Bilingual Education: Critique Essay

According to Brisk (1998), when bilingual or bilateral education is implemented in private schools the results are very encouraging. Students of all ages benefit from such approach producing at times amazing results. When, however, the bilingual education is implemented in public schools for lingo-minority, the results become controversial if not questionable. To understand such a disparity, a lot of studies have been conducted during the last two decades. One of this studies that Brisk described was done by UNESCO more than 40 years ago concluded that when children were taught in their second (or minor) language they experienced difficulties in their education. From their report, one could see clearly that researchers at this organization favored the mother tongue declaring that children get better education when teachers teach them using it. Logically, the language is the medium to transit knowledge. If the native language was and is spoken at home, the major cultural elements are being transited to the children of the family. Language encapsulates the concepts that language carries and that are transmitted on to the young child as he or she absorbs the culture within the micro-culture. Before the child goes to school, many concepts absorbed through the native language are already a part of his or her cognitive development. Even more so, the elements of personality have also been transmitted through the native language and continue being reinforced if and when the parents speak the native language at home. When that child goes to school, he or she feels immediately confused for that personality core cannot be expressed nor reinforced by the dominant language that the child hears in school for the duration of the entire day. The transition from the native language into the concepts learnt with the dominant language is happening very slow and never in its entirety leaving some confusion and unclear definitions. That lack of clarity prohibits the child from asking questions (especially if that child is more shy by nature) and that feeling of confusion grows into frustration. Shannon Fitts (2006) examined how bilingual instruction affects the students’ learning and how â€Å"parallel monolingualism† afford the students â€Å"to explore linguistic forms and their attendant social meanings. † It appears that her initial perspective of the â€Å"parallel monolingualism† implies that the children artificially separate two languages to absorb the instructional input. Indeed, there are intangible ideas present in the native language that cannot be expressed in the dominant one. Thus, the lingo-minority students can be easily taken advantage of by other students or even by teachers. Throughout the Fitts’ paper there is a dominance of an idea that teaching in bilingualism is unjust and unfair to those whose dominant language is not native. She justifies this view by trying to conceptualize her opinion of â€Å"conceptualizing native languages† and thus viewing a language as an isolated medium of knowledge transference. She referred to other researchers when saying that Hispanic students â€Å"do not feel valued† while being present in the classroom of the dominant culture and therefore find it difficult to devote to their own education. She should not isolate Hispanic students from those of other ethnic backgrounds. I do not believe that anything has to do with being or not being valued as a person; it has everything to do with misconstruing definitions, half-understood remarks, not-natively implied body language, and other cultural elements. Looking at bilingual classroom from the wrong perspective will warp the impression about the students’ social make up and cultural inclusion. Han Chung (2006) expressed a positive approach in the writing style describing the code-switching strategy in addressing the needs of bilingual Korean students. The researcher’s attitude was that of nonchalant opinion with non-sided estimation. This researcher started the paper with the acknowledgement that multilingualism is the way that many people live with (i. e. Europe) and the transference between languages becomes more than cursory. She mentioned several secondary sources that conform the fact that many children grow up hearing two or even more languages at home and in the immediate environment. With the people becoming more mobile, more and more children are forced into multilingualism; however, it is not necessarily contributing to their best rate of development. Her logical discussion brings the readers into the common for the topic questions, like â€Å"How the children acquire the second language? † or â€Å"Being able to communicate in two languages, do they loose some important characteristics of the personality development transferred in to them by the first and native language? † or â€Å"What does happen to the cultural identity? † Her further discourse discusses the multiculturalism as the medium of â€Å"the complex communicative demands of a pluralistic society†¦Ã¢â‚¬  (the secondary source). Her acknowledgment that the society is pluralistic (not monolistic with domineering language) brings a totally new concept into bilingualism of its citizenship: that every resident living in that society has equal rights and equal access to the major language used in that society. The sentiment within the Fitts’ work (2006) was different. I perceived that she was referring to Hispanic students as those who must adjust to the major culture and language. Multilinguistic approach versus that of monolistic should become prevalent before we accept the fact that the right to major or minor languages within the same society should be provided to any citizen. Even that is not enough. Language minority students should feel that their native language and ethnic belonging are accepted and respected within the dominant culture. They should not feel excluded just because they have an accent or they do not understand all the nuances of the dominant language. They may feel that their language is not as important as the dominant language at their school. At some sites where there are no bilingual programs, the emphasis is not on the maintenance of the student’s primary language. Instead, the goal is to transition the students as soon as possible into all dominant language classes. The implication here is uni-sided: your culture and language are less important than ours. Certainly, such implication will be indirect but nevertheless felt by the affected minority groups. The use of the student’s primary language therefore takes a backseat, as the main language emphasized at the site is the dominant one. The maintenance of his/her language is not the main priority of such a school. Despite the controversy (Rothstein, 1998), it is given that at schools where there are two-way bilingual immersion programs, the target language, which may be the primary language of the minority student, does not take a backseat at the site. It is considered just as important as the dominant language and treated equally. The equal treatment can become tricky, and this is where the instructors’ skill and special training are needed. Unlike in transitional bilingual programs where the primary language is only emphasized in core subject classes until the student is transitioned into the dominant only curriculum the equal bilingual program treats each subject matter as knowledge with ought much emphasis with what language the students will acquire it. Rothstein’s work clearly points out at this controversy and is addressed to both kind of readers: pro-bilingualism and those who do not see the value behind it. He pointed out that the minor and the dominant languages should be used equally and by the language majority students as well as by the teaching staff as a mere tool to deliver instructional input. According to some researchers in the area of bilingual education (Commins & Miramontes, 2006), equal bilingual programs may help students in the area of self-esteem, which may have an effect in the area of academic achievement. In that, Commins and Miramontes argued that students’ self esteem could be studied separately for it can be a dependent variable to the type of education program (bilingual or monolingual) the site will employ. Such a perspective always refreshes for it is obvious that the researchers do not take sides or become shifted into any opinion. In another work, Dominguez De Ramirez, and Shapiro (2006) suggested that programs such as two-way bilingual immersion programs contain ingredients that may help the language minority students raise their levels of self-esteem, and academic achievement. These researchers, as well, focused their attention at the formation of students’ personality and the program factors affect on it. These particular researchers’ attitudes appeared to be shifted in favor of Hispanic population for they specifically discuss such without any reference to any other ethnic groups. With such researchers, I would like to see more comprehensive approach discussing other ethnic groups and ethnic situations so abundantly present in the USA and especially in European Union. The situation is not and should not appear to be unique to one ethnic group in one country. Many in multiple geographical locations around the Globe experience it. Further, it would not be presumptions of me to notice that such situations happen very often with the ethnic writers writing about the population that belong to their ethnicity group. Especially these writers should be more concerned of the wider-comprehensive appearance of their work. Such critique is no way to limit their effectiveness as far as their writing skills are concerned but rather their point ness within the topic(s) they choose. References Brisk, M. E. (1998). Bilingual Education: From Compensatory to Quality Schooling. Lawrence Erlbaum Associates. Commins, N. L. , & Miramontes, O. B. (2006). Addressing Linguistic Diversity from t he Outset. Journal of Teacher Education, 57(3), 240+. Retrieved June 4, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5014939910 De Ramirez, R. D. , & Shapiro, E. S. (2006). Curriculum-Based Measurement and the Evaluation of Reading Skills of Spanish-Speaking English Language Learners in Bilingual Education Classrooms. School Psychology Review, 35(3), 356+. Retrieved June 4, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5017755652 Fitts, S. (Summer, 2006). Reconstructing the Status Quo: Linguistic Interaction in a Dual-Language School. Bilingual Research Journal, 29: 2 Han Chung, H. (Summer, 2006). Code Switching as a Communicative Strategy: A Case Study of Korean–English Bilinguals. Bilingual Research Journal, 30: 2 Rothstein, R. (1998). Bilingual Education: The Controversy. Phi Delta Kappan, 79(9), 672+. Retrieved June 4, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5001343556

Monomyth Cycle in Star Wars

The once there was a galaxy far far away where one man had to learn about becoming a hero and finding himself through his journey. You may know of this story because there was a clue in the first sentence. Yes, this is the story of Luke Skywalker and his journey to become a Jedi knight. However, you may not realize that during the filming of Star Wars IV, the director worked very closely with Joseph Campbell. What is a mythologist doing on the set of one of the greatest science fiction of all time? Well Luke experiences what Campbell calls the Monomyth Cycle, during the movie.While Luke followed this path there were some relevant parts of the cycle that defined him the most. When he crosses the threshold into his 2nd world, Luke finds himself lost in a new world. During his road of trials, Luke finds his purpose through the tasks he must perform. Lastly, Luke’s efforts to join the Dark side are being planned to ruin the universe’s hopes of freedom. Crossing the threshol d is when the hero first crosses into the second world, which is unknown to him. Luke is seen here as a man who left his friends in hopes of completing his mission to become a Jedi knight.He leaves the ice planet of Hoth and leaves for Degoba where he is to meet the great Jedi master Yoda and learn from him. This step according the Campbell is to be very rocky transition into the hero’s new world. And likewise, Luke crash lands on the unknown planet of Degoba and at first sight the planet is a dense forest with unknown creatures. Immediately after he lands and dismounts from his ship, R2-D2 is eaten by a sea monster but soon returned to Luke. While trying to fix R2 Luke first a weird green alien, who helps Luke find shelter in his hut.Luke urges the alien that he must meet with master Yoda and finds that the alien is actually Yoda. Immediately Luke feels he is ready to become a Jedi but Yoda informs Luke that his father was reckless and he was powerful (Star Wars V). Luke fee ls disheartened but he is determined to become a Jedi at any cost. Luke finally finds the master and planet he was looking for but Yoda tells him that he will gain fear through his training. During the road of trials the hero must overcome obstacles in order to find his place in the new world.In Luke’s case, he meets master Yoda and must learn to become a Jedi in order to save the universe. In his first task Luke must overcome and become physically fit in order to train his mind from succumbing to evil. Luke passes this task with ease with Yoda’s guidance. The second trial was when Luke entered the cave on Degoba where he faced his worst fear. He sees Darth Vader and then slays him but he sees himself as Vader and finds that his worst fear is to join the Dark side. Then Luke must learn to use the force because the force is a Jedi’s life essence and a true Jedi can manipulate the force to work to his needs.His third trial trains him to lift stones, clear his mind , and focus while using the force. However, he learns that the force can give him the sight to see the future the present and past. This scares Luke at first because he sees his friends in peril and he chooses to help them. When Yoda and Obi-Wan persuade him to stay and finish his training, he agrees but when Luke learns to use the force with more ease, his next trial is the get his ship that had crashed when he landed in Degoba (Star Wars V).Yoda informs him that the force can help Luke get his ship back, but only if he can focus. He fails because he thought of the ship being too big for the force to move it. The next trial he must go through is to complete his training on Degoba but he fails to become a true Jedi and leaves Degoba (Star Wars V). Through this step in Luke’s cycle you see the hardships he had to overcome. Throughout the movie Darth Vader and Darth Sidious are formulating a plan to force Luke into the dark side of the force and be used as an extension of the E mpire’s power over the universe.This is first seen when Sidious tells Vader to try to turn Luke to the dark side and be used as an asset to the empire and the Emperor’s power. Vader follows Luke throughout the movie to get in direct contact with him but he realizes that Luke will only face Vader if Luke’s friends are in danger. Vader goes to Cloud City and holds Luke’s friends captive until he receives word that his prey has finally come to him. Luke battles his way through the invaded city and to the chamber where he meets Vader. In the final battle with Darth Vader Luke is constantly asked to join the dark side and Vader finds himself trying not to kill him.During the battle Vader tells Luke that his place in the new world is with Vader and Emperor and that only Luke’s hatred can destroy Vader (Star Wars V). A Jedi must never hate or love because it is the path to the dark side (Star Wars III). Some archetypes appear in this part of the movie whe re Luke is clothed in white and is seen as the hero and Vader is seen as a shadow in all black and the temptress. After Luke gets his hand cut off, Vader tells Luke that if Luke joins him in the Empire he can complete his training and begin his reign.Vader further tells Luke that he can kill the Emperor and rule the universe alongside him as â€Å"father and son† (Star Wars V). After reviewing the preceding evidence it is clear that Luke’s journey in his Monomyth Cycle had defining steps that showed him new worlds, tested him and was tempted by evil. During Luke’s rocky entrance into his new world, Luke finds himself in peril early but escapes. He meets a green alien that will teach him to become a Jedi and be able to become a new hope for the universe.During his road of trials Luke proves to Yoda that he is too weak to become a Jedi even though he faces his fears of joining the dark side, clearing his mind, and focusing on using the force. Luke chooses his frie nds over completing what he sent out to do. Lastly, in the final battle of the movie Luke is tempted to join the dark side or die with hopes of controlling the universe with his father and killing the Emperor to do so. Throughout the fifth installment of the Star Wars series, Luke goes through the Monomyth cycle in order to find himself and defeat the evil in him.

Strategic management Essay Example | Topics and Well Written Essays - 2000 words - 3

Strategic management - Essay Example On the supply side of the old thought, the production technology employed was unique to both within and outside markets. Another alternative thought detailed the firm as a unit that consolidates financial surplus from the different profit sources both inside and outside a given economy matrix. On the demand side, the old issue was also winning the name plate competition between substitutable end products. The emerging trend is about capturing expenditure on a function as it trickles down from the firms and households into substitutable and complementary products and services (Froud 2006, p.7). At this juncture, the sector matrix is a form of opportunistic and multifaceted thinking on the side of management spearheaded by financialization and starting from a totally different set of assumptions to the concept of supply chain industry (Froud 2006, p.100). Some of these assumptions detailed: that the household and corporate demand for the related products and services will be the starti ng point of the analysis; the boundary of the matrix is to be defined by the unique function, for example, motoring, healthcare and mobility; the boundary might have a tendency of shifting with time, as it responds to regulatory, social and economic changes (Froud 2006, p.101). This is based on the assumptions that the financial firm is persistently looking to increase its profits; that there is no restriction of competition only to group of firms producing similar products, although there is extension also to other firms that aspire to position in the matrix (Froud 2006, p.100). Analysis of motoring matrix The major illustration of sector matrix is a motoring matrix. It highlights the new used car relation as well as the overall importance of non manufacturing activities. The matrix allows us to give a new definition to the competition that is common in car companies. It clearly shows that this is not a contest the manufacturing systems. It also highlights that it is not a competit ion between social; settlements so that the Americans and Europeans must lose due to their high salaries and social costs. It then affirms that the car business is merely a business contest (Froud 2006, p.257). This is to see how these logic and assembly can be modified through the consolidation of non-manufacturing activities. Breaking from the value chain approach requires adoption of two wider assumptions in the process of constructing a matrix of framework. First, on the demand side, rather than limiting this to expenditure on the new product by an individual consumer, the definition should include all the household expenditure. Secondly, on the supply side, rather than limiting the definition of a business operating in an industry defined by the same technology and identical finished products, the definition should be widened in such a way that the definition of the business is by financial consolidation of a range of activities cutting across all industrial sectors (Froud 2006 , p.95). Extended examples illustrating sector matrix From the above analogy, another grid can be drawn for any complicated product. This centers on whether it requires supporting infrastructure or needs consumption coupled with ancillary services. A healthcare matrix is such an example. Here in the matrix, the primary and secondary healthcare can replace the new and

Learning diversity and authentic assessment tools Essay

Learning diversity and authentic assessment tools - Essay Example EVALUATION: For evaluation purposes, the teacher will use a series of impromptu and written tests that will be given at the end of the lesson (Ahrenfelt, J. and N. Watkin, 2006). This will be important in helping to ascertain the extent to which the learning objectives are attained. As a tutor, I would like to report that this lesson was well organized. In fact, it is the best lesson I as a teacher has designed for use in my class. It is really accommodative and can help to cater for the varied interests, abilities, likes, dislikes and weaknesses of learners in a typical class environment (Skowron, J., 2006). As we all understand, an ideal class has a combination of weak and strong learners. In such a case, it is the responsibility of the teacher to design a lesson plan that will create a conducive environment for all of them. A good teacher should not leave any of the learners behind. Since this lesson plan has a combination of both the expository and heuristic strategies, it puts the lesson in a better position because these strategies if well used, will create an ample time for the tutor to explore either the lecture, discussion, small group method, questioning or other methods to teach it. Besides, the use of questioning method is vital because it puts the learner in a position of actively participating in the lesson. Taban, a great educationist once said that a teacher who does not ask questions does not teach. Similarly, the kinds of objectives set prior to this lesson were very feasible and could be very important in helping to impart the desired knowledge to the learners. They were aiming at achieving both the cognitive, affective and psychomotor objectives of learning. This is what will definitely lead to a complete learning process that cuts across the three levels of objectives. More importantly, since this was a science lesson, the choice of experimentation can actually assist in fulfilling the affective aspect because it will require the learners

About me Essay Example | Topics and Well Written Essays - 250 words - 1

About me - Essay Example My first step was to create a timetable for myself with the appropriate timings for all the different tasks. Though the time table did take time but I promised myself that I would stick to it. I allocated a perfect time to all my works according to their importance. Along with this I also bought a small notebook which could fit into my pocket so that I could carry it anywhere with me. This assisted me in the development of the habit of taking small notes so that I did not forget tasks that needed to be performed. The maintenance of a time table was a crucial step since it assisted me in the further steps that I had to take which included reading, memory and concentration. I made it a habit to read two pages of the English newspaper so that my reading could improve. Concentration was always a problem and because of that I could not concentrate on my class lectures. To assist in this, I started allocating an hour everyday to read a book without any break. For enhancing my memory I started writing down things at least thrice that I had to learn. If they were lengthy I would read them more than twice so that I could retain them. Also as soon as a test schedule was received I used to mark it as a top priority on my time table. I also gave my reading time and the time for concentration in this preparation time to read my own text books which would maintain my concentration as well my reading habits. These formulas turned out to be very helpful for me. I excelled in studies with improving grades in every session. Thus proper management and priority of works assists in excelling in one’s studies and it is actually practice that makes one

Explain the Theme of a Short Story Essay Example | Topics and Well Written Essays - 500 words

Explain the Theme of a Short Story - Essay Example Bahiyya suffers from discrimination in her own family. Born of a Muslim family, she needs to succumb to the decrees of her religion. In the Muslim tradition, men are considered powerful than women. In fact, they are vested with the power to rule over women, thus they are given the privilege to dominate the women around them, including their mother and older siblings. In the story, Bahiyya’s mother tells her, â€Å"When your father’s gone, he’ll be the man in the family and what he says goes†¦Ã¢â‚¬ (365). This makes Bahiyya feel how unfortunate it is for her to be a woman. Bahiyya also questions the absurd traditions in her society. When she was younger, she experienced female genital mutilation (FGM). According to the World Health Organization website, FGM is a procedure that intentionally causes injury to the female genitals for non-medical reasons. Bahiyya mentions this experience using a metaphor as she compares her genitals to the mulberry, thus she says that the women â€Å"cut the mulberry with a razor† (368). Rifaat did not mention the term FGM to make it sound metaphoric and to illustrate the innocence of Bahiyya but she suggests that FGM can affect a woman’s sexual fulfilment as Bahiyya confesses, â€Å"I wasn’t all that happy with him†¦perhaps the reason was what those women did to me with the razor when I was a young girl† (367). Rifaat may have used â€Å"perhaps† to suggest Bahiyya’s ignorance but readers may interpret it as a means to sound less assuming so as not to make the work too contr oversial. The story also tackles the unjust marital arrangement in the Muslim tradition. As seen in the story, Bahiyya is in love with Hamdan but is made to marry Dahshan. The inability of women to decide for marriage is still an issue among the Muslims until now. In the story, Rifaat uses the romance between Hamdan and Bahiyya to gain the

Ethiscal Situations Essay Example | Topics and Well Written Essays - 500 words

Ethiscal Situations - Essay Example If a promise is broken or not kept, the bonds of trust can quickly disappear. During this discussion I would be careful to be as polite as possible. There is a chance that the unkept promise is simply an oversight: the manager should have the opportunity to correct himself or provide an explanation for his behaviour. It is important in such a situation to remain polite and calm and not to throw around judgmental language. It is never right to take advantage of a new employee. Joining a work force can be an anxious period for a new worker and they should be supported by their colleagues, not manipulated or abused. Employees must work together for a common purpose and it is important that they trust one another. If, on the first day, an employee is taken advantage of, that goes to the core of the bond between employees. If I observed such a course of action unfolding, I would do everything in my power to bring it to the attention of management. It is unethical to take advantage of people for any reason, and it badly affects relationships in the workplace. It is important to treat all people with respect whether they are new employees or old. Such a course of behaviour almost certainly would reflect a deeply destructive culture in that particular workplace and should be addressed

3-3 Essay Example | Topics and Well Written Essays - 500 words

3-3 - Essay Example We have been quite guarded about expressing our feelings, as I said earlier, and during the task I learnt that there are a lot of things that I did not know about him and his interest. This activity with him also showed me how he feels towards me actually, something I was very keen on learning. I consider my brother to be one of my closest friends; we share a very close bond, I feel; a bond that has existed ever since I can remember. We have always managed to share our experiences and emotions, although we are on a different plane, both age wise and psychologically. My brother is 6 years older than me and is a college graduate. He is currently employed and is a married man, who takes excellent care of his wife and kids. One big difference between me and him is that he always speaks his mind. It does not matter to him how bad and ugly the truth would sound like, he will always say it the way he sees it to be true. On the other hand, I am not so outspoken. I am quite shy and do not talk much; in fact I am one of those people who do not talk unless it is necessary. I am not an open person by nature; I always tend to keep my emotions inside. I do not permit anyone to try to read me or my emotions or to have me figured out, as they say. I am so closely guarded that I normally do not tell anyone about my emotions, whether they involve that person or anyone else for that matter. I have learned a lot about my brother and how he feels about me after undertaking this assignment. The strangest, or funniest in a way, and surprising thing that I have learned was when he answered a question by saying that he liked it a lot â€Å"when we do some crazy funny stuff to our other siblings.† I thought he would say that he liked the way we share our feelings or the way we trust each other. I did not expect him to say what he said. However, this was a pleasant surprise, it made me realize that my brother is a very fun loving sort of person and he, in a way, does not mind the

Visual analysis of an artwork Essay Example | Topics and Well Written Essays - 1000 words

Visual analysis of an artwork - Essay Example The appreciations of Art as a significant and integral part of the society lead to the development of Visual Arts and Film Studies as a discipline of study by the scholars. In that respect, this paper seeks to give a vivid description of the Georges Seurat's "A Sunday on La Grande gatte" which offers a nice scene. This marvelous piece of art is found in Museum of Modern Art, New York, New York, the United States of America and reflects the wonderful nature of Art . Seurat's balance is carefully positioned and proportioned so that the entire work is interesting to look at. The river to the left is full of yachts and rowing boats, while this balance is matched by the closely placed large figures to the right (Seurat and Hajo 36).In the center of the work is a flurry of activity, which makes the painting's center as appealing to look at as the left and the right. Despite the activity in the piece, however, the artist's placing of his figures lends a degree of formality and static to his piece.His decision to only depict people facing sideways or straight on makes the entire scene seem very rigid and like toy soldiers, which was a criticism leveled against the artist at the time. Seurat utilizes this blending technique through his use of shadows. In traditional painting, shadows are primarily represented by the color black. Following the principles of pointillism, Seurat is able to define his shadows by the color that they come into contact with. The skirts of the women provide the best examples for this. The clothing of the women in the center of the piece seems to be casting a blue shadow on the ground (Seurat and Hajo 37). Seurat's shadows here are not being defined by traditional means but are instead a combination of the colors in its proximity. Here the mix of green provides a blue shadow, which does not follow the conventions of shadow casting. Such a different approach in the creation of shadows is repeated in the dress of the woman on the right. Where the mix of light and green casts a yellow halo for the trees the same effect is mimicked here. The woman's dress creates a slight yellow line before the onset of the shadow and this yellow hue can be seen particularly towards the back of her skirt. Furthermore, the shadow of her dress is a slight shade of blue as Seurat's green grass dots intermingle with the dress' blue and purple dots (Seurat and Hajo 39). Seurat's use of light is one of the unique points of the piece. The work is vibrantly portrayed and the magnificence of the sun bathes the scene's inhabitants in a celestial mid-afternoon glow. Where the technique of pointillism shows its unique aspect is where the light from the left comes into contact with people and objects in the piece. The blend of such colors is pointillism's primary concern and as its founder Seurat's work epitomizes the technique. The tree line at the top of the painting is one example of such a blended effect. The luminous bright white day to the upper left section of the piece steadily becomes less and less white until it blends seamlessly with the vibrant greens of the trees leaves. Seurat's technique means that such tiny dots of white are placed next to dots of green until the relevant effect is actualized (Seurat and Hajo 46).The mix of white and green creates a halo like yellow in parts before it turns fully into green. Seurat's techniq

History of Nail Care Essay Example | Topics and Well Written Essays - 750 words

History of Nail Care - Essay Example In ancient Egypt, the color of the nails of an individual determined his/her status and class – it was an emblem of importance. While individuals of lower rank were only permitted to wear pale colors on their nails; queens and kings wore deep red (Trapp, 13 and David, para1). During the reign of Queen Nefertiti, red nail colors symbolized the status of royals. Furthermore, the famous queen Cleopatra who ruled Egypt always painted her nails with a rusty red color, which was only set aside for the queen (HubPages Inc., para2). Similarly, in ancient China, fingernails played an important role in identifying the nobles. Individuals who held high status wore long nails as a symbol of their status, and their nail color revealed their social class. Silver and gold colors were an emblem of highest power and rank, while red and black represented boldness and strength. The common people, on the other hand, used pale tones, and they symbolized weakness. The Chinese came up with a nail polish made from gum Arabic, beeswax, gelatin, and egg whites around 3,000 B.C. In Chou Dynasty, Chinese individuals of highest status and ranks painted their nails with silver and gold polish in 600 B.C. During the 15th Century, Chinese Ming Dynasty’s leaders painted their nails red and black. Before the battle in Babylon, early Rome and Egypt, military commanders spent hours curling and lacquering their hair and painting their nails and their lips with the same color (HubPages Inc., para3 and Trapp, 13). Nail care started being a part of glamour and fashion in the 19th century. With the technological and social advancements, new nail care tools started surfacing in Europe. A foot doctor by the name Sitts devised a wooden manicure apparatus in the year 1830. Prior to his invention, people used acid, scissors, metal rod, among others for manicure. During this period, slightly pointed nail styles or almond-shaped nails were common. The

Reflective Writing on Marketing Essay Example for Free

Reflective Writing on Marketing Essay During your time at university you will spend a lot of your time thinking – thinking about what people have said, your reading, your own thinking and how your thinking has changed. The thinking process involves two aspects: reflective thinking and critical thinking. Rather than being two separate processes they are closely connected. (Brookfield 1987) Reflective thinking Reflection is a form of personal response to experiences, situations, events or new information. It is a ‘processing’ phase where thinking and learning take place. There is neither a right nor wrong way of reflective thinking; there are just questions to explore. The reflective thinking process starts with you. Before you can begin to assess the words and ideas of others, you need to pause and identify and examine your own thoughts. This involves revisiting your prior experience and knowledge of the topic you are exploring. It also involves considering how and why you think the way you do. The examination of your beliefs, values, attitudes and assumptions forms the foundation of your understanding. Reflective thinking demands that you recognise that you bring valuable knowledge to every experience. It helps you therefore to recognise and clarify the important connections between what you already know and what you are learning. It is a way of helping you to become an active, aware and critical learner. What is Reflective writing? Reflective writing is: * Your response to experiences, opinions, events or new information * Your response to thoughts and feelings * A way of thinking to explore your learning * An opportunity to gain self-knowledge * A way to achieve clarity and better understanding of what you are learning * A chance to develop and reinforce writing skills * A way of making meaning out of what you study Reflective writing is not: * Just conveying information, instruction or argument * Pure description, though there may be descriptive elements * Straightforward decision or judgement (e.g. about whether something is right or wrong, good or bad) * Simple problem-solving * A summary of unit notes * A standard university essay Why you are asked to do this type of assignment * To make connections The idea behind reflective writing is that what you learn at university builds on your prior knowledge, whether it is formal (education) or informal (gained through experience). Reflective writing helps you develop and clarify the connections between what you already know and what you are learning, between theory and practice and between what you are doing and how and why you do it. * To examine your learning processes Reflective writing encourages you to consider and comment on your learning experiences – not only WHAT you’ve learned, but HOW you did so. * To clarify what you are learning Reflecting helps you to clarify what you have studied, integrate new knowledge with previous knowledge, and identify the questions you have and what you have yet to learn. * To reflect on mistakes and successes Reflecting on mistakes can help you avoid repeating them. At the same time, reflecting on your discoveries helps identify successful principles to use again. * To become an active and aware learner * To become a reflective practitioner once you graduate and begin your professional life How to write reflectively What to discuss * Your perceptions of the course and the content. * Experiences, ideas and observations you have had, and how they relate to the course or topic. * What you found confusing, inspiring, difficult, interesting and why. * Questions you have and conclusions you have drawn. * How you solved a problem, reached a conclusion, found an answer or reached a point of understanding. * Possibilities, speculations, hypotheses or solutions. * Alternative interpretations or different perspectives on what you have read or done in your course. * How new ideas challenge what you already know. * What you need to explore next in terms of thoughts and actions. * Comparisons and connections between what you are learning and: * Your prior knowledge and experience; * Your prior assumptions and preconceptions; * What you know from other courses, units or disciplines. Writing style As it concerns your thoughts, reflective writing is mostly subjective. Therefore, in addition to being reflective and logical, you can be personal, hypothetical, critical and creative. You can comment based on your experience, rather than limiting yourself to academic evidence. * Reflective writing is an activity that includes description (what, when, who) and analysis (how, why, what if). It is an explorative tool often resulting in more questions than answers. * Use full sentences and complete paragraphs. * You can usually use personal pronouns like ‘I’, ‘my’ or ‘we’. * Keep colloquial language to a minimum (e.g. stuff, guys) * A reflective task may allow you to use different modes of writing and language: * Descriptive (outlining how something is or how something was done) * Explanatory (explaining why or how it is like that) * Expressive (I think, I feel, I believe) Tips for your reflective writing process 1. Think of interaction, event or episode you experienced that can be connected to the topic. 2. Describe what happened. 3. What was your role? 4. What feelings and perceptions surround the experience? 5. How would you explain the situation to someone else? 6. What might this experience mean in the context of your course? 7. What other perspectives, theories or concepts could be applied to the situation? References Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting, Open University Press, Milton Keynes. Acknowledgement: The preceding material was adapted from The Learning Centre, The University of NSW. Used by permission. Additional notes: Steps for writing a reflective paper: 1.Start your self-reflection paper with an introductory paragraph. This introduction should help set the stage for the reader and should contain the main point of the paper. This would be a good paragraph in which to include information about how the subject and the material impacted your life, whether it reinforced your current views or caused you to change your way of thinking. 2.Write a paragraph or two about the impact the lecturer, classroom/tutorial discussions or the textbook material had on you during the course. Describe emotions you felt you felt or changes you experienced in your personal life due to the topic or the subject. If your opinions on different subjects changed due to these factors be sure to provide your previous opinion and explain why you changed your stance. If your opinions did not change, explain why. 3.Describe a moment during the class that was the most eye-opening for you. One example would be if during a lecture/tutorial the lecturer/tutor used a specific story or analogy to help explain the material that made the lesson really clear for you. Reflect on how you felt when you finally understood the lesson and how that lesson might have impacted the way you think. 4.Write a paragraph explaining how the information from the subject has impacted the way you will think, act and feel in the future long after the semester is over. You may want to include how this subject has changed how you approach other subjects in your degree or life in general. 5.Give feedback in your paper and share your opinions and ideas about how the subject can be improved. Share what you liked about the subject and what material helped you learn the most. Finish the paper by writing a conclusion that summarizes the main points of the paper. This is just one way of structuring reflective writing. Whichever approach to reflection you use try to bear in mind the following key points: * Reflection is an exploration and an explanation of events – not just a description of them. * Genuinely reflective writing often involves ‘revealing’ anxieties, errors and weaknesses, as well as strengths and successes. This is fine (in fact it’s often essential), as long as you show some understanding of possible causes, and explain how you plan to improve. * It is normally necessary to select just the most significant parts of the event or idea on which you are reflecting. If you try to tell ‘the whole story’ you will likely use up your words on description rather than interpretation. * It is often useful to ‘reflect forward’ to the future as well as ‘reflecting back’ on the past. Vocabulary aid (adapted from University of Portsmouth, Dept for Curriculum and Quality Enhancem ent) The following are just a few suggestions for words and phrases that might be useful in reflective writing. Obviously, using these words and phrases will not in itself make you a good reflective writer. 1.Description There is no suggestion of specific vocabulary for any descriptive elements of your reflective writing because the range of possible events, ideas or objects on which you may be reflecting on is so great. However, if you are describing an idea, for example a theory or model, it is usually best to use the present tense e.g. ‘Buyer behaviour theory recognises†¦Ã¢â‚¬â„¢ (not ‘recognised’). Events, of course, are nearly always described in the past tense. 2.Interpretation | | {aspect(s){elements(s){experience(s){issue(s)Idea(s)| Was (were)| For me, the [most]| {meaningful{significant{important{relevant{useful| | | | | learning| {arose from†¦{happened when†¦{resulted from†¦| Previously,}At the time,}At first}Initially,}Subsequently,}Later,}| I| {thought (did not think)†¦{felt (did not feel)†¦{knew (did not know)†¦{noticed (did not notice)†¦{questioned (did not question)†¦{realised (did not realise)†¦| | [Alternatively,][Equally,]| This| {might be{is perhaps{could be{is probably| {because of†¦{due to†¦{explained by†¦{related to†¦| | This| {is similar to†¦{is unlike†¦| because| | [Un]like†¦| this| {reveals†¦{demonstrates†¦| 3.Outcome Having| {read†¦{experienced†¦{applied†¦{discussed†¦{analysed†¦{learned†¦| I now| {feel†¦{think†¦{realise†¦{wonder†¦{question†¦{know†¦| | [Additionally,]}[Furthermore,]}[Most importantly,]}| I have learned that†¦| | I have significantly} slightly}However, I have not [sufficiently]}| {developed{improved| {my skills in†¦{my understanding of†¦{my knowledge of†¦{my ability to†¦| | | This means that†¦This makes me feel†¦| | | This knowledge {isThis understanding {could beThis skill {will be| {essential{important{useful| {to me as a learner [because†¦]{to me as a practitioner [because†¦]| | Because I| {did not†¦{have not yet†¦{am not yet certain about†¦{am not yet confident about†¦{do not yet know†¦{do not yet understand†¦| I will now need to†¦| | | As a next step, I need to†¦| | | More on Reflection What is reflection? A simple definition of reflection can be ‘consciously thinking about and analysing what you are doing and what you have done; thinking about what and how you have learnt. There is a lot of theory behind reflection that can be very complex. Most of the theory relates to seeing reflection as part of the cycle of learning (Figure 1). Initially students focus on knowledge, comprehension and application of subject matter. These three levels of learning are the easiest especially if the application is in a limited context e.g. worded problems from a text book. For higher levels of learning (application of knowledge in real world problems) you must be able to analyse, synthesise and evaluate as shown in Table 1. Reflection is a key part of moving into these higher levels of learning. Figure 1. Leaning cycle and examples of each phase Table 1 Six levels of learning Increasing Difficulty| Process| Explanation| | Knowledge| Recognition and recall of information and facts describing events| | Comprehension| Interprets, translates or summarises given information demonstrating understanding of events| | Application| Uses information in a situation different from original learning context -| | Analysis| Separates wholes into parts until relationships are clear – breaks down experiences| | Synthesis| Combines elements to form new entity from the original one draws on experience and other evidence to suggest new insights| | Evaluation| Involves acts of decision making, or judging based on criteria or rationale makes judgements about| Why reflect what are the benefits to the student? Learning is both an active and a reflective process. If you look at the learning cycle in Figure 1 you can see that reflection or thinking about what you have done and how and why you did it, form an integral part of learning. Because learning is often subconscious, we don’t realise that we have gained new knowledge or understanding until we stop to contemplate a particular activity. Reflection then, is a way for critical analysis, problem solving, synthesis of opposing ideas, evaluation, identifying patterns and creating meaning. Reflection will help you reach the higher levels of learning. Most students are focused on the lower levels of learning. â€Å"What do I have to know and demonstrate to pass the exam?† This is a very short-sighted approach to your time at university. You will not be able to remember all the facts and knowledge you have learnt in subjects unless you can fully understand, analyse and evaluate them. As you progress through your degree you will continually need information and knowledge from other subjects and this knowledge will build on previous knowledge. You must be able to attain the higher levels of learning in order to be successful in your degree and later in your professional life. Your learning and the need to learn will not stop with the end of your university degree. Most aspects of learning are common to all disciplines but sometimes there are different emphasises on certain learning skills. For example, generally speaking at university more emphasis is placed on the understanding of the methodology and the processes of problem solving. In this context, reflection will help you to detach yourself from the facts and put them into a larger context. Higher level courses at university as a business student bring a closer interaction between academic work and practical experience. Reflective practice here is critical in providing opportunities to identify areas for improvement and evaluation of the overall outcome including your decision making processes. Reflection can help bridge the gap between theory and practice and will enable you to understand your own thinking and learning. Another benefit is that it encourages you to look beyond your academic accomplishment and recognise the depth and range of other transferable skills. University is more than learning about facts and figures, it is a life experience. You will not learn everything that you need in your professional life at university. Your learning will be life long, so take some time to think about what skills you bring with you to university and what you learn along the way. How do I ‘reflect’? Reflection does not mean that you sit in the lotus position, humming meditative chants. Reflection can be active and need not take away from your ‘study time’. It is an important tool that can be used in all your university and professional work. Opportunities for reflection should occur before, during and after activities. That way you can take note of your learning starting point, assess your progress through the project and critically evaluate your learning at the end of the activity. Look critically at what you have done, what you’re team did and what the outcomes were. You need to ask yourself the why, how and what type of questions. Introducing Reflection Reflection is an important part of your learning whether you do it consciously or not. But what exactly is it? An excellent description of reflection can be found in the Harry Potter novel ‘ The Goblet of Fire’. In the paragraph below Dumbledore, the chief wizard and head teacher, is talking to Harry about having excess thoughts! ‘Harry stared at the stone basin. The contents had returned to their original, silvery white state, swirling and rippling beneath his gaze. â€Å"What is it?† Harry asked shakily. â€Å"This? It is called a Pensieve,† said Dumbledore. â€Å"I sometimes find, and I am sure you know the feeling, that I simply have too many thoughts and memories crammed into my mind.† â€Å"Err,† said Harry who couldn’t truthfully say that he had ever felt anything of the sort. â€Å"At these times† said Dumbledore, indicating the stone basin, â€Å"I use the Penseive. One simply siphons the excess thoughts from one’s mind, pours them into a basin, and examines them at one’s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form.’ (Rowling 2000) During the semester and in your reflective writing we are asking you to think about the process you have been through, how these events affected your behaviour, to think about what you have learnt, and to evaluate your performance. By writing these things down it will give you the opportunity to clarify your thoughts and to spot the patterns and links. Reflective writing examples As an example, look at the following two critiques – one is a better example than the other! [King (2002) Development of Student Skills In Reflective Writing, p 16, http://www.csd.uwa.edu.au/iced2002/publication/Terry_King.pdf ] 1.I woke up late because my alarm didn’t ring. My own fault, but there you are. By the time I had finished my breakfast (my usual bowl of cornflakes, and a cup of black coffee with three sugars), I had missed my bus (that’s the number 9a, picked up at the bus stop outside Halfords), which had left on time (just for a change).So I got to University, and by the time I had found the right room, I was over 30 minutes late for the OOPR2 Exam. Unfortunately, the invigilator wouldn’t let me take the exam because it was â€Å"against University regulations†. Didn’t he realise how important it was for me to pass that exam? My overall grade depends on it, and now I stand to have a resit in September when I wanted to have my holiday in Ibiza.| 2.I was over 30 minutes late for my exam, which meant I was not allowed to sit it. This will have repercussions on my degree mark, and on my holiday plans. This is the first time I have actually missed an exam, but not t he first time I’ve actually been late to exams and important interviews. I have learned that:†¢ I need to improve my time-keeping for critical events†¢ The University has strict rules governing late arrivals at exams†¢ I need to be better preparedThe reasons that I arrived late were:†¢ My alarm clock didn’t ring because I forgot to reset its time after daylight saving on Saturday night (although I had reset all the other clocks in the house).†¢ I totally rely on the alarm clock ringing I have no back-up system†¢ I rely on my bus – a break down or it leaving early would also cause me to be late†¢ I did not know in which room the exam was; if I had, I would still have been a few minutes late, but at least I could have sat the exam.In order to improve the situation for next year, I plan to:†¢ Have a process to check all the clocks in the house when the clocks are due to change†¢ Make sure I have a back-up alarm system ( using my digital watch) for all days when it’s important to get up early†¢ On exam day, aim to catch the earlier bus †¦ its only 20 minutes earlier.†¢ Possibly consider missing breakfast, and buying a sandwich on the way from the bus to the exam room. I do believe that a good breakfast is important though!†¢ Make sure I know the correct room well in advance of the exam, by checking each room number when I first get the timetable.I suspect I need to reflect more on my priorities – this degree is really very important to me.|

Nursing Research Improve Patient Outcomes Trans Cultural Nursing Nursing Essay

Nursing Research Improve Patient Outcomes Trans Cultural Nursing Nursing Essay Art and science (2009) claims the five steps of EBP are: asking an important clinical question, collecting the most relevant and best evidence, critically appraising the evidence, integrating the evidence with ones clinical expertise and patient preferences to make a practice decision, and evaluating the outcomes of that decision. Some barriers to incorporating EBP to improve patient outcomes include funding sources, poor access to quality information, lack of leadership, motivation or strategy. From an education perspective found that 83% of participation from various professions in primary care had never undertaken a research course, indicating that only 17% of participants had done so. This suggests that critical appraisal skills and discernment in applying research findings are likely to be lacking in this group. (37) Education is essential for research to improve patient outcomes and to help generate more EBP. Nursing Research to Improve Patient Outcomes through Evidence Based Practice and Trans-Cultural Nursing Globalization has transformed the workplaces around the globe including the health sector and health profession like nursing. Such phenomenon significantly led to the emergence of trans-cultural nursing. Trans-cultural nursing as study and practice in nursing that focus on differences and similarities among cultures with respect to human care, health, and illness based upon the peoples beliefs, practices and cultural values wherein such knowledge and skills , are utilized by the professional nurse to provide cultural specific or culturally congruent nursing care to people. Trans-cultural nursing is applicable in nursing homes and hospitals of culturally diverse patients and colleagues. It addresses the issue intertwined with cultural diversity in the nursing field in different venues of which the professionals are guided on how to deal with the complexities associated in providing nursing care to culturally diverse elderly patients as well as their colleagues as implied by the article research Leiningers Transcultural Nursing Model by C. Cameron and L. Luna. It implies the complex ways of different ethnic groups expression of their respective cultures and societies to find expression as they merge in a healthcare venue like the nursing homes of the elderly of which I experienced working. From the diverse forms taken by culture over time and space stem the uniqueness and plurality of the identities and cultural expressions of peoples and societies that make up the healthcare patients of today. It is a fact that cultural differences naturally produce conflicts in a culturally diverse healthcare firm like the nursing home composed of culturally diverse patients especially when tolerance and mutual respect are not present or there is prevalence of racism or any forms of bigotry. Healthcare Institutions or organizations and communities that are composed of divers e members or population/patients have innate individual differences and opposing paradigms peculiar to their counter parts/each other entwined with communication and language barriers, political beliefs, different sets of values, religion, personal-moral-ethical and philosophical paradigms. Such conditions are fertile grounds of misunderstandings that eventually lead conflict if not cope up or proactively addressed by the leaders or the administrators of the healthcare firm and the culturally diverse members themselves and their patients who are also came from different ethnic groups which makes the knowledge of trans-cultural nursing very important to make ones profession efficient and productive in providing the healthcare needs of culturally diverse patients (Cameron and Luna, 1996). As this research article utilized the survey and research method in formulating this study that would help nursing profession more productive, efficient and innovative in todays workplace entwined wi th culturally diverse patients, and colleagues. This also implies that nurses today must find the ways and means to adapt to the increasingly culturally diverse patients and must know how to utilize the known tools of transcultural nursing in order for them to be effective in giving the best service for their patients that consequently make their firms competitive in the market. It is a major challenge facing the nursing profession is to educate and assist nurses to develop the skills to provide culturally relevant care (Hughes, 2007, p. 57). The knowledge and experience I gained with the said patients have shown how complex the nursing profession is especially in this age where cultural divergence is becoming a norm intertwined with the healthcare firms and system. Such present condition creates the need for nurses to be constantly updated with the latest trends in transcultural nursing and utilize tools like Gibbs model of reflection (Gibbs reflective cycle) and Giger   Davidhiz ars models as the very sources on how to innovate ones profession, skills and interaction with patients and elements in the workplace proactively, efficiently and productively as nursing professional. As these kind of tool emphasized the importance of reflection. Reflection in the nursing profession is very important in helping improving the quality of nursing care towards the culturally diverse patients. Transcultural Nursing significantly conforms to the ethical principles of utilitarianism (which emphasizes the importance of giving happiness to the greatest number of people) as it would empower professional nurses to analyze their own selves and professional performance particularly on their respective strengths and weaknesses. It enables them to mitigate their weaknesses through acquisition of more in-depth knowledge derived from the implications of trans-cultural nursing and latest trends of nursing profession, new skills through profession empowering workshops and new work ven ues that cater diverse patients and retraining if necessary. With regards to their individual strengths trans-cultural nursing will help improve their way of caring the culturally diverse patients as well as their interpersonal skills with their colleagues, superiors and other people in the workplace. The knowledge and application of Trans-cultural nursing definitely change their behavior towards their profession and towards their patients which would positively impact their cognitive, affective and psycho-motor functions in fulfilling their duties and responsibilities as a professional nurse confined in the culturally diverse workplace. Acquiring skills and knowledge through job exposure or experience are the most concrete form of learning, so professional nurses must find the ways and means to acquire it from such venues as much as possible. To end, Experience and training in intercultural nursing are very important elements in nursing profession and providing healthcare service t o the elderly with multicultural backgrounds wherein lack of it makes them incompetent. Because of the lack of skills on how to utilize it on the field which makes tools like Gibbs model of reflection and combined exposure on the highly diverse field necessary. It is important for me to understand the dynamics of nursing profession to assist the culturally diverse patients and to retain, attain, or maintain optimal system stability particularly in providing their healthcare needs whether in nursing homes or in hospitals. As inadequacy of cultural and care knowledge are the missing link to nursings understandings of the many complex variations required in patient care who have different cultural backgrounds to support compliance, healing, and wellness. Therefore, it is a must that every nurse should be equipped with the skills and knowledge of trans-cultural nursing. Cameron, C., Luna, L. (1996). Leiningers transcultural nursing model. In J. J. Fitzpatrick A. L. Whall Ed. Conceptual models of nursing: Analysis and application. Stramford, CT: Appleton Lange. Hughes, K. H. and Hood, L. J. (2007). Teaching Methods and an Outcome Tool for Measuring Cultural Sensitivity in Undergraduate Nursing Students. Journal of Transcultural Nursing, issue 18, pp. 57-62

Water And Soil Pollution In Pakistan Environmental Sciences Essay

Water And Soil Pollution In Pakistan Environmental Sciences Essay Water is polluted when it consiste that things. that make it useless for a given use. Fresh water is basically to the survival of human beings and mostly other land-dependent life forms.97 % of the earths water is the salt water of oceans and seas. Most of the remaining 3 %is in polar ice caps, glaciers, the atmosphere or underground and hard to reach. Only 0.4 %is available for use. This water supply is maintained by water evaporating from oceans and lakes and then falling to the earth as rain in a process called the water cycle. However, growing population, increased economic activity and industrialisation has resulted in an increased demand for fresh water. In addition, rapid urbanisation is changing patterns of consumption. This has caused a severe misuse of water resources. Discharging untreated sewage and chemical wastes directly into rivers, lakes and drains has become a traditional habit. Water bodies can no longer cope with the increasing pollution load. In Pakistan, water is mostly used for industrial, agricultural and domestic purposes. The table given below shows its percentage consumption for every use. Purpose Percentage Agriculture 69% Industry 23% Domestic uses 8% Sources of water pollution Municipal Sewage; Municipal sewage is a main source of pollution. About two million wet tonnes of human excreta are annually produced in the urban sector of which around 50% go into water bodies to pollute them. National Conservation Strategy (NCS) states that almost 40% of deaths are belong to water produce diseases. Domestic wastewater collects on the streets and in low-lying areas. The situation is further aggravated by the addition of untreated wastes from small-scale industries. In Pakistan, drinking water supply lines and open sewage drains in the streets are laid side by side. As a result, water is mainely polluted when pipes broke. many main sewers are between 30-50ft below ground level and are made of 10ft cement sections linked without proper safety seals. Poor connections linked with deteriorating low quality sewer pipes cause a lot of leakage. This outflow from sewer mixes with the water table and the contamination is carried to deeper levels. Hence the ground water which is considered safe becomes adulterated with everything from PCBs, lead, cyanides, mercury, solvents, hydrocarbon compounds, hospital and pharmaceutical industry waste. Ravi teems with toxic industrial effluent and untreated domestic sewage as soon as it enters Pakistan. This has made it literally a large open sewer. Industries; Industrial wastewater contains toxic chemicals. It is dangerous that most industries have been begning without proper planning and waste treatment plants. They just dispose of untreated toxic waste into nearby drains, canals or rivers. Lahore, Faisalabad, Karachi, Qasoor share major contamination loads into their water bodies According to an EPD source, 9000 million gallons of wastewater having 20,000 tons of BOD5 loading are daily discharged into water bodies from the industrial sector. Automobile service stations are another major contributor to surface water pollution. Untreated oil, grease and dirt find its way into nearby canals and rivers where it damages the ecosystem à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ ¢ Agriculture; Excessive and uncontrolled use of chemical fertilizers and insecticides develop pollution agricultural run off. This not only pollutes the surface drains but the water trickling down to lower layer soil causes a severe pollution of the natural water table Over abstraction of groundwater prompts recharge from the surface water drains, which themselves are severely contaminated. Water pollution and humans; The world health organization brief that 25-30% of all hospital admissions are connected to water borne bacterial and parasitic conditions, with 60% of infant deaths caused by water infections. The taking place belongings on human health of pesticides and other pollutants contain colon and bladder cancer, miscarriage, birth defects, deformation of bones, and infertility. contagion of fresh water with radio nuclides, which can result from removal, testing, discarding and industrialized of radioactive material, as well as carrying accidents, has led to increased incidence of cancer, developmental abnormality and death. Cesspools of stagnant dirty water, both in rural and urban areas, account for a large number of deaths caused by potentially fatal diseases like cholera, malaria, dysentery and typhoid. Nitrate absorption in water above 45mg/l makes it unless for drinking by infant. The nitrates are decreased in body to nitrites and cause a serious blood condition called the Blue Baby Syndrome. Higher concentration of nitrate causes gastric cancer. untouched and highly toxic industrial sewage is also used for irrigation near major cities. This can contaminate crops and consequently affect consumers. à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ ¢ Water pollution and the environment Karachisuntreated wastewater from household manure and manufacturing estate is discharge into the Layari and Malir rivers, which fall into the Arabian Sea. This waste has begin to fake a serious hazard to the aquatic environment, as the channel water is dirty not only with bacteria but also with poisonous chemicals. Water contamination also extend a savage danger to flora and fauna of Pakistan. Animals drink water out of infected water bodies, sick pond, rivers and streams. This sicken the natural world and some may even die. Oil spill kill thousands of fish in oceans. excessive pollution of river Ravi has destroyed the once existing 42 species of fish and the bird life approximately the river has migrate to other areas. endurance of small invertebrates, micro fauna and flora is also threatened. Soil pollution The long term effects of soil pollution are many and can be difficult to deal with, How Soil Gets Polluted Soil is a sort of ecosystem unto itself, and it is relatively sensitive to foreign matter being applied to it. Thats good for us in the case of wanting to add soil amendments, fertilizer and compost to make the soil healthier, but not so good when it comes to soil pollution. There are many different ways that soil can become polluted, such as: Seepage from a landfill Discharge of industrial waste into the soil Percolation of contaminated water into the soil damage of underground storage tanks Excess application of pesticides, herbicides or fertilizer Solid waste seepage The most common chemicals involved in causing soil pollution are: Petroleum hydrocarbons Heavy metals Pesticides Soil pollution happens when these chemicals mix to the soil, either from being directly spilled onto the soil or through contact with soil that has already been polluted. As the world becomes more industrialized, the long term effects of soil pollution are becoming more of a problem all over the world. It is thought that a full 150 million miles of Chinas farmland is contaminated Soil pollutin problem Even when soil is not being used for food, the matter of its contamination can be a health concern. This is especially so when that soil is found in parks, neighborhoods or other places where people spend time. Health effects will be different depending on what kind of pollutant is in the soil. It can range from developmental problems, such as in children exposed to lead, to cancer from chromium and some chemicals found in fertilizer, whether those chemicals are still used or have been banned but are still found in the soil. Some soil contaminants increase the risk of leukemia, while others can lead to kidney damage, liver problems and changes in the central nervous system. Those are just the long term effects of soil pollution. In the short term, exposure to chemicals in the soil can lead to headaches, nausea, fatigue and skin rashes at the site of exposure. Effect of soil pollution When it comes to the environment itself, the toll of contaminated soil is even more dire. Soil that has been contaminated should no longer be used to grow food, because the chemicals can leech into the food and harm people who eat it. If contaminated soil is used to grow food, the land will usually produce lower yields than it would if it were not contaminated. This, in turn, can cause even more harm because a lack of plants on the soil will cause more erosion, spreading the contaminants onto land that might not have been tainted before. In addition, the pollutants will change the makeup of the soil and the types of microorganisms that will live in it. If certain organisms die off in the area, the larger predator animals will also have to move away or die because theyve lost their food supply. Thus its possible for soil pollution to change whole ecosystems Dealing with soil polltion There are some ways to get soil back to its pristine condition or to remove the spoiled soil so the land can be used for agriculture again. Tainted soil can be transported to a site where humans wont be exposed to the chemicals, or the soil can be aerated to remove some of the chemicals (which can add the problem of air pollutionif the chemicals can be released into the air). Other options include whats known as bioremidiation, where microorganisms are used to consume the pollution-causing compounds as well as electromechanical systems for extracting chemicals, and containment of chemicals by paving over the tainted area. None of these are an ideal solution. Preventing contamination in the first place is the best way to go. It wont eliminate all potential pollution problems, but choosing to farm orgnically is a good way to protect the soil (and yourself) from chemicals found in pesticides and other common garde chemicals;

The Internets Impact on Traditional Genres of Art :: Technology Computers Essays

The Internet's Impact on Traditional Genres of Art Data technology and computers are without a doubt already playing a major role in very many peoples’ lives and will probably do so far into the future. Every single day the little power-up sequence of turning a computer on happens millions of times all over the world, and is commonly more and more often followed by making the computer â€Å"go online† via the Internet and the World Wide Web. â€Å"In a few years men will be able to communicate more effectively through a machine than face to face.† (Mayer 1999, p14). This dramatic statement is from an article written by two computer visionaries; Licklider and Robert Taylor as far back as in 1968. They realized in the 1960’s that people weren’t satisfied with just interacting with their computers. They wanted to use their computers to interact with other people. The rise of the personal computer by Apple and IBM introduced the rest of the world to computing. In the 1980’s PCs became a common fi xture in homes and offices, and the Internet and the World Wide Web started to kick of. People were using their computers as Licklider and Taylor had prophesized, as a medium to interact with other people. Today computers are - next to telephones and face-to-face conversations - without a doubt the most used medium for communication in industrialized countries. People send enormous amounts of emails every day, videoconferencing is getting more and more common and online chatting rooms and discussion forums are becoming increasingly more popular. Actually, according to www.internetworldstats.com/stats.htm the amount of internet users worldwide 1st of September 2004, was as many as 800,040,498, as opposed to â€Å"only† 360,971,012 in 2000. A growth of no less than 121.6 %. So how is this impacting on traditional genres of art? As mentioned above the Internet is a very fast growing medium, also for interaction between people. This relatively new medium has not only created a lot of new types of occupations and businesses, it has also in many ways altered a number of the existing ones. This also applies within the field of art. As art has traditionally been thought of as something one can touch or view up close, like a painting or a sculpture, some find it hard to accept digital art to be a proper form of art. But as Shawn Olson – a former photojournalist and now the author of â€Å"Artistic Network creative arts† on the web - states; â€Å"I've heard people say that technology lessens the value of art.

Russo Japanese War Essay -- Russian Defeat, Distance

Is distance an insurmountable problem, judging from the Russian Experience in this conflict and the British experience in the War of American Independence? In order to clearly understand the points presented, insurmountable must first be clearly defined and understood in relation to the case. For this essay insurmountable means that Russia and the British were unable to overcome distance. Distance was the single factor that led to their inability to successfully wage war and defeat their opponents baring all other difficult matters were achievable. In the Russo-Japanese War, distance from theater and within theater was not an insurmountable problem for the Russians. In contrast, distance from and within theater proved an insurmountable problem for the British during the War of American Independence. The Russian’s defeat was a combination of a unaffectionate value of the object (government & people), inadequate leadership (government & forces), and a poorly trained and equipped force that could not t unite their land and sea forces (government & forces). However, the British were severely handicapped by vast area of operations; this impacted their ability to receive supplies, guidance, and reinforcements, as well as project its sea power effectively. By the late 1800’s Russia had infiltrated the Far East, with two naval stations, Port Arthur and Vladivostok, forces based in Manchuria as well as the construction of the Trans-Siberian Railroad. Russia military desires in Asia were not of national security importance but that of imperialism and wealth, the former was most important to Nicholas II and the latter of Witte. The Far East expansion would allow Russia to initially capitalize on Manchuria and Korea’s resourc... ... the war (Fuller, pg. 406). The trading capacity of Russia was also in shambles. Domestic trading and trading with Siberia was halted to support the sole use of Trans-Siberian railway for military transport (Warner and Warner, p.317). Revenue was down and the hatred for Nicholas II had increased. Nicholas II was warned that an object so remote and out of touch with the national spirit would only fan the flames of revolution (Koda, p.397). The Revolution was fully blown and the political and economic reform was being demanded. Boycotts and attacks on public officials were common. Nichols II content to lead a nation without the interest of his people, led Russia into war with itself. Russia was losing face value with the world. Matters on the home front needed immediate attention and the war was a distraction that could no longer be afforded or tolerated.

Maria Mitchell :: essays research papers

MARIA MITCHELL The person that I chose for the Womens History Month report is Maria Mitchell, who was a self- taught astronomer. She discovered Comet Mitchell and made amazing achievements throughout her life. Maria Mitchell was born on August 1, 1818 on the Massachusetts island of Nantucket to William and Lydia Mitchell. When Maria Mitchell was growing up in the Quaker community, few girls were allowed to study astronomy and higher mathematics. Even though the Mitchell's weren't rich Maria's father, a devoted amateur( most astronomers of that time were amateurs) astronomer, introduced her to mathematics and the night sky. He also encouraged her toward teaching and passed on a sense of God as in the natural world. By the time Maria was sixteen, she was a teacher of mathematics at Cyrus Pierce's school for young ladies where she used to be a student. Following that she opened a grammar school of her own. And only a year after that, at the age of eighteen she was offered a job as a librar ian at Nantucket's Atheneum during the day when it opened to the public in the fall of 1836. At the Atheneum she taught herself astronomy by reading books on mathematics and science. At night she regularly studied the sky through her father's telesscope. For her college education even Harvard couldn't have given her a better education than she received at home and at that time astronomy in America was very behind as of today. She kept studying at the Atheneum, discussed astronomy with scientists who visited Nantucket (including William C. Bond), and kept studying the sky through her father's lent telescope. In the mid-nineteenth century, new developments in astronomy were expanding the field at an fast and exciting rate. The Mitchells were aware that the King of Denmark awarded a gold metal to anyone who discovered a "telescopic" comet. No one in America had won that award yet. On the night of October 1, 1847 Maria Mitchell discovered a comet just above the North Star. But by the time her letter of discovery reached William Bond (director of the Harvard Observatory) Father de Vico at the Vatican Observatory in Rome had already announced his discovery of the same comet on October 3. Professor Bond began a campaign to get Maria her rightful award. On October 6, 1848, a year and five days later the King of Denmark decided to award the prize to Maria.

English poetry Essay

The second decade of the twentieth century, a change-over period in the history of English poetry, was not a very inspirational one for poets. The existing group of poets, the Neo-Romantics attempted in vain to keep the Romantic spirit alive by writing about nature and harmony but with the arrival of industrialization and the beginnings of the modern world, it became painfully clear that the lilting, peaceful Romantic style was in no way a reflection of the present state of affairs. The mechanized world of machines, factories and similarly regimented human societies, long ignored by the Neo-Romantics was finally examined and put into verse by T. S. Eliot. Of the numerous works that capture the nascent modern world, one that stands out in particular is ‘The Love Song of J. Alfred Prufrock’. Eliot dives into the heart of urban decay in the first stanza itself, when he compares the evening to an etherized patient lying comatose on the operating table. The metaphor that symbolizes the numb, unquestioning society that inhabits the deserted streets, cheap hotels and sawdust restaurants captures a theme that is constantly revisited in this poem. The women who talk about Michelangelo do so as a ritual of fashion, without understanding anything about the art itself. Eliot goes on to compare the fog that spreads across the city to a cat that skulks on the rooftops before going to sleep. The fog that slips insidiously into every home represents the clouded judgment of the people that inherit the modern world. The protagonist in the poem echoes Marvell and the preacher in Ecclesiastes with the phrase, ‘there will be time, turning Marvell’s call to seize the moment and the preacher’s teaching- to everything there is a season- upside down to suit his indecisiveness. 2 The comparisons to Hamlet in the poem once again parallel the lack of resolve that characterizes the protagonist. He longs to be the rogue element in a society that picks up on the trivial things like one’s thinning hair, or depleted weight but fails to pay heed to life’s more important aspects. The protagonists envisions himself breaking the cycle and speaking life’s messages to the gossiping crowd only to falter at the moment of action. He finds himself pinned like an insect and unable to begin speaking his mind. He wonders if it is worth the trouble and anticipates that even if he were to speak, his message would be dismissed by as not being pertinent to the gossip that the society indulges in. His inability to make a change breeds some amount of self-loathing that surfaces in parches across the poem. Death- the eternal Footman- snickers at him for being afraid. He admits that he is neither a prophet nor Prince Hamlet; that he is merely an attendant lord whose capacity to act stops at staring a scene or two. The poem ends with the ageing protagonist taking a walk on the beach and slipping into another world where the mermaids are riding the waves and singing to each other. But even here, he believes that they will not sing to him. He lingers there for as long as he can, before he is awoken by the lifeless hand of human interaction and condemned for his lack of action, to drown in its throes. The themes that Eliot discusses through this poem and others like ‘The Burial of the Dead’ and ‘A Game of Chess’ explore and hit out against the soulless modern existence which moves along in a regimented stupor and parallels the oncoming wave of industrialization.

Dan Brown’s Deception Point Review

Unless you live in a cave (I’m not judging) then you’ve probably heard of Dan Brown. If you haven’t heard of Dan Brown then you’ve probably heard of â€Å"The Da Vinci Code†. If you’ve heard of neither then I suggest you watch less TV and stop collecting porn from the internet. (I’m still not judging). I won’t blog on about how fantastic the Da Vince Code is (it really is) or how mind-blowing the concepts where (they really were) or offer my thoughts on the validity of Dan Brown’s research for the book (not enough time in the day). Nope. This is about one of his earlier novels: Deception Point.If you’ve not read it, then stop reading this puerile obfuscation of the written language (that’s this blog by the way) and go read it now. If you need a little tease (still not judging) then reads on†¦. (Please affect your best â€Å"Deep Movie Trailer Voice†). There are no direct spoilers here, but if you prefer not to know anything about this book, turn away now. Not looking at your computer screen now? That’s a bit silly. President Zach Herney is in trouble. He’s taking a beating in the polls for the forthcoming presidential election. A stoic supporter of NASA, he’s backed and funded from tax payers money a string of expensive NASA blunders.His rival, the ruthless Senator Sedgewick Sexton, is riding a wave of unrest from the American people he’s stirred by condemning the billions of tax payers money that’s been wasted on failed NASA projects and he’s all but guaranteed the presidency. As the situation gets even more desperate for the President, a new NASA satellite detects evidence of an astonishing object buried deep in the Arctic ice: a meteorite containing the fossilized remains of extra terrestrial life. The floundering space agency appears to have struck gold and will silence all their critics with their find.The President dispatches Senator Sexton’s daughter, NRO intelligence analyst Rachel to the Arctic to verify the find. She’s accompanied by a team of NASA and civilian experts, including the charismatic â€Å"Amazing Seas† presenter Michael Tolland. Their every move is watched by the mysterious Delta Force taking orders from â€Å"the controller†. However, things start to unravel quickly when Rachel uncovers that the object isn’t all that it appears to be. A shocking discovery that will plunge the country into controversy. Before Rachel can make her findings known she realizes that her discovery puts her life, and the lives of others in danger.Fleeing for her life with Michael Tolland and Corky Marlinson – a NASA scientist – in the dangerous Arctic conditions they have only one hope for survival: to find out who’s behind the deception. Back in Washington, the election grows closer and the stakes get higher. William Pickering, the NRO director is frustra ted with NASA’s regular security leaks which put their technological advances into the hands of the highest bidder. The NASA administrator, an ex-Pentagon man is fighting to keep NASA from being restructured as part of the governments intelligence community joining the FBI and the CIA.The President, taking advice from his sly senior advisor Marjorie Tench, prepares to tell the world of NASA’s discovery. Sounds good, doesn’t it? It is. Dan Brown has really done is research and although you’re entertained, you also learn a fair bit about the Arctic, meteorites and fossils. His technical detail is on par with Tom Clancy although it’s not as dry as some of Clancy’s work. His real flair is in involving the reader. This is a book that you won’t want to put down. Now, go read it.

Lack of Qualified Teachers Can Impede the Educational Progress

This paper provides information about the requirement of qualified teachers for minorities. The issue of the distribution of knowledgeable and highly skilled teachers is also discussed in this paper. The emphasis is made on the need of highly qualified teachers for minor students to get the equal educational opportunity. Highly qualified teachers are essential for the academic growth of students. Unfortunately, minorities are not receiving high quality education. For example, in California, there are several schools in which number of minor students is very high. These schools are low-income schools. It is also found that approximately 40,000 teachers go to their respective classrooms without doing necessary lecture preparation (Shields et al. 2001). As already known that highly qualified teachers are essential for student learning, there is a major threat towards to access of high quality education and thus the minor students are at greater risk to have equality educational opportunity (Wright, Horn, & Sanders, 1997) California is the state in which the number of students is the maximum among all the states but it is ranked 38th when California is considered in terms of expenditures per student. It is also found that several under qualified teachers were employed in California in schools populated with minorities in 1990s because funding was very less for those schools. The California Postsecondary Education Commission (CPEC) found out in 1998 that The gap in expenditures for education between the high-spending and low-spending school districts in our state . . . has risen to $4,480. . . . Perhaps the most disturbing part of this statewide picture is that many of the disparities noted above are consistently and pervasively related to the socioeconomic and racial-ethnic composition of the student bodies in school as well as the geographical location of schools. That is, schools in our low socioeconomic communities as well as our neighborhoods with a predominance of Black and Latino families often have dilapidated facilities, few or inadequate science laboratories, teachers in secondary schools providing instruction in classes for which they have no credential, curriculum that is unimaginative and boring, and teachers who change schools yearly and lack the professional development to complement their teaching with new instructional strategies and materials. (CPEC, 1998, p. 29) Distinct inequality in progressing in education can be seen in schools populated with majority of minor students. This is due to the employment of under qualified teachers. Minor students are at greater risk to grow. It is also found that most of the schools populated with high-density of minor students have under qualified teachers. In other words, under qualified teachers are employed most to the schools with high density of minor students (Rivkin, Hanushek, & Kain, 2000) Whereas affluent schools do not possess a high number of under qualified teachers. Students with low socioeconomic status are more likely to have under qualified teachers and thus their academic achievements are also low. Pace (2000) did an analysis of this situation and stated: ‘‘Over the past six years, this relationship (between socio-economic measures and achievement scores) has strengthened, not diminished.’’ Conclusion The United States is in great need of highly qualified teachers for minor students too to bring them forward in all the fields of life. References California Postsecondary Education Commission (CPEC). (1998, December). Toward a greater understanding of the state’s educational equity policies, programs, and practices (Commission Report 98-5). Sacramento: Author. Policy Analysis for California Education (PACE). (2000). Crucial issues in California education 2000: Are the reform pieces fitting together? Berkeley: Author. Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2000). Teachers, schools, and academic achievement (Working paper No. 6691). Cambridge, MA: National Bureau of Economic Research. Shields, P. M., Humphrey, D. C., Wechsler, M. E., Riel, L. M., Tiffany-Morales, J., Woodworth, K., Youg, V. M., & Price, T. (2001). The status of the teaching profession 2001. Santa Cruz, CA: The Center for the Future of Teaching and Learning. Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57–67. Â   Â  

Promote learning Essay

In this area of play I believe it should be stressed that children should be praised as they have put a lot of work into something even if it is totally non-recognisable as anything, considering some of the most famous artists drew/painted in abstract and their work is widely appreciated. At this age creative activities will be greatly influenced by key stage one requirements. They will have creativity incorporated into the learning of other topics. They will be beginning to learn some creative skills and follow instructions to carry them out. Also children will be developing a wider concentration span and more advanced fine manipulative skills. Tassoni and Beith (2002 p375) state that between the age of four and six ‘Children are more interested in creating things e. g. making a cake, drawing cards and planting seeds. They enjoy being with other children although they may play in pairs. Children are beginning to express themselves through painting and drawing as well as through play. They are enjoying using their physical skills in games and are confident when running and climbing. Materials that can be used in creative play and that will also promote learning: sand and alternate materials, water, painting and drawing materials, malleable materials, adhesive materials, construction and scrap materials. At the beginning of the Foundation Stage children use their bodies to explore texture and space, this will develop towards the end of the Foundation Stage to children exploring colour, texture, shape, form and space in two or three dimensions. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for exploring materials p121). At the beginning of the Foundation Stage children show an interest in what they see, hear, smell, touch and feel and towards the end of the Foundation Stage this develops to the children responding in a variety of ways to what they see, hear, smell, touch and feel. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for responding to experiences and expressing and communicating ideas p127). 2. Imaginative play- imaginative play is a lot to do with role-play, it can be carried out for enjoyment purposes in everyday play and it can be incorporated by practitioners so the children can explore different situations and fantasy worlds and acting. At the beginning of the Foundation Stage children use isolated words and phrases and/or gestures to communicate with those well known to them and towards the end of the Foundation Stage children develop to speak clearly and audibly with confidence and control and show awareness of the listener. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for language for communication p 55). 3. Physical play- ‘The term ‘physical play’ is a term that can be used to describe the type of play in which children use their large muscles and exercise their whole body. They learn to control large and small muscles and develop co-ordination and surplus energy is expended’ (Tassoni and Beith 2002 p 382). Physical play is where children are using their muscles (large and small)) for enjoyment purposes. There is a less called P.E (physical education) in which children can develop and refine their skills and muscles in different e. g. dancing, athletics, and climbing apparatus. During self-directed play, children can be physical in the following ways, rolling, balancing, skipping, sliding, hanging, running, kicking, jumping, hopping, pushing, pulling etc. there are ten areas of co-ordination in which children develop in: At the beginning of the Foundation Stage children should be able to negotiate an appropriate pathway both indoors and outdoors this will develop to the children showing respect for other children’s personal space when playing among them. This will eventually at the end of the Foundation Stage develop into the children showing awareness of space, of them and of others. Stage curriculum early learning goal for sense of space p109). Example of the three types of play and how they promote the desired learning 1. For an example of creative play, I am going to describe a play opportunity for this age group. Gloop is a mixture made simply from mixing corn flour and water in a bowl. A few additional resources that could be used are, smaller bowls, cups, plastic utensils (all of different shapes and sizes). It is a strange substance that can be made to different consistencies. When made with a lot of water it will be in liquid form when left dormant and will run through fingers when scooped up but when rolled between hands it will become solid and return to liquid when stopped. When made thicker it will be able to be sliced and it will slowly return to the original form. It can be picked up in a lump and will slowly drip/run. This activity I think is suitable for all ages that are a school, I have tried it with the following age groups, five, seven, ten and thirteen and was also enjoyed by adults. Children will begin to understand liquids and solids, shapes and sizes (through cups, bowls etc) and texture. The play opportunity ‘Gloop’ will help to encourage creative skills because it takes many forms, the children can experiment and explore the texture, the consistency and the properties of it. It uses a lot of fine motor skills, using the fingers and hands to pick up and roll, squeeze through and transfer to other containers. This will promote in the way of experience, the children will learn by doing. 2. An example of imaginative play. Creating a home corner would encourage child-led imaginative play. A home corner can be adapted to suit a subject that is being taught. In the home corner or separately there could also be dressing up clothes to assist in role-play. For this type of play this is an example of an imaginative play opportunity. The subject being taught is animals; the home corner is rearranged and decorated to resemble either a jungle or a zoo. This could also be linked with asking children questions about animals and what they’re characteristics are, they could also take turns in groups acting in general about the subject. A home corner would improve imaginative skills in children by encouraging them to participate in role-play activities. The children can make up their own games and enforce their own rules for the game. The children can work in groups or alone and can also dress up and use props to assist their game. Imaginative play can be linked with social skills as the children will be working in groups and pairs in child led activities and in structured activities led by an adult in the setting. These skills will be helpful in later life for the children to make healthy relationships. 3. One play opportunity for physical play is swimming some schools have pools on the property and use them for regular lessons, however for schools that do not have this facility can organise to go on weekly trips to the local pool or just as a one off. Swimming is a great way of exercising as well as good physical fun. Swimming uses all of the muscles in the body and can be developed and refined. Swimming can link with all of the ten areas of co-ordination. It is suitable for all ages particularly because there can be different classes for different abilities and there is always room to progress. Children with any sort of impairment can also join in as there should be helpers available and equipment that would aid them getting in and out of the pool. Swimming would improve physical skills in children by working all of the muscles at the same time and progressing at this. It will strengthen muscle including the heart; maintaining and developing bone density. It allows the children to exercise their whole bodies inside and out! There is also opportunity for fine motor development in the form of bricks and bands, which are thrown to the bottom of the pool at different depths, which the children have to collect. It is important to encourage children but not pressure hem as it may have adverse affects later in life. The role of the adult in all of the play opportunities is to supervise the children; it is also to provide any materials or equipment that will be needed. The adult will have to think about health and safety for the activity to make sure that no harm comes to the children. The adult will be there to explain what to do initially and be there to answer any questions the children may have. The adult will also ask questions to encourage the children to think about the subject more deeply; these questions will normally be open ended so the children’s answers will not be one-worded. The adult will also encourage the children to stick at the activity for a decent amount of time and to help the children to think up new ways of playing the game and to plan different rules.