Beowolf And Grendel Essays - Beowulf, Geats, Anglo-Saxon Paganism

Beowolf And Grendel Apart from Wealth, Honor, and Paganistic vs. Biblical themes and motifs, character is also shown through a certain Man vs. Wild motif. This motif shows the difference between mankind's ways (good), and evil's wild nature (evil). Grendel for one, is totally wild and is therefore shown as evil. His wild home, "Grendel, who haunted the moors, the wild marshes, and made his home in a hell not hell but earth." shows his wild, untamed, and therefor evil nature. Grendel's wilderness is countered in mankind's ways, especially Beowulf's. Beowulf is tame and civilized, the epitomy of goodness and purity. Beowulf doesn't fight evil in a wild manner, rather, as shown in his first battle with Grendel. First off, Beowulf is pure and shows this before his battle when he removes his armor and vows not to use a weapon to defeat Grendel. Defeating Grendel, he shows that man, without armor and weapons, can defeat evil in any form including that of his foe Grendel. This deed serves throughout the epic serves as a symbol of Beowulf's Goodness.

Free Essays on THe Story Of Justine

The story of Justine William, Victor’s brother, is found murdered one day after playing in the forest with his brother Ernest. The real murderer is the creature, who had found a way to indirectly torture Victor. Justine is found to have the picture out of the locket that Elizabeth gave to William the morning of the day he was murdered. This circumstantial evidence is enough for the courts of Geneva to convict her of William’s murder. Justine confesses to the murder because, as she says when Victor and Elizabeth go to visit her in prison, her confessor threatened and menaced her into believing that she would be excommunicated if she didn’t confess. In Justine’s eyes, wrongful death would be better than being shut out of her religion. I believe that this is PB Shelley’s atheist influence over his wife as it is showing how religion can distort your perception of what is (and isn’t) good for your own wellbeing. Justine and Elizabeth play very similar roles in the no vel. They both play the more innocent and helpless roles that Shelley indented for women to play in her novel. It shows the more passive role that women played in society and the more romanticism ideals that women should hold. Although Elizabeth stands up for Justine's innocence, she, like Justine, is completely helpless to stop the execution. Justine is also like the creature in her innocence as the creature doesn’t know any better as he has not been taught, so he doesn’t turn himself in. Justine doesn’t know any better than to believe everything her confessor tells her, and so turns herself in to avoid being abandoned by her religion. Innocence becomes a very important theme in the novel, and more importantly innocence lost. Elizabeth also talks about justice and law when they go to visit Justine in prison after Justine has explained her false confession. Basically, Elizabeth is against the ‘shot for shot’ attitude that the justice system has take n as ... Free Essays on THe Story Of Justine Free Essays on THe Story Of Justine The story of Justine William, Victor’s brother, is found murdered one day after playing in the forest with his brother Ernest. The real murderer is the creature, who had found a way to indirectly torture Victor. Justine is found to have the picture out of the locket that Elizabeth gave to William the morning of the day he was murdered. This circumstantial evidence is enough for the courts of Geneva to convict her of William’s murder. Justine confesses to the murder because, as she says when Victor and Elizabeth go to visit her in prison, her confessor threatened and menaced her into believing that she would be excommunicated if she didn’t confess. In Justine’s eyes, wrongful death would be better than being shut out of her religion. I believe that this is PB Shelley’s atheist influence over his wife as it is showing how religion can distort your perception of what is (and isn’t) good for your own wellbeing. Justine and Elizabeth play very similar roles in the no vel. They both play the more innocent and helpless roles that Shelley indented for women to play in her novel. It shows the more passive role that women played in society and the more romanticism ideals that women should hold. Although Elizabeth stands up for Justine's innocence, she, like Justine, is completely helpless to stop the execution. Justine is also like the creature in her innocence as the creature doesn’t know any better as he has not been taught, so he doesn’t turn himself in. Justine doesn’t know any better than to believe everything her confessor tells her, and so turns herself in to avoid being abandoned by her religion. Innocence becomes a very important theme in the novel, and more importantly innocence lost. Elizabeth also talks about justice and law when they go to visit Justine in prison after Justine has explained her false confession. Basically, Elizabeth is against the ‘shot for shot’ attitude that the justice system has take n as ...

World History - Empires& integration Essay Example | Topics and Well Written Essays - 1000 words

World History - Empires& integration - Essay Example donian army and established hegemony over neighboring Greece, Thrace and Illyria after his decisive victory over the combined Greek forces at the Battle of Chaeronea in 338 B.C. After his assassination, his son Alexander III (356 – 323 B.C.), one of the greatest military geniuses of all time, quelled the Greek rebellion, subjugated the Persian Empire after the battles of Granicus, Issus and Gaugamela and extended the Macedonian Empire up to the Punjab in India. Alexander’s premature death led to conflicts of succession and his Empire was carved up among his generals into Macedonia and Greece (Antigones), Egypt (Ptolemy) and Asia (Seleucus). With the Roman victories in the Macedonian Wars and the death of the last Macedonian king Perseus at Pydna in 168 B.C., followed by the Roman victories over Egypt and the Seleucid forces, Macedonia became a Roman province and the great Macedonian Empire disappeared (Macedonia, 2006). Alexander attempted to integrate all the disparate regions of his conquests into one unified Empire. He adopted Persian dress, retained defeated princes as governors of their provinces, discoursed with Indian philosophers, encouraged and legitimized intermarriages between his soldiers and the natives and himself married the Persian Emperor Darius’ daughter Barsine and the Bactrian, Roxanne. He established programmes to introduce Greek and Macedonian culture to the Persians. After his death, which is considered to end of the Classical Period, large scale migration of Greeks and Macedonians into the conquered territories marked the Hellinistic Age, when the establishment of Greek speaking cities throughout the Empire and the increased movement of people and ideas spread Greek civilization to Asia and Egypt. This Hellenistic legacy lasted beyond the end of the Empire (The Encyclopedia of World History, 2001). However, the disintegration of the Macedonian Empire and its’ a bsorption into the Byzantine, Slav and Turkish Empires led to the

Safety Management Practices Research Paper Example | Topics and Well Written Essays - 1250 words

Safety Management Practices - Research Paper Example The present study of Wachter et al., analyzing the works of Bliese and Jex (2002) stress upon the reality that it is important to realize that a form of context is not represented by these practices that involve perceptual practices of the workers, including management commitment and safe environment. Consequently, measures that delve into the perceptions of the employees can be regarded as the outcomes of the objective safety management practices that are being implemented (Wachter & Yorio, 2014, p. 119). These researchers argue that measures which examine the perceptions of employees can be considered as the consequences of safety management practices that had been implemented in the workplace. This study supports the hypothesis that interventions with employee perceptions can be deemed as the consequences of fair safe management practices implemented in the workplace. In another study, Ford and Tetrick (2008) emphasize the importance of evaluating the manner in which behavioral fa ctors integrate into a wider safety intervention system. The control of workplace hazards is effected via several interventions. The latter can be categorized as, eliminating the hazard, preventing access to the hazard, and assisting people in acting safely and thereby averting injuries and hazards. The first class is that of eliminating hazards by replacing hazardous materials with non-hazardous materials and altering the environment, processes, and tools. This has been recognized as the optimal alternative.

Social Networking Security Issues and the emerging threats to users of Essay

Social Networking Security Issues and the emerging threats to users of these websites - Essay Example In this research I will outline the main security threats that have emerged recently because of extensive web based environment. This main focus of this research is to assess the social networking security. Social networks are common among the present generation and people are extensively participating in these areas. The main reason behind this participation is the availability of the huge knowledge and information at the same place. This allows the participation in different social activities, exchange knowledge, and experience, making friends, and also business marketing. These social networks offer us great advantage for all above mentioned tasks but also a great challenge for the personal privacy attacks and other type of security issues. The uniqueness of social network sites is not that they permit individuals to meet strangers, however rather that they facilitate people to develop and make recognizable their social networks. This can result in communication among users that would not in other ways be made, although that is not the major objective, and these communications are normally between "latent ties" the people sharing some offline connections (Boyd & Ellison, 2007). One thing can be concluded from the above discussion that there are security threats connected with social networking: data stealing and viruses are growing threats. The most widespread threat however frequently engages online individuals who declare to be someone that they are not. However, threat does survive not only with online networking; they also remain with networking out in the actual world, as well. For instance people are advised when meeting unknown persons at clubs and bars, school etc. So we should be careful when meeting people on line (What is Social Networking, 2009). Social networking websites have turned out to be a family name in todays world. No matter, it is our

Tourism Impact On Bali

Tourism Impact On Bali Tourism has long being considered as one of the biggest incomes for Indonesia. Rich cultural diversity and the natural beauty of the lands is the main tourism attraction. The country realize their potential and try to promote it internationally, especially to neighboring countries such as; Malaysia, Singapore and Australia. Other than the natural and cultural attraction, Indonesia is considered have a strategic location for business development. With millions of natural resources available in the country. Indonesia can attract business tourists to come and visit the country. However the Bali bombing in 2002 makes the international tourist to be alerted and therefore damaging to the Indonesia tourist industry. Since then, the trauma of the Bali bombing continues to haunt the visitors. The heavy drugs laws and death penalty as the worst punishment will also frighten and deter the visitors that come to Indonesia. The report below will explain the impact of Bali tourism on Indonesia econ omic and demographic factors. Furthermore it will analyze how the Bali bombing and harsh law will affect tourist decision when visiting Indonesia. Historical account of Tourism and Bali Rich local culture, great food, shopping, arts and craft and pulsating nightlife is some of the factor that makes Bali an interesting destination for Australian tourist (Bayes, 2007). Other than several reasons mentioned above, great surfing spot also have a significant role in luring the tourist to come to Bali. In addition; cheap prices of accommodation and services in Indonesia also supporting the tourist decision when visiting the island. Large amount of tourist that arrives in Bali will increase the economic growth in the island even before they arrive in Bali; by paying the tax. The development of tourism sector will also affect the development of the infrastructure in Bali. The tourism and hospitality facility will absorb numerous workforces and will create a number of available jobs in Bali. Furthermore, Bali GDP has increased by 10% from 2010 to 2011 and its recorded as 6.49% growth in regional GDP. Amongst the increase; service, trading, hotel and restaurant is up by 18.62% (Balivillaholydays, 2012). Statistical information Total foreign tourist arrivals to Bali in May 2012 hit 215,868 indicating a farther rise than May 2011 (204,489). On a cumulative basis, Bali foreign tourist arrivals for January through May 2012 1,131,462 demonstrating growth of 9.71% over the same period last year with 1,031,316 foreign tourists. http://www.balidiscovery.com/images/827/graff1.jpg www.balidiscovery.com Now five months into the year, Bali can now project more than 3 million foreign tourists for all of 2012. Bali should maintains its current year-to-date of growth at 9.71% through to the end of the year. The performance from major source markets that arrived in Bali on January-May 2008-2012 showed the biggest amount of tourists is from Australia. Australian tourists continue to visit Bali with month-on-month arrivals up 9.3% at 61,266 for the month of May 2012. While this is a respectable growth, Australias ability to generate double digit improvement in arrivals month after month maybe ending. From 2011 to 2012, Australian arrivals for the first five month of the year changed by 10.37%. If the rate of growth is sustained, the numbers of Australian tourist will stay up for the entire year. http://www.balidiscovery.com/images/827/graff2.jpg www.balidiscovery.com There are two big issue in Bali that affected Australian people greatly; The Bali bombing and Schapelle Corby cases. The Bali bombing happened on 12th October 2002 and its categorized as an international incident; as the death toll is effected many nationalities. The incident destroyed 400 buildings and injured 300 people, the final death toll was 202 bodies and most of them from Australia (Henderson, 2003). deaths by nation http://maximosweb.com/2011/12/04/terrorism-and-poverty/ Moreover, the incident leave deep trauma to any tourist at the time, and greatly reduces the quantity of tourist coming to Bali. bali numbers http://maximosweb.com/2011/12/04/terrorism-and-poverty/ The graph shows the demand of tourists arrivals to Bali slumped dramatically following Bali bombing. In September 2002 the foreign arrivals to Bali stood at 15,747. In November, it dropped down to 31,498 arrivals. Indonesias Center Statistics Agency spokesperson, Sudarti Surbakti observed that The decline is a continued impact of various shock of occurring in late 2002 and early-to-mid 2003 (Russell Darnley, 2011). Schapelle Corby is an Australian citizen that has been convicted and imprisoned for 20 years because of drug smuggling. The case is biased because Corby claimed that she knows nothing about the drugs that were kept in her possession. The effect of Corby being in custody; include the sentiment of the Australian to Bali, which lead to a boycott threat. The boycott has labeled Indonesian Justice as corrupt and it will leave a bad impression any visitors to Bali or any other destination in Indonesia (Lindstrom, 2005). Account of the current situation Even terrorism death penalty or Australians imprisoned make the images of Bali turn negative. Australians still spend money to visit this island and the amount of tourist year by year are still growing, giving a clear understanding of the question why Bali remains a good choice of Australians holiday destination in this current time. Firstly, the landscape of natural scenery and uniqueness of culture still attract Australian tourists and also give plenty of activities for them to do on their holiday such as swimming, surfing and snorkeling are the most preferred actions in Bali. Enjoying nature and tropical climate are the next preferred attractions. Interestingly, religious ceremonies sites and Balinese villages are also considered attractive by Australian tourists than before. Secondly, Bali Island offers affordable and acceptable prices to foreign tourists all over the world including Australians of all ages. The good value for money becomes a second reason for tourists to decide to travel in Bali. This also maybe because of a big difference of exchange currency rate of Australian dollars to Rupiah makes Bali an affordable and cheap holiday destination for Australians. On the other hand, the fear of terrorism is the biggest factor that makes Australians feel insecure and avoid visiting Bali. This also may become an important consideration for Australians before making a decision to travel to Bali. Anyway, the rate of Australians travelling to Bali increase year by year and this fact was supported by the graph above (Bali major source markets January-May 2012). Conclusion As the result, Bali is the most attractive destination for tourists and especially for Australian tourists. The main attractions; including natural beauty, traditional culture and affordable prices emphasize the reason why Bali is the most popular destination in the world. Even though the terrorism has affected the image of Bali in a negative way, the tourists still interested in travelling to Bali as the positive out way the negative reason. Dr. Hill said Tourism is one of the fastest growing sectors globally and Bali has already established itself on the map (Dr. Hal Hill, 2012). This fact has confirmed the status of Bali which continues to grow in relation to a perfect destination.

Critical Review of a Psychology Research Article on Students Essay

Research Issues in Psychology Critical Review of a Research Article Pupils who exhibit gifted characteristics along with another disability are referred to as ‘twice-exceptional students’ (Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which analyzes the responses and perceptions through interview, of one particular individual (Andrew) who was identified as being gifted and talented (G/T) and who had emotional and behavioral disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer understanding of Andrew’s community and school experiences, as they stated that there was a lack of empirical data focusing upon pupils who displayed such behaviors. The features of the research design were straightforward and simple: a qualitative analysis with one participant; a structured interview, recorded then later transcribed and analyzed to produce 3 themes; a conclusion which produced findings of Andrew’s experiences as a twice-exceptional student. It is the appropriateness of the methods that were used in this study which will inform my first critique of this article. I will then move on to discuss the data which was collected, before finally examining how effective the conclusion is. Morrison and Omdal chose to include only one participant in their study, which compares quite significantly to the research of others in similar areas that have included a greater number of participants (Gross, 1994; Sankar-DeLeeuw, 2004; Howe et al, 1998). This particular participant, named under the pseudonym of Andrew, was 22 years of age when he consented to partake in the research. A brief description of his formidable successes both academic and socially, pointed out that he was currently employed as a ‘permanent substitute teacher’ (p.2). The reader is immediately drawn to a young man who has accomplished and triumphed against his ‘disabilities’; instantly gaining the respect of the readers’ as his successes show strength of character and determination. Surely then questions must arise about the validity of using such a small, select sample. Can the quality of data that has been gathered be representative of the population (Cohen et al 20002) o f twice-exceptional students? It is my assumption that no, it cannot. Especially since the chosen participant is a teacher reflecting upon his edu... ...otional/Behavioural disabilities and gifted and talented behaviours: Paradoxical or semantic differences in characteristics?, Psychology in the Schools, Vol. 38(5), 2001 Nielsen, M.E. (2002) Gifted Students With Learning Disabilities: recommendations for Identification and Programming, Exceptionality Vol.10 (2), 93-111 Nowak, M (2001) Double Inequity, Redoubled Critique: Twice-Exceptional (Gifted + Learning Disabled) Students, the Equality Ideal, and the Reward Structure of the Educational System http://www.newhorizons.org/spneeds/gifted/nowak3.htm#author#author Plucker, J.A. & Levy, J.J (2001) The Downside of Being Talented, American Psychologist, Vol 56(1) 75-76 Porter, L (1999) Gifted Young Children – A guide for teachers and parents Open University Press, Buckingham Sankar-DeLeeuw, N (2004) Case studies of gifted kindergarten children: profiles of promise. (On Gifted Students in School) Roeper Review, v26 i4 p192(16) Schuler, P.A. (2003) Gifted kids at risk: Who’s listening?, http://www.sengifted.org/articles_social/Schuler_GiftedKidsAtRiskWhosListening.shtml Teacher’s Training Agency – 20/01/05 http://www.teach.gov.uk/php/read.php?sectionid=218&articleid=1487 Critical Review of a Psychology Research Article on Students Essay Research Issues in Psychology Critical Review of a Research Article Pupils who exhibit gifted characteristics along with another disability are referred to as ‘twice-exceptional students’ (Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which analyzes the responses and perceptions through interview, of one particular individual (Andrew) who was identified as being gifted and talented (G/T) and who had emotional and behavioral disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer understanding of Andrew’s community and school experiences, as they stated that there was a lack of empirical data focusing upon pupils who displayed such behaviors. The features of the research design were straightforward and simple: a qualitative analysis with one participant; a structured interview, recorded then later transcribed and analyzed to produce 3 themes; a conclusion which produced findings of Andrew’s experiences as a twice-exceptional student. It is the appropriateness of the methods that were used in this study which will inform my first critique of this article. I will then move on to discuss the data which was collected, before finally examining how effective the conclusion is. Morrison and Omdal chose to include only one participant in their study, which compares quite significantly to the research of others in similar areas that have included a greater number of participants (Gross, 1994; Sankar-DeLeeuw, 2004; Howe et al, 1998). This particular participant, named under the pseudonym of Andrew, was 22 years of age when he consented to partake in the research. A brief description of his formidable successes both academic and socially, pointed out that he was currently employed as a ‘permanent substitute teacher’ (p.2). The reader is immediately drawn to a young man who has accomplished and triumphed against his ‘disabilities’; instantly gaining the respect of the readers’ as his successes show strength of character and determination. Surely then questions must arise about the validity of using such a small, select sample. Can the quality of data that has been gathered be representative of the population (Cohen et al 20002) o f twice-exceptional students? It is my assumption that no, it cannot. Especially since the chosen participant is a teacher reflecting upon his edu... ...otional/Behavioural disabilities and gifted and talented behaviours: Paradoxical or semantic differences in characteristics?, Psychology in the Schools, Vol. 38(5), 2001 Nielsen, M.E. (2002) Gifted Students With Learning Disabilities: recommendations for Identification and Programming, Exceptionality Vol.10 (2), 93-111 Nowak, M (2001) Double Inequity, Redoubled Critique: Twice-Exceptional (Gifted + Learning Disabled) Students, the Equality Ideal, and the Reward Structure of the Educational System http://www.newhorizons.org/spneeds/gifted/nowak3.htm#author#author Plucker, J.A. & Levy, J.J (2001) The Downside of Being Talented, American Psychologist, Vol 56(1) 75-76 Porter, L (1999) Gifted Young Children – A guide for teachers and parents Open University Press, Buckingham Sankar-DeLeeuw, N (2004) Case studies of gifted kindergarten children: profiles of promise. (On Gifted Students in School) Roeper Review, v26 i4 p192(16) Schuler, P.A. (2003) Gifted kids at risk: Who’s listening?, http://www.sengifted.org/articles_social/Schuler_GiftedKidsAtRiskWhosListening.shtml Teacher’s Training Agency – 20/01/05 http://www.teach.gov.uk/php/read.php?sectionid=218&articleid=1487

Ebt Classroom Management Essay

This is a free additional chapter for ‘Evidence Based Teaching’ by Geoff Petty (2006) Nelson Thornes. It can be downloaded from www. geoffpetty. com. The book as a whole combines and summarises research on which teaching methods and strategies work best, and explains these strategies with examples. See the notes at the end of this chapter for more detail. Can I get my students to behave better? The evidence is emphatic, yes you can! And we know how. There are of course very many strategies designed to improve classroom management and discipline, but which ones work? Robert Marzano (2003) summarised the findings of over 100 reports on classroom management, including 134 rigorous experiments designed to find out which classroom management techniques work best. These experiments were carried out with real teachers in real classrooms. This chapter draws heavily on this ‘meta-study’ of Marzano’s, and compares strategies to find out which is best. Such studies of studies are the best source of evidence on what works as they include and integrate all reliable evidence. For a full account see ‘Classroom Management that Works’ Robert Marzano et al (2003) for the detail, it is well worth reading. These experiments tell us what teachers have made work, rather than reporting hunches and wishful thinking. No special training is required to use these strategies. If you are a reasonably experienced teacher, just experiment with the following methods, and you should get positive results quite quickly. You will need to give them a fair try for a few lessons before you and your students get the hang of them. The investment will be well worth it as their improved behaviour and motivation will begin to show. Less experienced teachers may need more time to make the strategies work. Marzano’s meta-study describes four basic approaches that have been found to improve behaviour in classrooms. Their effectiveness is compared in the table below. Comparing the effectiveness of aspects of classroom management| Average effect-size| Number of students or pupils| Number of studies| Decrease in number of disruptions(Average for the studies)| Summary of experimental data from Marzano (2003)| | | | | Rules and proceduresStrategies to clearly and simply express rules and other expectations of student behaviour. Also to justify these persuasively from the teacher’s and students’ point of view. For greatest effect the rules are negotiated with students| 0. 76| 626| 10| 28%| Teacher-student relationshipsStrategies to improve the rapport, and mutual respect between teacher and student| 0. 87| 1110| 4| 31%| Disciplinary interventionsThe effective use of ‘sticks and carrots’ to enforce the rules described above| 0. 91| 3322| 68| 32%| Mental setStrategies to develop your awareness of what is going on in your classroom and why. A conscious control over your thoughts and feelings when you respond to a disruption. | 1. 3| 502| 5| 40%| Marzano grouped high quality research studies on classroom management into the four categories above, and then calculated an average effect size for each. â€Å"Effect size† is explained in chapter 4, they are a measure of how effective a strategy is. If you don’t know about effect sizes look instead at the last column in the tables: ‘percentage reduction in the number of disruptions’. For example, in experiments on strategies that involve teachers in devising rules and procedures the number of disruptions in the classroom was reduced by 28% on average. This is in comparison with not devising explicit rules and procedures. In experiments, only one strategy can be used at a time. (If two were used, we would not know which caused any positive effects. ) However, you can obviously use strategies in all these categories at once. This will have a greater effect than using strategies in one category alone. However, it is not statistically valid to add the effect sizes or the percentages in the table to find their combined effect. If you find this a bit bewildering, just remember that the strategies that teachers made work best are those with a large percentage in the last column in the tables. However you are unique! You might not get the same results as an average teacher. So the best results will probably come from concentrating on the category that you or your students have most difficulty with, or that you have considered least in your teaching. The final test is what works in your classroom, try the methods for a few weeks and see what happens! I will now look at the strategies that have been found to work best in each of Marzano’s four categories. I will only outline these, and if you want more detail please read the following chapters in my ‘Teaching Today’, which have more strategies and more detail. I am relieved to say these chapters are very much in line with the Marzano findings. Alternatively follow up one of the Chapters in ‘Teaching Today’ that might be helpful: 7 The teacher – learner relationship and equal opportunities page 77 8 Classroom management page 96 9 Discipline and problem solvingpage 108 references at the end of the chapter. Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case. We often start our teaching careers with these assumptions, but enlightenment usually doesn’t take long. All teachers experience problems with behaviour, it’s just that some are better at preventing it, and dealing with it. But how? The strategies that teachers have made work best in experiments are explained below, with the theory outlined. However, if you are only interested in the strategies themselves look for the strategy icon in the margin: Improving your use of rules and procedures You might be forgiven for believing that how students should behave in classrooms is blindingly obvious, and explanation is entirely unnecessary. However, experiments show that classrooms become much more orderly when rules are stated, or better still negotiated, discussed and fully justified. It seems the little blighters need persuading of the obvious! So: 1. Create rules: Decide for yourself what rules and procedures will maximise learning, and would create a good atmosphere in your class. Alternatively adapt the rules in the box on page 4. Express these rules positively rather than as a list of â€Å"don’ts†. There should be a maximum of about 8 rules at secondary level, some say less at the elementary level. 2. Justify rules. Work out to your own satisfaction a persuasive case for each of these rules, however obvious this is. I’m afraid ‘because I say so’ is not a persuasive justification! Very early on, perhaps in your first meeting with the class, explain that you want an effective, fair and happy classroom, and a set of rules and procedures to achieve this. There are two main ways to do this, set out in 3 and 4 below. 3. Discuss rules with the class. Discuss why we have laws, rules and procedures in football, families, and in society. Ask for examples. (Avoid the off-side rule even if you understand it! ) What would happen if we didn’t have rules? Explain that the purpose of class rules is not to pump your megalomania, but to improve learning, and to ensure people enjoy the class. 4. Negotiate to get commitment. Suggest your set of rules as a start, asking for deletions, additions and suggestions. Be prepared to justify and compromise. (Alternatively ask the class to devise their own set of rules as described in 5 below. ) * Consider asking students to work in small groups to make sticky note responses to your rules. Then display and discuss these as a class. * Consider asking each group to design a poster to illustrate one of the rules, and display these on the notice board. These can then be used as a reminder in subsequent lessons. * Students could literally ‘sign up’ to the rules as political leaders sign treaties. Refer to the rules as ‘our rules’ not as ‘mine’. 5. Get the class to devise their own rules. Especially with older or more responsible groups you could ask them to come up with their own class rules. It may help to start this process off if you give them issues such as ‘how can we make sure everyone gets the help they need? ’. Or you could ask them what has worked in other classrooms. * Students can work in groups to devise rules on different aspects of class management, e.g. bringing materials; talking; attendance and punctuality, etc * The class can then discuss and then vote on suggestions * Then you go away and finalise the set of rules. You have every right to the last say of course. If you reject a popular suggestion explain why. Here is a typical set of rules at secondary or college level. It is of course best to devise your own: 1. Treat others as you want to be treated yourself. Be positive and helpful. Try to help two other people every day. 2. Treat other people’s property at least as well as you would treat your own. 3. Hands up if you want to say something when the teacher, or another student is talking. 4. Don’t distract others from their work. Only talk to neighbours, and only about work. 5. If you are stuck ask neighbours for help first, then ask Mr Petty. 6. No unpleasantness, snatching or hitting. If you can’t resolve a disagreement yourself, or with your group, consult Mr Petty 7. Leave the room better than you found it. The aim here is to get students to ‘buy into’ the rules and to see them as their own, and as worth keeping and enforcing. Other uses of rules * Remind students of any relevant rules before a potentially disruptive activity. This is more positive than only responding to disruption and has been found to reduce disruption by about 25%. You could even gather students around the poster that illustrates the rule(s) and ask them for the justification for it. * If a rule is broken remind the student that, â€Å"we agreed†¦.. † and remind them that they are part of a team so must keep to team rules. Be a ‘team player’ could be a heading on the list of rules * Get students to self assess their own behaviour against the rules with a self-assessment form. Then use this to set themselves targets for improvement. See the example below Self-assessmentIs†¦((student name here))†¦Ã¢â‚¬ ¦. a team player? | I kept to this rule:| | always| often| some-times| never| Treat others as you want to be treated yourself| | | | | Hands up if you want to say something when the teacher is talking| | | | | Don’t distract others from their work| | | | | Etc.. | | | | | | | | | | Improvement since my last self assessment:What I need to work on most is: | If you use self-assessment consider the following: * Asking students to remind themselves of their self-assessed targets at the beginning of a class (see the last row in the self assessment form above). Tell them you will ask them to self-assess any improvement at the end of the same class. * Allow students to reward themselves with a sticky blob against their name on your notice board if they have improved, say, twice running in these self-assessments. Yes I know this sounds toe-curlingly naff, but the less mature students often love this. Strategies to improve teacher-student relationships If you have read chapter 25 you will recognise the value driven management and leadership approach that was so successful in managing staff. The strategies below have reduced disruptions in classrooms by 31% on average. Good teacher-student relations ensure that students have a more positive attitude to the teacher and to learning, and make them more likely to accept rules and any disciplining. They turn the classroom into a cooperative team, and reduce antagonism. So even if you detest the little clutch of demons, its worth developing good relations with them, and if you do, you might find that you don’t detest them quite as much! What is the nature of good teacher-student relations? Marzano (2003) quotes internationally renowned research by Theo Wubbels, whose findings remind me of the old staffroom adage ‘be strict but fair’. Wubbels has found that the most effective teachers are both dominant (strong leaders) and cooperative (helpful, friendly and fair), but they are neither to extreme. This is shown diagrammatically below. The Ideal teacher-student relationship Dominant * Strong sense of purpose in pursuing clear goals for learning and for class management. * Leadership. Tends to guide and control * Prepared to discipline unapologetically Too dominant * Too controlling * Lack of concern for students * Teacher student relations damaged Ideal teacher- student relationship Opposition. * Treats students as the enemy * Expresses anger and irritation * Need to ‘win’ if there is a disagreement between teacher and students Cooperative * Great concern for the needs and opinions of students. * Helpful, friendly * Avoids strife and seeks consensus Too cooperative * Too understanding and accepting of apologies * Waits for students to be ready * Too desirous to be accepted by students Submission * Lack of clarity of purpose * Keeps a low profile * Tendency to submit to the will of the class * Entirely unassertive, rather glum and apologetic The diagram tries to show that the most effective teachers have found an optimal balance between cooperation and dominance. They are not so dominant that they fail to cooperate, nor so cooperative that they fail to lead. The precise approach will of course depend on the nature of the class; some need more dominance or more cooperation than others. Research has also shown that students prefer the dominant-cooperative mix about twice as much as the purely cooperative style, or indeed any other style. Wubbels has found that teachers new to the profession tend to start too cooperatively and with insufficient dominance. However after 6 to 10 years they often become too dominant. To improve student-teacher relations experiment with some or all of the following strategies which other teachers have made work well. Are you better at dominance or cooperation? Ideally you should strengthen your weakest style, even if you also work on your strongest. Many students are coping with stress, difficult home circumstances and worry about abuse, depression, eating disorders and so on. If your students experience such social and psychological strains you will need to attend to these as well trying the strategies that follow. This goes beyond the scope of this chapter. The ‘FATE’ approach in ‘Teaching Today’ may help, as will Marzano (2003). Strategies to increase your dominance (leadership) Don’t be put off by the word ‘dominance’. It means to become an effective leader, to pursue, vigorously and enthusiastically, a clear path towards both important learning goals, and good behaviour in the classroom. It does not mean to strut about in jackboots barking orders. We are doing this for the students, so we need not be shy about taking charge and accepting responsibility. 1. Ground Rules If you negotiate ground rules with students, and consequences for not keeping them as described on page , then you have already shown this attribute to some considerable extent. 2. Orientation Clarify the purpose and the key points in each topic before it is taught, including a persuasive reason for studying it. If you have read chapter 16 you will remember that these methods had very high effect sizes. (An effect size of 0. 5 for a strategy means that if it is done well students learn the topic about a grade better. An effect size of 1. 0 gives a two-grade improvement. By ‘grade’ I mean an improvement equivalent to a GCSE or ‘A’ level grade, but just for that topic of course. ) Strategy| Effect size from Marzano| Goal setting before introducing a new topic. E. g. ‘your goal is to use the information in this topic to solve this problem in the case study†¦. ’| 0. 97| Goals which the students are involved in designing| 1. 21| Advance organisers (summary in advance of what is about to be learned along with a persuasive case for studying it)| 0. 48 for easy topics0. 78 for more demanding topics| Highly specific behavioural objectives â€Å"At the end of this lesson you should be able to†¦Ã¢â‚¬ | 0. 12| Another way of setting goals is to discuss with students the assessment criteria for the task they will do, as long as they really understand these. 3. Authoritative body language Appear absolutely confident and in control, especially when you are not. When interacting with students, especially if dealing with misbehaviour, your dominance is conveyed by ‘body language’. This includes proximity, confident posture, and tone of voice (not shrill or angry, but authoritative. ) In Teaching Today I describe the ‘PEP’ approach, which stands for: * Proximity: dominance is increased by walking closer to the student. Walk around the classroom, if you notice students about to misbehave stand by their desk. When you talk to students stand a little ‘too close for comfort’ but don’t invade ‘personal space’. This is not an easy judgement. * Eye contact: Holding eye contact expresses dominance, especially if you hold it for some time. What you say will be taken more seriously if you hold eye contact first for a few seconds, then say it maintaining the eye contact, then maintain eye-contact for a few seconds more. * Posing questions. Rather than telling a student off for not working, ask questions such as ‘Why have you not started? ’ Do this with proximity and eye contact. This has much more effect than getting angry or raising your voice, and will make you appear much more in control. The combined effect of close proximity and sustained eye contact can be very powerful indeed, so don’t over do it. Strategies to increase Cooperation Being cooperative sounds easy, until you notice it means being cooperative with the worst behaved students in your class. This can try a saint. As so often in educational problems, we have a vicious cycle to deal with here, but with determination we can turn it into a virtuous cycle: Vicious cycle The student misbehaves more or works less well You are less positive, friendly and fair towards the student You dislike the student more and/or†¦ The student dislikes you and your classes more In your direct control Breaking this cycle is hard, but it can be done. If you succeed it ensures the student behaves better, learns better, but it also makes your life much easier. You will need to have negotiated clear rules with your students as described earlier, then you can start to break this cycle. This requires a great deal of emotional generosity and/or patience and restraint. If you cannot muster the generosity, try acting! Probably the only part of the cycle you can break is: ‘You are less positive, friendly and fair towards the student’ here are some strategies that break the cycle here: 1. Catch them doing something right. Keep an eye on them, and when you notice they are doing something right, even by accident, comment on this positively in private. ‘Well done, you’ve made a start’. Many students who misbehave are attention seekers, and if they earn attention for behaving well, they are less likely to steal attention by misbehaving. You can even bribe such students: â€Å"That’s an interesting start, when you’ve finished the question let me know and I will have a look at it† A promise of attention like this will often motivate students, but do keep your promise. See Madsen et al (1968) 2. Put the student into ‘intensive care’. There is a violent method to do this, which in your darkest moments often appeals! Here is a legal way. As well as ‘catching them doing something right’: Smile, use their name positively, ask for their opinion in class discussion, try to find something positive to say about their response. Make a point of looking at their work, and comment favourably about any genuine effort or achievement. Talk to them about it. ‘That’s an interesting point, what made you think of that? ’. Keep high expectations however: ‘I know you can do this’. Be patient and helpful. If you react like this it shows you are not ‘rattled’ by their misbehaviour. Warning! The above advice can be overdone. Don’t try too hard with ‘intensive care’ especially, as you will be disliked if you appear desperate to be liked. The trick is to make your behaviour seem very natural, and the way you teach everyone. So you must give this same attention to at least some well-behaved students nearby too. More general advice about increasing cooperation includes other ways of showing that you value students as individuals: 3. Learn and use their names 4. Communicate informally with students, Don’t just talk about learning issues. When they are coming into, or going out of the classroom ask their opinion: â€Å"Do you think your haircut would suit me? †Ã¢â‚¬ ¦. â€Å"What do you think of the new library? †Ã¢â‚¬ ¦. Ask about hobbies, attitudes and opinions, 5. Use eye contact and proximity to spread your influence about the whole room. 6. Negotiate difficulties with the class. â€Å"I am having problems with students not giving in work, what’s the problem? What can we do about this? † The strategies on page 17 and 18 also help with cooperation. Improving disciplinary interventions The strategies that follow reduced disruptions in classrooms by 31% on average. There has been a heated debate for some decades over whether teachers should use mild punishments, or should only give students praise and recognition for appropriate behaviour. You may not be surprised to find that Marzano’s meta-study, having statistically compared these approaches, shows that you are best doing both. However, while nearly all teachers will use mild punishments, few give enough recognition for good behaviour. If you only use punishments, such as telling students off in response to inappropriate behaviour, then you can create a negative, nagging image for yourself. Also, attention-seekers will begin to misbehave in order to get your attention, as it is the most effective way. Effect sizes are from Marzano (2003)| Average effect-size| Number of studies| Decrease in number of disruptions| Disciplinary Interventions| | | | RemindersReminding students of relevant rules just before they start an activity. E. g. reminding them of the ground-rules for working in groups before starting a group-work activity | 0. 64| 70| 24%| ‘Sticks’ Mild punishments| 0. 78| 40| 28%| ‘Carrots’ Strategies that reward students for appropriate behaviour including recognition, praise, symbols etc. | 0. 86| 101| 31%| ‘Carrots’ plus ‘sticks’Using both mild punishments, and strategies that reward students for appropriate behaviour with recognition symbols etc. | 0. 97| 12| 33%| Reminders. Many teachers are reactive, waiting for disruption and then responding to it, yet reminding students of the ground-rules for a forthcoming activity is a very positive and quite effective strategy. If you have agreed class rules, and students have designed posters to illustrate them, gather students round the posters to discuss the rules, and ask questions about why we have them. This need not take long, yet has reduced the number of disruptions in experiments by almost a quarter on average. Carrots: strategies to reinforce appropriate behaviour. This works better than just telling students off, and most of us don’t do it enough. Try these strategies: 1. Tokens or symbols Here is an example. A teacher asks each student to start off the lesson with five behaviour ‘points’. Or they might only do this with two or three problematical students. The students write five ‘1’s on a piece of paper on their desk. During the class the teacher places an extra ‘1’ if the student is working well, and crosses one off when they are not. Students often don’t need an explanation for the removal of a point if the class rules are clear. Simply praising good behaviour also works remarkably well, Madsen et al (1968). At the end of the class the student records how many behaviour points they have on a proforma. This might ask them to set targets for improvement. They might also be able to exchange these points for privileges such as sitting where they want, or giving out materials etc. It is important to explain the system you use and why: ‘to help you become better and more mature learners’. It should not be seen as a bribe even when privileges are given. These are often laughed off by teachers, but they really work and are greatly underused Tokens and symbols can include: * A ‘thumbs up’ sign, wink, smile, praise etc to a student working well. It works especially well with problematical students * ‘Official Pat On The Back’, this can be public or private. It is fun to ‘say this with capital letters’ and administer it with mock ceremony, but not sarcastically * Recognition in class notices, bulletins or notice-boards * Round of applause†¦ or even standing ovation! * Encouraging words * ‘Open microphone’. The student is asked to speak to the class to explain how they succeeded, or, if you are brave, to make any point they like. * Smiley faces, points, or stickers on a privately held record card, that you can ask to see and use as the basis for discussion on behaviour improvement. * Smiley faces, points or stickers on a publicly displayed class list * Badges: e. g. â€Å"I’m an improver† â€Å"The gal done good† * Displaying work * Letters home saying that behaviour is good or has improved. Most students regard this as very significant and it doesn’t cost that much. You could also use e-mail, text message, or phone message, but letters are permanent and you don’t even need to put a stamp on as students will be keen to take them home. They can be used to earn: * Privileges such as sitting where you choose, helping to give out materials, leading groups, being allowed to present to the class, etc * â€Å"Class pressure points† which the class can ‘spend’ to persuade you not to set homework one particular week, or to allow more time to prepare for a test etc. * The opportunity to choose the work they do or the way they work. E.g. be able to write up their work on a classroom computer. * Letters, e-mails or text messages home, after say three weekly improvements * College or school certificates for mature behaviour. These can be given in half-termly ‘award ceremonies’ presented by the head of department * Being chosen to present to another class, or at parent’s evening or open evening * A class trip or visit earned if the class all improve in behaviour * Home privileges such as being allowed to keep your TV or computer games in your bedroom, to rent a video or buy a computer game. This clearly requires parental involvement. See the case study in the box below. 2. Self-assessment Students can use the self-assessment process described on page 5 to award themselves points or stickers etc. 3. Contingent rewards: These makes use of peer pressure to improve behaviour: a. Class carrots if the whole class behaves or improves. E. g. If the whole class reduces calling out instead of putting their hands up, then the whole class earn pressure points (described in the above box), or are allowed to go and see the Art Department’s final show of work. Success needs to be defined carefully, for example no more than three people calling out in each class for at least one week. b. Class carrots if a specific individual or group of students behaves well or improves. This needs to be treated with caution. E. g. â€Å"We are all going to help to keep Philip in his seat. If you are next to him remind him if he moves. If he does move, don’t talk to him. If Philip doesn’t get out of his place inappropriately for a week, the whole class gets five Team Player Points and Philip gets ten. † ‘Sticks’: strategies that involve mild punishment. This works best in conjunction with the ‘carrots’ above. Marzano’s metastudy stresses that the effect of this strategy comes from consistency rather than severity. Case studies with the use of rewards and punishments. TES 16th June 2006 www. tes. co. uk/search/story/? story_id=2250510 Duncan Harper, Head of a Special school says many children are miss-labelled as ‘autistic’ or having ‘Attention Deficit Hyperactivity Disorder’ (ADHD). He believes their poor attention span etc is due to being too tired to work after spending four to five hours a night watching TV or playing computer games. 20% of his 58 children are diagnosed autistic, and 50% ADHD. But Harper thinks non are autistic, and only 2 have ADHD! He develops excellent relationships with the parents, who are contacted by phone every two weeks. He arranges with them to remove TVs and computer games from bedrooms if the student’s behaviour/tiredness does not improve. Harper himself made seven such removals that year. A recent inspection graded the school as outstanding in all categories. Evidence is growing that poor sleep is affecting students’ behaviour, thinking and learning. Try Googling ‘sleep student attainment’. Consistency and assertiveness The punishment itself seems less important than your consistency in expecting a rule to be obeyed, and your assertiveness when talking to students or punishing them when you have to. Assertiveness is not the same as hostility. It is linked with ‘dominance’ mentioned earlier and means that when you deal with class management you are firm, unemotional, matter of fact, unapologetic, confident and business like. It often includes a reminder to the student that you are implementing agreed class rules, not personal dictats. Being hostile angry or very strict is less effective, and may suggest to students that you are losing control. Be assertive Imagine you are dealing with a student who has been persistently talking. You have warned her that if she talks inappropriately again, you will move her. Despite this, she continues to talk. You could get angry, sarcastic and over-strict at this point. But it is more effective to be assertive: 1. Proximity and eye contact. Walk up to the student (proximity), with a firm upright posture, and fix them with eye contact . There should be little emotion in your voice or face. Just a business like confidence. 2. Ask for what you want in a decisive manner, act as if you mean it, and expect to be obeyed. The pitch of your voice should not be shrill, only slightly raised. â€Å"I want you to move next to John now. † â€Å"But Pete started it† 3. Listen, but use the broken record. Listen to such legitimate objections. It sometimes helps to repeat the objection to show you have listened as below. However do not accept denials, blaming or other arguing unless a genuinely strong case is made. It is the student’s duty to keep the class rules despite difficulties. Repeat what you want. â€Å"Even if Pete did start it, you should not have talked again. Please move now. † â€Å"But that’s not fair† (This process of listening, perhaps acknowledging what was said, but then repeating what you want continues as long as necessary. This is sometimes called the ‘broken record’. ) You remain firm unruffled and business like. â€Å"We all agreed our class rules are fair. Please move. † 4. Defer discussion but require obedience. If the student persists tell them that they are wasting valuable class time, and must continue this conversation after the class. In the meantime they must move. Repeat this once if necessary very firmly. 5. Withdraw. If they still don’t move remind them that defiance is a very serious There is a list of responses to inappropriate behaviour in Teaching Today 3rd edition, pages 117-8 offence and that they must see you after the class. Walk away to signal the dialogue is now over. The student might now move. If not, seek guidance from tutors and class managers; defiance is a health and safety issue as they might not even stop doing something dangerous when you tell them to. 6. Use Discipline Plans. If a student does not respond to assertive behaviour like this and problems persist, consult tutors and managers. Sit down with the student in a private one to one situation, and draw up a ‘Discipline Plan’ Allen. T (1996) * State the relevant class rules and explain why they help everybody learn and help create a happy classroom * Ask the student why they have a problem keeping the rule(s) and what would help them keep it better. Stress that the rule must be kept despite the stated difficulties. Ask them to become a team player.

Roman Architecture Essays - Religious Architecture, Free Essays

Roman Architecture Essays - Religious Architecture, Free Essays Roman Architecture The architectural style of Rome was firmly rooted in the Hellenistic traditions. However, Roman architecture is probably more accurately reflected in the development of new engineering skills and secular monuments than the ideas of gods and perfection that birthed the Greek architecture. They introduced not only new ways to construct a more efficient building but also a entirely different purpose for the building to be built. While still holding the beauty that was so masterfully achieved by the Greek culture and adding their own practically and ingenuity, the Romans developed an architectural style that remains to this day. The Greeks people had a very good reason, in their minds, to build a beautiful piece of architecture; the worship of gods. Most all of the examples of Greek architecture that we know of today were temples. The gods were the driving force behind any major architecture of the Hellenistic period. This is not true of the Roman culture. Though the Romans did build temples to their gods, the Roman style was more predominantly seen in public dwellings and social gathering areas, such as basilicas and forums, than in their temples. In fact, a majority of the temples that the Romans built were nothing more than copies of Greek temples, with the exception of the domed Pantheon that will be discussed later. Also, the Romans included their emperors in the temples along with the gods and sometimes the temple was just for the emperor himself. Another major difference between Greek and Roman architecture was the purpose behind the building. Greek architecture was meant to be viewed as a piece of art work that was dedicated to the gods. This is easy to see from the ornateness of the outside of the building with the pediments and metopes and the rather drabness of the inside with the exception of the friezes. The Greek designed it as a sculpture in a sense, with all of the beauty to be viewed from the outside. This way of thinking is turned completely around in the Roman architectural style. Although the Roman building are beautiful on the outside, the true art lies on the inside with the many-colored walls and paintings that gave a sense of depth to the room. Also, the Roman architect was concerned with the lighting of the room so that the interior decorations could be seen clearly. These things were important to the Romans because their buildings were meant to be gathering places for the public. The basilica was one such of these types of buildings that was intended to be a gathering place for Romans citizens to hold meeting and perhaps even courts. Bathhouses and market places know as forums are yet other examples of the types of building that the Romans focused on making pleasing to the eye on the inside rather than the outside. Not only did the Romans differ on why to build a building but they also made drastic differences on how to build it. The Greeks used what is know as a post and lintel system of designing a building. This is basically the idea of standing to columns up and placing a beam across them. A very simple and easy construction but on the other hand not a very strong one. As the Roman civilization grew larger and larger the buildings they used for meetings and markets of course had to grow too. This presented a problem with the use of columns, because the big the building, the more columns needed to hold it up. Thus the Romans turned to engineering for the solution and the arch was born. By using arches instead of columns and beams, the weight of the structure was spread evenly out and toward the ground rather than directly down on the beam. This increased the amount of weight that could be supported in a single area and thus giving more room on the inside by taking away previously necessary columns, though they did keep some around for decoration. This invention of course changed the mindset on the construction of regular building that would have relied of columns, but it also was a stepping stone to another invention. The dome is nothing more than a network of arches that form an enclosed building. This is the theory that created the Pantheon, a circular dome that was the temple to the gods. It is one of the first of its kind and has stood for thousands of years while other building designed

Free Essays on Albert Einstein

The history and future of physics changed about 80 years ago, when a young Swiss patent clerk named Albert Einstein quietly but firmly showed a multitude of chagrined and chastened physicists the direction they would have to take in order to achieve the necessary modification of the great natural laws of physics, which had somehow to be accomplished. The single hypothesis Einstein proposed was simple. To wit, "Let us take the basic assumption that the measured speed of light (or of any electromagnetic wave) will always be the same anywhere in the Universe, no matter what the motion of the observer who is making the measurement, and no matter what the motion of the light source." Albert Einstein charted a course through a no-man's land, and then proceeded to follow it to the bitter end. But what were the implications and conclusions that had to be drawn if physicists were to accept Einstein’s very practical viewpoint and his basic postulate that the velocity of light remained constant under all circumstances? Among other things like the theory that showed that, no matter how much energy one gave to a particle, one could not accelerate it to a speed greater than the speed of light. It also showed that the mass of the particle was a measure of its internal energy, thereby giving a clue to the possibility of obtaining nuclear energy; it also provided the basic equations for describing the motion of highly energetic particles; and led to the prediction and production of antimatter. It also predicted (which has since been proven experimentally) that clocks, while moving quickly, run slower than identical clocks at rest. This is known as Time Dialation. Time dialation governs all processes in the moving frame of reference. Biological processes proceed at the same rates as measured by clocks at the same velocity (otherwise one could tell time was slowing down because they would move incredibly fast). Therefore, if the clocks in a moving... Free Essays on Albert Einstein Free Essays on Albert Einstein The history and future of physics changed about 80 years ago, when a young Swiss patent clerk named Albert Einstein quietly but firmly showed a multitude of chagrined and chastened physicists the direction they would have to take in order to achieve the necessary modification of the great natural laws of physics, which had somehow to be accomplished. The single hypothesis Einstein proposed was simple. To wit, "Let us take the basic assumption that the measured speed of light (or of any electromagnetic wave) will always be the same anywhere in the Universe, no matter what the motion of the observer who is making the measurement, and no matter what the motion of the light source." Albert Einstein charted a course through a no-man's land, and then proceeded to follow it to the bitter end. But what were the implications and conclusions that had to be drawn if physicists were to accept Einstein’s very practical viewpoint and his basic postulate that the velocity of light remained constant under all circumstances? Among other things like the theory that showed that, no matter how much energy one gave to a particle, one could not accelerate it to a speed greater than the speed of light. It also showed that the mass of the particle was a measure of its internal energy, thereby giving a clue to the possibility of obtaining nuclear energy; it also provided the basic equations for describing the motion of highly energetic particles; and led to the prediction and production of antimatter. It also predicted (which has since been proven experimentally) that clocks, while moving quickly, run slower than identical clocks at rest. This is known as Time Dialation. Time dialation governs all processes in the moving frame of reference. Biological processes proceed at the same rates as measured by clocks at the same velocity (otherwise one could tell time was slowing down because they would move incredibly fast). Therefore, if the clocks in a moving...

History of analytical techniques used in structure determination Essay

History of analytical techniques used in structure determination - Essay Example The map tends to be fuzzy in some parts this is due to the problem of phasing loops but with the help of some software can usually predict up to 90% of the structure correctly and the remaining part is computed manually. The problem in this method is that it is very expensive and takes time and we can determine structure of only large crystal. The structural determination of protein is difficult by method because Crystallography requires purified protein in fairly large amount and it requires protein in form of a crystal and every protein can't be crystallized. This is due to the fact that forming the crystal required rather unusual conditions of pH and ionic strength. This method is also used to determine the structure of the components. This method is similar to X-ray diffraction but the main difference between these two methods is that it is done in the gas phase. In place of X-ray beam a beam of electrons is used in this method that scatter off the molecular electrons. Due to this large atoms scatter better than smaller ones. The main drawback or disadvantage of this method is that the compound must be volatile and maintain its structure in the gas phase. This method sometimes has lower accuracy because the compound is sometimes heated to put it in the gas phase. 3. Neutron Diffraction This method is also used to determine the structure of the crystal. This method is similar to X-ray crystallography except that a beam of neutrons is used in place of X-ray beam. This neutron beam scatters off the nuclei. The main advantage of using neutron beam is that all nuclei are of similar size and all can be found with comparable accuracy. This method is very useful when the location of hydrogen atoms is desired. Neutron diffraction generally gives more accurate bond lengths

Disscusion Essay Example | Topics and Well Written Essays - 500 words - 10

Disscusion - Essay Example The CDF (2014) affirms that no cases of the new H7N9 virus have been detected in people and birds within the United States. A number of avian influenza viruses have been able to cross the species barrier on a few occasions with the effect of having a varying impact on human health. Kreijtz et al, (2013), point out that the majority of the humans infected with avian virus have presented with severe viral pneumonia before they eventually became critically ill. These symptoms are supported by findings by the CDC (2014) which reports that while some relatively mild cases of human H7N9 infection have been reported with most of these patients being diagnosed as having severe respiratory illnesses, an alarming one-third of infections result in death. The pandemic potential of the H7N9 virus is evidenced by the fact that the estimated mortality rate of one-third of infected patients provided by the CDC (2014) is found to be similar to the results of an epidemiologic study that was conducted on 82 confirmed cases of persons infected with the H7N9 virus in china by Li et al. (2013). In the study, it was found that the mortality rate for the disease was at about 21%, however, Li et al, (2013), highlighted the fact that this percentage was quite likely to increase as most of the patients in the study who were confirmed as having the H7N9 virus infection remained critically ill. Attempts to try and control the spread of the avian A (H7N9) virus by the controlled culling of birds in affected areas might not be particularly successful as is shown by the results of a study conducted by Olson et al, (2013). In the study, the researchers established that controlling human infection with the H7N9 avian influenza subtype by the culling of birds might prove to be quite challenging as a result of the probability that some of the infected domestic flocks might be asymptomatic. Olson et al, (2013), also