I Survived the Sinking of the Titanic

I SURVIVED the sinking of The Titanic, 1912 April fourteenth at seven fifteen a. m. in a first class suite on B Deck. We meet George and his eight-year-old sister Phoebe. They are returning to America after visiting London and the surrounding area with their Aunt Daisy. George is always getting in trouble and is very curious. He’s been all over the ship even to areas where he is not supposed to go. He’s made friends in steerage and exasperated his aunt and his sister and a number of the other first class passengers.His behavior had previously been causing problems between him and his father. Since George and Phoebe’s mother died a few years ago the family just hasn’t been the same. This trip was a time for George and his father to get some distance and calm down. George also describes many characters such as his aunt, sister, and other people that he meets aboard. He meets some people that become that become famous from the sinking. On the night of April f ourteenth snuck out of bed and went in to the cargo hold to find the mummy rumored to be cursed and also rumored to be on board.When he got into the cargo hold a huge bang and shutter rocked the whole ship and within a second he was completely surround by water. He returned to his room only to be awoken by one of his maids, him and his aunt were instructed to â€Å"dress warmly and put your life belts on†. When they were up and ready to go to the life boats they realized that Phoebe was gone. He soon realized that phoebe must have followed him to the cargo hold and did not see or know how to leave. He soon discovered that phoebe left lemon drops where ever she went to find her way back.When he was looking he ran in to Enzo and Marco that he met before on the ship. Enzo was screaming â€Å"phoebes†, she herd and came running to them. Lucky for George, he had met the architect of the Titanic the night before. The architect showed George all the secret passages. So, Marco , Enzo, Phoebe, Aunt Daisy and George were able to get back up to the First Class Deck. Just as they were about to get on 1 of only 16 life boats, the sailors wouldn't let Marco or George get on the boat. Enzo got on with Phoebe and Aunt Daisy.Marco decided to them jump into the freezing water. Marco helped George get onto a floating piece of furniture to survive the cold water. But, part of Marco was still in the water. Marco was starting to fade away because the water was so cold. George said the water felt like needles were stabbing him. Luckily, there was a life boat coming by and George was able to get on the boat. He lifted Marco into the boat because he was slowly dying. After a couple of hours, a big ship called the Carpathia came by and George and Marco were rescued.On the Carpathia, George and Marco were able to find Phoebe, Aunt Daisy and Enzo. They were all so happy. The whole family made it back to New York and George & Phoebe were met by their Papa. Aunt Daisy stayed i n New York with Marco to take care of Enzo while Marco was in the hospital from being in the freezing water too long. George and his Papa became friends again. George also was able to finally accept that his mother was never coming back. She died before their trip and this is why George was always into trouble. In the end things turned out to be good for his family and his friends.

Living and non living things Essay

Abstract Whenever you are teaching student a new language that they are not used to speaking at home or around their peers; require a lot of sacrifice for the he teacher and the students that are usually speaking their native tongue. With the challenges ahead the teacher will need to dedicate more time for teaching and instruction for the English Language Learner. And for the student wishing to learn a new language it will also take some sacrifice on their end as well. For the teacher and the pupil it will be very crucial that the students know and see the different language acquisition theories; how they are used in a classroom setting and how to implement those theories in a lesson plan. Introduction As the English Language Learner’s numbers start to increase in districts around the United States; many instructors are looking for more effective ways to teach the ell a new language. The Sheltered Instruction Observation Protocol (SIOP) is an avenue that teachers use to decide how he/she will attack the different ways of delivering the lessons to the ell so they will be able to understand and gain knowledge and deliver lessons that allow English learners to acquire academic knowledge develop some English language proficiency. When the SIOP method is used all students benefit from the lessons and instructions not just the ells. The more the instructors use the SIOP model the English learner’s progress shall be seen in their academics. Since there are so many language acquisition theories that go along with SIOP; the two methods used in my lesson plans are an Innatist and Interactionist methods. Within both methods there is an emphasis on natural language development and they focus on interaction between people as the main ways to learn and develop a new language. Innatist Theory In the innatist natural language development is received by the students through materials such as books, friends and other resources. The input of this theory given to the students by the teacher is very important for the learning process. The ideal classroom setting would consist of students who have equal proficiency to those who are learning a second language. By  having the setting in such a way; this will ensure that all of the students are on the same level and can better work with another in improving language development. During this time a students’ output is not a concern and it is shown that language will occur naturally. There is also, a silent period to be expected during this time but there should be no worries. Innatist also believes that errors should not be corrected; students will correct them over time. â€Å"Most English language learner errors among their subjects were best described as similar to errors made by children acquiring English as a first language† (Peregoy, et al., 2008, p. 53). Some students are known to make the similar mistakes of those who are learning English as a small child. So the innatist theory is a way of making the students learn on their own, at their own pace, and use the interactions they have with others to build different skills. The lesson plan discussed will work jointly with the theory; due to the fact that the students will continue to use resources and do normal activities that they do on the normal. There will be times when the students will pair off with another student who may speak their native tongue so he/she will be able to relate to his/her peers; during this time they will bouncing ideas off each other to find out what the other may have learned so the will be able to teach each other. My lesson plan was given to a teacher of 6 and 7 years students where there are quite a few of English language learners. If the teacher were using the innatist theory he/she would pair students according to language level. The students who are considered more proficient in their native language would be paired with an student who may be ELL. With this lesson plan it was a good way to use group discussion it was an interesting to keep those students attention in order to make them more interested and excited to discuss the big ideas. Interactionist Theory The interactionist theory and the innatist theory are very similar. . The input of this theory given to the students by the teacher is very important for the learning process. The ideal classroom setting would consist of students who have equal proficiency to those who are learning a second language. By having the setting in such a way; this will ensure that all of the students are on the same level and can better work with another in improving language development. On the student output end, speaking occurs  naturally in communication with others. This theory puts no pressure on speaking, except when the student has the natural impulse to communicate with others. As for the treatment of errors is concerned, errors that impede communication will be naturally corrected as the meaning is negotiated; some errors may require explicit corrective instruction in order to make sure that the student is not being taught in the wrong way. â€Å" Interactionists view the communicative give and take of natural conversations between native and non-native speakers as the crucial element of the language acquisition process† (Peregoy et al., 2008, p. 55). Lesson Plan Success As you can see from the reading innatist and interactionist theories were present in the discussed lesson plan. As noted before the theories are very similar and the key purpose is to let the student learn and interact with each other in hopes that they will pick up on a new language and possibly learn to speak a new language. By using different activities that may be interesting and engaging to the students is also a big part of learning success. Many students like to hang out in groups; so with making a lesson plan around having the student to work in groups doing so can really help with the success of the students. The only major opposing view is that one theory would not make any correction on errors and the other theory would correct the wrongs. In a classroom setting it is important for teachers to correct errors as much as possible, this would help make sure that students are not abusing the language in the negative manner; and it would be easier to correct errors as they happen instead of having to force a student to change a habit he/she has been doing for a while My plans were not difficult; I made it interesting and fun for all students. As the students learn it becomes evident that the plan fits everybody. Conclusion When you have to create a lesson plan to teach students of different language backgrounds and make the plan fun and enjoyable for all students in the class; and when you also have to make the lesson where any teacher is able to instruct any group of students and keep them interested is not an easy task. And do keep in mind while creating these plans you may have some students in the selected class that may have no knowledge of the current  language being spoken in the class. In order to make the plans enjoyable for all students it is very important that a teacher or whomever is creating the plans have knowledge of the student that they may be potentially teaching and trying to get to grasp the English language. If the SIOP lesson plan broken down in it will be easier to follow and keep student interested in the learning process. If the lesson plan is followed no areas will be omitted and the students’ success will be seen in their academic increase. So as a teacher; you will have more time for teaching and less time trying to plan and focus more on ensuring that all the objectives and language acquisition theories are in place to assure that the all student have an equal chance to obtain the and learn the English or any other language. (Building Background) Students will read the book See How They Grow: Owl. Pose class discussion questions from the story such as: Is the owl from the story a living thing? Why or Why not? What does the owl do to make it a living thing? What does the owl need to survive? Steering the conversation into differentiating between living and non-living. Presentation (Language and content objectives, comprehensible input, strategies, interaction, feedback) Using a whiteboard divide the board into two categories, living and non-living things. Introduce the various pictures of living and non-living things. Do not tell students which is living or non-living. Students will approach the white board and place the living and non-living pictures under the correct category. Discuss with students why these things are living and why they are non-living. Using the teacher pointer ask for a volunteers to point out living or non-living things in the classroom. Discuss the differences among the things that the students  pointed out. Practice/Application (Meaningful activities, interaction, strategies, practice/application, feedback) Two stations should be created in the classroom. One station will be the â€Å"plant station† and the other will be the â€Å"Fish station.† Students should be divided into two groups also. One group will observe like scientists at the plant station and the other group will observe like scientists at the fish station. Pass out data sheets and magnifying glasses prior to students going back to their station. At the plant station the fake plant and the real plant should be positioned in the middle of the table and be labeled plant #1 and plant #2. At the fish station the beta fish and the candy Swedish Fish should be positioned in the middle of the table and labeled fish #1 and fish #2. Students will go to their assigned station and predict which plant or fish they believe is a living thing and which they believe is a non-living thing. Students will use their magnifying glasses like scientists and record on their data sheets characteristics of each plant and fish. Water for the plant and food for the fish should be available for the students to use when recording observations. Students will complete their data sheets by concluding which plant and fish was living and non-living. Students will discuss their conclusions as a class. Review/Assessment: Content (Review Objectives and vocabulary, assess learning) Students will use their science journals to draw a picture of a living thing and a non-living thing. The students will write in their journals what makes the picture they choose to draw a living and non-living thing. Extension: Introducing the word metamorphosis and how some living things can change when they grow. Reference Peregoy, S., Boyle, O. (2008). Reading, Writing, and Learning in ESL. New York: Allyn and Bacon.

Bruh

Tuba talks about crime on the streets, the war on drugs, the treatment of black people by police and difficulties of life in the ghetto. He sends a message to all Americans that there needs to be a change in this world. He also talks about poverty and how it leads to crime. Tuba says in his song My stomach hurts, so IM looking for a purse to snatch because people are poor they must commit crimes to feed them and their families. Changes is all about these problems African Americans face in the world at this time.Tuba sees no changes from the civil rights movement in the ass. The song changes by Tuba Shaker is one of the rappers In this song, many racial-profiling, poverty and racism affect the everyday life of African- Americans. In the song Changes, Tuba gives an inside look at the daily life of a poor African-American. Tuba seems to be trying to express the idea that changes needs to be made in order to put an end to poverty and racism that African-Americans face every day. Tuba also criticizes the dispersion of African-Americans over the idea to unite and overcome the poverty and racism they face. Objects concerning African-Americans injustices are being conveyed.

Textual Analysis on the book of The Parable of the Sower by Octavia Research Paper - 1

Textual Analysis on the book of The Parable of the Sower by Octavia Butler - Research Paper Example Many critics claim that dystopian novels set in the future are not really about the author’s idea of the future, but instead are deliberately exaggerated stories about what the author thinks is wrong with the world of his or her present. With this in mind, it is easy to see that Butler was writing not about the year 2024, but about the year 1993. In The Parable of the Sower, it’s easy to see the fears and problems represented that were prevalent in American society in the early 1990s. Huge corporations exploiting increasingly powerless workers, an epidemic of crack addiction among the inner-city poor, race riots triggered by police brutality, and a new public discourse about rape dominated the news of the day. Crime—particularly violent inner-city crime and gang-related crime—had been extremely high in the late 1980s and early 1990s. The change that the main character, Lauren, preaches about is really the change that Octavia Butler wished to see in her own society. The basis for the Earthseed philosophy that Lauren tries to spread is that the only god is change, and people can create the change they want to see if they understand that they are able to do it. The people who don’t know they can create change, or those who fear change, will eventually become victims of it. In Lauren’s world, the problems of the late twentieth century United States have grown so severe that they make life essentially unlivable for impoverished people. Problems that were once thought of as only urban issues have moved out into rural areas. It’s the extreme nature of these problems that forces the change to happen. If Lauren had lived in a slightly safer or more stable situation; if she had been able to stay safely in her home, or if she’d had a loving family alive to keep her there, she would never have tried to travel north and gather followers for her new religion. Instead she might have lived quietly and never shared her ideas with

Conference & Banqueting Essay Example | Topics and Well Written Essays - 7000 words

Conference & Banqueting - Essay Example One of the finest conference venues in London is the Gibson Hall, named after its architect John Gibson (Gibson, 2007). London Hotel Marriott Kensington is the most contemporary of hotels offering conferencing and banqueting facilities (Marriott International, 2007). It has a modern design with a 7-storey atrium lobby while the Gibson Hall maintains the Victorian elegance with spectacular chandeliers and marbled columns. Best Western Lodge Hotel is a multi-functional leisure centre situated moments from the River Thames in attractive tree-lined Putney making it an ideal leisure resort (Hotels London, 2007). It is in South West London ideal for business and pleasure. Gibson Hall is located in the heart of the city while Kensington is close to central London in the heart of Kensington. Gibson Hall does not provide residential accommodation while Kensington has 216 well-appointed rooms for both business and leisure travel. Best Western on the other hand has 65 elegantly-appointed en-sui te rooms. Although Gibson Hall was initially the greatest of the city’s Banking Halls, it now incorporates many of the events required for modern event management. Kensington has nine meeting rooms and the largest room has the maximum seating capacity of 200 while at Gibson Hall the main hall is large enough to host 400 Theatre Style and 168 Class room style. Gibson Hall has three unique spaces and can host occasions ranging from dinner dances to charity events, to weddings and cocktails. Best Western has three conference/banquet suites all of which are multi-functional and equipped with the latest hi-tech facilities. It also provides internet/WiFi facility at these Halls which is not provided by the Gibson Hall. Each meeting room at Kensington is equipped with internet access but Gibson Hall, only provides complete audio-visual support for conferences. Being a hotel, Kensington has a coffee shop, a bar and restaurants while the Gibson Hall caters only for

Reasons for the failure of the hundred days reform in 1898 (History of Essay

Reasons for the failure of the hundred days reform in 1898 (History of China) - Essay Example In 1895, Shimonoseki mortifying treaty inflamed the anger of China’s public. Students took an action against this agreement and around 600 young students signed a ‘Ten Thousand Words Memorial’ refusing Shimonoseki treaty and promoted institutional reform. Kang Youwei was the leader. Regardless of the official and traditional ban against the political grouping, young scholars shaped an organization called hsueh-hui to save the country. After 1895, many loyal societies of this type emerged. These societies were extended over the provinces and were struggling to save their homeland. Emperor Guangxu and Kang Youwei were brought together, as both had the same motive to save their homeland from the enemies and unfaithful leaders.1 At that time there was a great threat posed to the people and the country of China and to settle the situation they needed a revolution. China was lacking in every field i.e. of technology and education. Technology was outdated in China and to compete with the developing world there was a need to change and adapt the conditions of the developing world. In the late 18th century countries started demanding China of un-authorized benefits which they had to give to them as they were not strong enough to fight with them. The emperors did not take this matter seriously until 1898 when Emperor Guangxu realized the significance of this threat and took some precautionary measures in order to avoid any mishap which could occur. He was a man who realized that the country needed to adapt to the changing conditions of the world and leave behind the traditions and culture which limited them in progressing. On June 11, 1898 the Emperor finally decided to announce for a change in the country of China. This change was first welcomed by the masses and people of China. The emperor tried to implement policies of his own which gave a new way of progress to China. This article would further

Analysis Of The Film Training Day Essay Example | Topics and Well Written Essays - 500 words

Analysis Of The Film Training Day - Essay Example Jake takes the marijuana, but Alonzo tells him later on that it was laced with PCP. This event provides a perfect set up for ensuing scenes. From this action, for example, Alonzo would later threaten to kill Jake for refusing to participate in one of his illicit crimes boasting that the blood tests from Jake’s corpse would reveal the presence of PCP, and thus discredit Jake. In the next instance too, Jake spots and subdues attackers who are sexually assaulting a certain high school girl called Letty while Alonzo simply watches. Alonzo orders Letty to leave instead of recording a statement at the police station, telling a shocked Jake that street justice had been served since the two perpetrators had lost their drugs and money, and would inevitably be dealt with by Letty’s vengeful cousins. Alonzo does well to prime Jake and the audience for what is yet to come (the ‘bigger’ crimes) and attempts to tune Jake’s mind so that in the consequent ‘errands’, Jake would be okay with the corrupt dealings. As we see in the later stages of the film, taking crime money from criminals instead of handing it in as evidence was street justice in Alonzo’s perspective, and it is this point of view that he tries to instill in Jake in the incident with Letty. In the third circumstance, Alonzo meets a group of elite police officers, otherwise known as ‘The Three Wise Men’. They tell Alonzo to leave the town since it had come to their knowledge that Alonzo owed money to the Russian Mafia which put his life at risk.

Media law and ethics Essay Example | Topics and Well Written Essays - 1500 words

Media law and ethics - Essay Example According to ezhilarasi(2009) â€Å"It also contains articles and important information for the farmers, the traders, the scientists, the teachers and the students†.The news paper must be totally free as it provided information on all matters of a community and it is the right of citizens of a country to know them.(Thesis) Newspaper informs, educates, enlightens and entertains people and it is the right of people to understand and entertain themselves .However if the newspapers are free then it will be government which provide free newspaper to the citizens. A private organization has no obligation to provide newspaper neither they will provide newspaper to public for free. The government needs to enlighten the citizens to upgrade their intellectual value and social personality. Public only has the main right to know about the events happening in the immediate locality and other places around the world. For this the Leveson enquiry can be taken as evidence support. What is new spaper? Newspaper can be described as a publication which is published daily or weekly which provides information and news to public about the local area and all around the world. It contains information about the current events and other information related to entertainment. As per abcteach(2008)â€Å" A newspaper is a publication that is issued daily or weekly and includes local and international news stories, advertisements, announcements, opinions, cartoons, sports news and television listings†. Newspaper is a printed form of media and hence can go in depth about information than the evening news. Since it is elaborate about news and information, people prefer it as a source of news above all. Hence it is in printed form it can be carried to any place without any difficulty. Even with the advent of computer, newspaper takes a major role in the everyday life of people. In newspaper, news is provided in sections with proper headlines. This kind of composing of news makes it easier for the people to synthesize it and read it. Nowadays there are varieties of newspaper available in the market and each one project some advantage or another. People have preference over newspaper according to their will and taste .Some people find some newspaper advantageous over another and informative too. Newspaper also is informative and helpful for students. According to Dickinson(2009)â€Å" Reading   a newspaper is a democratic responsibility – If you believe that then spend  your time fighting the way most media outlets ignore this vital role† The role of newspaper in the society The newspaper has an important role to play in any democratic nation. It supplies vital information to public on which they can act and react. Newspaper publishes information and events in political, economical, social and about moral evils in the society. According to itimes(2011)â€Å"The papers publish all comings and goings happenings in the fields of social, economic , politic, sports and moral evils in the society† .It is a known fact that newspaper help to fight on many moral and ethical evils in the society. In UK there are numerous amounts of moral evils occurring in the society. With the help of newspaper, public get to know what these evils are and how to react on them. There are also economic evils like smuggling, drugs abuse, murder, corruption which need the attention

How has the financial crisis impacted the agriculture sector in Research Paper

How has the financial crisis impacted the agriculture sector in Albania - Research Paper Example As a result it is more subject to the exogenous fluctuations originating in the macro-economy. This implies that the impact of the crisis on the specific agricultural food sectors and countries heavily rely on the strength of the interconnection to the financial system and the world wide economy. Prior to the impacts of the global economic and financial crisis intensified in the late quarter of 2008, Albania had enjoyed an average Gross domestic product of 6.0%. This had been attributed to the then continued macroeconomic stability and a strong influx of migrant remittances. As pointed out in the report (Swinnen, & Van, 2009.), 60% of the Albania population works in the agricultural sector which implies that most of its economic activities revolve around agribusiness. A similar research carried by (Agra Europe, 2009) indicates that 23% percent of Albania’s gross domestic product relies on agriculture. This is very imperative sector in economic growth and development of the reg ion. However, the economic downturn of the early 2009 reduced Albania’s GDP to 0.7%. ... y the weak competitive capacity, their limited access to credit facilities and unfavorable business environment that has been created by unfair competition with superior foreign products and inconsistent application of both fiscal laws and regulations. Therefore, order and sanity in the business has failed due to lack of a sound macroeconomic structures that will enable the region to compete favorable with other nations and states. In addition, there have been cases of deprived infrastructure (energy, communication and transport lines) dubious assets term rights and weak laws that dampen foreign and domestic investments. A recent research by World Bank,( 2009b) that focused on the effects of the economic downturns, credit constraints, trade deficits and their impacts on the production, allocation and consumption of resources in Albania. For instance, different stakeholders throughout the supply chain have suffered due to lack of confidence in the trade. This has necessitated them to cut costs and reduce dependence on the credit facilities. They have had negative impacts on the investment functions which in turn have grave impacts on the aggregate demand of the region. This in turn has driven firm to operate at loses causing loss of jobs. For example as farmers have reduced the use of fertilizers, crop production product and demand for machinery also dropped. This has had negative consequences on the contracts that sustain business in society (Swinnen & Van, 2009). This implies that some lease and hold contracts were terminated leading to lose of business operation that could be profitable. Farmers have also adopted home-made feeds that have reduced the yields such as the quality of meat, the quality and quantity of milk produced. Second financial crisis has made it

Poetry and Worldly Wealth Essay Example for Free

Poetry and Worldly Wealth Essay Andrew Lang describes the truth about money and what it meant to people in the 1800s and 1900s. He uses repetition to clearly explain his ideas. Lang believes that money could either be good or it could be evil, I guess it all depends in how you use it and appreciate it. The people in this poem are priests, soldiers, captains etc. The main idea is about how some and most people only do things for money. The â€Å"Ballad of Worldly Wealth,† is a depiction of how money can bring pride and corruption into our society. The form of this poem is a ballad. A ballads contents include 3 stanzas, at least 8 lines in each stanza, and a refrain (a repeated phrase at the end point of a poem) a refrain in example of the Ballad of Worldly Wealth is â€Å"Youth, and health, and Paradise† The author used artificial imagery to characterize money as both a staple in society, and as the icon of the worlds power and corruption. There is several rhetoric patterns found in the poem. The rhyme pattern is an End rhyme. Poems with end rhyme are those whose last word of every line ends with a word that rhymes, for example: â€Å"While the tides shall ebb and (flow); Money maketh Evil (show)† Flow and show are two separate words, however both have rhyming sounds. Also displayed is parallel construction, a sentence, idea or clause that is presented with an opposing idea. In this statement, â€Å"Money moves the merchants all, While the tides shall ebb and flow; Money maketh Evil show, Like the Good, and Truth like lies† it can be seen that the opposition is of that money is what makes the world go round. However money also creates greed, and makes the people see the money as a good thing, when really its all a lie.

Functions Of The Parts Of The Human Brain Psychology Essay

Functions Of The Parts Of The Human Brain Psychology Essay The brain forms part of the central nervous system together with the spinal cord. The bodys nervous system is the center for communication and decision making. The nervous system is composed of the central and the peripheral nervous system, and the peripheral nervous system is made up of nerves in turn. The nervous system as a whole is in charge of every part of a human beings daily life, ranging from breathing and blinking to assisting one to memorize facts in a test. Nerves connect the brain with the face, eyes, ears, nose, and spinal cord, from where they link to the rest of the body. Sensory nerves is the group of nerves responsible for gathering information from the bodys environment and relaying it to the spinal cord, which in turn speeds the message to the brain. The brain then integrates the message and produces a response. Another group of nerves known as the motor neurons distribute the instructions from the brain to the all the body parts. The spinal cord is a superhighway of messages, composed of a collection of nerves going up and down the spine, transporting messages to and from the brain continuously. The brain is composed of three main segments namely: the forebrain, midbrain, and hindbrain. The forebrain includes the cerebrum, the thalamus and the hypothalamus. The midbrain is composed of the tegmentum and the tectum. The hindbrain consists of the cerebellum, pons and medulla. The midbrain, the pons, and medulla are regularly referred collectively as the brainstem. Below is a visual representation of the brain and its various parts: The cerebrum, also known as the cerebral cortex, is the biggest portion of the human brain, linked with higher brain functions such as action and thought. The cerebral cortex is partitioned into four segments, referred to as lobes: the frontal lobe, parietal lobe, occipital lobe, and temporal lobe. Below is a diagram of the cerebrum: (Matlin, 1989). Each of the lobes carries out different functions as explained below: Frontal Lobe- connected with planning, reasoning, emotions, parts of speech, movement, and problem solving Parietal Lobe- associated with orientation, movement, recognition, and stimuli perception Occipital Lobe- related to visual processing Temporal Lobe- associated with memory, perception and recognition of auditory stimuli, and speech The cerebral cortex has numerous folds to increase the surface area of the brain and enable it fit into the small space in the skull. An increased surface area means more neurons per area hence increased efficiency. A deep groove divides the cerebral cortex into two equal parts, called the left and the right hemispheres. The two halves appear almost symmetrical yet it has been proven that each hemisphere functions differently from the other. The left hemisphere is associated with logical decisions while the right hemisphere is linked to creativity. The corpus callosum is a group of axons connecting the two hemispheres. The grey part of the cerebral cortex is composed of nerve cells. Below the grey surface are white nerve fibers which relay signals from the nerve cells to the other brain parts and to the rest of the body. The neocortex is a six-layered structure of the cerebral cortex which occupies the better part of the cerebral cortex and only occurs in mammals. The structure is th ought to have evolved recently and is linked to processing of more complex information by animals that are more fully evolved such as human beings and primates. It is where logical and rational thought takes place. The neocortex is the thinking part of the brain; it thinks through problems, makes decisions, reasons, organizes, concentrates, and controls the impulses. The corpus callosum is closely involved in cerebral organization, equally during growth and throughout adulthood. It is a thick bridge of neural tissue that conveys information from one hemisphere to the other. It plays an active role of directing the brain development beginning infancy into the highly lateralized organ it is known to be. The corpus callosum helps to maintain a balance of attention and arousal between the two hemispheres that allows each side to make its contribution to attain an integrated whole. It thus allocates each type of processing to the particular brain area that is programmed for the job, controls the distribution of attention between the two sides and facilitates sustained attention in difficult cognitive tasks. The corpus callosum also plays part in controlling certain types of eye movements. When the eyes make a movement, like in convergence, or in making saccades, information pertaining what to do is delivered to the brain from two sources: the two reti nas, which see somewhat different things, and the eye muscles that inform where the eyes are now. The input is conveyed to both hemispheres, and smooth integration of this information needs quick and accurate interhemispheric communication. The corpus callosum is therefore closely involved in smooth convergence, smooth tracking, matched focusing, and stable ocular dominance. Transfer of information about the locus of touch from one hands fingertips to the other without looking also needs the functioning of the corpus callosum. The information on which finger the touch occurred has to cross the neural bridge to reach the opposite hand. The cerebellum, also known as little brain, is analogous to the cerebrum due to its possession of two hemispheres and a well folded surface (cortex). This part of the brain is related to regulation and coordination of posture, movement, and balance. It is presumed to have evolved earlier than the cerebrum hence performs more basic functions compared to the cerebral cortex. The limbic system, often called the emotional brain, occurs deep within the cerebrum and is evolutionary old, like the cerebellum. This system is composed of the thalamus, amygdale, the hypothalamus, and hippocampus. The following is a midsagittal view of the human brain showing the limbic system: (Ford, 1992). The amygdale is an almond shaped nuclei mass which occurs deep within the temporal lobes adjacent to the hippocampus and medial to the hypothalamus. It plays various roles in cognition including: Emotional responses Arousal Control of autonomic responses related to fear Hormonal secretions The thalamus is composed of a lamellae (comprised of myelinated fibres) system dividing various thalamic subparts. Other regions are identified by distinctive clusters of neurons, such as the nucleus limitans, the periventricular gray, the intralaminar elements, and others. These clusters of neurons, which differ in structure from the main part of the thalamus, have collectively been grouped into the allothalamus. The thalamus obtains its blood supply from the posterior cerebral artery. It is known that the thalamus has numerous functions. It is deduced to act as a translator for processing various prethalamic inputs into readable form for the cerebral cortex. It is thought to process and relay sensory information to different parts of the cerebral cortex selectively, as one thalamic point might serve one or several parts in the cortex. The thalamus also assists in regulating states of wakefulness and sleep. Thalamic nuclei posses firm reciprocal connections with the cerebral cortex to form thalamo-cortico-thalamic circuits that are linked with consciousness. The thalamus has a major role to play in regulating arousal, activity, and the level of awareness. Injury to the thalamus can cause permanent coma. The system composed of the thalamic parts is associated with many different functions. It is associated with sensory systems: somatic, auditory, gustatory, visceral, and visual systems whereby localized lesions aggravate specific sensory deficits. The roles played by the thalamus are more directed towards motor systems. The relay of cerebellar afferences has been targeted by stereotactians especially for the improvement of tremor. The thalamus is thought to be involved in anterior nigral and pallidal territories in the disturbances of the basal ganglia system. The thalamus is known to play negligible role in tectal or vestibular functions. The thalamus has been considered as a relay that just forwards signals to the cerebrum, but research have shown that the thalamus has more complex functions. The hypothalamus, located directly below the thalamus, is mainly involved in upholding the bodys status quo, homeostasis. In homeostasis, factors such as body temperature, blood pressure, body weight, and fluid and electrolyte balance are regulated by the hypothalamus to a precise value known as the set-point. This set-point can change with time although it is fixed remarkably within a certain range. The hypothalamus acts as the control center for all autonomic regulatory activities of the body. It has thus been referred to as the brain of the brain. It is the center for regulation of endocrine and autonomic homeostatic systems such as temperature, visceral organs, and cardiovascular. It presides over all sensory processing, endocrine hormonal levels, and organizing body metabolism and ingestive behaviors. Almost all functions of the hypothalamus appear to be related somehow to the brain management and body connection, linking the mind to the body. The figure below shows the location of the hypothalamus: (Bandura, 1989). The hypothalamus controls not only the autonomic nervous system but also the pituitary output by producing particular chemicals into the pituitarys front lobe. The hypothalamus is involved in organizing and controlling many complex emotions, moods and feelings, together with all motivational states such as appetite, hunger, and food intake, and everything concerned with the perception of pleasure including comfort, satisfaction and creative activities. A number of neurotransmitters are synthesized by the neurons in the hypothalamus, which are responsible for relaying information and instructions to all brain and body parts. These neurotransmitters influence the pituitary gland directly leading to release of thyroid hormone releasing factor, growth hormone and other neuropeptides through hypothalamic input. The hypothalamus is closely linked with the integration of all physiological stimulation, taste, sight, smell, touch, and sound, which it then translates, refines and gathers into one distinct package linking all the elements of experience and all the stimulation associated with it into one vivid harmonious concept, and one memory. This therefore results in a concise emotionally rewarding understanding and verdict of the experience itself. The hippocampus is seen as being fundamentally involved in the fast encoding of events as relations amongst stimulus context and elements, during the encoding of episodes as event sequences, and in connecting episodes by common aspects into relational networks that sustain elastic inferential expression of memory. There is evidence that the hippocampus plays a major role in encoding of associations amongst actions, stimuli and places that make up discreet events (associative representation). The hippocampus is also thought to be involved in learning the context of events, for example contextual fear conditioning. It is also proposed that the hippocampus is involved in sequential organization. This is the organization of an event as a sequence of events that discloses with time. Another cognitive function of the hippocampus is the connecting of similar features of different memory episode to form flexible presentations. This can be explained as the abstraction of similar features of d ifferent episodes to create representations, or the formation of semantic information from intermittent memory. The hippocampus quickly learns on individual experiences and avoids interference by sorting out representations of those experiences. Limbic system-coordinates memory and emotion Hippocampus and temporal lobes- processing of verbal and visual memory, and control of short-term memory and new learning Parietal lobes-controls sequencing of activities and understanding of spatial information Frontal lobe- regulates social judgment and behavior Occipital lobe- regulates vision, and the skill to see and combine shapes, colors, angles and movement in coordinated patterns. As a result the following abilities are impaired: Mental abilities: A persons skills of understanding, thinking, remembering, and communicating are impaired. The capacity to make decisions is reduced. An individual forgets performing simple tasks that he/she had been performing for years. Persons easily get confused and loss of memory, for short-term and eventually long-term events. An individuals ability to find the right words in a conversation will be affected. Emotions and moods: An individual loses interest in generally all activities and may appear apathetic. A person loses control of emotions and mood. Some individuals appear more withdrawn and less expressive. Emotions may vary across joy, anger, love fear, and sadness, even in the advanced stages of the disease. Behavior An individuals behavior changes in the way he/she interacts with his/her environment including: Hiding his or her possessions Repeating the same words or actions Restlessness Physical flare-ups Physical abilities The disease affects an individuals mobility and physical coordination resulting in steady physical impairment. The individuals ability to perform day-to-day chores independently, such as bathing, eating, and even dressing up, is affected (Tiraboschi, Hansen, Thal, Corey-Bloom, 2004). The Biopsychosocial concept played a key role in helping people cope with the daily global changes and challenges due to modernization and civilizations. Hans then went on and coined the terms distress meaning negative stress, and eustress referring to positive stress. He also came up with the term stressor during this time which referred to the stimulus causing stress. This created a lot of interest among psychologists who ventured in diverse researches to know the links which existed between some diseases and stress. By the year 1970s, stress had become a major area of focus in research by medical practitioners as a way of addressing the issue in a better way amongst the population (Zapf, D., Dormann, C., Frese, M., 1996, p. 96). It is evident that the social, political and scientific changes have had an adverse effect on the researches being carried out on the topic. It has become a problem to undertake researches due to the pressures from science, politics and social changes. According to Anderson a researcher on stress, Our lifestyle has also made us far more susceptible to stress and stress is therefore on the increase in our society. We have more pressure put onto us in day to day living. We may live far away from the support of our immediate family, we may have very little family support and have no one to talk toà ¢Ã¢â€š ¬Ã‚ ¦we have less job security and fear redundancyà ¢Ã¢â€š ¬Ã‚ ¦the pace of life is much, much faster. We are inundated with e-mails, mobile phones ring constantly. We can never switch off or escape. All these factors together with many more others make for a more stressed out society. Individuals go on to argue that such aspects drive much pressures to human beings than before. Ther e have been a lot of political instabilities with the advancements which have also had a negative impact on undertakings of researches on stress, on top of increasing chances of stress to people. This in return has led to making the lives of human beings more complicated and difficult. Stress researches have been made hard by political pressures and stereotypes which have preoccupied people. Scientific advancements have also posed a major challenge to researchers because of its many demands. This is in relation to the requirements that the researches should have testable hypotheses and the conclusions should be in line with the stated hypothesis. By the years of 1990s stress had already been integrated in the modern scientific researches in the areas of human functioning as well as in physiology. These changes have also led to new histories on workplace stress, and the development of new techniques of managing stress (Winefield A., H., 2002, p. 85). Science is said to be a theoretical, empirical and practical knowledge of the natural world. The knowledge is said to be obtained by use of research findings through observations, explanation, and experimentation of the actual phenomena. Given that scientific researches insist on objective knowledge, it has improved the recent researches on the concept of stress, and has done much in improving the history of stress. The scientific advancements are considered to be very crucial and it considers earlier researches as being pre-scientific. it has therefore brought about many changes in the history of stress by forcing the current researchers on the topic of stress, to come up with what they call scientific and up to date research findings on stress. Social advancements have also depicted a major impact on the history of stress. The last 20 years have registered significant changes in the structure of the society. This is because of the demographic developments, technological advancement s, and socio-economic changes. These in turn have affected our family structures, social networks, and our working patterns. These changes have been said to have increased the levels of stress and the causes of stress as well. This has therefore raised a new challenge of addressing the structural changes and how they affect the life of a human being. This is because in the early history of stress, such issues as society structures and technological advancements were not considered (Aldwin, C.M., ed., 1993, p.46). Different people have had differing reactions to the researches and research findings on stress. The topic has been accorded a negative name in the past years. Some have said that they have had difficulties in figuring out between the stress-vulnerable individuals and the stress-resistant ones; hence demanding that these aspects should be clarified as a way of enabling students deal with stressful moments effectively. Others have argued that recent researches did not fully cover on the issue of stress well, hence such publications are not fit for curriculum, and they should be edited or removed from the curriculum. Others have credited authors and researchers on stress for providing them with relevant information on how to cope with a situation which is very common amongst human beings. Other reactions included mis-understandings. For instance; Hans Selye is seen apologizing in some recent memoirs for having used stress as a wrong word, though he is believed to have been the sole cre ator of the biological stress concept. He says he should have called it strain syndrome instead of biological stress. This poses a major challenge for the researchers because people tend to question the validity of their research findings. It has become certain that stress is always in the head of a human being, and that people are the ones who make it to be what it is. Suicides continue to happen at a higher rate, divorce cases are increasing everyday, and generally life does suck for almost everyone, and we want to talk of being stress-free! It is certain therefore that the life of a normal human being cannot run without the word stress. Today, the term has several connotations and meanings and is also used differently by people. It is said to be a phenomenon of physiology, a state of mind, and also a marketing tool and an excuse for human beings. Much of its attention has been initiated by the scientific discoveries as well as efforts by medical practitioners. Since then the term stress became common all over and it achieved what can be called a zenith cultural significance. It is of late a fact of every day life (Mason JW., 1975, p. 7). The term has since then gained a lot of popularity and become a common field of research for many scholars. In the ancient times such researches were geared towards knowing how the body reacts to different forms of stress and the cognitive processes that influence a human minds functioning. Its beginning of use was in the 1930s by the endocrinologist Hans Selye. He carried out a stress research to test how laboratory animals did respond to physiological changes. He later broadened his research and tested how human beings would respond to their daily life challenges. According to his research, stress was the outcome or reaction showed by organisms and the stressors to their known threats. He said that stress can be adapted positively especially when it is involved in the struggle to achieve certain goals in life, but on the other hand it could very harmful to human beings if managed poorly (Mason JW., 1975, p. 9). After that the term has been used constantly by laymen in a metaphorical way as opposed to the biological meaning to refer to the difficulties experienced in our daily activities. It also continued to become a euphemism of referring to our problems when we do not want to be explicit. Hanss first research was practiced on rats which he exposed to some harmful stimuli, and he found out that all animals did produce similar reactions to such stimuli. In the year 1936, he described this universal reaction as a general adaptation to syndrome or GAS. according to those original researches it is a process which is initiated by an alarm which detects the stressor, then the second process is resistance whereby a mode of coping with the problem is initiated. The third stage is the exhaustion stage which can be found in the GAS model. According to Hans, it is during this stage when all the available resources are fully depleted and the body becomes unable to cope with the situation which then le ads to what people call stress. The researches then found out that when such a condition is arrived at the individual can have ulcers, digestion problems, depression or even develop some cardiovascular complications among other illnesses (Mason JW., 1975, p. 9). Some of the frequently asked questions when carrying out a research on the topic of stress include the following: what causes stress? What are the major symptoms of a stressed person? What are the effects of stress? Is stress a permanent situation or not? How can one manage stress in their daily lives? How can stress be avoided? How can the condition be dealt with under normal circumstances? How can people lead stress free lives? Which age/gender is prone to stress? Among many other sub-topics and questions. Seeking answers to such questions related to stress has been undertaken by several individuals (Kearney, G., E., et al, 2003, p. 120). Several key personalities in our history can be credited for having ventured into carrying out thorough researches on the topic of stress. A group which called itself the Work and Stress Research Group was formed with the aim of addressing issues related to stress and work in the daily life of a human being. Among them were: Saswata Biswas, Maureen Dollard, Philip Heffernan and Jane Farin. They were committed to providing information on stress and consultations. It is a group which was officially registered with the University of South Australia when they started their research. This was back in the year 1996, and they dealt with issues which caused stress like unemployment, work violence, ergonomics, and drug addiction. The group has been since then collaborating and uniting with other organizations with the aim of collecting enough information on their topic of research. The group has been commended and credited for its competency and trustworthy in the research, something which ha s gained it popularity from international organizations and institutions

The Circulatory System Essay -- Papers

The Circulatory System The circulatory system is one of the most important systems in the human body. It consists of the heart and blood vessels. It is what makes the blood in our body go round. The blood carries oxygen, nutrients and hormones and takes them to where they are needed and removes the waste products like carbon dioxide. The circulatory system nourishes every cell, tissue, organ and organ system in the body. There are approximately ten pints of blood constantly circulating through seventy- five- thousand miles of blood vessels. These blood vessels reach every cell in the human body. Once they reach the cells they deliver much needed oxygen and remove carbon dioxide and other poisonous waste products. The circulation to and from the lungs is called the pulmonary circulation; the circulation round the rest of the body is called the systemic circulation. On average, a red cell would go round the whole circulation in 45 seconds. Our blood is pumped to two places: the right side of the heart pumps blood to the lungs, and the left side of the heart has to work harder pumping blood to the rest of the body which is why the left side of the heart is bigger and more muscular than the right side. Blood is pumped from the heart to the lungs and then travels back to the heart, where it is then pumped to the body. To get all the way round the circulation, blood has to go through the heart twice and this is why it is known as a double circulation. Blood is carried round all parts of the body by small tubes called blood vessels. The human Circulatory system is composed of three types of vessels; arteries, veins and capil... ...ood and waste products back to the heart. The blood in the veins moves slowly due to low pressure. Semi-lunar valves are found at regular intervals throughout the veins. These force the blood to move in only one direction. The veins walls are thinner, wider, less elastic and less muscular than those of the arteries. The veins are compressed when body muscles, particularly in the limbs, move so the valves in the veins have to prevent the blood flowing backwards. The blood in most veins is deoxygenated and contains more carbon dioxide but less food than the blood in most arteries. This is because respiring cells have used the oxygen and food and produced carbon dioxide. The pulmonary veins, which return blood from the lungs to the heart, are an exception. They contain oxygenated blood and reduced level of carbon dioxide.

A Separate Peace - Thematic Analysis :: essays research papers

An analysis of John Knowles A Separate Peace brings up the theme of man's inhumanity to his fellow man. What makes this novel unique is that in protesting war, Knowles never overtly referred to the blood and gore of war; he showed the consequences of war, some paralleling the nature of war and some simply laying out how World War II affected noncombatants thousand miles away. There have been many books written about war, what happens, why it happens, and why wars should stop. Knowles explains through the life of Finny why war never will cease, with only one death in the entire book; a quiet one at that. When Gene is responsible for Finny's fall off the tree, the reader is in some confusion as to what really happened. All the book reads at this juncture is "Holding firmly to the trunk, I took a step near him, and then my knees bounced and I jounced the limb. Finny, his balance gone, swung his head to look at me for an instant with extreme interest, and then he tumbled sideways, broke through the little branches below and hit the bank with a sickening, unnatural thud." The reader does not know whether it was accidental or intentional. It is not until later that Finny realizes that Gene is responsible for his crippling, and what a natural thing it was to do. Gene bounced the branch just to see if he could make the invincible Finny fall; at least, this is why Gene claims he did it. This is true, but at some level, Gene was scared of Finny, of his confidence, his abilities, and his potential for breaking records. Consider Gene's paranoia over Finny's attempts to make him advent urous. Gene interprets these genuine acts of friendship as attempts to prevent him from reaching the top of the academic ladder. This paranoia parallels war in that after it is declared, no one is safe. Countries, leaders, people suspicious of all who are perceived as a threat, causing them to lash out at anyone even peripherally involved. Adequately proven in A Separate Peace, there are also historical examples: the Nazi death camps, the American Japanese-American relocation camps, and the McCarthyism of the fifties. Apparently, in America, the Constitution rules until war is declared, then paranoia and vindictiveness take charge. When Gene had the opportunity to get back at Finny, he did, which is so human it is disheartening.

The Road Not Taken Essay -- Poetry Robert Frost essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In analyzing the poem 'The Road Not Taken'; by Robert Frost, it represents 'the classic choice of a moment and a lifetime.';(pg 129) He relies much on the reflections of nature to convey his theme. However, this poem seems to be in essence very simple but opens the door for many interpretations. In using a simple fork in a road, Frost writes much to symbolize life and choices in which one will make. Frost uses unique ability to see an ordinary, everyday activity to portray such a theme. By using such simple endeavors, Frost reaches his audience on a more personal level. However, it is only one's past, present and the attitude with which he or she looks upon the future that determines the shade of light in which the poem will be seen. (pg 621) There is never a straight path for one to follow on life's journey. By using two paths in which to choose from, Frost leaves one to realize that everyone must travel and will reach a point of decision. With stating 'And sorry I could not travel both,'; Frost shows the point in which one will choose because there is only one path in which one may travel. It is most difficult to make a decision on each appealing path because everyone will always seem to question 'what could I or could I not miss out on?'; The fact he is sorry he is sorry he cannot travel, or choose, both paves the way for regret. This will often be reflected upon by an individual in which saying ' what could have been'; leads one to dwelling over the choice of road in which they did not take. In knowing that each one may be influenced in many directions, Frost clearly implies 'And be one traveler, long I stood.'; No matter how each of us may be influenced by family or various sources, there is only 'one traveler'; that will be affected by any decision and there is quite a lengthy thought process involved. Regardless of any outside influence there is only one to be involved and truly affected, as does any choice in life. In somewhat of an attempt to make a decision each person wants to carefully examine the unknown. In using sort of a checks and balances a person would weigh out the risk factor to be involved. Frost uses the line, 'And looked down one as far as I could'; to portray an involved examination. The strain used in 'as far as I could'; symbolizes somewhat of a unknown content of where the path may lead. No matter what one knows... ...o sharply limited.';(pg 496) One would have to agree with his point, because everyone has had to make difficult unalterable decisions of which the outcome could not be foreseen. The narrator must choose between two 'fair'; roads, of which he cannot see the endpoints. Wandering between the two, he finally decides to take the road 'less traveled by.'; Yet, like most people, he later sighs with regret thinking of what he might have missed on the unexplored road. Above all, 'The Road Not Taken'; can truly be interpreted through much symbolism as a clear-sighted representation of two fair choices. The two roads in the poem, although, 'diverging,'; lead in different directions. At the beginning they appear to be somewhat similar, but is apparent that miles away they will grow farther and farther away from each other. Similar to many choices faced in life. It is impossible to foresee the consequences of most major decisions we make and it is often necessary to make these decisions based on a little more than examining which choice 'wanted wear.'; In the end, we look back upon the choices we have made and like the narrator 'sigh,'; observing that they have made 'all the difference.'

Massive Tourism Essay

In this globalized world the stress caused by the workload and the problems that occur everyday in our social environment, have a direct effect on the health of the person, who tries to find a way to release the tension. This is why many doctors recommend recreation in the form of travel to avoid harm to our health. Nowadays Tourism has a key part in the lives of every person, but mostly business people. They use it as a way to connect with their children and at the same time, recover their lost energy. These believe has spread all over the world and now Massive Tourism has become an important issue in the Government plans and the Tourism Industry. Massive Tourism happens when large masses of tourist arrive to visit a place. Travel Agencies offer tour packages to groups of people to get lower airfares, room rates, etc. Massive Tourism has a direct effect on the economy of the country, by increasing the incomes and providing more work. But many countries aren’t prepared to receive large groups of people, which causes damage to the culture, infrastructure and also to the environment. Advantages of Massive Tourism  For People Tour Operators and Travel Agencies offer Tour Packages to tourist around the world, to visit and enjoy another countries culture without the need to plan all the activities, transport or accommodations by themselves and by traveling in large groups they get lower costs. This is why the number of tourist has increased, because nowadays it is easier to travel, not to mention cheaper. What most people look for in a trip is to leave all worries and problems behind, and just enjoy and relax for a determined amount of time in another city or country and away form their normal lives. Tour operators can offer lower costs because by making these tour packages they an agreement with the hotel, airlines, museums, etc, who are part of the package. These companies offer the operators a lesser cost, in exchange of promotion, which they get with this tour packages. Both the companies and the tourist benefit from this packages. Also because you travel with a group that will share the same activities and interests it is probable to form relationships and friendships with new people. For Governments Large groups of people arrive everyday to a country, and they expend money by realizing various activities during their stay. For example food, museums, discos, shopping, transport). This is why the country benefits from massive tourism because it has a positive effect on the economy of the country by increasing the incomes. The Tourism Industry is ever growing, which results in more job openings and increases the interest of studying tourism related careers to improve the service given in their country and also to have a bigger involvement to incentive the tourist activities and at the same time, protect the natural patrimony. In addition, massive tourism boosts other kinds of tourism, such s eco tourism which increases investments to create new recreational, and tourist areas. Another advantage of massive tourism is that it improves the relationship between countries. Disadvantages One disadvantage is the rapidly spread of the diseases because of massive tourism. Most people who travels likes to go to a completely different place. For example, they want to visit exotic places. But they do not know the real consequence of their adventure. Sometimes, they are taken by the emotion of the trip and they don’t inform well about the places they are going. One case took place in China. There was a new virus, very contagiously, which spread fast due to the tourists who travel around the world. That way, virus could reach cities like Frankfurt, Toronto etc. As we can see massive tourism helps diseases to expand. Besides humans, animals are also affected by new diseases brought by tourists of other countries. Another important effect of massive tourism is the one on the culture. Now we are living in a globalize world. This means that many aspects are the same in different countries. When many tourists arrive in a country like ours, the people of the host country start to behave like them. Little by little they start changing their image. The impact caused by tourist is strong in some places. For example in our jungle many amazon tribes have lost their traditions. Now they make presentation of typical dances of their tribes only for tourists. Once the tourists leave their tribe, these people start to behave as if they were from the cities. Their naturalness is lost. Same case happens in the highlands. Language is also affected by massive tourism. Nowadays most people understand English. In one way this is very practical for tourists but on the other hand English absorbs the other languages. The attraction of a country, in some cases, is based on the language. If one person wants to go to France in order to learn French, he will find that most people like to speak English or Spanish. The language is part of the culture in a country and it shouldn’t be change. When you see only tourists in one place, you will realize that the lifestyle s affected too. Being surrounded by tourists changes the way you act. This case is presented everyday in Ibiza. This international place has very few Spanish inhabitants. For this little population, life has acquired a different face. Their neighbors are no longer Spanish people but tourists. The way you treat tourists is not the same as you treat people from your country. That is why the lifestyle changes in places like Ibiza that receive mass ive tourism. One of the biggest effects of massive tourism is on the environment. Massive tourism can imply more incomes but is also means more people to attend and too much garbage. Too many people in one place can cause a mess. In fact the more disturbed is the people of the host country. The infrastructure suffers and is damaged because it can not stand multitudes. To illustrate this point Macchupichu is a good example. Recent investigation has revealed that Macchupichu and the whole city of Cuzco are suffering the consequences of the disorganized coming of tourists, especially in the high season. Conclusion Nowadays people are looking for ways to canalize their energy and just for a couple of days, get away from their problems, and meet new cultures and new people. As we have seen massive tourism is an alternative for people that has tight schedules and no time for recreation or just stop to breathe. This is why massive tourism does not only benefit individuals but also the whole society and encourages the population to take interest in the tourism industry and the protection of their culture. Nevertheless Massive Tourism also has a negative aspect for the countries if it is not treated as it should. An organize tourism brings benefits for sides, tourists and countries. Sometimes the solution isn’t in the quantity but in the quality of the services and the experience. In Peru’s case, this negative impact has taken a toll on the infrastructure in some important cities like Cuzco. This is way the authorities have started to develop new plans to organize these cities to receive an organized tourism without damaging the city.

Current provision and practice Essay

Each one of the early years educators has played an important role in setting the foundations that is the basis of the main curriculum’s and foundation frameworks in schools today. Maria Montessori believed in independence in nurseries and that children should be taught to use their senses first rather than just educating their intellect with subjects such as maths and science. These of course came later in the children’s education but the main focus within her nurseries was to develop observational skills through the environment and learning outdoors, and to provide the children with carefully organised preparatory activities rather than repetition as a means of developing competence in skills. Montessori believed children should be encouraged to take responsibility for their own learning, enabling them to become more independent. The teaching practices of Maria Montessori have been highly influential on current practice as many specialised Montessori nurseries are currently running up and down the country. They promote her curriculum of independency and use many of her approaches to practice such as the idea that the child’s freedom, dignity and independence are of paramount importance. In a typical Montessori nursery there is a general atmosphere of children doing things for themselves carefully and competently – carrying furniture, setting tables, pouring drinks, washing their hands – and following activities which absorb and interest them. This is, in some ways, a very different method to the practices used in government run nurseries etc. as they follow a more standard curriculum where reading and writing are encouraged more formally and learning plans set out at an early age. Some of this practice is reflected within my current placement through the children’s play such as tid ying away independently at the end of activities and being responsible for making sure toys are put away before a new activity is begun . In my placement, when the children are told it is tidy up time they know they need to put everything away and must help clear up until the room is tidy. The practitioners join in with the tidying but do not do it for the children, so they are leading by example but are still allowing the children to think for themselves and take responsibility for putting away their own play equipment. During snack time I have also witnessed the children carrying their own chairs through if they are a few chairs short in the hall. This  gives the children a sense of independence and is also a good way of developing their gross motor skills and co-ordination. In the key stage 1 classes children are encouraged to pour their own drinks and are given small jobs such as handing out the lunchboxes and folders at lunchtime and the end of the day. These are just a few ways that the children are encouraged to be independent within the school day as well as managing their own hygiene and dressing/undressin g independently for a physical education activity. Part of the stepping stones within the foundation stage state that children should be encouraged to dress and undress independently and select and use activities and resources independently, which is exactly what I have witnessed in my previous and current placements. The birth to three matters framework has a similar view on independency as the emotional well-being guidelines for a child focuses on developing healthy independence e.g. ‘activities which provide small steps to be achieved will support all children, including those with disabilities, thus reducing frustration and supporting them to become independent.’ These clear guidelines from the various frameworks and curriculum’s undoubtedly show the positive effect Maria Montessori has had on current practice, and that her theories have been widely acknowledged within teaching practice today. Rudolf Steiner set up the Waldorf schools where the main consideration is around practical activities that develop the mind and the imagination. The types of activities that Steiner introduced in his schools were things such as knitting, weaving, playing a musical instrument, woodcarving and painting. These are very much practical based activities and many are still carried on in schools today such as learning to play an instrument. This is seen as an important activity for children in the early years and lessons and clubs for this are seen as mainstream activities. Steiner believed that education should be designed to suit the changing needs of a child as they develop mentally, physically and emotionally. This can be seen in the current practices and provisions as there are different levels and stages of which a child can progress through at their own pace, such as the stepping stones in the birth to three matters and foundation stage curriculum. Each individual child is encouraged within their own abilities to progress with their education and onto the next levels of development and learning within  today’s practices, and Steiner’s approach has therefore been influential on many areas of the early year’s education. His ideas on allowing children to be taught by the same teacher for up to seven years have been adopted in some ways by secondary schools as a class is given the same form tutor for up to five years and then another for two years if they progress to higher education. He believed this was an effective way of giving children stability within schools, and the tutors would almost be like main carers for the children until they left school. Friedrich Froebel’s ‘kindergarten’ is the modern day nursery, playgroup or parent and toddlers group. He wanted parents to be fully involved with their children’s learning and play an active role in their child’s educational development. This was an important feature of Froebel’s vision and can be seen in current practices through parent/teacher evenings and the various reports and progress write ups that are sent home to parents from early years settings. The placement I am currently with send home termly reports explaining to parents and carers how their child is doing with regards to education and also to their social, emotional and physical well-being. Froebel believed the role of the mother was to recognise their child’s capacity for learning and wanted to encourage the parents to support the children with this, and as you can see from the current approaches to this in early year’s settings his work has helped to develop the understanding of the importance of the role of a child’s family in their learning and nurturing. This is now very much reflected in the governments recent every parent matters agenda. He also believed children learn through structured play at their readiness, in an organised and prepared learning environment. This is similar to the guidelines of the curriculum’s and frameworks we use today as children are taught through structured activities that are carried out in stimulating environments. The fact that activities and play is structured benefits the teachers immensely as they will always have a clear view of what they need to be teaching the children, and when and where they should be learning specific things. They are also able to plan the day effectively and help each child reach their early learning goals. Structured play benefits the  children as they need routine so they know what their day will consist of, and are also able to develop their independent learning skills within a structured, focused and supportive environment. If a child’s day has routine or structure to it they are able to feel in control of themselves as they will always know what they are going to be doing, and how much time they have for certain activities. The special materials that Froebel developed to assist his activities were things such as shaped wooden bricks and balls, with which he had a linking set of theories. These types of play resources are used throughout early year’s settings today. The foundation stage framework states that ‘well planned play is a key way in which children learn with enjoyment and challenge’. This clearly shows that Froebel and Isaacs’s theories have been influential towards current practice and benefit children and teachers through the education policies. I have seen these benefits first hand within my placement. The teachers have the opportunity to plan their lessons and the activities ahead and so are able to plan time for their own personal work and preparation for other lessons into the day, and can inform the children exactly what they will be doing that day, thus giving them a clear, structured routine they can easily follow. Children are able to choose freely within pl ay activities yet each play resource is chosen carefully and all of them can relate to either a certain topic they are doing ect. so the children’s learning of a certain subject can be carried on through their play. The foundation stage curriculum states that ‘well planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge.’ Froebel’s theories have, from this example, been the basis of many of the curriculum’s ideas on play, and making it structured also allows the teachers to plan and resource a challenging environment that will extend the children’s learning. The curriculum also states that practitioners should be ‘supporting children’s learning through planned play activities, extending and supporting children’s spontaneous play and extending and developing children’s language and communication in their play.’ Many of these requirements would not be possible if play was not planned or structured, as practitioners would not know what resources the children would be using during the day, and so would not be able to make  assessments effectively or develop and extend the children’s learning to their full potential. Froebel’s theories and early years work mean practitioners and children can benefit from play immensely. Children; in all areas of their development, and practitioners; as it enables them to focus their assessments thus informing future planning to better meet the needs of the children. Margaret McMillan was another early year’s educator who has inspired and influenced many of the current provisions and practices used today. Her main emphasis was on fresh air, exercise and nourishment, and still influences some aspects of current English nursery practice. Many early years settings regard outdoor play as an important aspect of a child’s learning, and gardens and play areas are available for the children at either frequent intervals throughout the day, for a substantial amount of time (as can be seen in the placement I am currently at), or constant access is given. McMillan recognised that imagination is good for society as a whole, an idea that is seen in the educational reforms of the 20th century, and can be clearly seen in the practices within her nurseries today. She believed that children are ‘active’ learners, meaning they learn whilst doing something (usually playing), a concept that has been brought into current practices as practical activities that involve moving about or using some kind of resource, and especially general play, is now much more emphasised in early years settings than it previously was. Rudolph Steiner also believed that practical play activities were a good developer of the imagination. His Waldorf schools concentrated on activities such as wood-work, knitting and playing musical instruments, which are now mainstream subjects in secondary and primary schools e.g. design technology, which covers all creative areas, and music. Children can develop their creativity, imagination and emotional development through music as well as many other areas of personal learning. Teachers are able to apply their own skills in these creative areas and demonstrate to the children how they can achieve what they are aiming for. By seeing their teachers own personal skill first hand the children will be able to respect and learn from practitioners in a more understanding way. Susan Isaac’s was also a believer that play is central to learning, and also  that parents/carers are seen as partners, working with teachers and their child to develop and support their child’s abilities. This is similar to Froebel’s theories on parent/teacher relationships in the way that he saw parents as the main educators of young children. This concept is still clearly seen in the practices of early year’s settings as parents are encouraged to be involved in every aspect of a child’s learning, and have the opportunity to work with the teacher in developing their child’s abilities. This benefits the children and the parents as both can create a bond with each other through the education of the child, and the parent will be able to understand more fully how their child learns best and how to encourage and support them if they are struggling. Play is still seen as central to learning and parents/carers are seen as partners in helping their child progress through the stepping stones. In my current placement children are given ample time throughout the day to have free play and choose to do whatever interests them. The day is structured (as Froebel believed it should be) so they still have time set aside for number work and writing activities, but are not pushed to complete the more intellectual side of the work as play and ‘active’ learning are the most emphasised activities throughout the children’s day. This benefits the child in the way that they will have a break from concentrating on the more intellectual side of things and be able to relax, whilst still learning through structured play and various activities. Having the ability to choose will keep them interested in learning about writing and reading as they will feel they are not being forced to learn about them. Friedrich Froebel introduced the idea of structured play and fully involving parents with their children’s learning. His work has been extensively influential on current practice in early years settings today as the basic framework and curriculum’s that guide children through their learning are based around his ideas about how children should be working with their parents and how carers should be involved in all aspects of their child’s learning and development through school, and how children should learn at their own pace and be guided instead of pushed towards their learning goals. The national curriculum states that ‘teachers are required to report  annually to parents on pupil’s progress’ through their learning goals. Parents also have a say in whether their children are included in religious education classes and sex education, and are given the right to withdraw their children from it or go to the classes with their children to guide them through it. Secondary and primary schools send home letters to parents informing them when classes such as these will be taking place, and permission slips are enclosed so the school know which children can take part in the classes and which cannot. My current placement sends home a daily report on each child so the parents can see their child’s routine for the day including what they played with, how long they slept for, what and how much they ate during the day and generally how they got on. This gives the parents a clear understanding of how their child is getting on in the nursery and allows them to give feedback to the practitioners so they can work together to ensure the child is reaching their full potential in all areas of development. This clearly shows that Froebel’s ideology of parents being involved in children’s learning has been taken into early year’s settings today and has had a positive effect on current learning and the guidelines in the curriculum. Parent and toddler groups are also a popular class for parents to attend when their children are young. They allow parents to be fully involved with their child’s play, and as children learn most substantially through play this gives the parents a better insight as to how their children learn and what stimulates them most effectively. They can then use this knowledge to help progress their child’s learning at home. The foundation stage has the same principles as the national curriculum in the way that parents are encouraged to become involved with their child’s learning throughout and to work with the practitioners to extend the children’s learning both in the classroom and at home. According to the foundation stage curriculum, when parents and practitioners work together in early years settings the results have a positive impact on the child’s development and learning, therefore each setting should seek to develop an effective partnership with parents. This was one of Froebel’s main theories  within early years and so current practice has clearly been influenced by this and has expanded on his views to make sure parents, practitioners and children can benefit from his work. Practitioners can listen to any concerns parents have over their child’s development and then work with them to find an appropriate solution to the problem. Froebel also recognised the importance of specific training for early childhood teachers. He believed that early year’s teachers needed more focused training as the early stages of a child’s development and education formed the basis of their personalities and eagerness to learn in the future. This may have some contribution to the fact that early years practitioners must undergo specific training in order to become qualified to work in early year’s settings, such as NNEB’s, NVQ’s and BTEC’s. My opinion of Froebel’s work and the research I have done on his theories is that his work has been the most influential on current practice due to the fact that most of his work has been combined with, and been the main basis for many of the guidelines in the curriculum’s and frameworks used in early years today. The emphasis on active learning is well established within early years settings, but combined with the current guidance from central government upon meeting targets, it is indicated by the inspection of early years settings that play-based learning is not a priority, though the training of practitioners, which Froebel believed was essential, has received considerable attention in recent years, and current practice is now trying to catch up with the ideas Froebel proposed. The role of the mother in children’s learning is not as Froebel expounded due to mothers of young children being encouraged to work rather than stay at home. Teaching and nurturing children in the home is regarded as less effective or desirable than education in more formal, out of home settings, though the parents as partners scheme initiated by the government throughout the curriculum’s gives parents and practitioners a way of communicating and working together to help the child, so in this way I think his ideas on parents being involved in children’s learning has been responsible for this being put into practice. Friedrich Froebel’s theories have, in my opinion, been the most influential on early year’s practitioners, and their approach to practice is guided by many of his ideas and concepts on how children should be learning. His work surrounding the ‘kindergarten’ (the first form of modern day nursery) produced the framework and theories that practitioners work with and expand on in current practice and so in my opinion his work has had the most effective influence on today’s early years educators and their practice, and this evidence suggests his work will continue to be explored and expanded on within the curriculums and frameworks for years to come. Bibliography Bruce T learning through play: babies, toddlers and the foundation years, (2201), Hoddler and Stoughton†¢Tassoni P, BTEC early years (2nd edition), (2006) Heinemann†¢Bruce T, Time to play in early childhood education (1991), Hoddler and Stoughton

An Abundance of Katherines

The search for you Innerself In the novel An Abundance of Katherines by John Green we find how the need for social acceptance may often alter ones true Identity. Everyone may have different personalities in different situations. Most people can actually forget there true self because of all their other personalities, It really all depends on the social group they'd like to belong to. I myself can connect to Lindsey in real life, Just like her I have a few sides to myself and they all come out at different times in my life, epending on where I'm trying to fit in.People change thereselves for the people they'd like to connect with. Lindsey has a special side to her she uses when shes around her boyfriend T. O. C. , another one she uses around the elderly, and the side she begins to remember when she's around Colin. The personality she uses when shes with T. O. C. is her made-up side that she decided to make to make him like her and also fit in with him. It was important for her to have a boyfriend at the time so she had to hide her true self and fake emotions because her and T. O. C. idn't have too much and common. She hated his manners and jokes but she liked that he didn't change himself for a single person and presumed to act the same In front of anyone he'd came across, that was something she wasn't capable of. The side Lindsey uses when she's around te elderly was the polite, innocent one. She always shows a great amount of respect for them and no matter how boring they may be she would let them tell her stories for hours and hours at a time. without interrupting them once. or getting annoyed. They all love her. they loved her whole family, and they wanted her to always stay young so she could visit them forever, and they can't believe how fast she's grown since theyh. ‘e known her. You can tell they made her realize that she wasn't being her true self when they made her cry after all the compliments they gave her. she faded away trom them though becau se she spent a lot ot time with her boyfriend and her friends but visiting them was still a passion of hers. The last personality we see Lindsey use in the book is the one Collin reminds her of.Out of everyone she knows he is the first one that made her feel her true self. She didn't have to act, or pretend to be anything she wasn't. Somehow her and Collin just understood eachother, and didn't have to be nervous, she didn't feel the need to try and Impress him either. Collin Just began to like her for who she really was Inside. â€Å"The people who have been In your secret places† said Collin. â€Å"The people who you bite youre thumb in front of† said Lindsey. (pg. 208). He helped her realize her true colors by accepting who she really was. There are three different sides to myself as well. e one I use most is the quiet me. When I'm in school I tend to keep to myself and stay quiet. I basically do it to give me an edge with teachers so that way if I'm ever borderline the teacher will like ‘ Of2 me ana give me a second cnance, or pass me, at least tnat's wnat I nope Tor, altnougn I never wish to be in that sitution. I also use this side of me when I do things like go to church. I'm silent there because that's the respectful thing to do as I've been taught by god and my parents. Another personality I use is my true personility, my social side.I'm an energetic, loud, fun, outgoing teenager and I plan on always being like that at acceptable times, like parties and hanging out with my buddies. There the ones that understand me the best and I can always have fun with them, and I know in the end my buddies are always here for me as I am for them. It's the best feeling in the world having friends who I can Just be myself around and not have to worry about being misjudged and what not. The last side of me is basically both put together. This personality comes to use when I'm with family and family friends.I m very close to them but there are certai n boundaries I have with them that I don't have with friends. Family may be friends but I still have to keep in mind that there the parents and they can give me boundaries and responsibilities. There Just two different relationships. I know deep down that I have found my true identity and I have a great balance in life. Finding who you are is honestly not hard it Just happens. The best thing to do is just surround yourself by people who make you feel yourself and accept you. Understand that people have different ways of expressing themselves as well.

Oia Bible Paper Mark 2:23-28

New Testament Survey O-I-A Gospels/Acts Throughout the book of Mark, several themes are found to be present which address the legitimacy of Jesus. Multiple times Jesus’ actions prove He is who He says He is, although through His attempts to hide His identity from the public, people still are in disbelief about His identity. The periscope of the Sabbath helps to explain this. The periscope on the Sabbath according to Mark is found in Mark chapter 2 verses 23 through 28: 23  One Sabbath Jesus was going through the grainfields, and as his disciples walked along, they began to pick some heads of grain. 4  The Pharisees said to him, â€Å"Look, why are they doing what is unlawful on the Sabbath? † 25  He answered, â€Å"Have you never read what David did when he and his companions were hungry and in need? 26  In the days of Abiathar the high priest, he entered the house of God and ate the consecrated bread, which is lawful only for priests to eat. And he also gave s ome to his companions. †27  Then he said to them, â€Å"The Sabbath was made for man, not man for the Sabbath. 28  So the Son of Man is Lord even of the Sabbath. †My own understanding of this periscope is reworded like this: 23 One day on the Sabbath, Jesus was walking amongst His disciples through a field of gain. As they made their way, the disciples began to pick the heads of grain. 24 The Pharisees confronted Jesus and questioned Him as to why the disciples were breaking the law of Sabbath rest. 25 Jesus replied, â€Å"Do you know what David and his friends did when they were hungry? 26 Let me tell you, they entered the House of God during the days of Abiathar the high priest and ate the holy bread in front of Abiathar himself!You all know that the holy bread is only able to be eaten by the priests themselves! † 27 Jesus told the Pharisees, â€Å"I am the Son of Man. The Sabbath was made for man. † 28 Therefore the Son of Man is even Lord over the Sabbath. Multiple observations are obvious throughout the passage. To begin with, it is mentioned several times how the setting of the story is occurring on the Sabbath, which is a day of rest. It is mentioned how Jesus and the disciples are present in the grainfields and the Pharisees are there with them.The Pharisees end up questioning Jesus about the disciples’ actions. Jesus defends them with an allusion of David in the time of Abiathar. There are countless numbers of interpretations that can be made throughout this short passage. These deal with the actions of the disciples, Jesus’ confrontation by the Pharisees, Jesus’ allusion to David’s actions in the time frame noted and the meaning behind the consecrated bread. The disciples’ action of picking heads of grain was completely lawful, even though the Pharisees challenged it (Lane 114).In that time, people followed the Mosaic Law which stated, â€Å"when you come into your neighbor’s s tanding grain, then you may pluck it with your hands, but you shall not bring a sickle to you neighbors standing grain† which is found in Deuteronomy chapter 23 verse 25. The only grounds that the Pharisees had to challenge the disciples were because it occurred on the Sabbath (Lane 115). Their actions could be seen as reaping which was prohibited on the Sabbath by the Mosaic Law in Exodus chapter 34 verse 21. This violates the Sabbath because it is considered work.It was also noticed how the Pharisees question Jesus about the Disciples’ actions instead of question them personally. When someone was considered a â€Å"teacher† it meant that they were responsible for those under them, so Jesus was responsible for the disciples (Keener 142). This is the reasoning Pharisees specifically questioned Jesus directly. It was done in order to satisfy the legal requirement of a warning prior to the prosecution for Sabbath violation (Lane 115). It is also important to unders tand Jesus’ allusion to I Samuel chapter 21 verses 1 through 6. 1 David went to Nob, to Ahimelek the priest.Ahimelek trembled when he met him, and asked, â€Å"Why are you alone? Why is no one with you? † 2  David answered Ahimelek the priest, â€Å"The king sent me on a mission and said to me, ‘No one is to know anything about the mission I am sending you on. ’ As for my men, I have told them to meet me at a certain place. 3  Now then, what do you have on hand? Give me five loaves of bread, or whatever you can find. † 4  But the priest answered David, â€Å"I don’t have any ordinary bread on hand; however, there is some consecrated bread here—provided the men have kept themselves from women. 5  David replied, â€Å"Indeed women have been kept from us, as usual whenever I set out. The men’s bodies are holy even on missions that are not holy. How much more so today! † 6  So the priest gave him the consecrated br ead, since there was no bread there except the bread of the Presence that had been removed from before the Lord and replaced by hot bread on the day it was taken away. According to Cole, Abiathar was Ahimelek’s son who survived the priestly slaying at Nob in I Samuel chapter 22 (129).Abiathar served as high priest and was better known in association with David than his father, so this is known as a common error could have entered tradition before it became known to Mark (Lane 115). Another interesting thing about the David reference is Jesus’ summary of the consecrated bread. He mentions in Mark chapter 2 verse 26 how David and his men ate the consecrated bread, which is lawful only for priests to eat. It is interesting to compare both passages when is mentions the restrictions of who is eligible to eat the bread.In I Samuel chapter 21 verses 4 through 6, it is mention that the requirement is for men to have kept themselves from women. One interesting question that Lan e brings to light is the actual connection between what is happening in the grain fields and the reference that Jesus makes in light of the situation (116). The incident in the grain fields specifically deals with the Sabbath while the allusion that Jesus makes, highlights the fact that God does not condemn David for his actions. This shows how the Pharisees interpretation of the Law was not in accordance with the scripture (117).This can be applied to the biblical understanding of the Pharisees and others in that time period. Many people misinterpreted the text and often even twisted them to have a meaning that applied to their situation. The most important thing that I learned from this scripture is the importance of understanding the background information behind the scripture. I must admit that in this case, I would be no different that a Pharisee. Although I have read this passage and heard it referenced multiple times, I have never fully understood Jesus’ allusion withi n the text and how it applies to the situation at hand.I am constantly guilty of skimming over text or not reading it on a level deep enough to fully understand the message behind the words. This has been a lesson in itself. Works Cited Page Cole, R Alan. The Gospel According to Mark. Grand Rapids: William B. Eerdman, 1989. Print. The Holy Bible New International Version. Grand Rapids: Zondervan, 1984. Print Keener, Craig S. The IVP Bible Background Commentary: New Testament. Downers Grove: Intervarsity Press, 1993. Print Lane, William L. The Gospel According to Mark. Grand Rapids: William B. Eerdman, 1974. Print.