Society of Blake An Analysis of William Blakes Most...

Society of Blake (An Analysis of the Poet William Blake) William Blake is one of the greatest Romantic writers of his time period, and his works are still being read and interpreted today. He wrote in ways that had not been seen before, in two different parts. One part would be the opposite of the other, covering both sides of story and it was a very invigorating new and improved way to write, that paved the way to the future. The first passage, â€Å"The Lamb† is a very great beautiful story, speaking from a child who is talking to a small lamb. This child is asking the lamb about where he came from, and what actually made him, or if he really even knows it is a statement for the innocence in the world. The next poem being, â€Å"The Tyger† is the exact opposite off innocence, the experience or ferocity, it describes a giant tiger, expressing how a tiger stays in the darkness of the forest, its eyes burning bright and fearless. The one poem that Blake wrote to protest child labor laws in England during his time period was, à ¢â‚¬Å"The Chimney Sweeper† where a small child expresses what a daily life of a chimney sweep entails. It starts with a small child describing what happened to his family that put him in the Chimney Sweeping business, then it goes to describing how another child is crying because of having all of his hair cut off. But the biggest impact that is thrown into this passage, is that of the child’s dream, in this dream, all of the death around him from hisShow MoreRelatedIn Many Ways, Poetry Has The Ability To Shape The Minds1226 Words   |  5 Pagescertain subject. Throughout the ages, poets and writers have been a part of social and political change due to the written works presented to the public. One such poet was William Blake. His poetry has inspired much change in both the past and the present. An analysis of â€Å"The Chimney Sweeper,† one of Blake’s most popular works, can help many to understand the significance of his work in a time period when soci al riot was visible in the public’s eyes. By exploring the writing style, structure and imageryRead MoreEnglish Preromanticism: William Blake3403 Words   |  14 PagesPreromanticism: William Blake Term Paper Supervisor: Assoc. Prof. M. Ã…  idlauskas 2008 CONTENTS Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...............3 1. William Blake-a forerunner of English Romanticism 1 William Blake-a social critic of his own time†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 2 William Blake’s ideas and the Modern World†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 2. â€Å"Songs of innocence and of Experience†-the most popular W.Blake’s poem book 1 The social significance of W. Blake’s work†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8Read MoreThe Unification Of Innocence And Experience1933 Words   |  8 Pagessources believe it is â€Å"essential† to understand the historical contexts of William Blake’s lifetime in order to accurately interpret Songs of Innocence and of Experience (Blake 23). I present opposing questions to this theory: (1) why is it necessary to try and adopt a perceptional adaptation of Blake’s historical perspective in order to comprehend and interpret his work; (3) is Songs of Innocence and of Experience a timeless work of art that remains relevant two hundred and twenty-one years after itsRead MoreCumnor in the 1860s: How Far Did Dependence on Agriculture Shape Its Social Structure?5543 Words   |  23 Pagesof cottages or huts perhaps they might be called’ the writer continued, ‘ ..Cumno r is at best a poor squalid place.’ Though lacking the intensity of urban life famously described by Engels (1844), Cumnor epitomizes aspects of a sharply polarised society with a land-less rural working class. This paper considers the relationship between the economic foundation of a Berkshire parish and its ‘social structure’ (ie the pattern of social stratification and the practices and expectations underlying it)Read MoreMetamorphoses Within Frankenstein14861 Words   |  60 PagesFrankenstein’s lif e, Frankenstein; or, The Modern Prometh eus passes, like night, from land to land and w ith stang ely ad aptable powers of speech addresses itself to a critical aud ien ce that is larger and mor e diverse than that of almo st any oth er work of liter atur e in Eng lish : Mary Shelley’s Franken stein is famously reinterpretable. It can be a late v ersion of th e Faust my th, or an ear ly version of the mo dern myth of the mad scientist; the id on the ramp age, th e proletariat running Read MoreLibrary Management204752 Words   |  820 PagesThe LIS Education and Human Resource Utilization Policy . . . . . . . . . . . . . . . . . . . . . 213 The Organizational Framework for Staffing . . . . . . . . . 216 Job Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Job Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Job Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Recruitment and Hiring . . . . . . . . . . . . . . . . . . . . . . . . 224 Filling Vacant Positions

Essay on Environmental Consequences of Nuclear Weapons Use

nbsp;nbsp;nbsp;nbsp;nbsp;Nuclear weapons have a long-lasting and devastating effect on the world for many years after an initial explosion. Fallout from United States atmospheric testing from 1945 to 1963 killed an estimated 70,000 to 800,000 people worldwide. People who have worked in the early nuclear weapons programs have been exposed to significant amounts of radiation (Schwartz 395). nbsp;nbsp;nbsp;nbsp;nbsp;When a nuclear weapon goes off, there are four basic types of explosions: air bursts, surface blast, subsurface burst, and high altitude burst. An air burst occurs when a weapon is detonated at a height so the fireball does not reach the surface of the earth (Effects Nuclear Explosions). When the shock wave hits the†¦show more content†¦A blast like this could create an intense electromagnetic pulse (EMP) which will destroy anything electronic (Effects Nuclear Explosions). The blast wave is formed from very high temperatures and moves away from the center of the ground-zero. While expanding, the peaks pressure decreases, and the propagation goes down from the supersonic speed. Most of the destruction from a nuclear blast is from the blast effects. The range of the blast will determine the explosive yield of the weapon (5.0 Effects Nuclear Weapons). There are many sources for nuclear radiation such as initial radiation, residual radiation, and fallout. About 5% of all of the energy from a nuclear explosion are in the form of initial radiation. Intensity from the blast will go down very rapidly with distance from the blast, because of the large area fallout will travel. Residual radiation comes in three forms: fission products, unfissioned nuclear material, and neutron-induced activity. There are more than 300 fission products. Most of these have very short half-lives. However, some of them have half-lives that can be month or years. Unfissioned nuclear material would be some uranium or plutonium that does not undergo fission and are dispersed from the explosion. Neutron-induced activity happens when nuclei are exposed to a major change of neutron radiation, thus making them radioactive. A small area around ground-zero would be the most likelyShow MoreRelatedNuclear Proliferation Is The Global Spread Of Nuclear Weapons And Technology1748 Words   |  7 PagesNuclear proliferation is the global spread of nuclear weapons and technology. At the end of World War II, the spread of nuclear weapons was happening at an accelerated rate. Countries like the Soviet Union, United Kingdom, France, and China were developing nuclear weapons against the wishes of the United States. In an attempt to stop proliferation, a group of scientists peacefully protested the development of nuclear weapons by sending a petition to the United Nations. The United Nation agreed thatRead MoreNuclear Weapons : The Side Effects Of Nuclear Radiation972 Words   |  4 Pagespoint. A blast wave is the main killer in a nuclear blast. Radiation Radiation is a big part of why nuclear weapons are terrible to have. The reason why radiation is bad is because there is no process to get rid of radiation in a short amount of time. Nuclear weapons are also a bad idea to have because The effects that radiation can cause last for a very long time. (Atomic Archives, 2015.) The lifetime of nuclear radiation can depend on how much you use. The radiation life of the atomic bomb thatRead MoreNayarit Conference on the Humanitarian Impact of Nuclear Weapons1511 Words   |  7 Pagesinternational conference on the humanitarian impact of nuclear weapons (Oslo, March 2013), the government of Mexico hosted a 2nd international conference from 13-14 February 2014 in Nuevo Vallarta, a residential resort community in the state of Nayarit, to build momentum for an ambitious diplomatic process that puts the catastrophic humanitarian consequences of nuclear weapons the essence of nuclear disarmament efforts and achievement of a nuclear weapons free world, NTI reports. Delegations representingRead More Nuclear Deterrence is the Best Defense Against Nuclear War Essay1210 Words   |  5 PagesNuclear Deterrence is the Best Defense Against Nuclear War In 1945, a great technological innovation was dropped over Japan, the atomic bomb. Ever since the bombings of Hiroshima and Nagasaki, the world has faced the threat of nuclear attack. In reaction to this, world governments have been forced to find a defense against nuclear attack. One solution to the danger of nuclear attack is the use of nuclear deterrence. Nuclear deterrence is the possession and launching of nuclear weapons for theRead MoreNuclear Weapons Should Be Against The Geneva Convention1681 Words   |  7 PagesThe nuclear bomb has been a weapon in the United States arsenal since the end of world war two, where the United States dropped two atomic bombs on the cities of Hiroshima and Nagasaki. From that day on the way wars were fought has changed forever. Soon after the bomb droppings on the two Japanese cities a race began between the United States and the Soviet Union named the cold war. The two major powers of the world at that time would threaten each other with nucle ar war. The cold war ended becauseRead MoreNuclear Weapons And Weapons Of Mass Destruction1079 Words   |  5 Pages Nuclear Weapons Ever since World War two we have feared destruction and what could be the aftermath of nuclear bombs. We had a whole era in history to dedicate being terrified of weapons of mass destruction. We had bomb drills, duck and cover drills. The United States had TV drills if an attack were to happen on United States soil. For many Americans this was not hysteria, but a reality that could happen. The first World war chemical weapons were used then outlawed for combat. â€Å"Unlike whenRead MoreThe Effects Of War On The Environment1223 Words   |  5 Pagesare the effects of modern war and military activities on biodiversity? How does war affect the ecosystem? What are the effects of war on human beings and other animals? Do you think the nuclear bombs and other chemicals used during war affect the environment? What are the solutions to the environmental consequences of war? Interview Findings The effects of war on the environment varies depending on the level of war the artilleries used by the opposing sides. A war between sovereign nations has moreRead More`` Toxic Discourse `` By Lawrence Buell1521 Words   |  7 Pageskey ingredients to the narrative of environmental toxins in the United States is the element of burden of proof. This element pertains to the idea that not sufficient evidence is provided in order to prove that toxins lead to the health deterioration of the exposed population. For example, Buell states, â€Å"almost every claim that a risk is present, almost every attribution of cause, [has] been vigorously contested†¦[i]t is notoriously hard to demonstrate environmental causation of illness, given the limitationRead MoreNuclear Power And Its Effects On The World1610 Words   |  7 Pagestheir fossil fuel dependency. Nuclear power is a relevant factor in alternative energy for policy-makers. In the 1950’s, anticipation for nuclear energy w as very high, people thought that new advancements in nuclear energy would make electricity free. Nuclear power was successfully implemented for commercial use in 1954 Russia. Since then a total of 438 nuclear reactors were created around the world, including the United States, with 67 still under construction. Nuclear power support has always wanedRead MoreNuclear Test B Taking Forward Multilateral Nuclear Weapons1651 Words   |  7 Pages Nuclear Test Ban Taking forward multilateral nuclear disarmament negotiations. A. Introduction Talking of the nuclear test ban under international regime the first thing that ticks the mind is the Comprehensive Nuclear-Test-Ban Treaty (CTBT) which is a multilateral treaty that bans all nuclear explosions, for both civilian and military purposes, in all environments. It was adopted by the United Nations General Assembly on September 10, 1996 but has not entered into force

The Need for Stronger Bullying Laws Free Essays

Bullying is a very negative action and creates major problems in our society. Nothing good ever comes out of bullying someone. It can however change someone’s life forever. We will write a custom essay sample on The Need for Stronger Bullying Laws or any similar topic only for you Order Now It actually does ruin many lives both of the bully and of the victim. The bully if caught and punished will then have a criminal record for the rest of their life. Unless they get psychological help, they will probably end up being a repeat offender. The victim often becomes depressed, withdrawn and often times either commits suicide or becomes a bully themselves. Bullying is more than just a part of growing up. It is a very violent form of aggressive behavior. Anti-bullying Laws will never completely solve the problem; only mask it temporarily until everyone starts working together to stop the root of this cruel behavior. Adults know that this behavior is wrong but many time don’t know when or if they should step in and do something. The important thing to remember when deciding to step in is how the adult feels about taking control of the situation versus how the victim might feel about having a parent or elder stick up for them. Sometimes the victim feels that elder involvement may make the situation even worse. They often feel the only way to solve the problem is to handle it themselves. â€Å"Anti-bullying laws are being enacted in almost every state in the U. S. However, they are not being enforced and are nowhere near strong enough to identify and make the abuser stop or continue to repeat his/her actions again on someone else or even sometime the same victim they began with. Only 44 of our 50 states currently have anti-bullying laws in place. Ohio does have a law in place and is found in the Ohio Revised Code, section 3313. 666. The law prohibits harassment, intimidation, or bullying in schools. It went into effect on March 30, 2007. † (University of Nebraska, 2006). This law applies to every public school in Ohio, however, does not apply to private schools. So, if the law only applies to certain people then how is it supposed to be a solution to the problem? Bullying happens very often off school grounds or even in the home. Often the school will deny that there is a problem and that the victim is either lying or exaggerating the story. When this happens the parent needs to take their complaints even further. The superintendent of the school ystem should be their next step. If that does not work they can then contact an attorney or even their city’s police force. All of these venues need to be reminded that refusal to recognize that the problem is going on violates the Ohio law prohibiting bullying. â€Å"Many parents end up feeling like they have exhausted all efforts in dealing with school authorities and/or they do not feel school officials have been recept ive enough in meeting the child’s needs, especially when the child continues to being a victim of ongoing harassment, bullying, assaults, or emotional bullying. If the adult or parent feels this way then they should not sit back and give up or feel defeated. They can however, pursue other means of support from medical, mental health, social services or even community based programs. But lastly, they can also contact the police. † (McGraw, 2008). As a parent myself of a severely bullied child, this advice really hits home for me. A parent often feels backed in a corner and helpless not being able to stop their child’s pain. This was an excellent book to read to teach parents, teachers and administrators that there is always help out there. They just have to know the channels to follow. In an article from the Register-Herald in Beckley, West Virginia, dated February, 26, 2011, a house panel agreed to arm educators with a stronger law to cope with cyber bullying over objections by some opponents that it goes too far by dealing with off campus texting and other wireless harassment. One major dispute was schools right to deal with bullying beyond school grounds, even on a vacation, for example. But in that scenario the bullying would have to spill over into school days and then disrupt the education process before it falls under a teachers right to act. Children should not be afraid to go to school. No matter where kids are no matter what time of year it is, a school now has jurisdiction to discipline now when they come back to school. Although, that is a great law parents also need to be more involved in the children’s lives. They need to know what is going on. They need to make their children feel that their home is their â€Å"safe place† and that they can come to their parents whenever problems arise. But the problem today is that the economy pulls parents in to working multiple jobs while older siblings or babysitters are left to care for the younger ones. Schools need to pay more attention and make use of their city’s Juvenile Court System to deal with unruly and abusive students and children. In another article by Tanya Roth of the York County Virginia Gazette dated August 9, 2010, a case that resulted in suicide caused by bullying resulted in a wrongful death suit seeking ten million dollars in damages. The mother of a high school freshman is suing school officials and one sheriff’s deputy for failing to enforce the anti-bullying policies she believes would have saved her sons life, but did not. Her son hanged himself on May 31, 2010. The suit details a meeting that took place at the school concerning the bullying, with all the defendants present. The school personnel should have been aware of the risk of emotional damage caused by the continued bullying, and should have enforced the anti-bullying policies available to them. Parents, elders and victims themselves are grasping at straws as a means to stop this physical and mental abuse. â€Å"Some parents are even filing law suits based on the theory of â€Å"premises liability. † Under this theory, occupiers and owners of land, including school, are required to keep their premises safe for those who are legally allowed to be there. (University of Nebraska, 2006). These laws are only a band-Aid to the reoccurring problem and in most cases never fully help the victim. The mental damage never goes away therefore just gives a victim â€Å"false hope† that they are going to be safe. Prevention of bullying needs to happen at the school, in class, and at t he individual level. Bullying can also be prevented at home. â€Å"At the school level there needs to be better supervision of the students’ activities, an interesting, fun outdoor environment, contact phone numbers for the students and the parents, and teacher training groups. In the classroom there are many things teachers and students can do. They can make class rules against bullying and have activities that encourage good behavior. In the classroom, meetings between the teachers, parents, and students can help to prevent bullying. Teachers or other authorities can have serious discussions with the bully to reduce the amount of bullying that occurs. † (McGraw, 2008). But everyone needs to wake up and realize that there is a problem in every state of the U. S. and in many cases in every home. Bullying creates a vicious circle. It makes the victim scared of the bully, which encourages the bully and makes it easier for him/her to bully the victim again and again. Repeated bullying keeps adding to the intensity and makes the victim more scared and it many cases suicidal and the circle keeps going on; unless the pattern is broken by someone outside this horrible circle. I chose this topic because I am amazed at the amount and severity of bullying that is allowed to go on in schools, the public and in many cases behind closed doors at home. After reading several books and articles and hours or research that I have spent on this topic; I am convinced more than ever that people truly need to take this problem seriously both at home and in school. The biggest problem is that both parents and schools turn their heads as a means to not have to admit that there is a problem to begin with. So, I am back to my original question: Are anti-bullying laws a solution, a band-aid to the problem or just a means of false hope to make the victim temporarily feel safe? I am not sure this problem will ever be solved. Bibliography McGraw, J. (2008, November). Jay McGraw’s Life Strategies for Dealing with Bullies. New York: Aladdin. University of Nebraska Lincoln. (2006, June). Facts about Bullying. Retrieved from www. targetbully. com/wst_page6. html Porterfield, M. (2011, February 26). Panel Agree to Stronger Bullying Laws. The Register -Herald. Retrieved from http://www. register-herald. com/local/x1709532935/Panel-agrees-to-stronger-bullying-laws/ Roth, T. (2010, August 9). School Bullying: Student Suicide Leads to Suit. York County, Virginia Gazette. Retrieved from: How to cite The Need for Stronger Bullying Laws, Papers

Ethanol Concertration Effects on Cell Membrane for Spectroscopy

Question: Discuss about theEthanol Concertration Effects on Cell Membrane for Spectroscopy. Answer: Objective Of The Experiment The objective of this experiment is to study the effect of different ethanol concentrations on cell membrane integrity by using visible spectroscopy Methods Requirements The requirements are, three test tubes, test-tube rack, cuvettes, beetroot (Beta vulgaris), spectrophotometer, detergent SDS 10%, small dowel rods, room temperature water, 3 replica, corkborer with 4mm inside diameter,6 replicas, 70% ethanol, prepared 50% ethanol +10 ml water, prepared 15ml of 70%ethanol+20ml water, distilled water. Procedure Cut B vulgaris into four equal pieces with the same diameter and length using a cork borer in a size as to fit in a cuvette. Rinse each piece of B. vulgaris with tap water to remove the excess red dye (pigment betalain) that resulted from cutting, number the test tubes from 1-4, mix the contents in the test tubes after placing the contents in each cuvettes and name them for ten minutes, warm the spectrophotometer for at least 20 minutes, place the cuvette with room temperature water(used as the control experiment) in to the spectrophotometer with triangle on the cuvette facing directly 10ml in front of the instrument and press the 0 ABS 100% and then remove it from the instrument, repeat this for the other cuvette A,B and C and record the values obtained, the values obtained are at an interval of 15 minutes, and values are recorded thrice for precision to be compared to the replica. Results The results of absorbance are obtained from the spectrophotometer with the time interval of 15 minutes as shown in the table below; Cuvette Concentration (%) Time in minutes 0.00 15 minutes 30 minutes A 30 0.00 0.90 1.8 B 50 0.01 1.5 0.3 C 70 0.08 2.1 4.2 Getting the concentrations 15ml of 70%ethanol +20ml water 70%of ethanol =70ml ethanol dissolved in 100ml of water 100ml of water contains 70ml of ethanol 15ml of water will contain? (1570) 100=10.5ml Hence 10.5ml of ethanol can be dissolved in 15 ml of water Concentration of the whole solution 15ml of 70% of ethanol+20ml of water (10.5100) 35=30% Molar concentration 10.535=0.3M Concentration of 50% ethanol+10ml of water (50100) 100= 50% 70% ethanol=70% Calculation of absorbance of a substance in each cuvette is based on knowing the transmittance which will build on the absorbance (Ultee, A. 2002). To calculate transmittance, we use the following formula: T=I/IO T represent transmittance I represent incident. IO represents incident intensity. Calculating the different absorbances, we use the following formula. A=-log (T) Whereby T is the transmittance. Calculating absorbance Log-1.41=0.15 Log -7.94=0.9 Log -125.89=2.1 (Lambert, R. 2001). Absorbance given correct to one decimal place This means as the transmittance increases the absorbance decreases hence the transmittance is inversely proportional to the absorbance since the increase in transmittance leads to a reduction of absorbance and a decrease in transmittance leads to an increase in absorbance. To determine the relationship between absorbance and concentration we need to look at Slope of the curve (m) =Y2-Y1/X2-X1 X represents concentration Y represents absorbance. This consequently leads us to the Y=MX+B Which derives another formula: A=?LC A represents the absorptivity From this we find that the absorption is inversely proportional to the transmittance and concentration is directly proportional to the absorbance (Garcia, C. 1994). Discussion The objective of the experiment is to study the effect of different ethanol concentration on the cell membrane integrity by using visible spectroscopy. An increase in the concentration of ethanol results to an increase in the permeability of the membrane hence high absorption results to an increase in the color intensity of the solution, from the results obtained this proved. The absorption by a substance in cuvette is determined by the concentration of the solution. This means that high concentrated ethanol has high interaction between molecules leading to increased absorbance by the solution hence the detection registered a higher absorption than the less concentrated solution. The highly concentrated ethanol (Ethanol 70%) registered high absorbance because there was increased interaction between molecules leading to large permeability of the membrane hence absorption improved due to an increase in the concentration of ethanol. Increase in the color intensity is directly proportion al to the membrane permeability. The cuvette with ethanol at a concentration of 30% has a slightly lower absorbance to the one with the 70% concentration since its molecules have less interaction compared to that of 70% concentration hence B. vulgaris is stronger in the 70% concentration. The ethanol with the lower concentration (ethanol 5%) registers a low absorbance since there is the least interaction between molecules leading to the lowest absorbance by the lowest concentrated solution. The B .vulgaris is not strong compared to the ethanol with 30% concentration. Absorbance is directly proportional concentration. Absorption of solution in cuvette is used to measure the damage on the cell membrane that directly affects the permeability of the cell. Other points to note can be the shape of cuvette can affect light transmittance, the rate at which the beet will be damaged is directly proportional to the absorbance and concentration and the darker the color of the solution due to the damage of the beet the more the absorbance and the more the concentration. In all this absorbance is directly proportional to the concentration of ethanol. The higher the concentration the higher the absorbance and the lower the concentration the lower the absorbance. Limitations When carrying out the experiment the following limitations were encountered, ethanol was flammable and could ignite, steam and hot water may cause burns, equally timing the time allocated by both cuvettes. Remedies This was solved by putting the ethanol away from the sources of ignition, wearing suitable heat proof gloves and opening the water baths carefully. References Ultee, A., Bennik, M.H.J. and Moezelaar, R., 2002. The phenolic hydroxyl group of carvacrol is essential for action against the food-borne pathogen Bacillus cereus. Applied and environmental microbiology, 68(4), pp.1561-1568. Lambert, R.J.W., Skandamis, P.N., Coote, P.J. and Nychas, G.J., 2001. A study of the minimum inhibitory concentration and mode of action of oregano essential oil, thymol and carvacrol. Journal of applied microbiology, 91(3), pp.453-462. Garcia-Ruiz, C., Morales, A., Ballesta, A., Rodes, J., Kaplowitz, N. and Fernndez-Checa, J.C., 1994. Effect of chronic ethanol feeding on glutathione and functional integrity of mitochondria in periportal and perivenous rat hepatocytes. The Journal of clinical investigation, 94(1), pp.193-201. Thompson, I.P., Bailey, M.J., Fenlon, J.S., Fermor, T.R., Lilley, A.K., Lynch, J.M., McCormack, P.J., McQuilken, M.P., Purdy, K.J., Rainey, P.B. and Whipps, J.M., 1993. Quantitative and qualitative seasonal changes in the microbial community from the phyllosphere of sugar beet (Beta vulgaris). Plant and Soil, 150(2), pp.177-191. Agerbirk, N., Olsen, C.E., Bibby, B.M., Frandsen, H.O., Brown, L.D., Nielsen, J.K. and Renwick, J.A.A., 2003. A saponin correlated with variable resistance of Barbarea vulgaris to the diamondback moth Plutella xylostella. Journal of chemical ecology, 29(6), pp.1417-1433. Ultee, A., Kets, E.P.W. and Smid, E.J., 1999. Mechanisms of action of carvacrol on the food-borne pathogen Bacillus cereus. Applied and environmental microbiology, 65(10), pp.4606-4610.

The Media and Joseph McCarthy Essay Example For Students

The Media and Joseph McCarthy Essay Joseph Raymond McCarthy, was born in Grand Chute, Wisconsin, Nov.14, 1908, and died an alcoholic on May 2, 1957. McCarthy was best known for his attacks on alleged Communism especially in the Harry S. Truman and Dwight D. Eisenhower administrations. The extreme accusations by McCarthy and his followers lead to the phrase McCarthyism. This phrase is used in reference to the sensational and highly publicized personal attacks, usually based on unsubstantiated charges, as a means of discrediting people thought to be subversive.'(Grolier, 1996)Before February of 1950 Joseph McCarthy was not a good legislator. He gained the attention of the United States by stating that the State Department was riddled with card-carrying members of the Communist Party.'(Rovere, 1959, p.128) McCarthy was very clever in the way he worked the media and was skilled in the art of public speaking. He used these abilities to latch on to the publics fears with communism in the eastern world. McCarthy bombarded the opposition with accusations and avoided giving proof; with these tactics McCarthy was able to gain many followers, especially Republicans. With the support of many Republicans, McCarthy accused the administrations of Roosevelt and Truman with twenty years of treason.'(Grolier, 1996)McCarthy was reelected in 1952 and immediately began directing accusations toward the Eisenhower administration from a new post as head of the Senates Government Operations Committee and its permanent investigations subcommittee. McCarthy was eventually discredited by lack of evidence in his claims of Communist in the U.S. army, through the nationally televised Army-McCarthy hearings in 1954. On December 2, 1954 the Senate voted to condemn him for conduct contrary to Senatorial traditions. The final vote was 67-22. After this any influence of Joseph McCarthy was insignificant. McCarthy was politically dead. (Ewald, 1984, p.381)It is my intention to show that it was the media who was responsible for McCar thyism and the turmoil it caused as well as the eventual destruction of Joseph McCarthys political career in 1954. We will write a custom essay on The Media and Joseph McCarthy specifically for you for only $16.38 $13.9/page Order now McCarthy began his manipulation of the press by way of a speech given at the Lincoln Day dinner of the Ohio County Womens Republican Club at the McClure Hotel in Wheeling, West Virginia on February 9, 1950. McCarthy later denied having said what he was quoted to have said in the speech. Apparently there was only one reporter present for the speech in Wheeling, so its his word against McCarthys. The statement quoted in the speech published in the Wheeling Intelligence in the story by Frank Desmond, read as follows,While I cannot take the time to name all of the men in the State Department who have been named as members of the Communist party and members of a spy ring, I have here in my hand a list of 205 that were known to the Secretary of the State as being members of the Communist party and who nevertheless are still working and shaping the policy of the State Department. (Bayley, 1981, p.17)This story is what is responsible for starting McCarthyism. Later McCarthy said the number h e gave in his speech was not 205 but 57. The fact is that Desmond had a written copy of the speech before McCarthy gave it, but he could have changed the number to 57 when he actually presented the speech. Regardless, the number 57 would have been just as shocking as 205. There are many ways that the media could have handled this speech, one being asking to see the list. If he had, things may have been different, for as McCarthy said himself what he held in his hand was the Byrnes letter, not a list.'(Bayley, 1981, p.24) If Desmond had reported that McCarthy was holding a letter, not a list, the newspapers would have handled the story much differently. A letter from one person to another, which suggests unfit employees, would have made much less news than the illusion of an actual list of names. The lack of proof was one of many ways the press mishandled information over the next few weeks. In general the press poor practice would be carried out for the next five years. I have here in my hand was a phrase that became more popular than a famous toothpaste slogan,'(Belfrage, 1973, p.117) McCarthy used this phrase countless times to refer to documents he would pull from his briefcase to support his accusations. The legitimacy of the accusations was never debated or questioned by reporters. The Byrness letter that McCarthy pulled out on February 9, 1950 was one of these unchecked documents. The content of the letter gives us insight into McCarthys ability to manipulate the facts, and allow the media to spread his word. .u27cf7e64e3e57f5d298e66c0e7d152a2 , .u27cf7e64e3e57f5d298e66c0e7d152a2 .postImageUrl , .u27cf7e64e3e57f5d298e66c0e7d152a2 .centered-text-area { min-height: 80px; position: relative; } .u27cf7e64e3e57f5d298e66c0e7d152a2 , .u27cf7e64e3e57f5d298e66c0e7d152a2:hover , .u27cf7e64e3e57f5d298e66c0e7d152a2:visited , .u27cf7e64e3e57f5d298e66c0e7d152a2:active { border:0!important; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .clearfix:after { content: ""; display: table; clear: both; } .u27cf7e64e3e57f5d298e66c0e7d152a2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u27cf7e64e3e57f5d298e66c0e7d152a2:active , .u27cf7e64e3e57f5d298e66c0e7d152a2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .centered-text-area { width: 100%; position: relative ; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u27cf7e64e3e57f5d298e66c0e7d152a2:hover .ctaButton { background-color: #34495E!important; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .u27cf7e64e3e57f5d298e66c0e7d152a2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u27cf7e64e3e57f5d298e66c0e7d152a2:after { content: ""; display: block; clear: both; } READ: Mental Illness EssayMcCarthy took his famous number of 205 from a letter from Secretary of State James F. Byrnes to Representative Adolf Sabath of Illinois. It is very strange and unheard of in this day and age that McCarthy was allowed to make such an accusation without the press confirming its source. The letter basically said that 4,000 employees of the state had been transferred, and of those 3,000 had been subjected to preliminary examination, from which a recommendation against permanent employment had been made in 284 cases; 79 of these people had been refused government service. (Rovere, 1959, p.125)Without any further information McCarthy assumed that 205 of the 2 84 whose employment had not been recommended were actually employed, and that the reason that they were not recommended in the first place was because they were communists. (Bayley, 1981, p.20) The letter never mentioned that the 205 people were hired, or that any of them were Communists. No journalist ever asked any questions before printing the story. By not doing this they can be held responsible for creating a stage for a madman to mislead the American public. McCarthys rise to national prominence coincided with the explosive growth of television in the United States.'(Bayley, 1981, p.176) He knew about media and he knew he could use this new medium of television to promote his image, and his cause. Television was just as easily manipulated by McCarthy as the newspapers were, and McCarthy successfully put himself into the living rooms of the American public. What McCarthy didnt realize, and what would eventually lead to his downfall, was that a picture is worth a thousand words, and that live television conferences cannot be edited or fixed. It was this form of media that would lead to McCarthys downfall. Throughout the administration of Harry Truman, McCarthy accused the president of being sympathetic to Communism. It may very well have been the atmosphere left by the claims that led Truman and the Democratic Party to defeat in 1952, and the subsequent victory of Dwight D. Eisenhower and the Republicans. McCarthy was elected head of the Senates Government Operations Committee in 1952, but this was not enough for the ambitious Senator. He wanted to replace Eisenhower as the head of the Republican Party, and he attempted to use the same tactics against Eisenhower that he used to dethrone Truman. It was this political decision that set the stage for McCarthys fall from grace. McCarthy openly attacked Eisenhower in early 1954 with hopes of leading the Republican Party. One of his most famous slogans against him was the who promoted Peress? campaign. Irving Peress was a former dentist who had been drafted and commissioned in October 1952 and promoted to major a year later under the automatic provisions law. (Bayley, 1981, p.187) A month after his promotion someone in the army found out that Peress had refused to answer questions about his political beliefs, and he was ordered to be discharged within 90 days. All of this happened during the Eisenhower administration, and nothing had been proven about the actual beliefs of Peress but McCarthy used this incident and others like it to accuse Eisenhower of being sympathetic to the Communist cause. (Ewald, 1984, p.189)It was this Peress incident, however, that prompted Eisenhower to make a statement to denounce McCarthy. Everyone was prepared for Eisenhower to bash McCarthy, including McCarthy himself. McCarthy w as so sure of the content of Eisenhowers speech that he responded to it on television shortly after, without even knowing what Eisenhower actually said. McCarthys response speech included claims that the Army had been protecting, covering up, and honorably discharging known Communists; he bashed Peress, and he bashed Eisenhower claiming that they were all protecting Communists. (Bayley, 1981, p.188-189) What McCarthy didnt know is what hurt him, apparently Eisenhowers statement had been altered, and when it was delivered it didnt even mention McCarthy. James Reston described the actual statement of Eisenhower as a note on the principals that should govern the relations between the legislature and the executive under the US Constitution. (Bayley, 1981, p.188) Willard Edwards of the Chicago Tribune said that, the American people had seen a kick in the groin, and they would not forget it. To Willard Edwards, this was the day that McCarthy died. (Ewald, 1984, p. 242) McCarthy had lost the respect of the American public, and the respect of many journalist, reporters, and television stations. The television stations would indirectly be responsible for delivering one of the final blows to McCarthy. .u0d4034f2c3e25a69ff7ba65eac3efcea , .u0d4034f2c3e25a69ff7ba65eac3efcea .postImageUrl , .u0d4034f2c3e25a69ff7ba65eac3efcea .centered-text-area { min-height: 80px; position: relative; } .u0d4034f2c3e25a69ff7ba65eac3efcea , .u0d4034f2c3e25a69ff7ba65eac3efcea:hover , .u0d4034f2c3e25a69ff7ba65eac3efcea:visited , .u0d4034f2c3e25a69ff7ba65eac3efcea:active { border:0!important; } .u0d4034f2c3e25a69ff7ba65eac3efcea .clearfix:after { content: ""; display: table; clear: both; } .u0d4034f2c3e25a69ff7ba65eac3efcea { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0d4034f2c3e25a69ff7ba65eac3efcea:active , .u0d4034f2c3e25a69ff7ba65eac3efcea:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0d4034f2c3e25a69ff7ba65eac3efcea .centered-text-area { width: 100%; position: relative ; } .u0d4034f2c3e25a69ff7ba65eac3efcea .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0d4034f2c3e25a69ff7ba65eac3efcea .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0d4034f2c3e25a69ff7ba65eac3efcea .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0d4034f2c3e25a69ff7ba65eac3efcea:hover .ctaButton { background-color: #34495E!important; } .u0d4034f2c3e25a69ff7ba65eac3efcea .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0d4034f2c3e25a69ff7ba65eac3efcea .u0d4034f2c3e25a69ff7ba65eac3efcea-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0d4034f2c3e25a69ff7ba65eac3efcea:after { content: ""; display: block; clear: both; } READ: Good effects and bad effects leading sentence: EssayShortly after this incident, in a public speech the Republican Party was described as divided against itself, half McCarthy and half Eisenhower.'(Ewald, 1984, p.246) McCarthy before this incident had always been given free air time from the networks (NBC and CBS) to respond to any type of comment spoken against him. This time however, NBC and CBS rejected his demands. Instead, as they were obligated to allow someone to reply, vice- president Nixon gave a response. McCarthy threatened to take the decision of the networks to the FCC, but other networks, newspapers and radio stations seemed to think that the law would favor the networks, and fully supported them in their decision. The movement of the press to stand up to Joseph McCarthy was sudden and as devastating. The only free air time he was given came from the Mutual Broadcasting System, but not until four days after the speech against him. In this time period McCarthy had amounted two more formidable critics to answer. One was Senator Ralph Flanders, a Vermont Republican who rose in the Senate on March 9 to accuse McCarthy of deserting the Republican Party and to ridicule his hunt for Communists.'(Bayley, 1981, p.192) The other was the one that ruined McCarthy, ironically by way of the television media that had helped his five-year career so much. His name was Edward R. Murrow. Televisions most respected man Edward R. Murrow presented a McCarthy documentary on his popular show See it Now, which provided, through skillful film editing, a devastating critique of McCarthy and his methods.'(Bayley, 1981, p.192) The show produced clips of McCarthy speaking his half-truths, and distortions and then followed them with Murrows explanations of McCarthys logic, and descriptions of how the facts were manipulated. At the end of the show Murrow did an editorial in which he said that McCarthys primary achievement had been to confuse the public about the internal and external threats of Communism.'(Bayley, 1981, p.193)McCarthy finally did make a reply on Murrows program See it Now nearly a month later on April 6, 1954. He never really replied to Murrow. Rather, he attacked him with more wild accusations and this time the public was not listening. Through the collective stand that the press took against McCarthy concerning the NBC/CBS decision, Flanders denouncement of McC arthy, and finally Murrows documentary; the media, which was responsible for the creation and the spreading of McCarthyism, had delivered the final nail in the coffin. The nationally televised Army-McCarty trials were just the playing out of the inevitable. The nation got to see McCarthy at his worst, trying to justify some of the horrific accusations that he made against the United States Senate. Eventually the Senate adopted a resolution to condemn McCarthy by a vote of 67-22. The only support for McCarthy was from parts of the nation where McCarthys activities had been given the least coverage in newspaper, and from the only part of the country that did not have access to live television coverage of the damaging Army-McCarthy trials. (Bayley, 1981, p.212) The medias power of influence on his career is shown here again; however in this instance it ruined him. In conclusion it is obvious that the media was responsible for the birth and the death of McCarthyism. The negligence of the reporters early in McCarthys career (notably Frank Desmond, who covered McCarthys speech at the McClure Hotel in Wheeling) gave life to a man who should have been exposed as a fake. The next five years of chaos taught the press about fact checking, and the need to ask responsible questions before a story should be printed Bibliography Bayley, Edwin R. (1981) Joe McCarthy and the Press. Wisconsin: The University of Wisconsin Press. Belfrage, Cedric. (1973)The American Inquisition 1945-1965: A Profile of the McCarthy Era. New York: Thunders Mouth Press. Ewald, William Bragg.(1984)Who Killed Joe McCarthy?. New York: Simon and Schuster. Manchester, William. (1976) A Slight Case of McCarthyism. Controversy and other Essays in Journalism. Boston-Toronto: Little, Brown and Company. Rovere, Richard H. (1959) Senator Joe McCarthy. New York: Harcourt, Brace and Company. The 1996 Grolier Multimedia Encyclopedia. CD-ROM. Danbury: Grolier 1996.

Genealogy Research in Great Britain

Genealogy Research in Great Britain Once youve explored as much of your family tree as you can online, its time to head to Britain and the land of your ancestors. Nothing can compare to visiting the places where your ancestors once lived, and on-site research offers access to a variety of records that arent available elsewhere.   England Wales: If your family tree leads you to England or Wales, then London is a good place to start your research. This is where youll find most of Englands major repositories. Most people begin with the Family Records Centre, jointly operated by the General Register Office and the National Archives, as it holds the original indexes to the births, marriages and deaths registered in England and Wales from 1837. There are also other collections available for research, such as death duty registers, census returns and the Prerogative Court of Canterbury wills. If your short on research time, however, most of these records can also be searched online (most for a fee) in advance of your trip. Located within walking distance of the Family Records Centre, the library of the Society of Genealogists in London is another excellent place to start your search for British ancestry. Here youll find many published family histories and the largest collection of transcribed parish registers in England. The library also has census records for all of the British Isles, city directories, poll lists, wills, and an advice desk where you can get expert suggestions on how and where to continue your research. The National Archives in Kew, outside of London, has many records that are not available elsewhere, including nonconformist church records, probates, letters of administration, military records, taxation records, association oath rolls, maps, parliamentary papers, and court records. This is generally not the best place to start your research, but is a must-visit for anyone looking to follow up clues found in more basic records such as census enumerations and parish registers. The National Archives, which covers England, Wales and the central UK government, is especially important for anyone researching members of the armed forces. Before you visit, be sure to check out their online catalog and comprehensive research guides. Other important research repositories in London include the Guildhall Library, home to the parish records of the City of London and records of city guilds; the British Library, most notable for its manuscripts and Oriental and India Office collections; and the London Metropolitan Archives, which houses records of metropolitan London. For further Welsh research, the National Library of Wales in Aberystwyth is the main center for family history research in Wales. There you will find copies of parish registers and family collections of deeds, pedigrees and other genealogical material, as well as all wills proved in the Welsh diocesan courts. The twelve County Record Offices of Wales hold copies of the indexes for their respective areas, and most also hold microfilm copies of records such as census returns. Most also hold their local parish registers dating back to 1538 (including some that arent also kept at the National Library of Wales).   Scotland: In Scotland, most of the main national archives and genealogical repositories are housed in Edinburgh. This is where youll find the General Register Office of Scotland, which holds civil birth, marriage and death records from 1 January 1855, plus census returns and parish registers. Next door, the National Archives of Scotland preserves a host of genealogical material, including wills and testaments from the 16th century to the present day. Just down the road lies the National Library of Scotland where you can search trade and street directories, professional directories, family and local histories and an extensive map collection. The Library and Family History Centre of the Scottish Genealogy Society is also located in Edinburgh, and houses a unique collection of family histories, pedigrees and manuscripts.   Go Local Once youve explored the national and specialist repositories, the next stop is generally the county or municipal archive. This is also a good place to start if your time is limited and you are definite about the area where your ancestors lived. Most county archives include microfilm copies of national records, such as certificate indexes and census records, as well as important county collections, such as local wills, land records, family papers and parish registers. ARCHON, hosted by the National Archives, includes contact details for archives and other record repositories within the UK. Check the regional directory to find county archives, university archives and other unique resources in your area of interest.   Explore Your History Be sure to leave time on your journey to visit the places where your ancestors once lived, and explore the history of your family. Use census and civil registration records to identify the addresses where your ancestors resided, take a trip to their parish church or the cemetery where they are buried, enjoy dinner in a Scottish castle, or visit a specialty archive or museum to learn more about how your ancestors lived. Look for interesting stops such as the National Coal Museum in Wales; the West Highland Museum in Fort William, Scotland; or the National Army Museum in Chelsea, England. For those with Scottish roots, Ancestral Scotland offers a number of clan-themed iteneraries to help you walk in your ancestors footsteps.

The impact of a high-protein breakfast on the attentiveness and memory Research Paper

The impact of a high-protein breakfast on the attentiveness and memory recall in math course of the ninth grade students in Saudi Arabia - Research Paper Example The control group will be used to validate the results due to the isolation from the independent variable. The two groups will be located in various classrooms to prevent their awareness on the experiment. Students will undergo normal Math lessons and their response and attentiveness monitored and observed. The experimental research will take one month and ensure that the students take a test with the same conditions. The long period will guarantee a quantitative research due to the collection of vast amounts of information from the students, parents, and teachers. Tests will be implemented to analyze the data collected. Academic performance has been a setback that the students; teachers and guardian have tried overcome since the establishment of learning facilities. Recent research shows that the performance has been affected by physical, social, economic, cultural, and nutritional factors. Much research has been carried out in all other fields except the nutritional principles. Today, academic performance has been directly reflected the success of individuals right from the time they start studying. The current trends in academic accomplishments have made changes in the approaches of research. Nutritional factors in the educational sector have had their impacts in the start of the current century. The changes in economic and social aspects have contributed to the transformation of the nutritional approaches leading to various varieties of food products for the students. Most parents can offer decent and balanced diets to their school children. Additionally, economic stability has also led to the use of supplements and other drugs to help in the attentiveness that will improve the students performance. Schools have based their eating strategies on research carried out to show the improvement and response in students due to different meals. Cognitive

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

Wgs - Essay Example AWDF also mobilizes human, material and financial resources in order to foster gender parity in Africa, and to promote the rights of African women. AWDF believes that helping women organizations acquire enough skills, adequate livelihoods, information and the chance to actualize transformatory decisions gives rise to all-inclusive, dynamic and healthy communities (See: http://www.awdf.org/our-work/about). The problems that AWDF seeks to address are oppression of women’s rights, minimal political participation, conflicts, HIV/AIDS prevalence, economic disempowerment of women, and the absence of health and reproductive rights of women. AWDF sees these problems as social challenges as stark manifestation of the position of powerlessness into which patriarchal African societies relegated the womenfolk. In this light, AWDF describes these issues as thematic areas (goals). The failure to democratize has exacerbated women’s problems. Undemocratic governments lack stable mechanisms for the peaceful transfer of power from one regime to another. Political violence readily erupts after elections in Africa, with women suffering the heaviest casualty. Likewise, these governments, because of the absence of checks and balances, suffer a lot of excesses from the executive wing; with corruption, ineptitude and inequitable distribution of resources being prevalent. Women suffer the most in these governments due to the absence of affirmative action (See: http://www.fawe.org/). AWDF identifies itself explicitly as feminist. Nominally, the second initial of the acronym AWDF standing for ‘women’. Secondly, the aim of the organization underscores the restriction of its services to women, since AWDF asserts that its chief intent is funding African women’s organizations. Thirdly, AWDF staff comprises women only. Some of its leaders are Professor Bene Madunagu (Nigeria), Prudence Mabele (South Africa), Dr. Rose Mensah Kutin

The Main Aspects of Criminal Law Case Study Example | Topics and Well Written Essays - 1500 words

The Main Aspects of Criminal Law - Case Study Example Woollin). Subjective recklessness is found when the defendant is aware of the risk involved with his action, but still does the act. (R v. Cunningham1982 AC 566)(Smith & Hogan, 2006) The possible issues in the instance of Seema are possible criminal liability flowing from the death of Derek and the defenses which she might claim in reducing her criminal liability if proved. Moving on the mistake of Dr. Wisdom and the possibility of the breaking of chain of causation will be considered. Finally the act of Arun will be considered and the subsequent death of Dr. Ali will be considered. The actus reus of murder is still found in the wording of Sir Edward Coke, which is that the actus reus is present when the defendant "unlawfully killeth any reasonable creature in rerum natura under the Queen's peace' (Smith and Hogan, 1983) The requirement that the killing is lawful is an important aspect and so certain killings which may be as a result of use of reasonable force in self defense may be excluded (Re A 2000 4 All ER 961). Further it is necessary that the defendant accelerated the death of the victim.(Justis) The mens rea or mental element is known by the term malice aforethought and it is general to state that an intention to cause grievous bodily harm will suffice for murder. (Vickers 1957 2 QB 664)(Koenig, 2007) By the facts it can be stated that the actus reus and mens rea can be presumed by the fact that Seema finds the knife and stabs Derek. However the defense of provocation and diminished responsibility may be raised to get a verdict of voluntary manslaughter. Provocation was a common law defense which has been modified by s.3 of the homicide Act 1957. The two tier questions which must be satisfied have a subjective as well as an objective element. First it must be found that did the defendant, as a result of provocation, lose his or her self control (subjective element) and would a reasonable man have done as the defendant did (Objective Element). The elements are decided upon by the jury. (Smith & Hogan, 11th Edition) The subjective question is purely a matter of fact and requires a sudden and temporary loss of control along with cumulative provocation and that the loss of self control must be as a result of provocation. There must be a loss of self control as a result of the provocation and so the defence will not be available where it is found that it was a calculated revenge. The classic formulation can be found in Duffy [1949] where it was stated that the sudden and temporary loss of self control made the defendant at that moment not master of his mind. However in Richens it was stated that the defendant only required proof that he was unable to restrain himself from committing the act. The longer the time interval the higher the chance of

Johannes Brahms And The Romantic Period

Johannes Brahms And The Romantic Period The Romantic period was a period that spanned the entire 19th century. It came after the classical period and sought to increase the expression of deeper truths and the feelings of human beings while preserving the music structures of the classical period. Brahms is one of the prominent figures and composers of this era. Writing two serenades, two piano concertos, violin concertos, four symphonies, two orchestral overtures, and many more works that were destroyed or unpublished, Brahms became an influential figure of the Romantic period and served as an inspiration to future generations of musicians and composers alike. Johannes Brahms was born on May 7, 1833 in Hamburg, Germany. Johannes Brahms father was Johann Jakob Brahms while Johannes mother was Johanna Henrika Christiane Nissen. Johann Jakob Brahms, like his son, was a musician of the 19th century. Johann was proficient in several instruments, including the French horn and the double bass. Johanna Henrika Christiane Nissen, Johannes mother, was a seamstress living in Hamburg. Johannes Brahms also had a younger sister and a younger brother. At the age of seven, Johannes Brahms began musical training on behalf of the will of his father. Brahms studied piano with pianist Otto Friedrich Willibald Cossel. Due to his family being poor, Brahms often played in the brothels and dance halls of Hamburg. By the age of eleven, Brahms was composing sonatas for the piano. His compositions would not receive public attention or acclaim until he toured with Eduard Remenyi as an accompanist in the spring of 1853. On this tour, Johannes Brahms met Joseph Joachim, Joachim Raff, Franz Liszt, and Peter Cornelius; all were prominent musicians of the time. Joseph Joachim then introduced Robert Schumann to Johannes Brahms via a letter. Brahms then traveled to Dusseldorf to live with the Schumann family. Brahms impressed Schumann with his talent and was featured in an article in the music journal known as Neue Zeitschrift fur Musik which translates to New Journal of Music. This article brought the publics attention to the young Brahms. During th is time, Brahms, along with Schumann and Albert Dietrich, composed the à ¢Ã¢â€š ¬Ã…“F-A-E Sonataà ¢Ã¢â€š ¬Ã‚  for Joachim. Brahms found himself as a pseudo head of household in the Schumann family during his stay. He had developed a close relationship with Clara Schumann, Robert Schumanns wife and fellow German composer and pianist. This emotionally but not romantically deep relationship would last for both of the composers lifetimes, with constant communication between the both of them. When Schumann attempted suicide, he was placed in a mental rehabilitation facility. Brahms became the messenger between Clara and Robert Schumann during Roberts final years of life in the mental sanatorium. When Robert Schumann died in 1856, Brahms aided and comforted Clara for the next couple of years. This came at the sacrifice of Brahms career as few compositions were written during this period of time after Robert Schumanns death. After the death of Robert Schumann and the period of comforting his wife Clara Schumann, Johannes Brahms found himself devoting his time between his obligations as the founder and conductor of a ladies choir in Hamburg and his obligations in Detmold, Germany as the court music-teacher and composer. His Piano Concerto No.1 debuted in Hanover, Germany in 1859 and Brahms served as the soloist of the concerto. Brahms then visited Vienna in 1862 and was appointed conductor of the Vienna Singakademie, a choir based in Vienna. He composed throughout the 1850s and the 1860s, writing multiple compositions for different orchestras, but many of his works received mixed reviews from contemporary critics of the time. One of his works, Piano Concerto No.1 was poorly received in early performances of the music piece. Prominent figures of the time, including Franz Liszt and Richard Wagner of the New German School labeled Brahms as an old-fashioned and non-innovative composer. Although Brahms admired the skills of Liszt as a pianist and admired the musical works of Wagner, a conflict known as the War of the Romantics arose with Brahms being a prominent figure of the conservative side and Liszt and Wagner being prominent figures of the progressive side. Brahms rose to popularity in 1868 with the premiere of A German Requiem in Bremen. A German Requiem was Johannes Brahms largest choral work and was the composition that won the publics acclaim and established Brahms reputation in Europe as a leading composer and the conqueror of the symphony. It was with this newly formed reputation and acclaim that allowed Brahms to complete many of his earlier works that he had worked on for years such as the Rinaldo, a cantata, his third piano quartet, his first symphony, and his first string quartet. Brahms was a perfectionist and due to this, never finished or discarded many of the compositions he had worked on in the earlier years of his career. The first symphony premiered in 1876, and the other three premiered in 1877, 1883, and 1885. His Piano Concerto No.2 premiered in 1881 with Brahms once again as the soloist for the concerto. It was from this point on that Brahms was able to test his newly composed orchestral works with the Duke of Meini ngens court orchestra which was conducted by Hans von Bulow, one of the most famous composers of the 19th century. One of Brahms works, the abbreviated version of his Hungarian dance for the piano, became the earliest recorded music piece in history. The piece was recorded by Theo Wangemann, a representative on behalf of the famous American inventor Thomas Edison, when Theo visited Vienna in 1889 and invited Johannes Brahms to make the first recording of a music piece in history. In that same year, Brahms was made an honorary citizen of Hamburg, the same city where he was born. At the age of 57, Brahms made a resolve to give up on composing music for the rest of his life in 1890. Brahms was unable to follow through with this resolve and went back to composing music. It was during this time frame that Brahms composed a number of compositions that were acknowledged by critics and the public alike to be masterpieces. He composed even more music due to his admiration of Richard Muhlfeld, former violinist and now clarinettist of the Meininger Hofkapelle which was the Meiningen orchestra. These inspired musical works were Op. 114, Op. 115, Op. 116-119 also known as the Four Serious Songs, Op. 120, Op. 121, Op. 122, the Clarinet Trio, the Clarinet Quintet, the two Clarinet Sonatas, and the Eleven Chorale Preludes for the organ. Johannes Brahms developed cancer while completing the Op. 121 songs. His condition worsened which caused Brahms death on April 3, 1897 at the age of 63. Brahms was buried in the Zentralfriedhof, the most famous and largest cemetery in Vienn a. Brahms point of view combined elements of the Baroque and Classical periods and his futuristic views on music. His music was bold with its exploration of harmony and rhythm. Because of this, Johannes Brahms has a strong influence on both conservative and modernist composers. In his lifetime, Brahms was an influential figure on several composers within his circle who had a strong admiration of his music. These composers included Robert Fuchs, Heinrich von Herzogenberg, Julius Rontgen, and also Gustav Jenner who was Brahms only formal pupil. Brahms also had a great influence on Antonin Dvorak who received great amounts of help from Brahms. Dvorak admired Brahmss music and was heavily influenced by it in many works by Dvorak including the Symphony No 7 in D minor. Notable features of Brahms musical style were used with the personal styles of composers Max Reger, Wilhelm Berger, and Hans Rott. British composers Edward Elgar and Hubert Parry as well as the Swedish composer Wilhelm Stenham mar have noted that they have learned much from the works and examples set by Johannes Brahms. Brahms was honored by the Walhalla temple, the German Hall of Fame in 2000. On September 14 of that year, he was inducted into the Hall of Fame as the 126th à ¢Ã¢â€š ¬Ã…“ruhmlich ausgezeichneter Teutscherà ¢Ã¢â€š ¬Ã‚  which translates to glorious excellent teacher and the 13th composer among them. A bust was sculpted in honor of him by sculptor Milan Knobloch. A composer of the Romantic period, Brahms composed numerous works which left a strong impression on the public and served a model of inspiration for future musicians and composers. It was through his numerous works which have earned public acclaim that he became a leader and prominent figure of the musical scene at the time. An innovator and a traditionalist composer, Brahms was one of the most beloved musicians and composers of his time and still remains so today.

Free Essays: Symbolism in Hawthornes Young Goodman Brown :: Young Goodman Brown YGB

Nathaniel Hawthorne's work is typically fraught with symbolism, much of it deriving from his puritan ancestry. Hawthorne was obsessed with the themes of sin and guilt. John Roth notes that "A number of recurring thematic patterns and character types appear in Hawthorne's novels and tales" (Roth 76). Because he is speaking of what we would later come to call the unconscious, Hawthorne extensively employed the use of symbolism, which bypasses the conscious to tap into its more dream- like process below (Roth 76). In his short story "Young Goodman Brown," the main character Goodman Brown goes off into the woods and undergoes what will be a life changing experience. "Young Goodman Brown," was written in the nineteenth century but is undoubtedly set in the seventeenth century, and for the early Americans in this time period the forest was a symbol of the test of strength, courage, and endurance. It took a lot of courage to survive there, and the young person entering the forest would not emerge the same. But the story is more symbolic than realistic, and the dangers that Goodman Brown encounters in the forest are not Indians or bears; they are dangers of the spirit. It is no accident that such an experience should have taken place in the forest, because there is a long and extremely profound tradition in American literature where experiences of this nature haven taken place in forest settings. Psychologist Bruno Betelheim observes that "Since ancient times the near impenetrable forest in which w e get lost has symbolized the dark, hidden near-impenetrable world of our unconscious" (Betelheim, 94). However, this does not appear in "Young Goodman Brown." Instead of bravely battling down the dangers of the forest and emerging a more mature person, Goodman Brown emerges a ruined man. Â  It should not go unrecognized that Goodman Brown's wife, a light-hearted, genuine woman, has the name Faith. Faith is not by any means an unusual name for a woman, especially in puritan times, but it becomes significant in the story because she is presented to us first as a very young bride with pink ribbons in her hair, almost like a child. Her pink ribbons symbolize her youth, and her name symbolizes her husband's childlike spirituality at the beginning of the story. Christianity historically has been a religion of obedience and devotion much more than one of logic, as much as the framers of the age of reason would try to argue otherwise.

Pest

Name: Kimberly Hodge 1. Using APA citations to support your statements, explain what a PEST table is and why it is important to an organization (1-2 paragraphs). Pest Analysis is a frame work that strategy consultants uses to scan the mirco environment in which the firm operates. (Value Based 2013) PEST is Political, Ecomonic, Social factor and Techonolgies factors. Companies will use this in workshops and it will make the managmenets brainstorm techniques using PEST for strategic plannings, marketing planning or development in the business or the production. (Value Based 2013) 2.Include an explanation of the organization and environment you are focusing on in the PEST table (3-5 sentences): I answer #4 before I answer this one. It is combine of both questions. The organization would be my bike shop. I would use this table to think how this would affct my employees and the consumers. Political section, with the Furlough going on and unemployment numbers are going up.. I need to be aw are that I will have good days and bad days with sales. The next couple months were be good month because income refunds are coming in and people want to buy and spend but then at the same time consumers may be saving as well.International trades will be affecting my bike shop because some of the bikes are shipped from France, Switzerland and other countries. I need to be aware this could affect my business as well.. Social is a huge impact for any business. And I think economic influences social a lot. Then Technologies, there are always new gadgets that are being added to the bikes or can be purchased to add to the bike. As a management, I have to be aware that when I promote new technology, I need to let them know what is new and how does it work. 3. 4. Identify 3-5 items in each category and post them in the PEST table below.Provide enough detail to explain your thoughts for each item. One or two lines will suffice for each item; please avoid using one-word, generic items within the table. Political1. Tax policies2. political stability3. safety regluations4. international trade regulations and restricitions5. contract enforcement law consumer protection| economic1. stage of the business cycle2. consumer confidence3. exchange rates/inflaction rates4. Interest rates and montery policies5. unemployment policy| SOCIAL1. income distriubiton2. labor/social mobility3. lifestyle changes4. health consciousness and welfare, feelings on saftey5. iving conditions| TECHOLOGY1. government research spending2. new inventions and development3. energy use and costs4. rate of technology transfer5. life cycle and speed of technological obsolescence| 5. If you were the leader of the organization used here, how would you utilize the information in the PEST graph, and what changes would you make based on your results? How would those changes affect the success of the business? (1-2 paragraphs) When I am leader of the organization, I will need to look each catergory and determine what are affecting our people in our country.People may be looking for changes or having trouble adapting to changes. Why are the changes happening like the example in the book talking about when the records were going out and the CD were coming in and it happened almost over night. This means people who had record players did not have CD players.. The customers had to buy CD players before they could buy the CD. This is what I need to look, what will happen if I change something, does this mean the consumers will have to spend money to make something adapt to something such as CD player. With the government changes laws, it affects our people.Like recent event, the Furlough, I know some people are losing two days of work per payperiod, this will affect their paychecks which will affect the social. So as a leader, we have to look how each category will affect the next. 6. References (please use proper APA set up as you construct the reference list): Valued Based Management. Net (Ja nuary 2, 2013) http://www. valuebasedmanagement. net/methods_PEST_analysis. html GRADING RUBRIC Item| Point Value| Assignment Content| | In depth responses to all questions| 40| General Writing and APA compliance| 10| Total| 50|

Montessori method of education Essay

Dr. Maria Montessori is the founder of the Montessori method of education. She started her first classroom â€Å"Casa dei Bambini† or Children’s House in 1907. Montessori method of education stresses the importance of respecting children – â€Å"Help me to help myself†. Montessori education celebrates its 100th year in 2007. The goals of a Montessori education were to develop sensory training, language acquisition, arithmetic, physical education, practical life skills and abstract thought through the teaching of the whole child and the integration of the family into the early education system. Montessori began her educational experiences by working with special needs children. At the time of Montessori, special needs children were thought of as a â€Å"lost cause†. They could not learn how to become members of society because intelligence was fixed. She strongly opposed to the perceptions on cognitive abilities of these children at the time, and believed that they could learn how to become members of society through special teaching techniques that utilized sensory education and hands-on experience. Her aim was to teach children academics through practical life experiences and to â€Å"†¦to develop the whole personality of the child through motor, sensory, and intellectual activity† (Hainstock, 1997, 35). Montessori – The Montessori classroom is a meticulously prepared environment designed specifically to meet the needs of the child both physically and emotionally. One aspect of the prepared environment includes the Practical Life activities. Many Practical Life activities are tasks the child sees routinely performed in the home. They each serve a meaningful purpose as the child masters each piece of work such as tying shoes, pouring water, sweeping, or sewing and cooking. Through Practical Life activities, a child will also develop and refine social skills. These skills developed through Practical Life build self-esteem, determination and independence. The student learns to take care of him and the surrounding environment. Maria Montessori explains in, The Discovery of the Child, â€Å"Through practical life exercises of this sort the children develop a true  Ã¢â‚¬Ëœsocial feeling,’ for they are working in the environment of the community in which they live† (5, pg. 97). Additionally, fine motor skills are improved through use of the Practical Life materials. Through repeated tasks which enable a child to refine concentration, coordination, independence, and order, a child’s sense of self-worth grows. The Practical Life skills are an essential component in the Montessori classroom. Not only do they provide a link between home and school for the new Montessori student, but they provide a foundation for life-long love of While appearing quite simple and repetitive, Practical Life activities are highly purposeful. A child engaged in such activities demonstrates high levels of concentration, sense of order, and refinement of fine motor skills. Also, they show a sense of independence through caring for oneself and the environment. Furthermore, they show respect for classmates and teachers and develop a sense of pride. Not only are these skills and qualities necessary to progress in the Montessori classroom, but they are also needed as an individual develops into adulthood. Practical Life activities can be divided into six main categories. First, are Preliminary Exercises which assist in creating routine and order in the environment and are prerequisites for other activities. How to a roll a mat, carry a chair, or how to open and close a door are examples of Preliminary Exercises. Practical life exercises also include Fundamental Skills such as pouring, spooning, or tonging. As with all lessons in the Montessori classroom, these activities follow a sequential order and ideally, each lesson builds upon the last. Another category is Care of Self. Activities such as washing hands, buttoning, or tying shoelaces assist the child to become physically independent. Care of Environment is another category involving activities such as sweeping, watering, cleaning, etc. Control of Movement is an area of Practical Life which encompasses lessons such as walking the Line and the Silence Game. Additionally, social Grace and Courtesy lessons are introduced to the child. These may include lessons on how to say please and thank you, interrupting someone, or introducing friends and acquaintances. Montessori stressed the relationship of these exercises to the general happiness and well being of the child. â€Å"A child who becomes a master of his acts through long and repeated exercises [of  practical life], and who has been encouraged by the pleasant and interesting activities in which he has been engaged, is a child filled with health and joy and remarkable for his calmness and discipline† (The Discovery the Child, 5, pg. 93). Varying types of presentations can be used by the teacher to introduce Practical Life activities. First is a collective introduction given the children at once. This could include proper table manners, how to interrupt someone, how to speak with an inside voice, or how to turn the page of a book. Another method is a group presentation given to a small gathering of children. The last method of introduction is Individual, given only to one child at a time. Montessori believed the prepared environment is directly correlated to the child’s development. The classroom is a specifically designed area arranged solely for the children. There should be a variety of movement and activity and all work operates together through the disciplines. Montessori also believed in the importance of aesthetically pleasing classrooms. Children respond well to beauty, order, and quality in their environment. Through the Practical Life activities in the Montessori classroom, a child not only learns concentration, coordination, independence and order, but also how to interact with others and gain an understanding and appreciation of the environment. The child begins to build himself from within while learning to treat him and others with respect and dignity. These understandings ultimately prepare the child for entry into society and a lifetime of self-respect and self-worthiness. Practical Life activities in the Montessori classroom ultimately provide the foundation for success in all areas of life. Movement – Montessori said- â€Å"one of the greatest mistakes of our day is to think of movement by itself, as something apart from the higher functions†(The absorbent mind, pg 151) – it is not equally clear as to how scientists and teachers have failed to note the supreme importance of activity in the  building up of the man to man be! It was during the time of Dr Maria Montessori who felt it was time to emphasize more on â€Å"movement† in educational theory – Mental development must be connected with movement. Like man’s nervous system is divided into three parts- Brain Sense organs- collect impression and pass them to the brain Muscles – the nerves transmits nervous energy to the muscles and this energy controls the movements of the muscles. Movement is the final result to which the working of all these delicate mechanisms leads up and it is because of movement that personality can express itself(The absorbent mind, pg 148)! The great philosophers must use speech or writing to convey his ideas and this involves muscular movement. What would be the value of his thoughts if he gave them no expression? This he can only do by making use of his muscles. Psychologists regard the muscles as a part of the central nervous system (works as a whole to put man in relation with his surroundings) and this whole apparatus of Brain ,Senses and Muscles is called – the system of relationship- it puts man in touch with his world (living or non living and with other people) and without its help a man could have no contact with his surroundings or his fellows. The vegetative systems only help their owner to grow and exist. It is the system of relationship which puts him into contact with the world! There is nothing in the world which plays no part in the universal economy, and if we are endowed with spiritual riches, with aesthetic feelings and a refined conscience, it is not for ourselves, but so that these gifts shall be used for the benefit of all, and take their place in the universal economy of spiritual life. Nature has given us many abilities and these must be developed and used. We know that for the enjoyment of good health, heart, lungs and stomache must all work together. We must apply the same rule to the system of relationship, the central nervous system†¦..if we have a brain, sense organs and muscles, all these must cooperate. The system must exert itself in all its parts, none of them being neglected for example we want to excel in brain power but to succeed in this we must include the other sides too. To perfect any giv en activity â€Å"movement† will be needed as the last stage of the cycle. In other words a higher spirituality can be reached only through action and this is the point  of view from which movement has to be judged. one of the greatest mistakes of our day is to think of movement by itself, as something apart from the higher functions, we think of our muscles as organs to be used only for health purposes. We â€Å"take exercise† or do â€Å"gymnastics† to keep ourselves fit, to make us breathe or to eat or sleep better. It is an error which has been taken over by the schools .It is just as though a great prince were being made the servant of the shepherd. The prince – the muscular system –is only being used to help the vegetative life. Such assumptions will lead to enquiry†¦there comes about a separation between the life of movement and the life of thought. Since the child has a body and mind both, games must be included in the curriculum so as to avoid neglecting any part of nature’s provision. To keep thinking abou t the mind on one hand and the body on other hand is to break the continuity that should reign between them. This keeps action away from thought. The true purpose of movement is to serve the ends of existence – that is the development of the mind(The absorbent mind, pg 151). All movement has most intricate and delicate machinery, but in man none of it is established at birth. It has to be formed and perfected by the child’s activity in the world. Movement and activity are natural functions of childhood and learning comes through them .Activity becomes increasingly important to development. It is the movement that starts the intellect working†¦ Till now all educators have thought of movement and the muscular system as aids to respiration, or to circulation, or as a means of building up physical strengthen our new conception the view is taken that movement has great importance in mental development itself, provided that the action which occurs is connected with the mental activity going on. Both mental and spiritual growth are fostered by this, without which neither maximum progress nor maximum health (speaking of the mind) can exist. A child is a discoverer. He is an amorphous splendid being in search of his own form. For example in the development of speech, we see a growing power of understanding go side by side with an extended use of those muscles by which he forms sounds and words. Observations made on children – the world overconfirms that the child uses his movements to extend his understanding. Movement helps in development of mind and this finds renewed expression in further movement and activity(The absorbent mind, pg 154). The child gains experience through exercises and movement. He coordinates his own movement  and records the emotions he experiences in coming into contact with the external world. The importance of physical activity or movement in a psychic development should be emphasized. The child has an internal power to bring about cordinations, which he creates himself, and once these have begun to exist he goes on perfecting them by practice. He himself is clearly one of the principal creative factors in thei r production. The movements the child acquires are not chosen haphazardly but are fixed. In the sense that each proceeds out of a particular period of development. When the child begins to move, his mind being able to absorb, has already taken in his surroundings. He Is directed by a mysterious power, great and wonderful that he incarnates little by little. In this way, he becomes a man. He does it with his hands, by experience, first in play then through work. The hands are the instruments of man’s intelligence. He constructs his mind step by step till it becomes possessed of memory, the power to understand and the ability to think. â€Å"The child’s mind can acquire culture at a much earlier age than is generally supposed, but his way of taking in knowledge is by certain kinds of activity which involves movement†¦.†(Montessori notes) It is very interesting to study the mechanical development of movement, not only because of its intricacy but because each of the phases it passes through is clearly visible. Man’s foot can be studied from three points of view: the psysiological, the biological and the anatomical and all of them are most interesting. The hand is in direct connection with the man’s soul, but also with different ways of life that men have adopted on the earth in different places and at different times. The skills of man’s hand are bound up with the development of his mind, and in the light of history we see it connected with the development of civilization. The hands of man express his thought and from the time of his first appearance upon the earth traces of his handiwork also appear in the records of history. Hence, the development of manual skill keeps pace with mental development. We are told that St. Francis of Assisi – perhaps the simplest and purest of human souls used to say – â€Å"Look at these great hills! They are the walls of our temple and the aspiration of our hearts!†(The absorbent mind, pg 163) The truth is that when a free spirit exists, it has to materialize itself in some form of work and for this hands are needed. (The absorbent mind, pg 163) The hand are connected with mental life, allows the mind to reveal itself and enables the  whole being to enter into special relationship with its environment. His hands under the guidance of his intellect transform this environment and thus enable him to fulfill his mission in the world. The education of the movements is very complex, as it must correspond to all coordinated movements which the child has to establish in his physiological organism. The child if left without guidance is disorderly in his movements and these disorderly movements are the special characteristics of the little child. The child is seeking the exercises in these movements which will organize and coordinate the movements that are useful to a man. The child follows direction/instructions and if his movements are made a little definite then the child grows quiet and contended and becomes an active worker, a being calm and full of joy. This education of movements is one of the principal factors in producing t hat outward appearance of â€Å"discipline† to be found in the â€Å"children’s house†.(Montessori notes) Importance of movement:- Movement leads to: Muscle development, both fine and gross – need freedom for movement to take place Stimulates the mind Stimulates the senses Develops concentration Develops independence Develops confidence (through agility/balance and co-ordination) Develops discipline and will Develops language Leads to normalization Results in a healthy body and mind Emotional and intellectual development through movement:- Emotions are the affecting mental stages, organized by external ideas of situations and always act while accompanied by bodily and mental excitement. However, when we talk about emotional development in children, we find that children show a wide range of emotional reactions. Sometimes they are excited and exuberant and at other times they are depressed and sullen and some other time they are just angry, throwing tantrums. We find various shades of emotions in them even at an early age. The word emotion originates  from the Latin word â€Å" Emovere† which means to be excited. So, an emotion implies that state of mind which excites a person when man is influenced by emotion he gets excited and his natural state of equilibrium is lost. Pattern of emotional development – if we have to understand the emotions of a child of school age, it is essential to take into consideration his emotional development during the early years. Sometimes, newly born infants behave as though they are violently aroused. If such vigorous behavior means the intensity of his feelings, then we must conclude that emotional experiences can be as intense during this early period as at any later stage of growth. Again we see that a new born child is relatively unresponsive to many stimuli which are likely to arouse him in later stages. Children are capable of rich and varied emotional experiences in the course of their development till they are adults. Children from birth to 2 years go through a variety of emotions and goes through many emotional experiences that may influence his attitude towards life. Studies show that at birth there are general excitements mostly concerning his hunger and comforts, after 2-3 months the child shows definite signs of distress along with delight. By 6 months with his exposure of different kinds of stimuli the child starts showing other shades of emotions like distress or discomforts develops into fear, disgust and anger. With the satisfaction of his needs he feels delighted and by the time child completes one year this delight differentiates itself from affection. the child recognizes emotions in others and responds to it clearly. But his emotions are not so strong as regard to joy and happiness when he turns one as they are at the age of 2.Therefore we conclude that by the end of 2nd year the child has already developed various emotions and feelings. Factors affecting emotional development – There are many factors that affect the emotional development among children, the major ones are – Fatigue – tired and exhausted child Ill health Order of birth Intelligence Environment Parental attitudes The child’s emotions are still pure of contrasts. He loves because he takes in, because nature orders him to do so. And what he takes and absorbs to make it a part of his own life, so as to create his own being(The secret of childhood, pg 80). The child follows the grownups and the words of a grownup are supernatural stimuli. The child is enchanted and fascinated by his actions and words. What the grown up tells him remains engraved in his mind like words incised by a chisel on a stone. The adult should count and measure all his words before the child, for the child is hungry to take from him, he is an accumulator of love. The developing child not only acquires the faculties of man: strength, intelligence, language, but at the same time, he adapts the being he is constructing to the conditions of the world about him. The child has a different relation to his environment from ours. The things he sees are not just remembered; they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear. In us the same things produce no change but a child is transformed by them. This vital kind of memory which absorbs is called â€Å" Mneme†. In this process of absorption, learning,acquiring,adapting the child is constructing not only physically but emotionally or psychic as well. The moment the child understands his environment he learns to work and adapt to it and then further wants to master in it which leads to modifications accordingly. In this complete process the following emotions are built; Self esteem Confidence Feeling of capability Sense of achievement Thus, children enjoy process not purpose! The distinct difference between man and animal – Montessori tends to adopt a different standpoint from many modern psychologists. Most of the psychologists place great emphasis upon the â€Å"inherited tendencies to behavior† which man has in common with animals. They maintain that everything we do is based on the instinctive urges of human act.Thus; the love of knowledge is but the sublimated instinct of curiosity. For Montessori, she believes that man differs from animal creation not only in degree but also in kind. She states that the most significant thing about  the child development is not instinctive tendencies that are in common with animals, but the capacity to reason which distinguishes us from them. Here, she is not trying to deny or belittle the significances of their findings, but she is saying that these elementary psychic forces are only a part of the question and a lesser part, her conviction is – â€Å"Animals have merely to awaken their instincts towards their specified behavior and their psychic life is limited to this. But in man there is other fact –the creation of human intelligence (Montessori, notes). Unlike man, one can predict the behavior of animals, whereas for man, what he will do in the future, no one can tell. â€Å"For man there is no limit†(Montessori notes). Man is a rational animal to be most â€Å"like to God† whose image we are made. Man alone possesses â€Å"that capable and god-like reason which enables us to do what no animals has ever achieved –i.e. to rise to a consciousness of our being i.e. self consciousness, to the knowledge that â€Å"I am I†. It is with this gift of reason or intellect as foundation that we are able to build our individual characters. How soon does a child begin to reason? According to Montessori, it begins as early as a baby where the child starts from nothing. Its reason revolves round his internal working like a little bud, developing and assuming concrete form from the images it absorbs from the environment. According to Montessori at her lecture in 1944, it was stated that the first year of a child’s life is the period where greatest psychic activity can develop by the human being. This is evident because we know that the brain is one thing that is active during the first y ear. That the reason why the head of a one year old has doubled in size since its born. At the third year, its brain is already half that of the adult- at four years eight –tenths of its ultimate size. Montessori further elaborated that it is during the first period that the human being grows principally in intelligence: the rest of its growth during this period, being subordinate to this developing psychic life. The three characteristics we can observe about a child during this period are – The child creates his own mind –Since intelligence is what distinguishes man from all other animals, the first characteristic is the creation of intelligence. As said before he first constructs himself by absorbing everything from the environment by his unconscious mind. With these multitudinous impressions, the child continues  to build his conscious intelligence. Montessori said ; to build up this conscious intelligence, the work of the hand plays an important and essential pa rt. The intelligence builds its own instrument –Second fact is while constructing his own intelligence he also begins to construct his own bodily instruments of expression. The child’s power of movement will develop in subordination to this superior aim i.e. of psychic development. Its activity will not be confined within the narrow limits of instinctive behavior, but will function as an instrument of a free moral agent. His eternal destiny is placed within his own hands. Marvelous adaptive powers of the child –The third characteristic of this period, are the marvelous adaptive power possessed by the child. Montessori illustrated this point by comparing man to animals. Example – if a cat is born in France, England or India, it would meow just the same way wherever it grows up. However for a child he will speak French in France, English in England and Hindi or any other dialect in India. This is because of its â€Å"inner construction†. Movement and mental assimilation leads to integration of personality – The child constructs himself through movement .The value of movement goes deeper that just helping in acquisition of knowledge. It involves the development of child’s personality -in 1st year baby establishes his physical his physical development through movement. He learns to use his limbs and whole body to carry out movements such as crawling, standing and walking and sometimes running. In the next few years he refines his gross motor skills through movement. He continues to develop his fine motor skills through activities that involve movements. As the child interacts with his environment, he absorbs the environment into his psychic life. Through repeated use of materials in the environment he learns to compare, discriminate, differentiate and judge the qualities of the materials. As the child gains experience through exercises and movements, he co-ordinates his own movement and records the emotions he experienced in coming into contact with the external world. He learns self help skills, taking and sharing. This is the social and emotional development of the child. It is also not sufficient to allow children to learn without giving him the opportunity to work or explore with the materials. When children work with the materials, it involves creative movement. When teaching children, it is not sufficient for them to hear the things which we wish him to learn. â€Å"We must give no more to eye & ear than we give to the hand†(Montessori notes) For example, in teaching children ,the idea of dimension, it is no good to show them a diagram of objects of various sizes, instead we need to provide children with concrete materials such as the knobbed cylinder, pink tower, brown stairs, long rods and knobbles cylinders. They must be given the opportunity to explore and experiment with the materials. This is so with all Montessori materials whether it is the four operations in arithmetic, parts of speech or learning of lands and water. It always involves movement. The child as an individual presents two aspects –the center and the periphery. The center is seen as the innermost citadel of the personality from which action proceeds .At this center the child increases his mental powers by seeking out sensation and movement which takes place at the second part of his personality i.e at the periphery. The periphery is that part of the child’s personality which comes in contact with the external world .It involves the senses, movements and the outward manifestations of his choice. Through continuous interaction of the center and the periphery, the mind of the child develops and expands. The directress should be concerned with the periphery as it is that part of the child that is accessible to her. The other methods of teaching aims at getting to the center directly. The teacher’s business is to feed the periphery. The teacher prepares the environment that meets the child’s inner needs and in his exploration of the materials, he abstracts ideas from them. As both center and periphery interacts, the child builds his mind. The objects in the environment cannot be chosen at random. Each material possesses an idea or concept to be realized, not to be announced by the teacher. At the child explore with the materials, this concept/idea become presented. In practice, we often find that even if the directress has prepared the  environment and presented the materials to the children, there do not seem to be a click of the center and the periphery. The child does not seem to be interested and his act seems to be in a disorderly manner. According to Montessori, the answer to this missing link is the â€Å"Point of Contact†. To explain this, Montessori used the example of teaching the appreciation of music. If the teacher tries to play music morning till night and children are allowed to move about to move about anyhow and anywhere in a disorderly manner, there is a lack of contact. To resolve this problem, the muscles, which move, should move in response to the musical rhythm thus establishing a psychic bridge between the soul of the child and the external reality of music. The moment the child understands that there exists the connection (i.e between the music and his movement), then the point of contact is established. So if the music changes its rhythm, then the child becomes aware of it and changes his movement accordingly, and he is on the road to perfect himself. This reality may be either material or spiritual; but movement must always accompany the child at any rate. Let’s look at an example to understand how the point of contact helps development. In their presenting of the sensorial materials, children were given new sounds, new shapes etc.The main purpose of it is not just bring new sounds, new shapes but to bring order into this new impression. The difficulty or the error that the child is to discover and understand must be isolated in a single piece of material. For example the long rods will present to the child only a variation in length and not in colour and design. Such isolation will help child focus on the problem more readily. It is through this method, that it leads the child to be interested in dimension, and develop him to observe them in the world around. Montessori calls her material â€Å"keys to the Universe† –it is important to constantly remember that it is through this point of contact limited and exactly but real work, helps the child to summon the mind to wonder at large in fantasy to something real which opens up a new pathway. With younger children, however, it was observed that the exercises in practical life will play an important part, but always the point of contact will be established through movement. An example was to get up from a chair and carry it from one place to another without any sound. The children would  be presented this concept of self perfection and would seek to do the same as it corresponds to his soul. Again, we see the truth of Montessori’s maxim that â€Å"education begins through movement†.