How to Perform the Instant Fire Chemistry Demonstration

Black Criminal Stereotypes and Racial Profiling Essay

Harper Lee strikingly depicts the unethical behavior of bigotry and partiality. Lee uncovers the numerous bigot rehearses that occur in an unassuming community in Alabama. Jean Louise Finch who is alluded to as â€Å"Scout†, shares numerous occurrences that occurred while she was growing up with her sibling Jem and father Atticus. Tom Robinson is a character that is erroneously blamed for beating and assaulting a white lady and is seen as liable. Atticus Finch who isn't just a superb dad to Scout and Jem, yet additionally performs supernatural occurrences in the court as an exceptional legal advisor for Maycomb region, is remaining as Tom’s legal counselor in the preliminary. Lee uncovered the numerous supremacist and partiality people through a particular character and that character is Tom Robinson. At the point when Bob Ewell goes to affirm he focuses at Tom and says â€Å"I seen that dark n**** there ruttin on my Mayella† (pg. 173). Weave Ewell is depicting Tom to be a creature who has abused his girl. Dark Demps 2 Men were(are) typically depicted thusly as a result of the bigot belief systems that ‘all dark guys are aggressive’ and ‘all dark guys are rapists’. Tom is a ruined dark male going to a preliminary, with an all-white jury since he was blamed for assaulting a white lady, because of these things he is at a programmed danger of being reported blameworthy and denied any equity. Atticus takes the case to guard Tom, realizing he would be disgraced for it, and looked downward on, as a white man in America. Despite the fact that proof of Tom’s blamelessness was shown to the jury, they despite everything reported him blameworthy as a result of their bigot and bias belief systems, rather than breaking down the accurate proof that was introduced to them. Connections among whites and blacks were taboo so when Mayella became pulled in to Tom she felt a feeling of blame. She realized that she would be glanced downward on in the white network, which is the reason sh e didn't stop for a second to lie in court and to herself about the circumstance. â€Å"If there’s only one sort of people, why can’t they coexist with one another? On the off chance that they’re all indistinguishable, for what reason do they make a special effort to scorn each other?† (lee, 259). Scout is starting to see the disdain and the evil way that ethnic minorities are being dealt with and she is starting to think all alone and view the world and the lifestyle in a progressively developed way. Demps 3 At the point when Scout inquires as to whether he accepts he will win the case he answers â€Å"Simply on the grounds that we were licked a hundred years before we began is no explanation behind us not to attempt to win† (Lee, 101). In this statement, Atticus is alluding to the bigotry and bias when all is said in done terms. He is stating that in light of the fact that the world is set up a specific way doesn’t mean he needs to follow the patterns. African Americans have been viewed as not exactly a human for a considerable length of time and generally for a situation like such, it doesn't go in the African Americans favor. So Atticus is stating in light of the fact that it is customarily more than likely that Tom won’t win, that doesn't imply that Atticus can’t attempt to support Tom. â€Å"You never truly comprehend an individual until you think about things from his purpose of view†¦ Until you move within his skin and stroll around in it.† (Lee, 321). Atticus’s methods of preparing and examining certain circumstances are very appreciating, he will in general consider the entirety of the alternate points of view in a circumstance before he makes any move or expresses any words. Harper Lee uses Atticus as an ethical compass, he is viewed as the opposer, being the â€Å"N***** lover† in this condition. †Mockingbirds don’t do one thing with the exception of making music for us to appreciate. They don’t eat up people’s gardens, don’t home in corncribs, they don’t do a certain something however sing their hearts out for us. That’s why it’s a transgression to slaughter a Mockingbird.† (Lee,

Warning Signs of a Troubled Marriage

Warning Signs of a Troubled Marriage Relationships Spouses & Partners Marital Problems Print Warning Signs of a Troubled Marriage By Sheri Stritof Sheri Stritof has written about marriage and relationships for 20 years. Shes the co-author of The Everything Great Marriage Book. Learn about our editorial policy Sheri Stritof Medically reviewed by Medically reviewed by Carly Snyder, MD on February 01, 2020 facebook twitter linkedin Carly Snyder, MD is a reproductive and perinatal psychiatrist who combines traditional psychiatry with integrative medicine-based treatments.   Learn about our Medical Review Board Carly Snyder, MD on February 01, 2020 S. Meltzer / Getty Images, PhotoLink More in Relationships Spouses & Partners Marital Problems LGBTQ Violence and Abuse Every marital relationship is unique. However, there are common warning signs and red flags that indicate serious problems in the marriage. If you find yourself in a marriage with these concerns, do not ignore them! Do not bury your heads in the sand and think these problems will just go away. They most often will not! You must talk with your spouse about them.  These are hard but necessary conversations.   Bottom line: I hope all of you are  in happy marriages  but lets be honest, no marriage is perfect. Just be smart, work at keeping your marriage alive and exciting but dont put your head in the sand if red flags are waving in the wind.  Silvana D. Raso (head of the family law practice at Schepisi McLaughlin, P.A). Common Warning Signs of a Marriage in Trouble The two of you bicker a great deal.??You are withdrawing from one another or use the eye roll a lot.You dont fight fair.You find yourselves having the same arguments over the same things over and over again.Your fights escalate out of control or to screaming matches.There seems to be a feeling of indifference between you bothOne or both of you are started to detach emotionallyYou fight often in front of your kidsThere is a lot of nitpicking going on between the two of you.You no longer enjoy your time together. Your spouse prefers to spend free time away from you on a regular basis.You have nothing nice to say to one another.You dont talk with one another about your problems or feelings.You dont respect one another or you nag one another.There is inequality between you both concerning gender roles or decision makingYou cant seem to  agree on goals and values.You dont trust one another and feel suspicious.The level of sexual intimacy in your marriage is low  or there isnt any at all.T easing has become hurtful.Your partner keeps secrets.You think you are getting sick or having physical complaints due to marital stressYou dont make time for each other and for new experiences togetherYour spouse prefers to talk or texts on a cell phone that is kept private.Your spouse is in frequent contact with old boyfriends or girlfriends via social media.Your spouse tries to isolate you from your family and friends.You discover your spouse is lying about money, is more frugal than usual, hides money or controls you with money.You are happier when your spouse is away from home for an afternoon, a meeting, or for a business trip.You realize that there is emotional and/or physical abuse in your marriage.One or both of you have considered cheating or has cheated -- in real life or online, physically or emotionally. According to Jay Lebow, PhD., Marital distress is one of the most frequently encountered and disturbing human problems. Everyone who is married experiences difficulties, but for some, these troubles reach the point that partners become profoundly disappointed and upset about their marriages and may even come to question whether they want to continue to remain married. Marital distress is very unsettling and the ways marital problems often progress make it easy for things to go from bad to worse. However, in most situations, this flow in a negative direction can be altered. Most marriages can return to being satisfying. Sometimes people can make these changes on their own, but frequently help from a couple therapist is needed. Dont Wait to Seek Professional Help To receive the most from marriage counseling, dont wait until your marriage is beyond repair to get professional help. A skilled marriage therapist  can be an ally to your marriage. This person can guide you through the tough communication needed to get your marriage back on track. A therapist will not take sides (within reason), help creates safety and connection and help you with negative communication patterns. When the problems become unsolvable by our own attempts, it is a good idea to seek professional help. Understanding Relationship Counseling

Did Cold War Confrontation Become Inevitable - 764 Words

No. 1051142 Essay in response to Question 6: When, if ever, did Cold War confrontation become inevitable? Crossing the Threshold: the Inevitability of the Cold War Cold War confrontation became inevitable at 7:00 a.m. on August 29, 1949. However, before embarking on detailed examination as to the date at which the threshold of Cold War inevitability was crossed, it’s necessary to first solidify our understanding of why the threshold was crossed. While it may be easy to assume that the world entered an inescapable trajectory toward Cold War on the day in September of 1864 when Karl Marx appeared at St. Martin’s Meeting Hall to address the assembly of the International Workingmen’s Association, analyzing the Cold War through a lens of opposing ideologies does not provide a satisfactory historical perspective that is reconcilable with later events. It is our belief that the Cold War, in fact, represented the apex of a bipolar stalemate and could have existed even in the absence of an ideological hinge. The threshold of inevitability should, therefore, be seen as that date on which the power of the United States and Soviet Union achieved equilibrium, while the relative power of the rest of the world’s major states faded into shadow. Ideological Views on Cold War Origins The dominant viewpoints that ascribe an ideological inevitability to the Cold War can generally be divided into three camps: Orthodox, Revisionist, and Post-Revisionist. The Orthodox perspectiveShow MoreRelatedThe Cold War And The Soviet Union1462 Words   |  6 PagesWhen the term â€Å"Cold War† was popularised to refer to post-war tensions between the United States and the Soviet Union, interpreting the course and origins of the conflict became a source of heated controversy among historians. In particular, who was responsible for the breakdown of Soviet-U.S. relations after the Second World War? During World War II, the United States and the Soviet Union were allied against the Axis powers. However, in the years that followed the end of World War II, the allianceRead MoreThe Rise Of China And Its Consequences1033 Words   |  5 Pagesof the world? Does China present a threat? Will the world soon become bi-polar again? China has grow at the rate it has through trade, cheap labour and little health and safety laws allow China to produce goods at a very low cost, arguably the cheapest on the planet. This means China is dependant on the European Union and other HIC’s (High Income Countries) that aren t in the union to feed there GDP. China cannot afford to go to war and act aggressively with the planet, not yet anyway. The restRead MoreLiterary Analysis Of Cold Mountain 1298 Words   |  6 PagesAnalysis Charles Frazier’s first novel, Cold Mountain, has earned him a great amount of notoriety. From having a film adaptation of his novel in 2003, to receiving a National Book Award in fiction in 1997. Cold Mountain opens with a quotation from a journal entry by Charles Darwin: â€Å"It is difficult to believe in the dreadful but quiet war of organic beings, going on in the peaceful woods and smiling fields.† And indeed, Frazier’s acclaimed novel describes a war of beings built of flesh and blood–ofRead MoreAnalysis Of The Book Cold Mountain 1296 Words   |  6 PagesCharles Frazier’s first novel, Cold Mountain, has earned him a great amount of notoriety. From having a film adaptation of his novel in 2003, to receiving a National Book Award in fiction in 1997. Cold Mountain opens with a quotation from a journal entry by Charles Darwin: â€Å"It is difficult to believe in the dreadful but quiet war of organic beings, going on in the peaceful woods and smiling fields.† And indeed, Frazier’s acclaimed novel describes a war of beings built of flesh and blood–of courseRead MoreIM Writing My Report On A Nation Forged By War Over The1662 Words   |  7 Pageson a nation forged by war over the many years this nations independence has been led by many political leaders such as George Washington, Abraham Lincoln, Theodore Roosevelt, Benjamin Franklin, Ronald Regan, George .W. Bush and many more the United States owes its very existence to many wars that’s taken place such as the war of independence which Franklin Roosevelt truly believed in as of 1776. But that wasn’t the only war that the U.S defined as its only independence war there were others suchRead MoreThe United States And Soviet Union Essay1654 Words   |  7 Pages1980’s were a dynamic time in the life cycle of the Cold War. The early portion of this decade, which saw massive shifts in the administrations of the United States and Soviet Union, maintained an atmosphere of suspicion, wariness, and skepticism. This theme of uncertainty and caution was the logical product of decades of both American and Soviet duplicity, confrontation, and militarization. Yet, despite this mistrust between the polar Cold War belligerents, and contrary to the early rhetoric ofRead MoreThe Cold War And The Soviet Union1814 Words   |  8 PagesINTRO: After World War II, there was peace and prosperity in America and many other parts of the world. However, for the Koreans, it was the beginning of a never ending split. When Japan fell, Korea was suddenly free, and hoped to finally become a unified state. However, the United States and the Soviet Union had different ideas. The Soviets wanted to have Korea under communist control and the United States wanted to establish a democracy. Additionally, the United States believed that containmentRead MoreKubla Khan Analysis Essay1103 Words   |  5 Pagesdrifted into a hallucinatory, drug-induced vision in which he dreamt of the infamous Mongol leader, Kublai Khan, and could not have composed less than from two to three hundred lines of poetry. The first few lines of Coleridges poem ( In Xanadu did Kubla Khan/ A stately pelasure-dome decree) almost directly mimick an excerpt of Purchas, His Pilgramage ( Here the Khan Kubla commanded a palace to be built, and a stately garden thereunto.) as it is easy to see from where Coleridge drew his inspirationRead MoreThe Threat Of A Nuclear War Essay2272 Words   |  10 Pagesupcoming year: will the United States and Russia finally decide to clear the water, what will become of ISIS, and most importantly, will nuclear fears and threats be laid to rest, or will 2017 be the tipping point in the world’s nuclear struggle. Many politicians, and citizens alike, stand strongly behind the belief that a nuclear war will not be how the world will meet its doom; after all the Cold War occurred yet everyone is still alive. On the other hand, many are convinced that the 21st centuryRead MoreA Realist Analysis of the Cuban Missile Crisis1867 Words   |  8 PagesThe Cuban Missile Crisis of 1962 is undeniably a major confrontation of the Cold War. Lasting for 13 days it is arguably the pinnacle of the Cold War. This crisis was a decisive factor in the United States’ (US) decision process of whether to engage in a nuclear war w ith the Soviet Union (USSR). However the essential fault of both state leaders (J. Kennedy and N. Khrushchev) which created the inevitable crisis was miscommunication. Today we recognise actions taken by both states during the crisis

Sanity Through Tragedy King Lear Essay examples - 1589 Words

King Lear is the protagonist within the play, he wears the label of a successful leader but he uses his power to project an artificial personality toward his observers. Beneath his high class physicality, Lear struggles to maintain his confidence within himself because he depends on the constant admiration from others to feel content with who he is. One who leads with counterfeit beliefs and unstable values is bound for failure. Shakespeare designed this playwright to display the tragedy of a King who slowly goes mad, however in order to reach sanity sometimes one must go completely out of their mind to gain the wisdom in telling the difference. The aspect of Lears ignorance is shown when he tests his†¦show more content†¦Observing Goneril as a character and her reaction to Lears test, one may assume that her aim is not to truly inform her father of the amount of love she carries for him, but to desire land by coating her true affection. Goneril reflects her father in this act because she feeds his need for attention as well as hers, if she did not seek the same as her father did, she would have rebelled the test. I love your majesty according to my bond, no more nor less. (1.1.94-95). Cordelia is the final speaker and presented the speech containing the greatest honesty, that she loved her father in the way a child should love their parent. Her innocence proposes that the bond between a child and a parent should not need evidence of a speech, it is an abstract bond that exists on emotions. Lear is unpleased by Cordelias speech, she is a representation of what her two sisters are not, which happens to be true love, it is not necessary for her to rise above what she truly feels for her father, and that is a personal challenge for Lear to come to terms with. So young, and so untender? (1.1.108). Searching the layers of Lears disapproval, his disappointment is past the unexpectedness of Cordelias opinions but it is an unconscious realization of the lack ofShow MoreRelatedThe Tragic Hero Of King Lear1310 Words   |  6 PagesKing Lear, one of William Shakespeare’s greatest tragedies, depicts a society in uninviting circumstances. Tragedy is depicted by the downfall of a noble hero, usually through a combination of arrogance and fate. The tragic hero s wish to achieve a goal encounters limits, those of human inability, the gods, or nature. As with all tragedies, there exists a tragic hero, one who possesses a calamitous flaw that establishes the tragedy and all the sufferings that follow. In this play, the tragic heroRead MoreIs King Lear A Tragic Hero Essay1358 Words   |  6 PagesKing Lear, one of William Shakespeare s greatest tragedies, depicts a society in grim circumstances. As with all tragedies, there exists a tragic hero [1] , one who possesses a fatal flaw that initiates the tragedy and all the sufferings that follow. In this play, the tragic hero is undoubtedly the title character, King Lear. The plot is driven by the power and consequence of losses, more specifically, the losses of Lear. In the course the play, King Lear, because of his flaws, loses his authorityRead MoreAnalysis of the Hero in King Lear1454 Words   |  6 Pages King Lear, a tragedy in which Shakespeare exhibits most fully his literary complexities, is surprisingly the least popular of the famous four. In spite of this, it is indefinitely the most talked about. For many this is Shakespeares most profound tragedy, one of the greatest plays ever written in any language at any time. It throws up questions, which remain as perplexing now as they were to Shakespeares earlier critics. 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In addition, Lear, despite being a â€Å"good† characterRead MoreSight and Blindness in King Lear1615 Words   |  7 PagesSight and Blindness in King Lear In King Lear, the recurring images of sight and blindness associated with the characters of Lear and Gloucester illustrate the theme of self-knowledge and consciousness that exist in the play. These classic tropes are inverted in King Lear, producing a situation in which those with healthy eyes are ignorant of what is going on around them, and those without vision appear to see the clearest. While Lears blindness is one which is metaphorical, the blindnessRead More King Lear: Lear The Tragic Hero Essay1617 Words   |  7 Pages King Lear: Lear The Tragic Hero nbsp;nbsp;nbsp;nbsp;nbsp;The definition of tragedy in the Oxford dictionary is, quot;drama of elevated theme and diction and with unhappy ending; sad event, serious accident, calamity.quot; However, the application of this terminology in Shakespearean Tragedy is more expressive. Tragedy does not only mean death or calamity, but in fact, it refers to a series of steps which leads to the downfall of the tragic hero and eventually to his tragic death. Lear,Read MoreKing Lears Journey Through Hell in William Shakespeares King Lear1149 Words   |  5 PagesKing Lears Journey Through Hell in William Shakespeares King Lear Shakespeares tragedy King Lear is a detailed description of the consequences of one mans deci-sions. This fictitious man is Lear, King of England, whose decisions greatly change his life and the lives of those around him. As Lear takes on the rank of King he is, as one expects, a man of great power but he surrenders all of this power to his daughters as a reward for their display of love towards him. This sud-den surrender ofRead MoreThe Tragic Hero Of King Lear1277 Words   |  6 Pagesgreatest loss, and what distinguishes this tragedy from all others, is his chance of redemption. Unlike other tragedies, there is no salvation for the tragic hero or any sign of optimism in the conclusion. This bleak portrayal of King Lear, through his losses, makes him the ultimate tragic hero, and the play an ultimate tragedy. In every tragedy, of course, there is a tragic hero. A person who has good intentions, but leads the story to ruin through a fatal, and uncontrollable, flaw. The plot

E-R Diagram Free Essays

string(30) " one may have no middle name\." Introduction:- In 1976 ,Chen developed the Entity-Relationship Diagrams ,a high-level data model that is useful in developing a conceptual design for database . An ER diagram is a diagram containing entities or â€Å"items†, relationships among them, and attributes of the entities . The E-R model is one of the best known tools for logical database design. We will write a custom essay sample on E-R Diagram or any similar topic only for you Order Now Within the database community, it is considered a natural and easy-to-understand way of conceptualizing the structure of database. Claims that have been made for it include the following: it is simple and easily understood by non-specialist ,it is easily conceptualized ,the basic constructs (entities and relationships) are highly intuitive and thus provide a natural way of representing a user’s information requirements , and it is a model that describes a world in terms of entities and attributes that is most suitable for computer naive end users. In E-R diagram the emphasis is on representing the schema a rather than the instances. This is more useful in database design because a database schema changes rarely ,whereas the contents of the entity sets changes frequently. In addition ,the schema is usually easier to display that the extension of database ,because it is much smaller Purpose:- Entity-relationship diagrams were first proposed as a means of quickly obtaining, with minimum effort, a good sense of the structure of a database. They are used to plan and design a database and to model a systems data. Key Elements Entities:- * An entity represents the principle data objects about which information is to be collected. * Collective nouns, or nouns, are usually used to name (describe) entities * For example, each person in an enterprise is an entity. An entity has a set of properties, and the values for some set of properties may uniquely identify an entity. For instance, a person may have a person_id property whose value uniquely identifies that person. Entity Set:- * An entity set is a set of entities of the same type that share the same properties, or attributes. The set of all persons who are customers at a given bank, for example, can be defi ned as the entity set customer. Attribute:- * An attribute is one of the various properties that describe the entity’s characteristics. These properties usually present a single fact – they are atomic. The designation of an attribute for an entity set expresses that the database stores similar information concerning each entity in the entity set; however, each entity may have its own value for each attribute. * Possible attributes of the customer entity set are customer-id, customer-name, customer-street, and customer-city. Domain (value set):- * For each attribute, there is a set of permitted values, called the domain, or value set, of that attribute. * The domain of attribute customer-name might be the set of all text strings of a certain length. Types of attribute in the E-R model:- The attributes used in the ER model can be categorized as 1. Simple or Composite 2. Single Valued or Multi Valued 3. Stored or Derived. 1. Simple or Composite * The attribute which are not divided into subparts are called simple attributes. * For example, an attribute customer-id is a simple attribute. * Composite attributes, on the other hand, can be divided into subparts (that is, other attributes). * For example, an attribute name could be structured as a composite attribute consisting of first-name, middle-initial, and last- name. Using composite attributes in a design schema is a good choice if a user will wish to refer to an entire attribute on some occasions and to only a component of the attribute on other occasions. Suppose we were to substitute for the customer entity-set attributes customer-street and customer-city the composite attribute address with the attributes, street, city, state, and zip-code. * Note also that a composite attri bute may appear as a hierarchy. In the composite attribute address, its component attribute street can be further divided into street-number, street-name, and apartment-number. 2. Single Valued or Multi Valued The attributes that have a single value for a particular entity is called a single valued attribute. * For example, an attribute customer-id is a single valued attribute because for a particular entity it holds a single value. * The attribute that have multiple valued for a particular entity is called a multi valued attribute. * For example, an attribute phone-number is a multi valued attribute because for a particular customer it holds zero, one or several phone numbers. 3. Stored or Derived * Normally attributes are stored attributes, that is, their values are stored and accessed as such from the database. For example, the attributes name, address and date-of-birth of customer entity set are stored attributes. * However, sometimes attributes’ values are not stored as such, rather they are computed or derived based on some other value. This other value may be stored in the database or obtained some other way. * For example, we may store the name, father-name, address of customers, but age can be computed from date-of-birth. * The advantage of declaring age as derived attribute is that whenever we will access the age, we will get the accurate, current age of employee since it will be computed right at the time when it is being accessed Fig Symbol used for different types of attributes in E-R diagram An example diagram representing all types of attributes is given below: 1. The attributes empId, empName and dateHired are simple and single valued. 2. The attribute address is a composite attributes because it can be sub divided into street and houseNo. 3. The attribute emp_Qual is a multi valued attribute because an employee has zero, one or many qualifications. 4. The attribute Experience is a derived attribute because it can be derived from the attribute dateHired. 5. The attributes other than Experience are stored attribute because it can be stored and accessed from the database. Null value:- * An attribute takes a null value when an entity does not have a value for it. * The null value may indicate â€Å"not applicable†Ã¢â‚¬â€that is, that the value does not exist for the entity. * For example, one may have no middle name. You read "E-R Diagram" in category "Papers" Relationship:- * Relationship is a representation of the fact that certain entities are related to each other. * Verbs are usually used to describe relationships. * For example: Students take Courses – Students and Courses are entities, and take is the relationship. Relationship Set:- * Set of relationships of a given type. * For example: students registered in courses ,passengers booked on flight ,parents and their children. Participation: * The association between entity sets is referred to as participation; that is, the entity sets E1, E2, . . . ,En participate in relationship set R. * The participation of an entity set E in a relationship set R is said to be total if every entity in E participates in at least one relationship in R. * If only some entities in E participate in relationships in R, the participation of entity set E in relationship R is said to be partial. Degree:- * The number of entity sets that participate in a relationship set is called the degree of the relationship set. * A binary relationship set is of degree 2; a ternary relationship set is of degree 3. Mapping Cardinalities (cardinality ratio) :- * Mapping cardinalities, or cardinality ratios, express the number of entities to which another entity can be associated via a relationship set. * Mapping cardinalities are most useful in describing binary relationship sets, although they can contribute to the description of relationship sets that involve more than two entity sets. For a binary relationship set R between entity sets A and B, the mapping cardinality must be one of the following: a) One to one. An entity in A is associated with at most one entity in B, and an entity in B is associated with at most one entity in A. b) One to many. An entity in A is associated with any number (zero or more) of entities in B. An entity in B, however, can be associated with at most one enti ty in A. c) Many to one. An entity in A is associated with at most one entity in B. An entity in B, however, can be associated with any number (zero or more) of entities in A. ) Many to many. An entity in A is associated with any number (zero or more) of entities in B, and an entity in B is associated with any number (zero or more) of entities in A. Fig. one to one Fig. one to many Fig. Many to one Fig. Many to many Key :- * A key allows us to identify a set of attributes that suffice to distinguish entities from each other. * A super key is a set of one or more attributes that, taken collectively, allow us to identify uniquely an entity in the entity set. For example, the customer-id attribute of the entity set customer is sufficient to distinguish one customer entity from another. Thus, customer-id is a super key. Similarly, the combination of customer-name and customer-id is a super key for the entity set customer. The customer-name attribute of customer is not a super key, because several people might have the same name. * The concept of a super key is not sufficient for our purposes, since, as we saw, a super key may contain extraneous attributes. * If K is a super key, then so is any superset of K. We are often interested in super keys for which no proper subset is a super key. Such minimal super keys are called candidate keys. * It is possible that several distinct sets of attributes could serve as a candidate key. Suppose that a combination of customer- name and customer-street is sufficient to distinguish among members of the customer entity set. Then, both {customer-id} and {customer-name, customer-street} are candidate keys. Although the attributes customerid and customer-name together can distinguish customer entities, their combination does not form a candidate key, since the attribute customer-id alone is a candidate key. The primary key is a candidate key that is chosen by the database designer as the principal means of identifying entities within an entity set. * A key (primary, candidate, and super) is a property of the entity set, rather than of the individual entities. Any two individual entities in the set are prohibited from having the same value on the key attributes at the same time. * The designation of a key represents a constraint in the real-world enterprise being modeled. * Sometimes we may have to work with an attribute that does not have a primary key of its own . To identify its rows ,we have to use the primary attribute of related table. this is known as foreign key. * So a foreign key is a field in a relational table that matches a candidate key of another table. The foreign key can be used to cross-reference tables . For example ,say we have two tables ,a CUSTOMER table that includes all customer data ,and an ORDERS table that include all customer orders . The intention here is that all orders must be associated with a customer that is already in the CUSTOMER table . To do this,we will place a foreign key in the ORDERS table and have it related to the primary key of the CUSTOMER table. Strong and Weak Entities:- * An entity set may not have sufficient attributes to form a primary key. Such an entity set is termed a weak entity set. An entity set that has a primary key is termed a strong entity set. * As an illustration, consider the entity set payment, which has the three attributes: payment-number, payment-date, and payment-amount. Payment numbers are typically sequential numbers, starting from 1, generated separately for each loan. Thus, although each payment entity is distinct, payments for different loans may share the same payment number. Thus, this entity set does not have a primary key; it is a weak entity set. * For a weak entity set to be meaningful, it must be associated with another entity set, called the identifying or owner entity set. * Although a weak entity set does not have a primary key, we nevertheless need a means of distinguishing among all those entities in the weak entity set that depend on one particular strong entity. The discriminator of a weak entity set is a set of attributes that allows this distinction to be made. The discriminator of a weak entity set is also called the partial key of the entity set. The primary key of a weak entity set is formed by the primary key of the identifying entity set, plus the weak entity set’s discriminator. Symbols used in E-R diagram:- Steps in E-R Modeling :- Usually the following five steps are followed to generate ER models 1. Identify the entity set. 2. Identify the relevant attributes. 3. Identify the prime attribute. 4. Find relationships between entity set. 5. Draw a complete ER model. How to Prepare an ERD:- Step 1 Let us take a very simple example and we try to reach a fully organized database from it. Let us look at the following simple statement: A boy eats an ice cream. This is a description of a real word activity, and we may consider the above statement as a written document (very short, of course). Step 2 Now we have to prepare the ERD. Before doing that we have to process the statement a little. We can see that the sentence contains a subject (boy), an object (ice cream) and a verb (eats) that defines the relationship between the subject and the object. Consider the nouns as entities (boy and ice cream) and the verb (eats) as a relationship. To plot them in the diagram, put the nouns within rectangles and the relationship within a diamond. Also, show the relationship with a directed arrow, starting from the subject entity (boy) towards the object entity (ice ICE CREAM EATS BOY Well, fine. Up to this point the ERD shows how boy and ice cream are related. Now, every boy must have a name, address, phone number etc. and every ice cream has a manufacturer, flavor, price etc. Without these the diagram is not complete. These items which we mentioned here are known as attributes, and they must be incorporated in the ERD as connected ovals. FLAVOUR MANUFACTURER ADRESS NAME EATS ICE CREAM CREAM BOY PRICE PHONE But can only entities have attributes? Certainly not. If we want then the relationship must have their attributes too. These attribute do not inform anything more either about the boy or the ice cream, but they provide additional information about the relationships between the boy and the ice cream. FLAVOUR MANUFACTURER NAME ADRESS TIME DATE PRICE PHONE ICE CREAM EATS BOY Step 3 We are almost complete now. If you look carefully, we now have defined structures for at least three tables like the following: BOY PHONE ADRESS NAME ICE CREAM MANUFACTURER FLAVOUR PRICE EATS TIME DATE However, this is still not a working database, because by definition, database should be â€Å"collection of related tables. † To make them connected, the tables must have some common attributes. If we chose the attribute Name of the Boy table to play the role of the common attribute, then the revised structure of the above tables become something like the following BOY PHONE ADRESS NAME ICE CREAM NAME PRICE FLAVOUR MANUFACTURER NAME TIME DATE EATS This is as complete as it can be. We now have information about the boy, about the ice cream he has eaten and about the date and time when the eating was done. Extended Features of E-R Diagram 1. Specialization †¢An entity set may include sub-groupings of entities that are distinct in some way from other entities in the set. For instance, a subset of entities within an entity set may have attributes that are not shared by all the entities in the entity set. The E-R model provides a means for representing these distinctive entity groupings. †¢ Consider an entity set person, with attributes name, street, and city. A person may be further classified as one of the following: a) customer b) employee Each of these person types is described by a set of attributes that includes all the attributes of entity set person plus possibly additional attributes. For example, customer entities may be described further by the attribute customer-id, whereas employee entities may be described further by the attributes employee-id and salary. The process of designating sub-groupings within an entity set is called specialization. The specialization of person allows us to distinguish among persons according to whether they are employees or customers. As another example, suppose the bank wishes to divide accounts into two categories, checking account and savings account. Savings accounts need a minimum balance, but the bank may set interest rates differently for different customers, offering better rates to favored customers. Checking accounts have a fixed interest rate, but offer an overdraft facility; the overdraf t-amount on a checking account must be recorded. * In terms of an E-R diagram, specialization is depicted by a triangle component labeled ISA, as Figure shows. The label ISA stands for â€Å"is a† and represents, for example, that a customer â€Å"is a† person. The ISA relationship may also be referred to as a superclass-subclass relationship. Higher- and lower-level entity sets are depicted as regular entity sets i. e. , as rectangles containing the name of the entity set. ISA 2. Generalization * The refinement from an initial entity set into successive levels of entity subgroupings represents a top-down design process in which distinctions are made explicit. The design process may also proceed in a bottom-up manner, in which multiple entity sets are synthesized into a higher-level entity set on the basis of common features. The database designer may have first identified a customer entity set with the attributes name, street, city, and customer-id, and an employee entity set with the attributes name, street, city, employee-id, and salary. * There are similarities between the customer entity set and the employee entity set in the sense that they have several attributes in common. This commonality can be expressed by generalization, which is a containment relationship that exists between a higher-level entity set and one or more lower-level entity sets. In our example, person is the higher-level entity set and customer and employee are lower-level entity sets. Higher- and lower-level entity sets also may be designated by the terms superclass and subclass, respectively. The person entity set is the superclass of the customer and employee subclasses. * Specialization stems from a single entity set; it emphasizes differences among entities within the set by creating distinct lower-level entity sets. These lower-level entity sets may have attributes, or may participate in relationships, that do not apply to all the entities in the higher-level entity set. Indeed, the reason a designer applies specialization is to represent such distinctive features. If customer and employee neither have attributes that person entities do not have nor participate in different relationships than those in which person entities participate, there would be no need to specialize the person entity set. * Generalization proceeds from the recognition that a number of entity sets share some common features (namely, they are described by the same attributes and participate in the same relationship sets). On the basis of their commonalities, generalization synthesizes these entity sets into a single, higher-level entity set. Generalization is used to emphasize the similarities among lower-level entity sets and to hide the differences; it also permits an economy of representation in that shared attributes are not repeated. Difference between Specialization and Generalization No. | Specialization| Generalization| 1| It is a Top Down approach. | It is a Bottom Up approach. | 2| Specialization stems from a single entityset; it emphasizes differences among entities within the set by creating distinct lower-level entity sets. Generalization proceeds from therecognition that a number of entity sets share some common features (namely, they are described by the same attributes and participate in the same relationship sets). | 3| The process of designating sub-groupingswithin an entity set is calledspecialization. | The process of designating groupingsfrom various entity sets is calledgeneraliz ation. | 4| Specialization is a result of taking a subsetof higher level entity set to form a lower- level entity set. | Generalization is a result of taking theunion of two or more disjoint (lower- level) entity sets to produce a higher- level entity set. | . How to cite E-R Diagram, Papers

Similarities in The Sermon on the Mount and The Divine Comedy Dantes references to Christs Teachings

Overview of the Two Works Admittedly, teachings of Christ are the most important conventions for the Christian world. One of his most famous sermons is The Sermon on the Mount. This sermon is provided in Mathew’s Bible. In this sermon, Jesus Christ teaches people to act rightfully. He also refers to the conventions mentioned in Hebrew Bible. Notably, Christ claims that some conventions cannot be rightful.Advertising We will write a custom research paper sample on Similarities in The Sermon on the Mount and The Divine Comedy: Dante’s references to Christ’s Teachings specifically for you for only $16.05 $11/page Learn More For example, Jesus Christ notes that people should be patient and forgiving. â€Å"Love your enemies,† he says (â€Å"The Sermon on the Mount† 1086). Of course, some conventions remain the same. Thus, Christ claims that people should not try to accumulate wealth (treasures) in their earthly lives as the y should think of treasures of heaven. Jesus claims that all earthly treasures will be destroyed by time (â€Å"The Sermon on the Mount† 1088). Of course, Jesus states that people cannot serve â€Å"two masters†: God and â€Å"mammon† (â€Å"The Sermon on the Mount† 1088). This is one of the most important conventions to be remembered. Unfortunately, people have broken this rule for centuries. For example, Dante mentioned this in The Divine Comedy. Admittedly, Dante has been one of the central figures in world literature. He was a genius who managed to address vices and virtues of the society of the fourteenth century (James 1463). Therefore, he could not but address one of the most common vices. Dante wrote about people who tried to obtain as much gold as possible during their earthly lives. Dante encountered such people in hell and in purgatory. Those people were vicious clergymen, misers, wasters, usurers, grafters, etc. All those sinners had to pay fo r their earthly life. They had to pay because they forgot that the only treasure could be found in heaven. Interestingly, Dante gave some sinners a chance to purge. Dante described â€Å"Purgatorio† which was full of sinners who could reach the gates of St. Peter (Dante 1576). It is also important to mention that Dante depicted â€Å"Paradiso† and it was clear what the real treasure was (Dante 1594). Therefore, it is possible to trace several similarities between Dante’s most renowned work and The Sermon on the Mount. However, it is important to focus on a particular point. Christ teaches that people cannot strive for wealth but they should think more of heavenly treasures, the treasures of their souls. Dante considers this statement in his specific allegorical way. Punishment for Sinners Misers It goes without saying that Dante referred to Biblical books when writing his work. Of course, he took into account The Sermon on the Mount where the most famous teachin gs were provided. Dante paid special attention to Christ’s teachings concerning gold. Dante placed shades of misers in his hell. He allegorically illustrated Christ’s teaching. Thus, shades of those wretched souls had to roll weights with their chests (Dante 1473). Dante created an illustrative allegory.Advertising Looking for research paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More He depicted souls of misers who tried to obtain as much gold as possible during their lifetime. The weight of their earthly treasures could not let them go to heaven. Admittedly, it is simply impossible to reach the sky with such a heavy burden. Therefore, they were punished for their sins. Dante decided to make the sinners ‘feel’ their mistake. The misers had to feel the burden of their earthly treasures. More so, the souls had to compete. There was a race. Dante depicted the race which was similar to the earthly one. People would always try to have more treasures than other people do. The competition never ended for sinners. At least in Dante’s hell, the sinners had to compete wearing their heavy burdens. Interestingly, Dante stressed that clergymen often sinned just like any other people. Irrespective of their ‘service’ to God, they were still punished in accordance with the great rules. Usurers Dante depicted one more group of sinners. Those people were preoccupied with gold more than with their souls’ treasures. Those were usurers. The punishment was quite harsh. The hell flames and â€Å"burning sands† caused a lot of sufferings to those shades who were sitting near â€Å"empty space† (Dante 1482). Again, the punishment was very symbolic. The usurers lent money and took money from different people. They caused a lot of sorrows for many people during their lifetime. What is more, they ruined their own souls. The usurers ignored one of Chr ist’s teachings concerning gold. Despite the fact that Christ taught that people could not serve mammon, the usurers served that ‘deity’. The usurer forgot about treasures of their souls and they had to pay for that in hell. It is quite interesting to note that Dante provided a name of a noble man who also lent money. Again, Dante stressed that all people (peasants or noblemen (or even clergymen)), would be punished for their sins after their death. Simoniacs One of the most interesting categories depicted by Dante can be also a good illustration of Christ’s teachings. Dante introduced such group of people as Simoniacs, i.e. people who tried to â€Å"adulterate† holy things into â€Å"gold and silver† (Dante 1484). These people also forgot The Sermon on the Mount as they tried to serve two masters. They tried to buy holy things. They thought that they could buy their ‘ticket’ to heaven. Those people wanted to pass St. Peterâ€⠄¢s gates as if they were saints and holy people. Of course, Dante made up a symbolic punishment for them as well. Thus, the great author depicted their sufferings in detail. Those wretched souls had to remain motionless while their feet were burning. Dante decided to make their feet burn to show that no sinner could tread in heaven.Advertising We will write a custom research paper sample on Similarities in The Sermon on the Mount and The Divine Comedy: Dante’s references to Christ’s Teachings specifically for you for only $16.05 $11/page Learn More Grafters Finally, Dante depicted one more group of sinners who praised gold more than their souls’ treasures. Grafters who would â€Å"change no to yes for cash† were also punished in hell (Dante 1486). Those people had very sinful lives. They did not care about their life after death. They wanted to get as much gold as possible. It goes without saying that those people could neve r pass St. Peter’s gate. They had to dive in sticky waters of flames in hell. They wanted to be surrounded by treasures during their earthly lives, but instead they were surrounded by flames of hell. They did not follow Christ’s rules of rightful behavior. They were preoccupied with earthly treasures. That is why Dante placed them in his hell. Purgatorio and Paradiso Interestingly, Dante described a place where sinners could purge (Dante 1501). They could atone for their sins. Dante described all the major sins mentioned in Inferno. Notably, the author did not simply provided examples of sins. He considered the nature of the sin. He also mentioned some motives. Admittedly, this part is also quite illustrative. It also refers to The Sermon on the Mount. Dante did not only reveal the punishment for sinners. He also claimed that people could still rethink their behavior. It was never late to start thinking of treasures of heaven. More so, Christ said that people could be forgiven (even if they sinned). Therefore, even those who only thought of earthly wealth could atone for their sinful actions. Of course, it was important to start a new better life. Dante gave people hope to save their souls. Finally, Dante also portrayed paradise. He revealed the beauty of paradise and real treasures of heavenly life (Dante 1535). This part of The Divine Comedy should be regarded as an allegorical illustration of The Sermon on the Mount. Christ was talking about treasures of heaven. Dante depicted the life of righteous people. Admittedly, peaceful life of joy is the greatest treasure. Dante mentioned people who led rightful lives. Their rightful lives continued in heaven. Admittedly, the description of paradise could be regarded as a great stimulus to act in a rightful way. Dante showed what the real treasure was. Dante’s illustrations Therefore, it is possible to find several allegorical illustrations for The Sermon on the Mount in The Divine Comedy. Of co urse, it was hardly Dante’s aim to illustrate the sermon. Nonetheless, he managed to create really exact examples of what Christ was talking in his teachings.Advertising Looking for research paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Dante paid a lot of attention to people’s greediness, their chase for earthly treasures. It is possible to state that this is one of the central themes in Dante’s work. He stressed that people had to act rightfully; otherwise they would be punished after their death. Therefore, Dante portrayed sufferings of sinful people, people who cherished gold. It is worse mentioning that the author depicted fair punishment. He ‘punished’ people to make them understand their guilt. Thus, those who took and lent money had to expose their hands to flames. Those who spent their lives in chase for earthly treasures had to race with other sinners carrying their burdens. The guilt of each person was obvious. Each sinner could remember about his sins when suffering in hell. The sinners could never forget what they did wrong as their punishment was the best reminder. Notably, the majority of the sinners depicted admitted that their earthly treasures were not worth all those su fferings they had to endure. The major similarities To sum up, it is possible to claim that The Sermon on the Mount and The Divine Comedy has quite many similarities as Dante used Christ’s teachings in his work. It is also possible to note that Dante pays special attention to people’s chase for gold and earthly welfare. Christ also mentions that people should think of treasures of heavenly life. He claims that people cannot serve two masters (God and gold). Dante places such sinners into several circles of his hell. He also puts them in his purgatory. Of course, Dante also describes other sinners and their sins. However, the shades that are punished for their love for gold and other earthly treasures are really numerous. Therefore, it is possible to conclude that Dante’s work suggests that thinking of earthly life rather than preparing for heavenly life is one of the deadliest sins. This idea can be also traced in The Sermon on the Mount. Works Cited James, Heat her, et al. â€Å"Dante Alighieri.† The Norton Anthology- Western Literature. Volume 1. Ed. Heather James, et al. New York, NY: W. W. Norton Company, 2005. 1456-1465. Print. Dante, Alighieri. â€Å"Inferno†. Trans. Mark Musa. The Norton Anthology- Western Literature. Volume 1. Ed. Heather James, et al. New York, NY: W. W. Norton Company, 2005. 1465-1576. Print. —. â€Å"From Purgatorio†. Trans. Mark Musa. The Norton Anthology- Western Literature. Volume 1. Ed. Heather James, et al. New York, NY: W. W. Norton Company, 2005. 1576-1594. Print. —. â€Å"From Paradiso†. Trans. Mark Musa. The Norton Anthology- Western Literature. Volume 1. Ed. Heather James, et al. New York, NY: W. W. Norton Company, 2005. 1594-1598. Print. â€Å"The Sermon on the Mount†. Trans. Richard Lattimore. The Norton Anthology- Western Literature. Volume 1. Ed. Heather James, et al. New York, NY: W. W. Norton Company, 2005. 1085-1089. Print. This research paper on Similarities in The Sermon on the Mount and The Divine Comedy: Dante’s references to Christ’s Teachings was written and submitted by user Izayah Oneal to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Schindler essays

Schindler essays The Movie, Schindlers List, consist of a German profiteer name Oskar Schindler who, because of his kindness and great courage, saved more than 1,000 Jews form death in the Holocaust. Oskar Schindler was announced a hero because he repeatedly risked his life to save the lives of many Jews. Oskar Schindler's first motive was to become rich and a center figure in the Nazi regime. Then as he progresses, he though about the Jews and he becomes very sympathetic to the Jews. So he spends all of his profits to hire more Jewish workers. At the end, he was comparing the price of the pin to how many more people he could save. He has made a drastic change; he saved over a thousand Jews. Schindlers act of kindness saved many lives on a daily basis. It was very dangerous to interfere with the Nazis Jews, but Schindler did it repeatedly. Often he would say stop killing my good workers. Weve got a war to win! One women who has been forced into slave labor at the age of ten, recalled that she was about to be shot by an SS guard for breaking a machine used to make bullet casing. Schindler saved her life by telling the guard How can this little girl break a huge machine like that? The Jews cared and loved their family with all there hearts. They would do anything just to keep close with their family. Like the children that were separated from their parents, they would risk their lives just to remain and be with there ...

The ABCs of Alphabet Games A Complete Guide

The ABCs of Alphabet Games A Complete Guide SAT / ACT Prep Online Guides and Tips It’s hard to imagine a time when you didn’t know the alphabet, so the idea of teaching the letters to someone else can be daunting. But for toddlers and preschoolers (and anyone else learning English), the letters of the alphabet are the building blocks of the English language. Learning and recognizing them is the first crucial step to developing strong literacy and language skills. Enter: alphabet games. Alphabet games make mastering letters fun- which is exactly what learning should be! So whether you have a little one just starting out on their literacy journey, or know someone learning English as a second language, we’ve broken down everything you need to know about alphabet games. In this article, we’ll explain what alphabet games are, the best ones to use, and the mistakes to avoid when using them to guarantee learning success. Feature image:Retrokatz/CC What Are Alphabet Games? Alphabet games are any activities designed to help children learn the 26 letters of the English alphabet. They may also be referred to as â€Å"letter games,† â€Å"ABC learning games,† or â€Å"letter recognition games.† They can be as simple as using alphabet magnets to show letters, or as advanced as alphabet puzzles, and everything in between. Edward Miller/CC Why Do We Use Alphabet Games? Being able to read, write and listen are core to understanding and communicating in English (and any language). As such, we want to do everything we can to encourage success. By making that first big step (learning the alphabet) fun and engaging, children are more likely to remember letters and their sounds. The more they remember their letters, the more they’ll recognize them and identify them in and out of order. And the more prepared they’ll be to learn to read and write. Josh Applegate/Unsplash Early Childhood Cognition From the moment they’re born, children are like sponges absorbing everything in their world. They want to know how things work, why they work, and what things are. Learning the alphabet serves as a base for learning to read, communicate and understand the English language. It’s the first step to providing children with the tools to not only learn, but to seek answers on their own. To add to their knowledge base of how and why things work and what they are. Beyond the alphabet, letter games help children improve and strengthen their memory and cognition- all vital skills for anyone to have.. When it comes to mastering the alphabet, the vital concept a child must conquer is the ability to recognize letters and recall them. The easier they can recognize and recall, the easier it’ll be for them to learn letter sounds, which is a must for learning to read. Being able to â€Å"recognize and recall† letters means your learner can tell the difference between each of the 26 alphabet letters. They can also say the name of each letter. Identifying a letter by its name and sound (regardless of the order presented), requires memorization and practice. So, the more letter recognition games they play, the more fun they’ll have, but also the more letter repetition they’ll be exposed to and the more easily they’ll be able to remember and recognize letters and sounds. The following is a chart featuring a few of the reading-related milestones to look out for depending on your learner’s age, according to the U.S. Dept. of Education: Age: 0-3 years Age: 3-4 years Age: 5 years Age: 6 years Begin to associate words they hear frequently with what the words mean. Understand that print carries a message. Sound as if they are reading when they pretend to read. Read and retell familiar stories. Handle objects such as board books and alphabet blocks in their play. Make attempts to read and write. Recognize letters and letter-sound matches. Decide on their own to use reading and writing for different purposes. May write about topics that mean a lot to them. Understand how books should be handled; pretend to read books. Identify familiar signs and labels. Understand that print is read left-to-right and top-to-bottom. Identify new words by using letter-sound matches, parts of words and their understanding of the rest of a story or printed item. Look at pictures in books and realize they are symbols of real things. Identify some letters and make some letter-sound matches. Begin to match spoken words with written ones. Identify an increasing number of words by sight. Begin to pay attention to specific print such as the first letters of their names. Enjoy listening to and talking about storybooks. Begin to write letters of the alphabet and some words they use and hear often. Sound out and represent major sounds in a word when trying to spell. Produce some letter-like forms and scribbles that resemble, in some way, writing. Use known letters (or their best attempt to write the letters) to represent written language especially for meaningful words like their names or phrases such as "I love you." Begin to write stories with some readable parts. Try to use some punctuation marks and capitalization. What Are the Different Types of Alphabet Games? We tend to think of the alphabet song when we think of learning letters, but that’s only one of many letter games children should be playing. This is because we want learners to do more than just sing the alphabet in order. We want them to be able to recognize and distinguish between the letters. This will make them versatile and adept readers down the road. It can be hard to differentiate between letter recognition games when there are so many out there. Particularly given that not every child learns best in the same way. There are three main types of learners: auditory, visual and kinesthetic. Knowing which one your child is (or combination of) can help you find the best letter games for them. Each alphabet game you use should focus on one or more of these types of learning: What Are the Best Alphabet Games to Use? The first thing to know is that there is no absolute right way to teach the alphabet. However, the most effective method will use a combination of letter games targeting the different types of learning. The best games will address some or all of the following: memory, sight recognition, sound and speaking (or â€Å"phonics†), and touch. The following are a few of the most used and versatile ABC learning games we recommend: Alphabet Bingo Alphabet bingo (or â€Å"letter match†) is great for audio, visual and kinesthetic learners. Players get to see the letters on a card, hear the letter being said to them (and, if you’d like, you can have them say the letter back to you!), as well as identify and physically place (touch) a marker to the correct letter. You can easily make this game yourself using household items, download it for free online (here’s a link to 30 free printable alphabet bingo cards), or purchase it from a vendor, such as Amazon. Sidewalk Chalk Games Sidewalk chalk games are fantastic for visual and kinesthetic learners because children get to see letters in a different context and move around while still learning. And the best part? All you need is chalk and (you guessed it) a sidewalk. While there are numerous games you can play, we recommend â€Å"Alphabet Hopscotch† for its versatility. Alphabet Hopscotch can be played as the hopscotch game we all loved as kids (just with letters inside the squares), as the block version below, as a â€Å"hop and move† game (second photo), or any variety of ways you can imagine. Sidewalk letter games are great for children who learn best by doing and being physical./Buggy Buddy Use actions to make the letters more memorable./No Time For Flash Cards Playdoh Letters Playdoh Letters is another fantastic game you can â€Å"play† in so many different ways. Playdoh Letters are great for kinesthetic and visual learners because of their tactile nature. Use Playdoh to make letters for your child to touch (identify) or have them make Playdoh Letters based off of alphabet letters written on paper or shown on a screen. A child can also stamp letters into the Playdoh, or use magnetic letters or alphabet cookie cutters to make letters. Use Playdoh Letters for audio learners by saying the letters and having your learning choose the correct one, then have them pronounce the letter back to you. Alphabet Puzzles Another great activity for letter learning is the alphabet puzzle. Puzzles are fantastic for kinesthetic and visual learners because children get to touch and move letters around, as well as see them in 3D. Use them for audio learners by saying aloud and having your child say the letter once they’ve put it in its correct slot. There are many versions of this game in stores and online, but for those looking for a DIY version, This Reading Mama has printable puzzles on her website. Reading Ok, so we know it’s not exactly a game, but reading can really help a child on his or her journey to learning the alphabet. Reading exposes learners to seeing letters on a page, and hearing the letters being pronounced helps them understand letter sounds. Reading also helps children understand how letters can be used to form words and trains them to know English reading is done from left to right and top to bottom on a page. Nicole Honeywill/Unsplash Alphabet Learning Games for Students With Different Learning Needs There are also alphabet learning games available for students with different learning needs (i.e.: for the blind and deaf). Below are a few links we recommend checking out for games using American Sign Language and Braille. Sign Language Learning Games (for Learners Who Are Deaf) DeafLinx Very Well Health Kids Courses Braille Learning Games (for Learners Who Are Blind) Paths to Literacy Pinterest Sensory Sun Other Resources The internet is full of great resources for teaching and learning the alphabet. We recommend searching through Pinterest and YouTube for alphabet learning games. There are also a ton of free resources available on various websites and blogs (e.g., those by parents and teachers) that can be found using your favorite search engine. Here are a few we recommend: Growing Book By Book Healthy Children How Wee Learn Reading Rockets The Measured Mom The Most Common Mistakes Made When Using Alphabet Games (and How to Avoid Them) Unfortunately, finding fun alphabet games is only the first step. If you want to help a child learn their letters efficiently, make sure to avoid these common mistakes. #1: Teaching the Alphabet in Order Believe it or not, teaching the alphabet in order from A-Z is not the most effective or useful way to learn the alphabet. This is because we want to ensure children not only memorize their letters, but that they know them by sight and sound independent of the alphabet order. Instead, try teaching the letters in groups to both break up the alphabet into chewable nuggets and to give your child a chance to distinguish small words. For example, teaching a child the letters in their name can be a fun, easy way to get started. Not only will they hear and see those letters on a regular basis, they’ll also have a simple word to learn that ensures they know each letter in their name by sight and sound. Once a child can identify a letter by its name, it’s easier to move on to learning the letter sounds. Another trick is to teach groups of letters that can make small words. Say you focused on the following group of letters: B, P, N, D, E. Once a child has learned those letters, they can begin to identify small words such as: den, bed, pen, etc. #2: Not Making Alphabet Games Hands-On Enough Learning the alphabet and playing alphabet games should be a dynamic, engaging process. Children love to move, touch, see, and interact with the world around them, and alphabet games should tie into that enthusiasm easily. Relying too heavily on methods like worksheets can lose a child’s interest and decrease the likelihood that they’ve truly learned their letters and can distinguish them in and out of their alphabetic order. #3: Not Mixing It Up Avoid the temptation of using the same two or three games over and over. As with anything, variety is the spice of life. Keep minds interested and engaged by changing up the types of games used to master letters. #4: Not Being Consistent Practice truly makes perfect when it comes to letter recognition and ABC learning games. One simple way to keep children invested is to use everyday objects as a chance to learn. Try labeling objects around the house that a child will come in contact with throughout the day and every time you see them interact with that object, use a simple word to help them connect it back to the alphabet. For example: when your child sits on a couch, you can point to the label and ask them what object they just sat on. Then say the word â€Å"couch† and/or have them say the word and the letter it starts with (i.e.: â€Å"C† is for â€Å"couch†). #5: Not Celebrating Each Success Along the Way Learning the alphabet is an incredible accomplishment! But there are 26 letters to learn and each one mastered is a reason to celebrate. Give your learner a sense of accomplishment by encouraging them and cheering them on every time they learn a new letter. Remember... There is no single correct way to teach the alphabet. However, the more fun, dynamic and engaging you make it, the more your learner will remember his or her letters. The more they remember, the better prepared they’ll be to learn to read. Be sure to mix up the types of alphabet games you play by using letter recognition game ideas on Pinterest, YouTube and blogs (like ours!). Be consistent and don’t forget to celebrate every learned letter as its own accomplishment. What’s Next? Looking for more learning games? Be sure to read our complete guide. (Coming soon) Already reading? Check out the 9 Literary Elements You’ll Find in Every Story. If you need a break from letters, learn about the Most Common Shapes and How to Identify Them. These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Architecture in Japanese Gardens Research Paper

Architecture in Japanese Gardens - Research Paper Example Gardening has been an important cultural, intellectual, and spiritual pursuit in Japan for almost 1300 years in various ways and to various people. Japanese gardens also show the influence that the Chinese culture had on the Japanese, as well as how Japan took that culture and changed it in subtle ways to make it its own. The philosophical ideas of Zen Buddhism also played a large role in the development of these important cultural objects and practices. Chesshire splits the history of gardening into Japan into six broad periods, each of which takes its title from important Japanese cities at the time. The first of these is the Nara period of the 8th century, where gardens that were â€Å"almost certainly used for ceremonial purposes† and â€Å"were quite similar to those that were constructed in China† were created in Nara, which was one of the ancient capitals of Japan. The idea of architecture is one that is unavoidably mixed with the history of Japanese Gardens. Regardless of what the effect of the garden is, there is no doubt that those who wish to create one will have to use not only plants and water, but also rocks, bridges, and even sometimes an entire building. Moreover, since the gardens can be built as a part of a house in and of itself, it can sometimes be even more important to have a good idea of basic architectural principles. In fact, it is arguably this sort of mixing of the manmade with the natural that is the defining idea of the Japanese garden.

Personal Statement Essay Example | Topics and Well Written Essays - 1000 words - 1

Personal Statement - Essay Example The challenging tasks of aiming to enhance and promote learning to young children through the application of diverse instructional skills, abilities, and methods are profoundly enriching. I am determined to pursue a lifelong career as a learning mentor who is genuinely committed to guiding young children towards maximizing their potentials for learning. I spent several years in the University of Birmingham, initially pursuing the Bachelor of Arts majoring in Humanities in Creative Arts. I have had several work experiences employed as an administrative assistant for Women’s Advice and Information Center; then, as a support worker for Care Bank agency, where my basic responsibilities include applying skills in various care environments, including day centres, residential homes, nursing homes and respite care homes; before being convinced that mentoring is truly the career for me. I first worked as a learning mentor from the years 2004 to 2005, as a voluntary work, assisting and guiding identified underperforming children on a one-on-one basis. I was finally accepted as an Educational and Training Mentor at an independent secondary school where duties and responsibilities as a learning mentor were more enhanced and emphasized. As my interest in mentoring young children continued to spur future personal and professional goals, I decided to enroll in the Postgraduate Certificate in Education (PGCE) program from 2005 to 2006, also in the University of Birmingham, known to provide a multidimensional approach to according opportunities in learning from diverse and dynamic perspectives, to accord me formal theoretical knowledge and to hone my knowledge, skills, and abilities to entrench initially a teaching career, thought to be a crucial stepping stone to a mentoring profession, at it focuses on primary education and early years. The learning experience equipped me with the necessary qualifications, competence and confidence in furthering my craft. The volunteer work I did in 2004 to 2005 made me realize that working as a learning mentor entails more than just having innate desire and love for children. The need to prepare actions plans, superseded by explicitly defining mentorship goals on a per child basis, requires both theoretical background and application skills that draw from the course modules offered by the PGCE program. The experience of listening to pupils and assisting them towards applying appropriate interventions and courses of action to resolve issues that prevent them from utilizing their full learning potentials has been instrumental in the development of analytical, communication and conflict resolution skills. Concurrently, my working as an Educational and Training Mentor made me realize that there was a need to gain more knowledge and training from a PGCE program. The new responsibilities and accountabilities that go with the position actually developed skills in applying functions that are analogous to that of a leade r or manager in an organization: that which focuses on planning, organizing, directing and controlling all aspects of teaching underperforming children towards a defined mentorship goal. I realized the need to work with a Local Education Authority for the preparation and design of an appropriate curriculum, specifically for young people at Key stage 3 or 4, identified to be either excluded from residential care or from special school. Although quite intimidating at first, the task became part of the

Lord of the Flies Essay -- essays papers

Lord of the Flies The main theme of Lord of the Flies is that moral nature is not instinctive in mankind. There is a capacity for evil in all people, and their morality is superficial. Nonetheless, it is this moral integrity that must continue in order for a person to be ethical, for society to be maintained, and to keep society from falling in on itself. Society holds everyone together. Without the rules and the structure, evil in everyone becomes more prominent, and ideals, values, and basics of right and wrong are forgotten. Without society's rigid rules, chaos and savagery come to light. There are also a number of secondary themes in the book such as: people will abuse power when it is not earned; people will degrade others to heighten their own sense of security; the fear of the unknown is powerful; it can make you turn to insight or hysteria. All of the themes are shown using symbolism. A group of young boys are in a plane that crashes on a deserted island where the current appears to be flowing backwards. The island is a microcosm representing the world, and the current gives the impression that civilization might be going backward for the island or its inhabitants. Young boys were probably chosen because they would have had less time to be moulded by society, and their individual characteristics would be more prominent. The first two characters to appear are Piggy and Ralph. They are both probably about twelve years old. Ralph is an attractive boy, "built like a boxer." His name, Anglo-Saxon in origin, means "counsel." He, along with Piggy, depicts the struggle for order and democracy. He illustrates law, order, organized society, and moral integrity. He knows right from wrong, and he is constantly m... ...eans. He tells Samneric where he plans to hide, but they end up telling Jack. Jack decides to set fire to the island to force Ralph out of hiding. Jack was the perpetrator of all three deaths that happened on the island. He systematically removes forces opposing him. Ralph realizes that man is not a kind creature by nature. Just as the Savages find Ralph and they are about to kill him, he bumps into a Naval officer who saw the smoke from the fire and came to rescue them. It's ironic that the fire that was meant for death actually saved them. However, now all the events that happened in the story are transferred to the shoulders of the officer. He rescues the children who are in the middle of a manhunt, and takes them away on his ship. It is precisely the same thing, as he is also involved in a manhunt. He was able to save the children, but who will save him?

Discuss how and why Age Discrimination Operates in the Workplace Essay

Discuss how and why Age Discrimination Operates in the Workplace Introduction Discuss how and why Age Discrimination Operates in the Workplace            In the past few decades, science has made great advancements in medicine, nutrition and other human sciences. These advancements have made it possible for people to be treated for various diseases and ailments that would have otherwise shortened their productive lifespan. People are generally living longer than compared to a few decades ago and this has meant that there are more people in the general working population that are above the age of 50 (UK Census Bureau, 2012) With these higher numbers and wide age gap between people in the same workplaces there has arisen the problem of ageism or age discrimination. Age discrimination is defined as the unfair treatment of an individual as a result of their age. It usually happens in workplaces as this is the area in many societies where people of different age groups and with wide age gaps are likely to interact. (Age UK, 2011) Age discrimination was defined under the UK Age discrimination Regulations act enacted by th e UK parliament in 2006 and later on elaborated in the Equality Act of 2010. These laws were put in place to protect employees from being unfairly treated or discriminated on any grounds including age. (The Equality Act 2010 (Commencement No. 9) Order 2012, 2012) It forbids employers, potential employers credit unions and any other individual or business to refuse services or discriminate against a person on the basis of their age being or becoming a transsexual person being married or in a civil partnership being pregnant or having a child disability race including colour, nationality, ethnic or national origin religion, belief or lack of religion/belief sex sexual orientation            Age discrimination can be directed against individuals of any age, although it is mostly directed at older people. It can be operated at various levels from interpersonal to the workplace, and is equated to racism or sexism and is equally as damaging. (Age UK, 2011) This is the reason why these legislations were passed as well as similar legislations in other countries across Europe and the world in general.            In the UK law however, there is a specific provision for an employer to deny a person employment or terminate their contract. In these cases, the employer has to prove that the action is objectively justifiable: meaning that there are valid and concrete reasons behind the use of age as a factor for employment, promotions or other work related benefits. These reasons must be fair and be able to stand up to a tribunal (UK government: Age discrimination to be outlawed, 2005).            The problem of age discrimination in the UK is worrying as the society itself is unwilling to change. A study conducted by the University of Kent with Age UK showed that although more people in the UK and Europe were becoming aware of age discrimination as a result of legislation and government and NGO campaigns, there was still a problem in their individual attitudes towards the elderly, especially n the workplace. The study, named the European Social Survey, showed that 49.7% of people in the UK would rather work under a qualified 30-year-old boss as opposed to a similarly qualified 70-year-old boss. This together with responses that show that the average age a person is considered â€Å"old† is 59, while other countries such as Greece considered old age to begin at 68 years. (University of Kent age survey 2012) Evidence            According to the 2011 national census, the UK and Wales population had grown to 56.1 million: the highest it has ever been. In all the regions except London, 16.6 to 20 percent of the population was made up of people aged 65 and above (Macnicol, 2005). These people are increasingly finding themselves in situations where their age is proving to be a hindrance to their social and professional lives. Age discrimination in the workplace is the most predominant form of ageism with the numbers of claims being brought to tribunals increasing steadily since their inception. In 2008/9 there were3800 claims brought forward, this number rose to 5200 in 2009/10 and to 6800 in 2010/11 (Ministry Of Justice, 2011) The upward trend is the opposite of what is being seen for other types of discrimination cases, with the number of unfair dismissal, breach of contract and equal pay all seeing drops in their thousands.            A report By Age Watch group paints an even grimmer picture of the situation. This report shows that old people in the UK are increasingly being viewed as liabilities and their social standing and image in society, both formal and casual is diminishing. Sampling some of the responses from this report such as the question as to whether ‘Employers don’t like having older people on their workforce as it spoils their image’ shows that in every age group sampled, more than 40% agreed with this statement with only the 16-24 age bracket going below this mark slightly at 39%. The table below shows the graphical representation of the results for this question. The percentage number of people who reported being treated unfairly in the year prior to collection of data shows that ageism is the highest occurring reported case of unfair treatment.            29% of respondents said that they had reported an instance of someone discriminating against them or someone related on basis of age. This has surpassed even gender based discrimination which is at 24%. (Age Concern England, 2008). Age of Discrimination Debate            Proponents claim that the elderly are just as capable as the young. So age is not an indicator of inferior ability therefore treating an individual on the basis of their age in unfair and discriminatory. Furthermore, this is inconsistent with principles of equal treatment and non-discrimination which are centered on the notion of an individual rights. Therefore, it is important for employers to make their employment decisions based on the suitability to perform their job –not age. Age by itself should not the single determinant (Age-discrimination debate has two sides, 1998). However, critics argue that the theory of hiring should be based on one’s ability. In reality certain abilities are hard to determine consequently employer uses age as the proxy. In sports age an indicator of one ability to work with his team mates or extracurricular leadership as a management potential (Anonymous, 2008). Even through, not full proof age gives a clear bearing on other key qualities such as concentration, energy and cognitive abilities. This could be particularly useful for a sales persons who need to have energy and vitality, in addition it’s important for medical practitioner to have high level of fitness and concentration in performing their duties (Age-discrimination debate has two sides, 1998).            Discriminatory practices in recruitment and promotion causes harm to the economy. Age discrimination reduces the overall productivity due to the fact it prevents job advancement opportunities through ineffectively matching workers talent and the job descriptions. According to study by the Cabinet Office in the UK revealed that lower employment among older people reduce the overall GDP by  £16 billion per annum (Age-discrimination debate has two sides, 1998). Therefore, a higher contribution rates among the elderly leads to better job matching, increased employment rates and enhanced competition among worker this will turn stimulate the labor market leading to increased productivity. The common belief that the economy has few and limited number of jobs, and if older worker remain the labor market they will negate job opportunities to the younger people or reduce the wages is a fallacy. Studies show that wages are unlikely to drop with projected shortages, such as in health sector and teaching. But opponents of age claim that laws against age discrimination may simply result to the old people working for higher wages, rather than older people working. Researcher on age discrimination laws in the US showed that the increase in employment rates of older employees is due to staying in their jobs for longer rather than older people working. In addition, an increase in the number of older worker in the short-term will result in market pressures to reduce wages, therefore other existing elderly workers may suffer with wage drop (Age-discrimination debate has two sides, 1998).            Supporters argue that having few older worker also increases the amount the government needs to spend on benefits, pensions and decreases the tax base (Age-discrimination debate has two sides, 1998). This strain on the public resources is especially critical in developed countries with an increasing number of their population ageing. This increases the projected dependency ratio and pay-as-you-go nature of pension schemes. However, it could be argued that the so called ‘benefits’ for government budget is in fact just a transfer. Governments spend less on health and other benefits and employer is the one who actually pays for them. Therefore, the cost is not strain to the government but the employer. Simply it a transfer from the government to the employers (Age-discrimination debate has two sides, 1998).            With limited age discrimination and a mandatory retirement age, employer suffer from a lower turnover and lower recruitment costs and effort. This so because employees work for longer periods than they would otherwise have done before. It is believed that according to DTI estimates that the benefit to businesses could amount to  £39m in the first year. On the other hand, discrimination discourages potential elderly talent from applying to the position (Age-discrimination debate has two sides, 1998). Therefore from onset employer has small pool of workers to choose from. The claim that anti-discrimination laws are good for the employer is fallacy and makes no economical or common sense. If hiring and promoting elder worker serve the best interest for the firm therefore why do we need such laws? In actual fact without a mandatory retirement age, employers are obliged to continue to paying pensions more than they expected increasing the overall operating cost by inc urring higher insurance premiums and expensive healthcare benefits. In addition, firms have limited number of senior positions. In case where such position are all taken by elderly workers firm would be in difficult position to hire or retain younger workers leading to high turnover among younger staff. Firms with no retirement age have no idea when people should leave creating uncertainty in human resource and bottlenecks (Age-discrimination debate has two sides, 1998).            Ageism is the most common of discrimination in the workplace today. However, through proper legislation it can help correct this prejudice with other policies that promote equal rights and educate the employers and employees on their rights and obligations and rights. Therefore, by protecting such a group that is disadvantage, we help raise equality in the society (Age-discrimination debate has two sides, 1998). However, anti-discrimination laws have been existent in Australia, Canada and the US but there are no evidence that there has been a significant shift in attitude of the employer toward the elderly workers. In fact, there is strong evidence showing that employers are less likely to employ older worker and younger co-workers become resentful if mandatory retirement ages are not imposed (Age-discrimination debate has two sides, 1998). Conclusion            Age discrimination in the work place may be casual or systematic and the issues came to the fore front in the late 1960s. it could be perpetuate against seniors or perpetuated based on sexism or racism. However, it is best defined or seen through three aspects. Prejudicial attitudes towards the older people, old age or the aging process itself through various discriminating practices which towards older people as well as some institutional aspects as well as policies that encourage some form of stereo types against the older people.            Age discrimination in the work place may manifest in different but subtle forms in the work environment and can be established, promoted or even allowed and encouraged to persist by the workplace management and authority. Henceforth, it is possible to heave in the work place inequality that has been created due to age discrimination            However, providing a free discrimination workplace raises a lot of challenges for the employer and employee. Therefore, it may require: Change of attitude, culture and to an extreme confront unacceptable practices that discriminate the elderly. Such practices may range from harassment and possible bullying of the older workers which undermine and excludes them firm. Organizational rethinking to accommodate the need of this special group such as the older people Develop polices to protect workers from all forms of discrimination at the work place Ensure that discrimination polices are enforced and staff are trained on those polices and complaints are dealt with effectively.            The United Kingdom has recently enacted the UK Employment Equality (Age) Regulations in 2006 developed a number of resources and practical information for the employer to ensure that elderly are not discriminated and harassed therefore, promote good business practices. It also protects and safe guards the elderly worker against workplace discrimination on grounds of age. References Age Concern England. (2008). How Ageist is Britain. London: Age Concern. Age-discrimination debate has two sides. (1998). Orange County Business Journal, 21(16), 35. Retrieved from http://search.proquest.com/docview/211120427?accountid=11243Anonymous  Ã‚   (2008).   Letters. The Age (Melbourne, Vic.).  Ã‚  p. 14 Macnicol, J. (2005). The age discrimination debate in britain: From the 1930s to the present. Social Policy and Society, 4(3), 295-302. Retrieved from http://search.proquest.com/docview/221167966?accountid=11243Ministry Of Justice. (2011). Annual Tribunals Statistics, 2010-11. London: Ministry of Justice. Moore, S. (2009). No matter what I did I would still end up in the same position’: age as a factor defining older women’s experience of labour market participation. Work, Employment & Society, 655-671. Morgan, G. (2012). Achieving age equality in Welsh health and social care services. Generations Review, published online. Porcellato, L. (2010). Giving older workers a voice: constraints on the employment of older people in the North West of England. Work, Employment & Society, 85- 103.Robertson, G. (2012). Positive ageing: from the political to the personal. Working with Older People , 149-153. UK government: Age discrimination to be outlawed. (2005, Jul 14). M2 Presswire. Retrieved from http://search.proquest.com/docview/445751217?accountid=11243 Source document

Utilitarian Ethics Essay - 1970 Words

The morality of killing animals (when there is no suffering involved) posses a challenge for utilitarian ethics. This topic is primarily addressed in practical ethics, given the enormous consequences that animal farming have on billions of animals every year. However, this problem goes further, to the core of utilitarian ethics, having to address issues such as value theory, the value of different lives and the importance of psychology in matters of life and death. My objective is to address this issue working within a utilitarian framework. Research problem Utilitarianism is a moral theory that evaluates the rightness or wrongness of an action depending on its consequences. The criteria for this evaluation is how the action impacts the†¦show more content†¦She may have hopes or plans for the future that will be thwarted if she is killed. Moreover, she may have the explicit preference to continue alive, preference that will be frustrated if she is killed. On the other hand, hedonistic utilitarianism refers to the loss of happiness when someone is killed (assuming that the victim would have led a life worth living). However, as the victim is already dead, and being death is not itself painful or unpleasant, this reason is often deemed controversial. In the case of humans, the hedonistic utilitarian can point to indirect reasons, such as the fear the killing may bring into the rest of society (if they find out about the killing, other members of society may fear they will be killed too), and the suffering the death may bring to fr iends and relatives of the victim. Nevertheless, it is remarkable that none of these reasons refer to the loss of the human victim himself. Typically, we do not condemn the killing of an innocent being due to the effects it may have on others (although it could be an aggravating factor), but due to the loss suffered by the victim herself. 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