Scout Troop, Varsity Scout Team, or Venturing Crew can be nominated to win a $10,000 scholarship. Applicants must be active in their religious institutions and have received the corresponding Boy Scout religious emblemand Eagle Scout Award; they must have also shown practical citizenship in their churches, schools, Scouting groups, and communities. Nomination and application forms must be received by the applicant's corresponding department (state) headquarters by March 1, 2019. Prizes: 1st place: $10,000 Runners-up: $2,500 (three winners) National High School Oratorical Contest US high school students under the age of 20 can apply to receive a maximum scholarshipof $18,000. Students must first compete in their local oratorical contests and deliver a prepared speech on a particular topic. Winners will then advance to the national competition. Prizes: 1st place: $18,000 2nd place: $16,000 3rd place: $14,000 State winners who participate in the national contest's first round will receive $1,500, and those who advance past the first round will receive an additional $1,500. Location-Based Scholarships Some scholarships are only for students who live in particular areas. Check out the following list of scholarships to see whether there are any contests in your region. Meriwest Annual High School Essay Competition Applicantsmust beingrades 9-12, havea GPA of at least 2.0,and live in one of these California counties: Santa Clara, San Mateo, Alameda, Contra Costa, orSan Francisco. Students who live in Arizona'sPima County are also eligible. If you live outside these counties, you can still enter the contest if you're a member of the Meriwest Credit Union. The scholarship competition awards 12 prizes annually, or three per grade level. The deadline to apply is in January 2019. Prizes: 10th grade 1st place: $300 2nd place: $250 3rd place: $150 9th grade 1st place: $250 2nd place: $150 3rd place: $100 Take Stock in Children Scholarship Any students in grades 6-9 who attend a public school in Hillsborough County, Florida, have a 2.5 GPA or higher, and qualify for free or reduced lunches may apply. The application period will open in November 2018. Diverse Minds Writing Challenge Applicants must be US students in grades 9-12and attend a school in the metro area of New York City (all five boroughs); Washington, DC; Atlantic City, New Jersey; or the Delmarva Peninsula (Delaware and Maryland).To enter, applicantsmust create a children’s book that addresses themes of tolerance and diversity, and promotes a greater understanding of different cultures, lifestyles, and beliefs. The bookcan be either fiction or non-fiction and should target children between kindergarten and 5thgrade.It must also include full-color illustrations. The deadline varies by region. Prizes: Grand prize: $5,000 (one winner per contest city/region) Oklahoma's Promise - Oklahoma Higher Learning Access Program Oklahoma students currently enrolled in grades 8-10 and whose families make $55,000 or less annually can apply for thechance to receive full tuition for an Oklahoma public two-year college or four-year university, or partial tuition for an accredited Oklahoma private college. The application must include the first two pages of the applicant's most recent federal tax return. The deadline to apply is July 1, 2019. Easy Scholarships This final section of scholarships for sophomores and freshmen includes those that are extremely easy to apply for- all you have to do is register for a website or submit an online application and you're good to go! $2,000 "No Essay" College Scholarship Any student can apply by simply registering on the website. Awinner is chosen each month to receive $2,000. The deadline to apply is the last day of each month. $1,000 Cappex Easy College Money Scholarship Any high school student who registers and completesa profile at Cappex.com willbe entered into a monthly drawingto receive $1,000. The deadline to apply is the end of each month. Top Ten List Scholarship Any US student 13 or older can apply for thechance to win a $1,500 scholarship. Applicants must respond to the following statementin no more than 250 words: "Create a Top Ten List of the top ten reasons you should get this scholarship."The deadline is December 31, 2018. Wells Fargo CollegeSTEPS Program Sweepstakes Students aged 14 or older canapply for this scholarship by simply registering for the CollegeSTEPS program. Awards are $5,000 each. What's Next? Too old for these scholarships?Check out these scholarships that you can apply to in your senior year of high school! Need more money than what these scholarships offer?Then check out our list of amazing full-ride scholarships and 80+ colleges that offer full-ride scholarships. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Ancient Greek Philosopher Confucius Research Paper

Ancient Greek Philosopher Confucius - Research Paper Example He believed that change is the constant force of the universe. Everything is changing and even the next second, we are not the same person. Change is elemental in the universal process. He also believes that elements of the universe do change themselves but one element is intertwined with another as he stated once, â€Å"To souls it is death to become water, to water death to become earth, but from earth water is born, and from water soul† (Pro and Ilmari, 2012). He was of the opinion that although elements in universe change but they remain constant in totality due to natural laws. There are harmonizing elements or forces present in nature that does not let happen anything drastic but keep things in equilibrium. Heraclitus was a great believer of war as many philosophers may have expected of him. He stated â€Å"War is father of all, king of all. Some it makes gods, some it makes men, some it makes slaves, some free and we must realize that war is universal, and strife is justice, and that all things come into being and pass away through strife.† These ideas depict that he was of the belief that these are the conflicting ideas that bring lively uniformity in universe (Thomas, 2012). Heraclitus also believed that to exist in society, one good man is worth ten thousand ordinary people as one good man can bring stand out character to the society. It clearly means that he distrust many in society but believes a very few people (Daniel, 2011). Ethical foundations are also found in Heraclitus philosophy. He believes that a man should not be derived by his wishes and should not try to get whatever he wants as it will lose its purification of soul that is the chief ambition of a soul. Ideas of the Greek Heraclitus were clearly opposed to the concept of dualism. He also believed that there is no after life or death for soul rather it remains

Discuss the meaning and importance of the concept of elasticity in Essay

Discuss the meaning and importance of the concept of elasticity in microeconomic reasoning - Essay Example n help economists ascertain whether it would be more profitable to increase or decrease the price of a particular product based on price elasticity of demand. Elasticity helps determine if a good is of inferior quality or normal quality based on price elasticity of demand. An inferior quality product is consumed less if the consumers’ income increasing while a normal quality product has higher consumption along with rising income of the consumer. Similarly, Elasticity can help decide whether the products are compliments or supplements. The difference between the two is that with complimentary goods the demand for one leads to demand for another of the same product, while supplementary goods are those that guide to less demand for another product. Cross price elasticity of demand determines if a product is a compliment or supplement. And lastly, price elasticity of demand can help economists find out whether her a supplier e.g. a farmer, will have the capability to suddenly inc rease their supply. Farmers and other agricultural goods producers have low price elasticity of supply as it takes them a long time to increase their supplies because their supplies take a long time to produce. So, in short, elasticity is used when economists want to know how something changes in relation to a change in another. The concept of elasticity is an integral part of the theory of microeconomics. Law of demand tells us that an increase in the price of a product leads to a decrease in its demand. Here, Elasticity can tell us how much demand will decrease for every one per cent increase in price. An elasticity of 1 or higher is â€Å"elastic†. While inelastic refers to products that remain on constant demand no matter what their price