We Wish To Inform You That Tomorrow We Will Be Killed With Our Familie

We Wish To Inform You That Tomorrow We Will Be Killed With Our Families By Philip Gourevithc BOOK REVIEW and SOCIAL COMMENTARY PAPER Gourevitch, Philip. We Wish to Inform You that Tomorrow We Will be Killed with our Families. My introduction today is over Philip Gourevitch book We Wish to Inform You that Tomorrow We Will be Killed with our Families First I will instantly say a tad what the book is about, at that point I am going to tell how it has it's title, after that I will tell about Rwanda by and large, lastly I will discuss the Hutus and Tutsis. In the book We wish to illuminate you that tomorrow we will be slaughtered with our families, Mr. Gourevitch clarifies why the Rwandan decimation ought not be discounted as simply one more innate question. The accounts in this book are both the writer's and the individuals he interview's, as he over and again visits Rwanda trying to comprehend what occurred. A portion of the individuals he met include: a Tutsi specialist who has seen a lot of her family murdered over many years of Tutsi persecution, an inn supervisor who concealed several evacuees from unavoidable demise, and a Rwandan cleric who has been blamed for supporting the butcher of Tutsi schoolchildren. The title, We wish to advise you that tomorrow we will be executed with our families, originates from a letter that was sent amidst the decimation in Rwanda in 1994 by seven Tutsi ministers, individuals from Rwanda's Tutsi minority. They were inside a congregation where they'd taken shelter, the same number of Rwandans who were scheduled for death did, and by then, everyone in the Tutsi minority was scheduled for death. They'd taken asylum in the congregation base camp - this was an Adventist church in western Rwanda. What's more, they had been informed that they were scheduled to be slaughtered the following day. So these ministers got together and they composed a letter to the leader of the Adventist Church, who was likewise a minister and a Hutu and the leader of the congregation for this whole district. So they composed, 'Dear pioneer, we trust that you're well during circumstances such as the present that are so trying. We wish to advise you that tomorrow we will be killed with our families.' And the letter went on in, extremely, just around a few additional sentences to state, 'And we trust that you will intervene for our sake and attempt to help us as of now, as a man of impact, as the leader of the congregation, to proceed to converse with the civic chairman, to help out remain the specialists who are wanting to slaughter us.' The creator met a portion of the overcomers of that congregation, of whom there are extremely, few, in spite of the fact that there were a large number of individuals. Also, they were killed the following day. Those ministers were killed the following day. What's more, what happened was that not just had the congregation president neglected to intervene for their benefit yet that he was generally held to have really sorted out the slaughter. What's more, truth be told, the United Nations International Criminal Tribunal for Rwanda has given a prosecution against him as a coordinator of the slaughters. Next I will educate a tad regarding Rwanda: Rwanda is situated in the focal point of Africa. In the supposed decimation time of 1994, which began on April 6th,1994 and went on for 100 days, somewhere close to 800.000 and one million individuals were efficiently killed. The first populace was about 7.5 million individuals, so implies that about 10% of the all out populace was executed. The killings were finished with hand-held actualizes like; hammers, digging tools, sticks, clubs, and furthermore weapons and explosives. The size of Rwanda can be contrasted with the size of West Virginia, and the normal middle pay is $80 per year. At long last I will discuss the Hutus and the Tutsis: 85 % out of a populace of seven and a half million or so were Hutus. The Rwandan government fixed the evaluation numbers when it came to Tutsis since they needed to have certain rates. At the end of the day, the administration guaranteed that 9 percent of the populace were Tutsis. While the genuine number was15 percent. For what reason would

The Afrikaans Medium Decree

The Afrikaans Medium Decree The South African Minister of Bantu Education and Development, MC Botha, gave an announcement in 1974 that utilized Afrikaans as a mechanism of guidance in dark schools obligatory from Standard 5 onwards [from the most recent year of elementary school to the most recent year of high school]. The African Teachers Association (ATASA) propelled a crusade against the approach, however the specialists actualized it at any rate. Northern Transvaal RegionRegional Circular Bantu EducationNorthern Transvaal (No. 4)File 6.8.3. of 17.10.1974To: Circuit InspectorsPrincipals of Schools: With Std V classes and Secondary SchoolsMedium of Instruction Std V - Form V1. It has been concluded that for consistency English and Afrikaans will be utilized as media of guidance in our schools on a 50-50 premise as follows:2. Sexually transmitted disease V, Form I and II2.1. English medium: General Science, Practical Subjects (Homecraft-Needlework-Wood-and Metalwork-Art-Agricultural Science)2.2 Afrikaans medium: Mathematics, Arithmatic, Social Studies2.3 Mother Tongue: Religion Instruction, Music, Physical CultureThe recommended mechanism for these subject must be utilized as from January 1975.In 1976 the optional schools will keep utilizing a similar mode for these subjects.3. Structures III, IV and VAll schools which have not so far done so ought to present the 50-50 premise as from the earliest starting point of 1975. A simil ar medium must be utilized for the subjects identified with those referenced in section 2 and for their other options. ...Your co-activity in this issue will be appreciated.(Sgd.) J.G. ErasmusRegional Director of Bantu EducationN. Transvaal Region ... The Deputy Minister of Bantu Education, Punt Janson, stated: No, I have not counseled the African individuals on the language issue and Im not going to. An African may find that the large manager just spoke Afrikaans or just communicated in English. It would be to further his potential benefit to know the two dialects. Another authority was cited as saying: If understudies are disturbed, they should avoid school since participation isn't mandatory for Africans. The Department of Bantu Education said that on the grounds that the administration paid for dark training, it reserved the option to choose the language of guidance. Indeed, just white instruction was completely sponsored by the legislature. Dark guardians in Soweto paid R102 (a normal months compensation) a year to send two kids to class, needed to purchase reading material (which were sans given in white schools), and needed to contribute towards the expense of building schools.

An Overview of Forensic Psychology

An Overview of Forensic Psychology More in Theories Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology Forensic psychology is a field that combines the practice of psychology and the law. Those who work in this field utilize psychological expertise as it applies to the justice system.  The word forensic originates from the Latin word forensics, which means the forum, or the court system of Ancient Rome.?? The American Board of Forensic Psychology describes this field as the application of psychology to issues that involve the law and legal system.?? Interest in forensic psychology has grown significantly in recent years. Increasing numbers of graduate programs offer dual degrees in psychology and law while others providing specialization in forensic psychology. Some psychologists hold a specialist degree in forensic psychology, but most are licensed psychologists who hold either a PhD or PsyD. These professionals may work in both criminal and civil law areas. History While forensic psychology is considered a rather new specialty area within psychology, the field dates back to the earliest days in psychologys history.?? Philosophers and scientists have long sought to understand what makes people commit crimes, behave aggressively, or engage in antisocial behaviors. Forensic psychology is a relatively new specialty area. In fact, forensic psychology was just officially recognized as a specialty area by the  American Psychological Association  in 2001.?? Despite this, the field of forensic psychology has roots that date back to  Wilhelm Wundts  first psychology lab  in Leipzig, German. Learn more about some of the major events and key figures in the  history of forensic psychology. Today, forensic psychologists are not only interested in understanding why such behaviors occur, but also in helping minimize and prevent such actions. The field has experienced dramatic growth in recent years as more and more students become interested in this applied branch of psychology. Popular movies, television programs, and books have helped popularize the field, often depicting brilliant heroes who solve vicious crimes or track down killers using psychology. While depictions of forensic psychology in popular media are certainly dramatic and attention-grabbing, these portrayals are not necessarily accurate. That said, forensic psychologists do play an important role in the criminal justice system. It can be an exciting career for students interested in applying psychological principles to the legal system. The History of Forensic Psychology What Do Forensic Psychologists Do? If you enjoy learning about the science of human behavior and the law, then forensic psychology will probably interest you quite a bit. The field has witnessed dramatic growth in recent years, as more and more students become interested in this applied branch of psychology. However, forensic psychology is about much more than the glamorized views portrayed in television shows, movies, and books. Common Job Roles Some of the functions typically performed within forensic psychology include:Competency evaluationsSentencing recommendationsEvaluations of the risk of reoffendingTestimony as an expert witnessChild custody evaluationsAcademic research on criminalityConsult with law enforcementTreatment of criminal offendersProvide psychological services to inmates and offendersTrial consultants who help with jury selection, witness preparation, or legal strategiesDesign correctional programs Forensic psychology is defined as the intersection of psychology and the law, but forensic psychologists can perform many roles so this definition can vary. In many cases, people working in forensic psychology are not necessarily forensic psychologists. These individuals might be clinical psychologists, school psychologists, neurologists, or counselors who lend their psychological expertise to provide testimony, analysis, or recommendations in legal or criminal cases. For example, a clinical psychologist might provide mental health services such as assessment, diagnosis, and treatment to individuals who have come into contact with the criminal justice system. Clinicians might be asked to determine if a suspected criminal suffers from a mental illness, or may be asked to provide treatment to individuals suffering from substance abuse and addiction issues. Another example is that of a school psychologist. While people in this profession typically work with children in school settings, a school psychologist working in forensic psychology might evaluate children in suspected abuse cases, help prepare children to give testimony in court, or offer testimony in child custody disputes. What Distinguishes Forensic Psychology? So what exactly makes forensic psychology different from another specialty area such as clinical psychology? Typically, the duties of a forensic psychologist are fairly limited in terms of scope and duration. A forensic psychologist is asked to perform a very specific duty in each individual case, such as determining if a suspect is mentally competent to face charges. Unlike the typical clinical setting where a client as voluntarily sought out assistance or evaluation, a forensic psychologist usually deals with clients who are not there of their own free will. This can make assessment, diagnosis, and treatment much more difficult since some clients willfully resist attempts at help. Education and Training Forensic psychology is not a common degree option, yet more and more schools are offering it as a specialty. If you are interested in becoming a forensic psychologist, you should take courses that focus on topics such as: Criminal psychologySocial behaviorAbnormal behaviorCognitive psychologyPerceptionDrugs and psychopharmacologyLawCriminal justice If your school does offer coursework or a degree option in forensic psychology, you can expect to tackle topics that include deviant behavior, the psychology of criminal behavior, criminal risk assessment, domestic violence, mental health social policy, juvenile criminal justice, and adult offender treatment. The growing popularity of the field has also led to an increase in the number of masters level forensic psychology degrees. Many experts suggest that such programs, while popular and appealing, have a disadvantage over clinical, doctoral-level training.   Doctoral-level study in forensic psychology typically focuses on topics including research methods, personality analysis, cognitive science, psychology and the law, ethical and legal issues, assessment, and treatment. While there is no certification requirement for forensic psychologists, becoming a licensed psychologist has professional advantages in terms of establishing credibility and expertise. Careers in Forensic Psychology While forensic psychology may not be all about solving crimes and getting inside the minds of criminals, there are still plenty of challenges for forensic psychologists. There a number of different job options within the field of forensic psychology. For example, some forensic psychologists work directly in the criminal justice system to assess, evaluate and treat individuals who have committed crimes or have been the victims of crimes. Other forensic psychologists investigate cases of alleged child abuse, work with child witnesses, evaluate individuals involved in child custody disputes, and assess mental competency. If you are interested in a field such as forensic or criminal psychology, you might want to spend some time researching some of the exciting career options in forensic psychology  The degree you choose to pursue may depend somewhat on what you want to do as a forensic psychologist, so figuring this out early on can be helpful in planning your educational path. A Word From Verywell Forensic psychology can be an exciting and challenging career choice. Skills that you might need if you choose to pursue a career in this field include the ability to communicate well, research problems, and think critically. Forensic Psychologist Education, Salary, and Job duties

The Dreamers By Dave Isay - 1347 Words

What really defines a dreamer? Is it the children who have unrealistic dreams of playing in the big leagues or is it someone who has a plan and will go out of his or her way to achieve it? Both of these options can be true. Dreamers are special in this world because they have hope for something they believe in. Nothing is more fascinating than seeing an individual who never gave up and worked extremely hard to reach their goal. Having read only three sections so far, I have explored the individual’s purpose and passion for the work they pursue. The â€Å"Dreamers† section has made me analyze what I have and want with my future career. Overall, the elements of the book defining dreamers explains the meaning of a risk taker, the hard work and dedication involved, and the passion it takes to reach your goals. Dave Isay strongly connects with his readers in the â€Å"Dreamers† section of Callings. Adventure and purpose surround this section especially with the bridge-tender, street astronomer, and the NBA referee story. Defining a dreamer can be determined in many ways. As said before, adventure and purpose are the main components of a dreamer. The information gained from this section is that dreamers have this sense of hope and passion for the calling they pursue no matter what it is. Individuals such as Herman Heyn lived out their dream by performing certain tasks. Herman made a living by working as a street corner astronomer and never worked a day in his life because he

My Desire To Be Mechanical Engineer - Free Essay Example

Sample details Pages: 2 Words: 521 Downloads: 8 Date added: 2019/08/12 Category Engineering Essay Level High school Tags: Mechanical Engineering Essay Did you like this example? The career I want to pursue is a Mechanical Engineer, I got this career as a result on both of the tests that I took to figure out what career I wanted to pursue. I have wanted to be a mechanical engineer for as long as I can remember. My entire life I have always had a great interest in working in and around cars, trucks, and anything else with a motor. Don’t waste time! Our writers will create an original "My Desire To Be Mechanical Engineer" essay for you Create order The reason I want to be a mechanical engineer is that, from the little experience I have with it, I love doing it. I love working on cars, trucks, dirt bikes, ATV’s, and even lawnmowers, and with the proper education, I can do it. Another reason is that this job pays well, the average wage of a mechanical engineer is about $84,000 per year, which is about $43 per hour. Mechanical engineering has an interesting history, one of the first mechanical engineers was a Greek engineer named Archimedes, who invented such things as the Architonnerre, the Claw of Archimedes, Archimedes’ screw, the pulley system, and many more. As you can see, Mechanical Engineering has been a crucial part of society since 212 BC. Mechanical Engineering was needed then and is still in high demand now. It will not be hard to find an opening to be a mechanical engineer because there are 288,800 people working as mechanical engineers in the United States, which is 5776 Mechanical engineers per state. I feel that education is crucial for almost every job, for Mechanical Engineers it is advised to have at least a bachelor’s degree in Mechanical Engineering. I plan on getting either a bachelor’s degree or higher in Mechanical Engineering. Mechanical Engineering requires a deep knowledge of Mechanical and Thermal devices, as well as a knowledge of engines, transmissions, chassis, frames, unibodies, etc. This is normally all learned through education. Now that you know what Mechanical Engineering Takes to do, but not what you do. Mechanical Engineers build and design machines that produce power, whether it be horsepower ( a vehicle) or electricity (electric/gas/diesel generators). They also create and maintain internal combustion engines, which are the ones used in cars, lawnmowers, snowblowers, etc. If Mechanical Engineering does not work out for me then I will have to pick another career, for my career test I got recommended Architecture and Construction, Transportation, Distribution, and logistics, and Information Technology. I would consider looking into Construction or Information Technology if Mechanical Engineering did not work out in the end. Antother Career I would consider was Computer Hardware Engineer, Computer Hardware Engineers create and test computer hardware such as Graphics Cards, CPU’s, Motherboards (Circuit boards), and all other things electronic. I planned to be a Mechanical Engineer before I got recommended the job from the career test. As I said earlier, I have been working on motors for many years. Most of the time with my Father and my Brother. I enjoy manual labor whether it be working on a computer or working on a jobsite. So from my preferences, I have chosen Mechanical Engineering, I believe that I will love learning about how to

Explain the reasons for the fall of the Romanovs Free Essays

Explain the reasons for the fall of the Romanovs The cause of the fall of the Romanov dynasty in 1917 was a result of long-term causes including Tsar Alexander’s inability to satisfy his people and Tsar Nicholas II’s inability to rule to throne all together. The Bloody Sunday event, the war with Germany, Rasputin and Tsars bad decisions was also some of the causes which led the Romanovs to fall. It all began in 1894 when Alexander Ill, died leaving his son Nicholas II to become the tsar of Russia at the age of 26. We will write a custom essay sample on Explain the reasons for the fall of the Romanovs or any similar topic only for you Order Now Nicholas was married to Alexander the princess of Germany which they had 5 children, 4 girls and a boy. The only son Alexis was born with hemophilia. Russia was a huge country with millions of extremely poor farming peasants. These peasants lived horrible lives, many were starting to wonder why the tsar had all the wealth and they had none. In 1905 Russian Revolution was sparked off by a peaceful protest held on January 22nd. Thousands of demonstrators such as students, factory workers, revolutionaries, doctors and teachers marched through the cold and snow covered streets of St Petersburg to Winter Palace to protest about their lifestyle, led by a Russian Orthodox priest, Father Gapon. When the peaceful protestors arrived they were confronted by troops, which they fired on the crowd. After the firing had finished several hundred protestors lay dead, this event was called ‘Bloody Sunday. In 1907 Nicholas and Alexander had asked a priest called Gregory yefimovich also known as ‘Rasputin’, to help pray and care for their son Alexis when he became sick. He was the representation of everything that was wrong in the Russian autocracy, corrupt, and rrational. He was also considered an alcoholic, dirty charlatan who held control over millions of people’s lives, even though Russia had a fairly capable bureaucracy and thousands of well-educated, highly cultured nobles who were interested in local government and the rule of law. In 1914 Russia had entered in WWI, repairing the division between the tsar and his people. Russia was not welled prepared, they still wasn’t industrialized. They were fighting with swords, cannons, and horses against machine guns. It was very difficult to get medicine, ammunition, and even food to the ront of the armies because railways were incomplete and Just stopped before reaching their supposed destination, the result caused many soldiers to starve. During this war Russia had lost over one million people as casualties and POW’s. Militarily, it wasn’t going too bad until in 191 5 Nicholas had decided to take control of the army himself. It was Rasputin’s and Alexandra’s advice that caused Nicholas to take personal control of the Russian Army, which wasn’t a good idea as he had no military strategic training. He travelled to the army headquarters in Mogilev, 500km way from Petrograd which led to Tsar Wife Alexander in charge while he was away at war. This caused stir between tsar and his people due to tsar not using the money to help the poor but spending all their money on war. The Germans ended up overthrowing the Russians that people started to think Nikolas and Alexandra were German spies who were sabotaging the war effort. In conclusion the fall of where all peasants marched peacefully but concluded with many deaths, Rasputin and how he convinced tsar to do things, and the tsar bad decision associated also with WW1 against Germany. How to cite Explain the reasons for the fall of the Romanovs, Papers

Explain the reasons for the fall of the Romanovs Free Essays

Explain the reasons for the fall of the Romanovs The cause of the fall of the Romanov dynasty in 1917 was a result of long-term causes including Tsar Alexander’s inability to satisfy his people and Tsar Nicholas II’s inability to rule to throne all together. The Bloody Sunday event, the war with Germany, Rasputin and Tsars bad decisions was also some of the causes which led the Romanovs to fall. It all began in 1894 when Alexander Ill, died leaving his son Nicholas II to become the tsar of Russia at the age of 26. We will write a custom essay sample on Explain the reasons for the fall of the Romanovs or any similar topic only for you Order Now Nicholas was married to Alexander the princess of Germany which they had 5 children, 4 girls and a boy. The only son Alexis was born with hemophilia. Russia was a huge country with millions of extremely poor farming peasants. These peasants lived horrible lives, many were starting to wonder why the tsar had all the wealth and they had none. In 1905 Russian Revolution was sparked off by a peaceful protest held on January 22nd. Thousands of demonstrators such as students, factory workers, revolutionaries, doctors and teachers marched through the cold and snow covered streets of St Petersburg to Winter Palace to protest about their lifestyle, led by a Russian Orthodox priest, Father Gapon. When the peaceful protestors arrived they were confronted by troops, which they fired on the crowd. After the firing had finished several hundred protestors lay dead, this event was called ‘Bloody Sunday. In 1907 Nicholas and Alexander had asked a priest called Gregory yefimovich also known as ‘Rasputin’, to help pray and care for their son Alexis when he became sick. He was the representation of everything that was wrong in the Russian autocracy, corrupt, and rrational. He was also considered an alcoholic, dirty charlatan who held control over millions of people’s lives, even though Russia had a fairly capable bureaucracy and thousands of well-educated, highly cultured nobles who were interested in local government and the rule of law. In 1914 Russia had entered in WWI, repairing the division between the tsar and his people. Russia was not welled prepared, they still wasn’t industrialized. They were fighting with swords, cannons, and horses against machine guns. It was very difficult to get medicine, ammunition, and even food to the ront of the armies because railways were incomplete and Just stopped before reaching their supposed destination, the result caused many soldiers to starve. During this war Russia had lost over one million people as casualties and POW’s. Militarily, it wasn’t going too bad until in 191 5 Nicholas had decided to take control of the army himself. It was Rasputin’s and Alexandra’s advice that caused Nicholas to take personal control of the Russian Army, which wasn’t a good idea as he had no military strategic training. He travelled to the army headquarters in Mogilev, 500km way from Petrograd which led to Tsar Wife Alexander in charge while he was away at war. This caused stir between tsar and his people due to tsar not using the money to help the poor but spending all their money on war. The Germans ended up overthrowing the Russians that people started to think Nikolas and Alexandra were German spies who were sabotaging the war effort. In conclusion the fall of where all peasants marched peacefully but concluded with many deaths, Rasputin and how he convinced tsar to do things, and the tsar bad decision associated also with WW1 against Germany. How to cite Explain the reasons for the fall of the Romanovs, Papers

Smoking Danger Essays - Smoking, Tobacco Smoking, Tobacco, Cigarette

Smoking Danger Every year thousands of people die because of lung cancer or other tobacco related illnesses. Everyone in the world comes in contact with smoke from a cigarette at least once in their lifetime, whether it is at a restaurant or at work. Millions of people are addicted to smoking, and thousands more become addicted every year. Cigarettes and other tobacco products are everywhere. Most of the addicted smokers started when they were young (Roberts 18). The reason why people get addicted to any type of tobacco product is because all tobacco products have nicotine in them, which is the addictive ingredient (American Thoracic Society 22). Every time a person smokes a cigarette or chews tobacco, that person ingests nicotine. I believe that the tobacco companies should be liable for every tobacco-related death each year. On the other hand, some people believe that everyone has a right to make their own judgment about their life. My opponent, Rosalind Marimont argues drugs and alcohol are more dangerous to society than tobacco (26). Second hand smoking is not a danger to the health of the community (Marimont 26). There are health benefits for people that do smoke tobacco (Marimont 27). So many people quit smoking each year, it is so ridiculous to think that tobacco products are addicting argues Richard DeGrandpre (39). The facts about tobacco and tobacco products have been shaded by the government and government agencies to make smoking less acceptable and more inconvenient to smokers and tobacco users Sullum argues (55). My opponents firmly believe that there are no risks if a person starts smoking. As you will see, I will show extenuating facts that disprove my opponents views on tobacco products. My opponent states that smoking is not dangerous, however, I intend to prove that smoking is dangerous not just to smokers, but to everyone as well. It is a proven fact that smoking causes lung cancer and heart disease (American Thoracic Society 19). Every person that breathes the smoke of tobacco products is at risk for tobacco-related illnesses. Even though smoking is not as publicized by the media as much as illegal drugs, cigarettes are just as bad. Smoking cigarettes leads to the use of other drugs that are more harmful to the person than cigarettes (Hall 22). If smoking was not dangerous, then why is there a commercial on television telling the viewer that the tobacco companies kill 1000 people everyday? The statistics on the number of people that die each year in the United States from tobacco or tobacco-related illness is astonishing. Over four hundred thousand people die each year from smoking (American Thoracic Society 19). Also, a person age twenty-five that is a heavy smoker has a life expectancy that is twenty-five percent less than a person that does not smoke (American Thoracic Society 19). more For something that is not a hazard to people's health, they sure do account for a lot of deaths that occur each year. I do not see how my opponent can contend that secondhand smoke is not a heath hazard to the rest of the community. Secondhand smoke affects everyone because it goes into the air. We (nonsmokers) can not protect ourselves from other people's cigarette smoke (Garrision 44). Everyone breaths, therefore, if you are sitting next to someone that smokes, you are probably getting a some smoke in your lungs. This happens because when smoke goes into the air, it disappears into the oxygen. As you breath in oxygen, you also breath in a minimal amount of the cigarette smoke. In 1986, a surgeon general's report was released that stated smoke from tobacco products can cause cancer in healthy non-smoking adults (Garrision 45). It has been proven that secondhand smoke can cause lung cancer and other tobacco-related illnesses in people that do not smoke (Garrision 45). Yet the tobacco companies continue to deny that the smoke of cigarettes cause these illnesses to non-users of tobacco (Garrision 47). The Environmental Protection Agency (EPA) has estimated that secondhand smoke is the cause of over three thousand deaths from lung cancer each year (Garrison 44). Smoking has also been linked to colon cancer. Even if you quit smoking, your risk of colon cancer remains higher than if you had never started smoking (Keyishian 13). Many people are aware of the harmful effects of secondhand smoke and agree with restrictions and/or a total ban on smoking in public (Garrision 48). Tobacco products should be regulated by the Food and Drug Administration because it affects not only smokers, but non-smokers as

25 Weird, Witty, and Wonderful Language-Related Terms

25 Weird, Witty, and Wonderful Language-Related Terms Grammar nerds everywhere will appreciate these weird, witty, and wonderful terms used to describe language. Use them to amuse and perplex your friends and teachers.   Allegro speech: the deliberate misspelling, respelling, or non-standard alternative spelling of words (as in the Chick-fil-A slogan Eat Mor Chikin)Bicapitalization  (also known as  CamelCase, embedded caps, InterCaps,  and  midcaps): the use of a capital letter in the middle of a word or name- as in iMac or eBayClitic:   a word or part of a word thats structurally dependent on a neighboring word and cant stand on its own (such as the contracted nt in  cant)Diazeugma:  a sentence construction in which a single subject is accompanied by multiple verbs (as in the sentence Reality lives, loves, laughs, cries, shouts, gets angry, bleeds, and dies, sometimes all in the same instant)Dirimens copulatio:  a statement (or a series of statements) that balances one idea with a contrasting idea (as in Ben Franklins counsel not only to say the right thing in the right place, but far more difficult still, to leave unsaid the wrong thing at the tempting moment)Feghoot: an anecdote or short story that concludes with an elaborate pun Grawlix:  the series of typographical symbols (*!#*!) used in cartoons and comic strips to represent swear wordsHaplology:  a sound change involving the loss of a syllable when its next to a phonetically identical (or similar) syllable (such as the pronunciation of  probably  as probly)Hidden verb:  a noun-verb combination used in place of a single, more forceful verb (for example,  Ã¢â‚¬â€¹make an improvement  in place of  improve)  Malaphor:  a blend of two aphorisms, idioms, or clichà ©s (as in Thats the way the cookie bounces)Metanoia:  the act of self-correction in speech or writing (or to put that a better way, self-editing)Miranym:  a word thats midway in meaning between two opposite extremes (like the word translucent, which falls between transparent and opaque)Moses illusion:  the phenomenon whereby readers or listeners fail to recognize an inaccuracy in a textMountweazel:  a bogus entry deliberately inserted in a reference work as a safeguard ag ainst copyright infringementNegative-positive restatement:  a method of achieving emphasis by stating an idea twice, first in negative terms and then in positive terms (as when John Cleese said, Its not pining, its passed on. This parrot is no more!) Paralepsis:  the rhetorical strategy of emphasizing a point by  seeming  to pass over it (as when Dr. House remarked, I dont want to say anything bad about another doctor, especially one whos a useless drunk)Paraprosdokian:  an unexpected shift in meaning (often for comic effect) at the end of a sentence, stanza, or short passagePhrop:  a phrase (such as I dont like to boast . . .) that often means the opposite of what it saysPoliteness strategies:  speech acts that express concern for others and minimize threats to self-esteem in particular social contexts (for instance, Would you mind stepping aside?)Pseudoword:  a fake word- that is, a string of letters that resembles a real word (such as  cigbet  or  snepd) but doesnt actually exist in the language  RAS syndrome:  the redundant use of a word thats already included in an acronym or initialism (for example, PIN number)Restaurantese:   the specialized language (or jargon) used by restaurant employees and on menus (such as any item described as farm-fresh, succulent, or artisanal) Rhyming compound:  a compound word that contains rhyming elements, like fuddy duddy, pooper-scooper, and  voodooSluicing:  a type of ellipsis in which an interrogative element is understood as a complete question (as in My folks were fighting last week, but  I dont know what about)Word word:  a word or name thats repeated to distinguish it from a seemingly  identical word or name (Oh, youre talking about  grass  grass)

Water - Wine - Milk - Beer Chemistry Demonstration

Water - Wine - Milk - Beer Chemistry Demonstration Chemistry demonstrations in which solutions appear to magically change color leave a lasting impression on students and help instill an interest in science. Heres a color change demo in which a solution seems to change from water to wine to milk to beer simply be being poured into the appropriate beverage glass. Difficulty: Average Time Required: Prepare the solutions in advance; demo time is up to you Heres How: First, prepare the glassware, since this demonstration relies on the presence of chemicals added to the glasses before the water is added.For the water glass: Fill the glass about 3/4 full of distilled water. Add 20-25 ml of saturated sodium bicarbonate with 20% sodium carbonate solution. The solution should have a pH 9.Place a few drops of phenolphthalein indicator in the bottom of the wine glass.Pour ~10 ml saturated barium chloride solution into the bottom of the milk glass.Place a very small number of crystals of sodium dichromate into the beer mug. Up to this point, the set-up can be performed in advance of the demonstration. Just prior to performing the demo, add 5 ml concentrated HCl to the beer mug.To perform the demonstration, simply pour the solution from the water glass into the wine glass. Pour the resulting solution into the milk glass. This solution is finally poured into the beer mug. Tips: Use goggles, gloves, and proper safety precautions when making the solutions and handling the chemicals. In particular, use caution with the conc. HCl, which can cause a serious acid burn.Avoid accidents! If you are using real drinking glasses, please reserve this glassware solely for this demonstration and take care that the prepared glassware is kept away from children/pets/etc. As always, label your glassware, too. What You Need: distilled water saturated sodium bicarbonate; 20% sodium carbonate ph9phenolphthalein indicatorsaturated barium chloride solution (aqueous)crystals of sodium dichromateconcentrated hydrochloric acidwater glasswine glassmilk glassbeer mug

Using virtual worlds Essay Example | Topics and Well Written Essays - 500 words

Using virtual worlds - Essay Example The sign up process is one which is rather easy and one which a person can easily comprehend. This is because the things which are demanded are within reach of the person who is interested. For starters, a person has to come up with an avatar, which is the equivalent of a photo. The user then has to choose a preferable username and check whether it is available for use or whether it has been taken by another user. After this, the user has to give some personal information such as the date of birth and the email. After this is done, the account can be activated. Some of the issues which were encountered in the course of this is the fact that it may be difficult for an individual to set up an avatar because some people may not prefer to use their own photos. Coming up with a username may also be a difficult affair because identity is something which people may want to safeguard. In as much as there are good things associated with the site, especially on the side of an individual’s social life, there are some security concerns which may come up in the course of using the site. The first one in this case is when an individual gives out too much information to an extent that another party may use this information to bring harm to the person. The second one is that there may be unscrupulous individuals who may pose as authentic users when in actual sense they may be having ill intentions and in the end up causing harm to the user. There are limited privacy settings which may still be surpassed by people who may want to cause online harm. For example, the passwords of the users may be hacked. This online interaction platform is one of the many internet platforms which are being developed for the purpose of boosting the way people relate with each other. There are those people who prefer to interact over the internet as opposed to doing so in private. This is where the

Medival Armor Research Paper Example | Topics and Well Written Essays - 1250 words

Medival Armor - Research Paper Example The term â€Å"medieval† refers to the time from the 11th century AD until the end of the 15th century, known as the â€Å"Middle Ages,† as it is the â€Å"middle† period in time, separating the antiquity from modernity. This paper will investigate the different types of armor used in warfare during the Middle Ages, from small pieces of low-strength armor to the fully-enclosed suits of armor worn by the wealthiest of soldiers. In order to understand the types of armor used during the Middle Ages and the purpose behind each, it is necessary to understand some of the background behind the Middle Ages. Characterized by economic dislocation, plague, war, social upheaval and increased violence, the Middle Ages are sometimes referred to as the Dark Ages (McKay, Hill, Buckler 379). The middle ages began after the fall of the classical Roman Empire, and with that fall, the political organization of Europe was relinquished in favor of a much more fragmented style of gover nance – feudalism (Weapon 56). This system was based upon the division of the peoples into smaller land factions under the leadership of a noble. The noble would provide his subjects with a parcel of land in exchange for military service or protection. The people were responsible for providing their own arms and armor, and could be called upon to serve at any point in time. Domestic work, such as farming and household duties were left to the woman of the home (Stephenson 2). During the time period, war was often fought for religious causes and attacks from mounted nomad tribes (Weapon 56). After the invention of the riding stirrup in the 8th century, soldiers no longer arrived at the battle on horse and fought on foot, but rather they fought on horseback, since the stirrup provided much better stability when using a spear or sword (Weapon 57). Large battles known as â€Å"pitched battles† were fought usually in open spaces, between enormous masses of infantry and caval ry. The opposing infantries attempted to break the ranks of their enemy, and once this feat was accomplished, the mounted cavalry would enter the battle, slaying as many infantrymen as possible, while further disrupting the enemy ranks (â€Å"Medieval Warfare†). In addition to pitched battles, forces often utilized siege warfare to breach the fortifications of the enemy. In order to understand the armor used during the middle ages, it is necessary to understand what types of weapons were used against the armor. There were three main categories of weapons used: bladed weapons, staff weapons, and the bow and its variations. The weapon of choice for most soldiers was the sword – a heavy cutting weapon used to hack through anything in its path (Weapon 62). In addition to the typical long and flat sword, there were sharply-pointed thrusting swords with blades that became progressively longer as armor developed accordingly (Weapon 62). The next major weapon of choice was the staff weapon – basically, a combination of either the spear or lance with an axe, hammer or mace. The result of this combination was a weapon that could be used like a lance during a charge or like an axe during close hand to hand combat (DeVries 29). In addition to bladed and staff weapons, bows and its variations were fairly common during combat. Longbows were capable of firing an arrow up to 360 yards (Weapon 78). Even more capable than the longbow was the crossbow, a weapon with a horizontal bow attached to a stock. The bow was held in place with a latch, and would fire at the pull of a trigger, at

Sickle Cell Anemia: Treatment and Effects

Sickle Cell Anemia: Treatment and Effects Sickle cell anemia is an inherited genetic blood disorder characterized by bouts of intense pain, organ damage, infection, depleted oxygen levels and at times premature death. Although it has come to be known as a disease that affects mainly people of African decent; affliction with sickle cell anemia has also been observed in those individuals with ancestry stemming from parts of the Middle East, India, Latin America, the Mediterranean and the Caribbean. The genetic aspect of the disease is as such; one gene for the illness must be inherited from both parents for that person to be determined to have sickle cell disease. Therefore, a person with sickle cell disease has inherited one mutated copy for the trait from both of its parents. The mutated trait that leads to sickle cell disease impacts the creation of hemoglobin by the body. In a normal individual without the sickle cell trait or disease, they create hemoglobin A (HbA). However, in persons with sickle cell disease, their bone marrow creates a form of hemoglobin called hemoglobin S (HbS). It is the creation of Hb(S) that causes the formation of abnormal red blood cells. In a healthy individual, the red blood cells are usually disc-shaped but with Hb(S), the red blood cells have a stretched out sickle shaped appearance (Figure 1). Although it has been around for hundreds of years, sickle cell anemia was only scientifically observed in the early 1900s when in 1910 Dr. James B. Herrick noted the presence of sickle cells in the blood of Walter C. Noel. Further scientific study showed that the sickling of the red blood cells was related to low blood oxygen. Major advancements into the study of sickle cell anemia were first achieved in 1949 by Dr. Linus Pauling who postulated that the hemoglobin produced by those with sickle cell disease was abnormal and secondly by Vernon Ingram who in 1959 discovered that the difference between Hb(S) and Hb(A) was a single amino-acid substitution in the ÃŽÂ ²-polypeptide chain (ÃŽÂ ²6Glu à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Val)(Wikipedia). Other scientists followed this line of thinking (Figure 2) and found that this switch in the ÃŽÂ ²-polypeptide chain was due to a substitution of thymine for adenine in the DNA codon for Glu (GAG à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ GTG). This was the first example in any species of the effects of a mutation on a protein (ibid). Genetics of Sickle Cell Sickle cell anemia, like other traits such as height, hair and eye color is an inherited attribute. Both parents must be carriers of these particular traits in order to pass on copies of these genes to their offspring. In the case of sickle cell which is an inherited autosomal recessive point mutation (see Figure 3), the hemoglobin beta gene (HBB) that is located on chromosome 11p.15.5 is affected. The mutation that affects this gene is the direct result of a glutamate being substituted for a valine. This exchange of the ÃŽÂ ²-globin gene occurs in the sixth codon of the HBB gene and signifies that the disorder is caused by a single mutation in the nucleotide, an A to T changeover resulting in a GAG to a GTG sequence (see Figure 4). The substitution of the glutamate for valine causes a Figure 4change to the structure and the function of the HBB gene and causes it to produce structurally abnormal hemoglobin (Hb), called hemoglobin S; HbS (National Center for Biotechnology).The importance of Hb is that it serves as an oxygen carrying protein that gives red blood cells their characteristic color (ibid). As previously stated, the allele responsible for causing sickle cell anemia is autosomal recessive and can be found on the short arm of chromosome 11 (Wikipedia). This means that an individual that has been diagnosed with sickle cell disease has received both copies of the mutated gene from their parents who each carry one copy of the mutated gene. Sickle Cell Anemia and the Malaria Influence In understanding the genetics of sickle cell anemia, it is important to recognize the role in which the mosquito born disease malaria played in the high incidences of sickle cell trait. With the introduction of malaria into areas of sub-Saharan Africa over 4000 years ago, naturally occurring genetic defense mechanisms have evolved for resisting infection by malaria (Tishkoff, 2001). One such defense has been the sickle cell trait. How is this possible? The initial answer comes from the relationship between the two. As illustrated in figure 5, areas hit hardest by malaria, where the disease is endemic, also show a high frequency of individuals that carry the Hb(S) gene. The data also indicates that in areas where malaria occurs at a much lower rate, such as in cooler drier climates, the gene expression of the sickle hemoglobin is greatly reduced or nonexistant. In West Africa, where malaria is so common that most children are infected with the disease, the incidences of sickle cell trait are as high as 40%. Though many suffer symptoms that are severe enough to warrant trips to the hospital, for most, the disease is not fatal. The key to their resistance is in their genes. Genes are all paired with each parent supplying one half of each pair. If either hemoglobin gene undergoes a mutation, the hemoglobin it makes will be changed. This particular mutation called the sickle cell gene is tiny but it is enough to change the shape of the hemoglobin molecules it makes. In areas where malaria is endemic, carriers of the Hb (S) gene have gained some resistance to malaria. This resistance results from the red blood cells that the Hb (S) carriers have. When the malaria parasite attempts to infect the red blood cells of an Hb (S) carrier, the abnormal hemoglobin present tends to sickle and this causes it to rupture. The rupturing prohibits the malaria parasite from reproducing. Due to their sickle shape, the infected cells die, are processed in the spleen and are then eliminated out of the body. The frequency of sickle-cell genes is around 10%. The existence of four haplotypes of sickle-type hemoglobin suggests that this mutation has emerged independently at least four times in malaria-endemic areas, further demonstrating its evolutionary advantage in such affected regions(The Medical News). Thus, people that had one copy of the gene were able to survive the malaria infection. They were able to grow up, get married and have children and pass the genes on to the next generation. This is selective pressure; that gene had an advantage in that particular environment for those carriers. We all have lots of small gene mutations; they mostly go unnoticed but if the environment changes, one may suddenly show unforeseen effects both good and bad. In this case, one copy of the gene is beneficial but two can be disastrous. In the USA, where there is no endemic malaria, the prevalence of sickle-cell anemia among blacks is lower (about 0.25%) than in West Africa (about 4.0%) and is falling (National Center for Biotechnology). As such, the sickle cell trait is gradually being selected out of that population. Inheritance of Sickle Cell Trait/Disease Figure 6In order to inherit the sickle cell trait one parent must be a carrier of the HBB, ÃŽÂ ²-globin S mutation and the other a carrier of an HBB mutation such as ÃŽÂ ²-thalassemia (M.A. Bender). A person develops the disease when they receive a copy of the defective gene from both parents. An individual that is heterozygous for the trait; in which they have one mutated and one healthy allele will remain healthy, but will be able to pass on the disease to their offspring. As such, this person is referred to as a carrier. Take for example two parents who are carriers (Rr) for sickle cell trait. Were they to have a child, there is a 25 percent chance that their child will develop the disease and a 50 percent chance of that child being a carrier. These examples as well as the other statistical possibilities are depicted in Figure 6. Individuals that are heterozygous for the sickle cell trait have a higher fitness than either of the homozygotes. This is known as heterozygote adv antage (Brigham and Womens Hospital). As this has remained a favorable adaptive advantage, the high prevalence of carriers in areas where malaria is still widespread brings to the forefront the reality that sickle cell disease is still pervasive in those regions. Hemoglobin: the story of Sickle Cell I had the idea in 1945 that sickle cell anemia might be a disease of the hemoglobin molecule. No one had ever suggested the idea of a molecular disease before. As soon I had this idea, I thought it must be right. From what I know of the properties of these patients I believed that this is a disease of the molecule; that if we looked at the blood of these patients we shall find that the hemoglobin molecules are different from other people. Linus Pauling Figure 7. Linus Pauling. BioRichUSALinus Pauling began his research into sickle cell disease by paying particularly close attention to the role that hemoglobin played in its manifestation. Hemoglobin is an oxygen carrying protein found inside red blood cells. Pauling theorized that the hemoglobin that characterizes sickle cell disease is abnormal. His studies showed that sickle cell Hb (S) does differ from Hb (A) in that it has a lower negative charge and pH. In sickle cell anemia, which is a common form of sickle cell disease, hemoglobin S replaces both beta-globin subunits in hemoglobin (Genetics Home Reference). Further inspection into the nature of hemoglobin shows that the hemoglobin protein produced in adults is divided into four sub-units that are joined together. These grouped sub-units are known as protein chains. Two types of these protein chains exist: 1) the alpha (ÃŽÂ ±) globin chain and 2) the beta (ÃŽÂ ²) globin chain. Hemoglobin protein is made up of two alpha globin chains and two beta globin chains. It is important to note that the genetic information used by the body to make the two hemoglobin chains can be found in two different hemoglobin genes located on two different chromosomes (Barlow-Stewart, 2001). The two identical ÃŽÂ ±-globin genes that code for ÃŽÂ ± globin chains is located on chromosome 16. Figure 8The ÃŽÂ ²-globin gene codes for the beta (ÃŽÂ ²) globin chain is located on  chromosome 11 (see Figure 8). Two copies of each of these chromosomes can be found in body cells. Everyone therefore has four copies of the alpha globin gene and two copies of the beta globin gene in their body cells (ibid). According to statics posted by the World Health Organization, it is estimated that five percent of adults are carriers for a hemoglobin condition with approximately 2.3% of that number accounting for those adults diagnosed with sickle cell disease. Interestingly enough, there is a correlation between a persons ancestry and the influence it has on the likelihood of that person being a genetic carrier for a hemoglobin condition such as sickle cell anemia. Detection and Treatment Detection of sickle cell disease can take place in one of two ways amniocentesis and blood testing. Blood testing on newborns is now conducted in more than 40 states. The use of pre-implantation genetic diagnosis (PGD) is also being utilized to help those parents that are undergoing in vitro fertilization and are also carriers of the sickle cell trait identify those embryos that have the defective sickle cell hemoglobin. In so doing, this allows the parents to choose only to implant those embryos that are free of the defect. The treatment of sickle cell disease has taken on the form of prescribing hydroxyurea, an antitumor drug that aids in the creation of fetal hemoglobin. Increased production of fetal hemoglobin helps to prevent the hemoglobin from sickling. New therapies have begun to be developed to treat sickle cell disease at the genetic level. Since December 2001, scientists have conducted research into looking at curing sickle cell disease by correcting the defective hemoglo bin; further testing needs to occur to determine the effectiveness of these genetic treatments. Conclusion Sickle cell is a uniquely fascinating disease in that it is one of a few genetic abnormalities that actually have a positive effect: it can be immensely beneficial protecting its carriers from facing the full brunt of the malicious malaria virus, as it renders the cells the virus invades as inhospitable. On the other end of the spectrum, however, it can also be a devastating affliction that leaves its victims with lives marked by constant pain crises and frequent stays in hospitals. Unfortunately, for those suffering from particularly severe sickle cell disease, there is no guaranteed cure for it, but there are potential treatments that scientists are researching to determine their plausibility. How Celtic was Iron Age Britain? How Celtic was Iron Age Britain? The concept of classifying a period of prehistory as the Iron Age was first introduced in the 19th century, and later validated by the massively significant discoveries at Hallstatt and La Tà ¨ne. Subsequently, the era was broken down into chronological periods, against which the British Iron Age is now defined. For ease of definition, The British Iron Age tends to be broken into three periods, Early, Middle and Late, spanning roughly 1000 years, from 800 BC to the 2nd century AD, and is so named owing to the discovery and development of iron taking prevalence over the use of bronze. The term Celtic, having passed into the vernacular, is now nothing more than a vague generic term. The traditional view was that Iron Age Britons were part of a vast Celtic Commonwealth which then stretched across Europe, a world of peoples who spoke related languages, and who shared a distinctive set of values, social institutions, spirituality, art and other aspects of life and culture. (James 1997, 2). This is now acknowledged to be a massive oversimplification, a romanticised notion born of theories put forward by 18th century scholars, based on classical Latin and Greek sources. Edward Lhuyd proposed that Welsh, Scottish and Irish languages all stem from the ancient Gaulish. The label Celtic was then transposed from the languages to the people themselves, landscapes, and their perceived culture and art. Historically and archaeologically speaking, this word is unhelpful and uninformative. Indeed, Simon James has suggested that calling the Iron Age Celtic is so misleading that it is best abandoned. (James S. 01.06.98) As the term Celtic is virtually meaningless, for the purpose of this piece we shall investigate to what extent the indigenous population of Britain were influenced by their continental counterparts. It was thought that the Iron Age Britons (comprising of diverse and often warring tribes and were in no way unified) were subject to a number of Belgic invasions during the Iron Age. Some of the evidence for this model comes from Caesar, who states that prior to his own expeditions of 55 and 54 B.C., the population of the coastal regions of south-eastern Britain had themselves migrated from Belgic Gaul, first in search of plunder, and subsequently in order to settle permanently. He also reported that in his own lifetime, Diviciacus had been not only the most powerful ruler in all Gaul, but had also exercised sovereignty in Britain. (D.W. Harding 1974, 201) There is archaeological evidence which has been used to support this model. The discovery of the Battersea shield in 1857, an intricately decorated piece, is similar to a bronze shield found in the river Witham in Lincolnshire. Both are similar in design to artefacts found at La Tà ¨ne. These finds, combined with cemetery sites in Aylesford, Welwyn and East Yorkshire, which bore close relation to Gaulish burial rites, were taken as verifying the theory of invasion as the principal, even sole, cause of change in prehistoric Britain. (James 1997, 12) With the coming of iron came a number of fortified defences or hillforts. There are approximately 3,300 such defences on mainland Britain. It was originally thought that these were a response to an invasion in the 3rd century B.C. letting loose bands of Celtic warriors over large parts of the south country. (Harding 1974, 54) However, subsequent investigation has found that techniques such as timber lacing, which was prevalent on the Continent, was also adopted in Britain. This presents us with the fact that there were indeed links with the Continent, which were not necessarily hostile, as their technology is shared and assimilated. Some tribes depended entirely on agriculture where the land and soil permitted; others in coastal regions where the land was not so hospitable, subsisted entirely from the sea. Settlement types varied accordingly, from the commonly used roundhouse, to the Lake Village near Glastonbury in the Somerset levels, to the stone built brochs of Northern Scotland. Such diversity does not seem to have been echoed on the Continent, although there were similarities in some areas. Referring to a settlement in Kent, Caesar wrote that the buildings were situated in close proximity to each other, and very similar to the settlements of the Gauls. However, there remains little evidence to date to suggest a strong relationship between the dwellings on the continent, and those in Britain. The economy mainly relied on agriculture and the manufacture of certain goods. Barry Cunliffe describes it thus: a broadly parallel development between Britain and the Continent, the two areas retaining a close contact, which encouraged a free flow of ideas and an exchange of goods, while indigenous traditions remain dominant. (Cunliffe 1991, 442) The use of coinage came into practice around 100 B.C. and directly emulated the Gallic system. There were comparisons with the economy of the Continent, but the British remained insular to some extent until the later Roman invasion. We have some archaeological evidence of the funerary practices of ancient Britain, but only classical references inform us as to the gods, druids and priesthoods intrinsic to these beliefs. According to Caesar, the Gauls and the British shared several practices, including the training of Druids. In the early Iron Age, the disposal of bodies left no archaeological trace. The middle iron age sees cemeteries and inhumations with goods, whilst the late Iron Age sees the introduction of cremations form Gaul. In addition, many bodies from this era have been retrieved from peat bogs throughout northern Europe, often with signs of multiple causes of death, perhaps indicating ritual sacrifice. Evidence suggests that similar beliefs are held throughout Europe at this time, and would seem to denote a belief in some form of afterlife. Much is made of the Celtic head cult, but this largely depends on interpretation of the evidence. ‘There is no doubt that the head was considered the most im portant part of the human body the emphasis on head-hunting demonstrates this and the stress on the head in Celtic art is incontestable. Yet I believe it is a mistake to think in terms of a specific head-cult’ (Green 1986, 216). In conclusion, how Belgae Gallic was Iron Age Britain? Certainly, many aspects of Iron Age life were influenced by the Belgic Gauls, to varying degrees throughout the period. But to call the British Iron Age Celtic is a simplified generalisation; some areas were touched by Continental practices, others, more geographically remote from the south coast will have felt their influences far less. However, it seems far less likely that Britain was invaded per se. Simon James states that Britain in the Iron Age grew with vital, if not erratic, contributions and influences from continental Europe in the form of trade, kinship links, and pretty certainly some localised immigration, especially in the late Iron Age South. (James 1997, 84)The revisionist theory seems at this moment far more plausible than the concept of wholesale invasion. BIBLIOGRAPHY Cunliffe, Barry, Iron Age Communities in Britain, Routledge 1991 Green, Miranda, The Gods of the Celts, Gloucester 1986. Harding, D.W., The Iron Age in Lowland Britain, Routledge and Kegan Paul, 1974 James, S. Rigby, V., Britain and the Celtic Iron Age, British Museum Press 1997 James, S., 1998 Peoples of Britain (online) UK; Available: http://www.bbc.co.uk/history/ancient/prehistory/peoples_03.shtml Accessed 29th April 2005

Choosing your theorist and theory

Much research and thought has been put into our school's programs to meet the needs of many diverse learners. Throughout time, theorists have developed any theories that we, as educators, continue to use to this day. Thanks to their contributions, we have been provided with the best educational tools to cultivate young minds today. Every educator has their own opinion as to what theory they think is best. After reading various theories, there is one in particular that I truly believe to be the most beneficial which is The Behaviorism Theory. Behaviorism theory, also now as behavioral psychology Is a theory of learning based upon the Idea that all behaviors are acquired through conditioning† (Cherry, 2011 B. F Skinner and John B. Watson are the two creators of the behaviorism theory. They stated that development included learned behaviors. These learned behaviors are based on positive and negative experiences within their everyday environments. Every action has a consequence. I think that's a way to look at the way children learn over time.For example; when I was teaching at a different Children's Center, here was a little girl who would cry nonstop till I or someone else picked her up. We believed that at her house, the minute she cried, someone would be there instantly to pick her up. She never learned how to self soothe and knew that crying would get her the attention she wanted. She learned this behavior at home and brought it to school with her, thinking it would also work there. She had never been taught that crying wasn't a way to get what you want. It was our responsibility at school to break that habit.Instead, I would say directly to her, kneeling down to be on her level, â€Å"I will elk to you when you use your words and big girl evolve to tell me what you want†. Over time, she learned that crying wasn't getting her the attention she wanted. She decided to take the approach I offered her instead. This ultimately worked out the best for e veryone involved, her parents included. It was a learned behavior. This is what B. F Skinner defined as Operant Conditioning; which is â€Å"The behavior is followed by a consequence and the nature of the consequences modifies the organisms' tendency to repeat the behavior In the future† (Before, 2000).Operant conditioning can also be used for a positive behavior as well. There was a little boy I recently anatine for, his parents were ready to begin potty training him and they weren't sure how to go about it. After they thought it over, they decided to go about it with a rewards approach. If the little boy sat on the potty for 3 minutes, he'd receive a piece of candy. After a few attempts at sitting on the potty, he caught on. Sit on the potty, get a piece of candy. Then, the trick was to get him to actually go while sitting. When he affably went, Mom was clapping and praising him.He was so happy! She continued praising helm every time he went and he Is now fully potty traine d. Positive reinforcement was key in this situation. This is what's known as â€Å"Continuous Reinforcement†. I truly believe in being a constructive, firm, respectful and motivating educator. Providing a child with an environment full of positive reinforcements and consequences encourages the children to continuously strive to do their best. It children listened really well during circle time, they'll get extra time on the laggardly that afternoon.I believe that children learn in their own ways and grow at different rates. I believe that providing a hands on approach to learning is key in a child's development. There are 5 developmental domains that we as educators really focus on. These domains are physical, intellectual, language, emotional and social development. These different domains can be easily remembered as PILES. There are many ways to help children develop in each of these domains. For example, having age appropriate toys ND activities readily available can help their intellectual and physical domains.I feel that it's important to provide a stimulating environment for children to grow and develop emotionally, socially, and intellectually. Our classroom gives you child the opportunity to learn on many different levels. We provide age appropriate books, crayons, paper, and art activities to help create your child's language development. We encourage the children in our class to work together as a team and form friendships among their peers. By doing this, we are helping develop their social and motional skills.We have full access to our playground as well as our multi-purpose room for all our physical activities. We take advantage of our playground and being outside on a daily basis to keep our kids active and healthy! My classroom is a place where children can laugh and learn throughout the entire day. I feel that applying the theories many educators have set forth helps us provide the best education possible for today's youth. Children are our future and it is our responsibility to help them become the best person they can be.

Periodic Table Quiz

Fun and Simple Mothers Day Activities for School

Moms are magnificent! To help celebrate all the things these wonderful women do, we have compiled some Mothers Day activities. Use these ideas to help your students show their appreciation for the terrific women in their lives. Fun Fact: Mothers Day dates back to the early 1800s. President Woodrow Wilson was the first to annually recognize this day as the second Sunday in May. Bulletin Board This show-stopping bulletin board is the perfect way to show appreciation to your students mothers. Title the bulletin board Moms Are Special and have the students write and illustrate why they think their mom is special. Add a photo and attach a ribbon to each students piece. The result is a stunning display for all of the moms. Tea-rrific Moms A perfect way to celebrate Mothers Day is to treat all of the mothers to a tea party to show them how terrific they are. Invite each mother to the classroom for some afternoon tea. Have students make each mother a card. On the card write, You are...and in the middle of the card, Tea-rrific. Tape a tea bag onto the inside of the card. You may wish to compliment the afternoon tea with fun appetizers, such as mini cupcakes, tea sandwiches or even croissants. Sing a Song Teach your students a special song to sing to their mother on Mothers Day. Here is a collection of the top songs to sing for the mothers. Write a PoemPoetry is a wonderful way to have your students express their love and appreciation for their mothers. Use the following word list and poems to help your students come up with a poem of their own. Use this list of words to help you create a poem, worksheet or creative writing activity.A collection of classic poems to print and attach with a gift or craft. Printable and Homemade Cards Cards are a wonderful way for children to express their feelings and show their mothers how much they care about them. These cards are great when youre short on time; just simply print out, have your kids decorate or color them and then sign their names.