Seeking An MBA From The University Of Chicago Graduate School Of Essay

Seeking An MBA From The University Of Chicago Graduate School Of Business - Essay Example Although I have a highly technical background, I have competitively assumed the positions of a vendor, client and service provider. Despite the tough times I had while starting, I believe that my management skills have substantially helped me efficiently perform various tasks at hand and led me to where I am now. However, I often wonder how I would have played these roles if I had been equipped with a management degree. I always believe that one will be in much more confident if he/she has the necessary skills for any position before taking it. Bearing these in mind, here I am seeking admission into one of the best schools in the world, aiming to make a substantial contribution to the organization and further hone my skills for the years to come. Pondering upon my career history, I have come to realize that learning experientially is invaluable. Experience enhances critical thinking and propensity for self-direction in learning. The roles I have played are quite challenging for these stints are unique and demand a great deal of thought and hard work. As I have grown in the organization from a programmer to program manager to product manager, I have imbibed all aspects of product management.

Developmental Psychology and Early Childhood Education Essay Example for Free

Developmental Psychology and Early Childhood Education Essay Introduction The first six years of life are critical years of human life since the rate of development in these years is more rapid than at any other stage of development. Global brain research also informs us about the significance of early years for brain development. Early Childhood Care and Education (ECCE) makes a positive contribution to children’s long term development and learning by facilitating an enabling and stimulating environment in these foundation stages of lifelong learning. Parents as caregivers are critical in providing a stimulating learning environment to the child and the first two and a half to three years need not be in a formal learning environment. The National Curriculum Framework acknowledges the significance of involvement of parents, family and community. The programme at the early childhood stage helps to ensure opportunities for holistic learning and growth. The ECCE programme needs to be determined by children’s developmental and contextual needs, providing for more need based inputs and an enabling environment. Given this need for an individualised approach, it was believed that a common ‘curriculum’ would not be appropriate for all. However, over the years it has been observed that the practical realities are different and most of the ECCE programmes on offer currently do not have developmentally appropriate programmes for the young child. The vacuum created by a lack of curriculum framework has resulted in its being filled with either a minimalist programme or the downward extension of the primary stage curriculum. To ensure optimal development for all children, there is a need to create a planned curriculum framework, encompassing developmentally appropriate knowledge and skills, with flexibility for contextualization. A curriculum framework is also required to ensure that important learning areas are covered, taking care of all the developmental needs of the young child. It also facilitates adoption of a common pedagogical approach to reach for a certain level of quality and address the widespread diversity in the ECCE programmes available for the young children in India. This Curriculum Framework is in line with the Government’s vision of ECCE as spelt out in the National Early Childhood Care Education Policy and is a broad framework of basic guidelines for curricular goals, programme content, classroom practices, parent guidance 4 Early Childhood Education Curriculum Framework 2012  and teacher preparation across different provisions and across all regions. The purpose of this open framework is to promote quality and excellence in early childhood education by providing guidelines for practices that would promote optimum learning and development of all young children and set out the broad arrangement of approaches and experiences rather than detailed defining of the content. A cautious approach is being adopted to not provide a detailed curriculum/syllabus which would be prescriptive and ‘delivered’ to the young children in a ‘straight jacketed manner’. The Curriculum Framework calls attention to the common principles and developmental tasks, at the same time, respecting the diversity in the child rearing practices and contextual ECCE needs. Each programme is expected to develop its own curriculum to meet the needs of its children, their families, the specific setting, the linguistic culture and the local community. However, the programmes should be based on the curriculum principles and guidelines laid down in this framework. This Framework is a dynamic document and would be continually reviewed and evolved in the light of emerging needs. Also, with the adoption of the framework, case studies of emerging best practices will follow and learnings from them would further strengthen the framework. This Framework is firmly focussed on the needs of the child and should lead to improved quality of learning and increased attainment of learning outcomes for children participating in ECCE programmes. The other components for the holistic ECCE programme such as nutrition, health and care are to be ensured by cross reference from related instruments. Objectives of Early Childhood Education The aim of Early Childhood Care and Education is to facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning. This aim is to be achieved through enabling the child to: ? Develop a positive self-concept. ? Establish a sound foundation for a good physique, adequate muscular coordination and basic motor skills. 5 Early Childhood Education Curriculum Framework 2012 ? Imbibe good health habits and basic life skills/ self-help skills necessary for personal social adjustment. ? Enhance verbal and non- verbal communication skills which would facilitate expression of thoughts and feelings in fluent, correct, clear speech. ? Develop the five senses and cognitive skills and concepts which are foundation for higher order thinking and reasoning. ? Develop emotional maturity by guiding the child to express, understand, accept and control feelings and emotions. ? Imbibe values, social attitudes and manners important in his/her socio cultural context and to become sensitive to rights and privileges of others. ? Develop independence, aesthetic appreciation and creativity by providing child with sufficient opportunities for self-expression and active exploration, investigation and experimentation. ? Make a smooth transition from preschool to primary through development of emergent literacy and school readiness. Principles of Early Learning Learning begins from birth: From infancy children are mentally and physically active. They learn through all their senses and stimulations. Children construct knowledge: They construct their own knowledge or working models while they actively engage in their environment and through repeated interactions with people and materials. This simply means that children touch, taste, shake things etc. to find out what happens and learn about things in their environment. Children’s curiosity and desire to learn: Children are curious and eager to learn. They have an inherent need to make sense of their experiences and learn about the world around them. Children learn through play: Play is central to the child’s well-being and development Children’s spontaneous play provides opportunities for exploration, experimentation, manipulation and problem solving that are essential for constructing knowledge. Play contributes to the development of representational thought. 6 Early Childhood Education Curriculum Framework 2012 Child development and learning are characterized by individual variation: No two children are same. Each child has an individual pattern and timing of growth and development as well as individual styles of learning. Children’s personal, family experiences and cultural backgrounds also vary. Children’s learning reflects a recurring spiral that begins in awareness, and moves to exploration, to inquiry, and finally, to application. Any new learning by children begins with awareness, which is generated from their experiences with objects, events, or people and ends with utilization, where children are able to use what they have learnt for multiple purposes and apply their learning to new situations. At this stage children start exploring the next level of information and the spiral continues. Children need to experience success more than failure to form a positive self-concept: The experiences should be planned in accordance with the maturational level of the children, such that they are challenging yet achievable, so as to promote self-confidence. When children have confidence in themselves, they do better. They are eager to try new and harder things; they gain new skills and become more confident and capable. Children develop holistically and benefit from integrated experiences and education: Learning and development of children takes place in totality. All the domains of development i. e. physical, motor, cognitive, language, socio-personal, emotional and creative and aesthetic appreciation are interrelated and take place simultaneously. Curriculum Content The curriculum must address the following interrelated domains of holistic development through an integrated and play based approach which focuses on development of life skills. ? Physical and Motor Development: Gross motor skills; coordination of fine muscles with dexterity ; eye hand coordination; sense of balance, physical co-ordination, and awareness of space and direction; nutrition, health status and practices. ? Language Development: Listening and comprehension; oral skills/speaking and communicating; vocabulary development; pre- literacy/emergent literacy skills like phonological awareness; print awareness 7 and concepts; letter- sound Early Childhood Education Curriculum Framework 2012 correspondence; recognition of letters; building words and sentences and early writing. Introduction to language of school transaction. ? Cognitive Development: Development of various concepts including pre number and number concepts and operations (knowledge and skills related to comparing, classification, seriation, conservation of space and quantity, one to one correspondence; counting); spatial sense; patterns and estimations in measurement; data handling; skills related to sequential thinking, critical thinking, observing, reasoning and problem solving; and knowledge about concepts and physical, social and biological environment. ? Socio-Personal and Emotional Development: Development of self-concept; selfcontrol; life skills/ self-help skills; habit formation; initiative and curiosity; engagement and persistence; cooperation; compassion; social relationships; group interaction; pro- social behaviour; expressing feelings, accepting others feelings. ? Sensorial Development: Development of the five senses through visual, auditory and kinaesthetic experiences. ? Development of Creative and Aesthetic Appreciation: Exploring different art forms, develop dispositions, expression and appreciation for artistic, dance/ drama and musical activities Physical Motor Development Creative and Aesthetic Appreciation Language Development Socio-Personal Development Cognitive Development Emotional Development 8 Early Childhood Education Curriculum Framework 2012 ECCE is†¦.. †¢ A balanced play based programme of language, cognitive, creative and psychomotor activities A child centered programme catering to individual children’s learning emotional needs through individual, small and large group activities and one to one communication. A school readiness programme which ‘readies’ children for learning to read, write and do arithmetic later. A programme which indirectly promotes self-control and thereby inner discipline in children through interactions. †¢ ECCE is not†¦.. A syllabus bound programme for teaching 3R’s nor ‘a song and a rhyme and go home’ approach. A teacher centred programme that follows formal classroom approach as in school A program for formally ‘teaching’ reading, writing and arithmetic, which is to be done in primary. Not a programme which demands unquestioning obedience or exercise strict classroom discipline †¢ †¢ †¢ †¢ †¢ †¢ (Source: Kaul, V. (2010): Early Childhood Education Programme. National Council for Educational Research and Training) The ECCE programme should ensure ‘holistic development’ of the child and reflect the inseparable nature of care and education by comprehensively addressing the need for care, nutrition, health and well-being of young children and parent counselling along with supporting the development of all domains. The holistic development approach is vital for provision of interconnected and interrelated activities covering all domains of development. Suggestive Developmentally Appropriate/Age appropriate Activities for ECCE For Children Under 3 years ? Focus on health, nutrition and early psycho social stimulation through free play and a lot of adult child interaction. Eg. s. , (infant games, traditional songs syllables, access to variety of play materials, individualized adult attention and interaction, opportunities to explore, early introduction to stories, infant books, drawings etc. ) in safe, spacious and clean environment. 9 Early Childhood Education Curriculum Framework 2012 For Children between 3 to 4 years ? Planned play based programme for all round development with more of free play. Continuous opportunities, more free but some guided, for adult –child, child to child Basic Tenets of Curriculum Development ? Based on needs and capacities of young children ? Recognition of special features of children’s thinking ? Mix of formal and informal interaction ? Familiarity and challenge in everyday rhythm ? Primacy of experience rather than expertise ? Developmentally appropriate practice and flexibility ? Use of local material, arts and knowledge which reflect the diversity and culture of the children. Source: Position Paper, National Focus Group on ECCE, 2005 interaction and interaction with play materials and environment through a variety of individual, small group and large group activities. ? Opportunities to listen to stories, learn rhymes, create, indulge in imaginative play, ask questions, do simple problem solving, experiment to promote active and interactive learning and generally have a ‘feel good’ experience for a positive self-image. For Children between 4 to 6 years Moving towards an increasing ratio of adult guided vs. free play activities, and more of large group activities for 4-5 year old and focused more on specific school readiness for 5-6 year old, with increasing complexity in all of above. ? Reading Readiness: e. g. picture –sound matching, shapes, phonetics; increasing vocabulary; verbal expression, developing bond with and interest in reading through picture books, storytelling, charts etc. 10 Early Childhood Education Curriculum Framework 2012 ? Writing Readiness: e. g. eye hand coordination, interest in writing, left to right directionality. ? Math: developing skills in classification, seriation, pattern making, reasoning, problem solving, forming concepts: pre number and number concepts and space concepts and vocabulary, environment concepts. ? Motor development: fine motor development through activities such as beading, pegboards and puzzles and large muscle development through running, jumping, balancing activities etc. ? Creativity and aesthetic appreciation: Creative drama, cultural activities, field trips etc. The programme should be relevant to individual and societal needs. The age demarcations are indicative and the activities have to be planned according to the developmental level of the children. Principles of Programme Planning ? ? ? The activities should be age and developmentally appropriate. Activities fostering all domains of development should be appropriately planned. The attention span of young children is 15-20 minutes; therefore the duration of activities should be 20 minutes, with additional time allotted for winding up and initiation of the next activity. However, the programme should allow space and flexibility for need based variations. ? There should be a balance between structured and unstructured; active and quiet; outdoor and indoor; self-directed and adult initiated learning opportunities and individual, small group and large group activities. ? ? ? ? The experiences should progress from simple to complex. A wide range of individual and group experiences should be planned which are related to the child’s environment, are enjoyable and challenging for children. Routine fosters a sense of security in children. Therefore some routine should be followed in the daily programme. The ECCE programme should never be rigid. 11 Early Childhood Education Curriculum Framework 2012 ? The duration of the pre-school programmes should be 3 to 4 hours. The programme should provide for some rest period during the day and if it is of longer duration, as a full day programme, then a nap time is to be ensured. ? Learning opportunities should be interconnected, linking learning experiences across developmental domains in a meaningful context, reflecting the real life context of the children. ? The language used should be the mother tongue of the child. Efforts should be made to extend their language sensitively and introduce the school language gradually to facilitate school readiness. ? Curriculum goal and objectives should guide classroom process and assessment of the children. The curriculum should be implemented in a manner that reflects responsiveness to family/ home values, beliefs and experiences. ? The programme should provide opportunities for exploration and experiential learning, promoting active engagement with people and objects in the environment. Outcomes of Early Childhood Education Curriculum Children who ? ? ? Communicate effectively Display emergent literacy skills, mathematical skills and scientific temperament Express emotions in socially acceptable manner, are socially adaptive and cooperative ? Have physical control, strength and healthy habits Pedagogical Approaches The curriculum adopts a play and activity based approach. Children are visualised as active beings who construct their own knowledge and the process of teaching –learning is one of co-construction of knowledge, with adults as facilitators. 12 Early Childhood Education Curriculum Framework 2012 Various approaches are practised for transacting the Early Childhood Education programme. Some commonly adopted approaches are: Montessori Method: This method is characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological development and is transacted through specialised sensorial material. Regio Emillia: Based on the work of Loris Mallaguzi, this is a constructivist approach which focuses on creation of a learning environment that enhances and facilitates children’s construction of their own thinking through the combination of communicative, expressive and cognitive languages as they engage actively with people, material and environment. Progressive Method: This is an eclectic approach which draws from the major child development theories. Recognizing the many paths of learning, latest researches and contemporary work lay the foundation of this framework. Thematic Approach: Integrated themes and projects form the core content of the curriculum. These themes should enable the children to make meaningful connections among the different concepts and develop holistic understanding of the world around them. The curriculum should be flexible and responsive to the needs of the children in the class. It is to be constructed to suit the diverse social, cultural, linguistic contexts in the country, and initiate integrated learning. A programme can adopt any of the above mentioned approaches to transact the curriculum. An integrated daily/ weekly/ monthly programme should be prepared with a well-rounded selection of learning experiences that strengthen all domains of development and are age and developmentally appropriate. The activities for different domains and concepts should be planned purposefully to enable a child to actively engage with and experience the concepts. These will help to consolidate the learning and lay the foundations for future. Caution should be observed to not equate the curriculum to just an exercise of organising activities, rather it should be viewed as a planned and purposeful intervention and adult child and child to child interaction to facilitate the process of knowing, understanding and construction of knowledge by the children. The aim of the curriculum should be to foster 13 Early Childhood Education Curriculum Framework 2012 development through integrated activities rather than mere completion of worksheets or repetitive exercises and activities. To address the needs of the large group of children in one class and multi-age setting, the strategy would be to conduct the activities in large group, small group and individual level. Essential Play and Learning Material In early childhood stage, a child learns through interacting with immediate environment hence environment should be stimulating and should have a variety of materials to arouse and sustain the child’s curiosity, interest and promote his learning. ? Adequate supply of developmentally appropriate play materials to foster all round development should be available at the ECCE centre ? The materials should be safe, clean and in good conditions. Sufficient quantity should be available to work in small groups and it should be easily accessible to the child. ? The materials should promote gross and fine motor development and help the child to discover and explore including constructing and reconstructing. It should promote sensory exploration and social interaction along with creative expressions through arts, painting, etc. Some essential play materials are Indoor Material o Blocks for constructive play o Manipulative toys 14 Early Childhood Education Curriculum Framework 2012 o Material for imaginative play /Dramatic play – dolls, puppets, masks, kitchen sets, mirrors, old spectacle frames, purses, old shoes, weighting scales, clock etc. o Material to develop Language skills – books and picture books, storytelling aid, puppets, story cards, sound board, conversation cards, flash cards, picture dominoes, collection of rhymes and stories, visual discrimination and auditory and visual association materials, slates, chalks, crayons, blackboard, drawing paper, etc. o Material to develop cognitive skills – sound boxes, visual discrimination cards, touch cards, feel bag, food items of varying kind to develop sensory skills, number domino cards, picture jigsaw and self-correcting puzzles for matching, sorting, arranging, classifying, problem solving, memory and sequential thinking to develop cognitive skills and materials in the environment o Musical instruments o Art material for creative expression such as paints, crayons, pencil, paint brushes, cotton, threads, clay, knife, papers, scissors, cloth, gum and fevicol, bead, etc. In addition to locally available material, teachers/caregivers can develop play and learning material for specific activities planned in the programme. Outdoor Materials o Play equipment to build balancing, jumping, climbing, swinging, swaying, cycling, etc. o Materials like large or small balls, old tyres, rings, etc. for throwing, catching, kicking, rolling, etc. 15 Early Childhood Education Curriculum Framework 2012 o Sand and water play arrangement with sand pit, mugs, spoons, cups, bucket, sieves, strainer, etc. Assessment Assessment is an essential and integral component of any ECCE programme to ensure that the programme remains child centric and the experiences and activities are planned according to the level of the child. It gives an insight into children’s interests, achievements and possible difficulties in their learning from which next steps in learning and teaching can be planned and thereby provides a platform to support the planning of a coherent curriculum for progression in learning. In order to ensure that the programme is responsive to the developmental needs of the child, it is essential to maintain their developmental and learning profile. The purpose of assessment is to give useful information about children’s learning and development to the adults providing the programme as also to children and their families. It also helps ensure early identification of developmental delays, special educational needs and particular abilities. Assessment contributes to evaluation, revision, and development of programmes. The areas of assessment ? ? ? The child’s interest and participation Skills and abilities Social interactions The assessment of the children should be formative, continuous and flow from the experiences planned in the curriculum. Formative continuous assessment implies documenting the development of the child, by interpreting the evidence from the day to day experiences of the child with the purpose of recognising and encouraging strengths and addresses learning/developmental gaps. Teachers need to evaluate each childs progress on an ongoing basis, through observations of their behaviour; their artwork and other products. Home-based observations may also be 16 Early Childhood Education Curriculum Framework 2012 conducted. The current level of performance should be rewarded to reinforce small steps of accomplishments towards the long term goals. Portfolio should be maintained for individual child. It should contain anecdotal records, developmental checklists, samples of drawing, writing and other activities, observation notes and parent teacher meeting notes. Role of Caregiver/Teacher The caregivers/ teachers in an ECCE programme are facilitators who engage children in multiple experiences to foster their all-round development. They play the following roles: ? Observe children to identify their needs and capabilities and move with the pace of the child’s development ? Plan appropriate, ? ? ? developmentally holistic and challenging activities Focus not only on planning and conducting activities but also on continuous processes for interaction and relating learning to child’s environment. Create nurturing and positive relationships with children and among children Organise supportive learning environment by taking care of aspects such as the arrangement of the physical environment and equipment; the scheduling of activities and events and groupings ? ? ? Work in partnership with parents Facilitate learning to meet the objectives of the curriculum Help in early identification and intervention for children with special needs 17 Early Childhood Education Curriculum Framework 2012 To accomplish the above the teachers need to enjoy being with young children, be knowledgeable about children’s development and early childhood curriculum and should be skilled at implementing the curriculum. Role of Parent The young child spends most of the time at home and much of the early learning occurs through the child’s day to day interactions with the family. The parents have a major role to play in the child’s development, much beyond merely being around the child and providing food and other basic needs. Parents need to: ? Provide a conducive environment at home for optimal development and learning and spend quality time with the child ? ? ? ? ? Encourage exploration and experimentation at home and optimally utilise the ample opportunities for incidental and lifelong learning arising from the daily activities Play a cooperative role and establish a relationship of trust and mutual respect with the teacher/caregiver at the ECCE centre Share and plan the development of their child along with the teacher/caregiver Participate in the open days and other events for parents and community Not to force formal learning and competition at this early age and respect children’s abilities and personalities. Supportive Essentials The open framework approach to curriculum adopted herein requires certain preconditions as essentials. These are: ? An enabling and stimulating learning environment which has been carefully designed and is child friendly 18 Early Childhood Education Curriculum Framework 2012 ? ? ? ? ? Contextually and culturally appropriate curriculum content Developmentally appropriate learning and play material Activity; rhyme and story bank Children’s Activity Book Trainer’s Manual and Teacher’s Guidebook addressing adult-child interaction, arrangement of the physical environment and equipment, planning of the daily routine etc.to help teachers implement the curriculum effectively ? ? Supportive supervision Professional development opportunity for ECCE caregivers 19 Early Childhood Education Curriculum Framework 2012 Annexure 1 Some Significant Themes to be covered in the Curriculum Myself, my family and community Food, health, hygiene and cleanliness Natural world and environment: plants; animals and birds; fruits and vegetables Physical environment: air, water, universe, seasons Social environment: My country; festivals and celebrations; neighbourhood; means of transport 20. Early Childhood Education Curriculum Framework 2012 Annexure 2 Sample Weekly Plan Theme: Animals Time 9. 00-9. 30 9. 30-10. 00 Monday Circle Time Free Conversation (Animal Names) Tuesday Assembly Guided Conversation (Homes of Animals) Sorting Cards (Animals and their young ones) Block Play Lunch Tearing and pasting on animal drawings Wednesday Circle Time Free Conversation (Food of Animals) Soft and Hard Surface Thursday Assembly Guided Conversation (Animals and their young ones) Shape: Circle Friday Circle Time Guided Conversation (Uses of Animals) Pattern Writing. 10. 00-10. 30 Seriation Activity (Small to large animal) 10. 30-11. 00 11. 00-11. 30 11. 30-12. 00 Animal Race Lunch Free hand drawing of pet animals Swings and slides Lunch Models of animal homes Walking on Zigzag line Lunch Making Clay Animals Sand Pit Lunch Mask Making 12. 00-12. 30 Animal Rhyme (Pet Animals) Music and Movement Activity (How animals move) Rhyme Dramatization (Farm Animals) Animal Story (Wild Animals) Song and Dance (Birds) 12. 30-1. 00 Winding up Departure Winding up Departure Winding up Departure Winding up Departure Winding up Departure. Note: The time allotted for each activity is 15-20 minutes; the time slots of 30 minutes allotted in the plan include setting up, distribution of material and winding up for each activity. 21 Early Childhood Education Curriculum Framework 2012 Annexure 3 Sample Thematic Web Numeracy: Sorting pictures of animals and their young ones Creative Art : Models of Animal Homes Language: Rhymes and stories on Animals Cognitive : Animal names Types: Pet/ Wild/ Aquatic Animal food, sound , home Animals Physical Motor: Animal Race Tearing and Pasting on Animal Drawings. Socio-Emotional : Free Conversation Music Movement : Song and Dramatization 22 Early Childhood Education Curriculum Framework 2012 Important Resources 1. Bhatnagar, R (2005): Little Steps. A Manual for Preschool Teachers. National Council for Educational Research and Training. New Delhi 2. Kaul, V. (2010): Early Childhood Education Programme. National Council for Educational Research and Training. New Delhi 3. Mother and Child Protection Card, Ministry of Women and Child Development, Government of India. 4. Muralidharan, R. , Asthana, S. (1991): Stimulation Activities for Young Children. National Council for Educational Research and Training. New Delhi 5. Position Paper on Early Childhood Care and Education, National Focus Group (2006). National Council for Educational Research and Training. New Delhi 6. Soni, R, Kapoor R, Vashishtha, K. K. (2008): Early Childhood Education. An Introduction. National Council for Educational Research and Training. New Delhi 7. Swaminathan, M. and Daniel, P. (2004): Play Activities for Child Development: A Guide to Preschool Teachers. National Book Trust, New Delhi. 8. WHO Child Growth Standards- Methods and Development, World Health Organisation 23.

Cloning: A Good Thing Essay -- Science Genetics DNA Clone Essays

Cloning: A Good Thing A growing controversy in the world today is cloning. One stance is that cloning and cloning research should be banned altogether. Another position is in support of no restrictions of cloning and that scientists should be able to test on animals if they deem it necessary. Many other views are squeezed into different gray areas on the topic. It would be beneficial to explore the methods, benefits, moral and ethical conflicts involved with human cloning to fully understand the pros of cloning. The methods of human cloning and the research that accompanies them can provide a great deal of benefits. The benefits of human cloning include important medical breakthroughs, reproduction, and morality issues. Animals and plants could be cloned to produce lifesaving medicines through the research obtained on the way to human cloning. Human cloning research could cure many incurable diseases. â€Å"Medical breakthroughs from cloning research could cure cancer and heart attacks, lead to organs for organ transplants, and a revolution in cosmetic surgery. A balding man could have grafts made of his own hair and have it transplanted onto his scalp† (Human Cloning Foundation). Human cloning technology could allow children to lead better lives than their parents did, because of medical breakthroughs. Cloning could lead to the fountain of youth. It could allow reproduction of organs so people could transplant organs and never die. Infertile couples co...

Sylvia Plath: A Search for Self :: Biography Biographies Essays

Sylvia Plath: A Search for Self      Ã‚  Ã‚  Ã‚  Ã‚   The collective body of Sylvia Plath's poetry demonstrates definitively her mastery of her craft. Plath has been criticized for her overtly autobiographical work and her suicidal pessimism, however, close study reveals that her poetry transcends categorization and has a voice uniquely her own. As Katha Pollit concluded in a 1982 Nation review, "by the time she came to write her last seventy or eighty poems, there was no other voice like hers on earth" (Wagner 1). In works such as "Lady Lazarus," "Daddy," and "Morning Song," Plath relates her own painfully experiences in the form of dramatic monologues using a persona who eventually triumphs over adversity by regaining the self that had been lost before the struggle of the poem.      Ã‚  Ã‚  Ã‚   According to Plath, the narrator of "Lady Lazarus" has "the great and terrible gift of being reborn . . . she is the Phoenix, the libertarian spirit" (Wagner 71). In compact three-line stanzas, the speaker sardonically comments on her unique ability and its implications. Her tone demonstrates her boredom towards the attention paid to her by "the peanut-crunching crowd." Unlike the Biblical Lazarus who is called forth from the grave by Jesus, Lady Lazarus is able to resurrect herself and so avoids the polarities of God and Lucifer. Neither of these figures is able to exact punishment for the atrocities that man heaps on man, so the speaker transfigures herself by reducing her body to ashes and reviving her life through flame. As Leonard Sanazaro points out, "This willfulness to arise and devour humankind in the form of a self-fulfilled deity points up the impotence of the traditional concepts of good and evil" (Wagner 90) Lady Lazarus transcends these boundaries.      Ã‚  Ã‚  Ã‚   The imagery used throughout the poem is associated with the treatment of the Jews by the Nazis in concentration camps during World War II. Plath addresses the inhumanity of the situation, using such phrases as "A cake of soap,/A wedding ring,/A gold filling" to represent a human being. Plath also alludes to the medical experimentation that was practiced by the Nazi doctors. Plath has often been criticized for relating her hardships to that of the Jews. After all, she grew up in a relatively stable and affluent home and received an excellent education; her suffering was in her mind. Plath said specifically that her poems had come:

Role Model Review

For this assignment I have chosen a leader that is in charge of overseeing the over 300,000,000 people of the United States of America, (The World Fact Book, July 2010) the 44th President of The United States of America, Barack Obama. The primary duty of the president of the United States is to make sure that all United States laws are carried out and that the federal government is run effectively. Although the president may not introduce new legislation he does hold the awesome power to veto all bills that are approved by the legislature. In addition, the president has the weighty role of commander in chief of the armed forces. As the nation's chief executive, the president oversees foreign policy, making treaties with foreign nations and appointing ambassadors to other nations and to the United Nations. He also appoints members of the Cabinet, as well as Supreme Court justices and federal judges. As you can tell the job of the president of The United States is full of responsibilities and is a job that should not be taken lightly. When president Barack Obama was elected to office in 2008 it was an election of epic proportions. That year there was not only the first African American running for president, but also the first female. After the primary elections it was clear that the race for the 44th president was going to be between Republican candidate John McCain and Barack Obama. President Barack Hussein Obama II has a story that American dreams are made of. He claims to have been raised with values from the heartland, a middle-class upbringing in a strong family, hard work and education as the means of getting ahead, and the conviction that a life so blessed should be lived in service to others. He was born in Hawaii on August 4, 1961. His father was from Kenya and his mother was from Kansas. He was raised with the help from his grandparents. His grandfather served in Patton's army and his grandmother was a secretary at a bank. Barack worked his way through college with the help of scholarships and student loans. (whitehouse.gov) President Obama has claimed to be a Christian, but there has been many who would question this because of his Muslim roots. President Obama has been quoted as saying that he has attended the same Christian Church for the past 20 years. (The associated Press) This is after he was accused of being an Islamic terrorist because his father as well as his step-father were both Muslim. President Obama and his family were in fact members of The Trinity United Church of Christ in Chicago until he had a disagreement with his pastor. (The associated Press) There are things that President Obama has endorsed throughout his campaign and throughout his presidency that I do not agree with. I do not agree with his issues on abortion, even though he did stop federal funding of it. I am also not a fan of his health care reform. I believe that there are other ways than what he is proposing to make sure that the American people have affordable health care and health care coverage As with any leader there will always be things that everyone dislikes and things that only some people like. This is after all a free country that is driven by freewill and democracy. Personally I can see why people would hold president Obama to the standards of a role model and even a hero. His story is truly amazing and is an example of the American dream. I however would not say that he is a perfect person to be a role model. As I mentioned before I do not agree with a lot of his policies or that he has a Muslim background. I also do not agree with the thought of a public official being thought of as a role model for children when he openly discusses his battle with nicotine. There are really none of us that are perfect, but as Christian's we are to strive to be Christ like. Throughout the past few years I have watched as president Obama has delivered public addresses and wondered if he were turning religion and faith into the same thing. The only way that he can talk about religion is to talk about his faith, but never specifically mentioning what he has faith in therefore turning faith into an irrelevant flourish of sentimentality that one can choose to wrap around social justice or dispose of completely. I feel that this is bringing religion down to the lowest common denominator. I cannot look at a man as a role model that tries to make Christianity politically correct.

Classic Quotes From Comedian Mitch Hedberg

Classic Quotes From Comedian Mitch Hedberg American stand-up comedian Mitch Hedberg was known for his quirky observations and dry delivery of fast one-liners that kept his audiences hustling to keep up with him. His friends claim he was the funniest person in the world. Whether or not you agree, youre bound to enjoy reading some of his classic remarks.   Mitch Hedbergs Thoughts on a Mechanized World I know a lot about cars. I can look at a cars headlights and tell you exactly which way its coming. I like an escalator, man, cause an escalator can never break. It can only become stairs. There would never be an Escalator temporarily out of order sign, only Escalator temporarily stairs. Sorry for the convenience. Funny Things About Food I bought a donut, and they gave me a receipt. When will I ever need to prove I bought a donut? Some skeptical friend: Hey man! Dont you even act like I didnt buy this donut! I have the receipt ... damn ... I forgot it at home ...in the filing cabinet under D...for donut. That would be cool if you could eat a good food with a bad food and the good food would cover for the bad food when it got to your stomach. Like you could eat a carrot with an onion ring and they would travel down to your stomach, then they would get there, and the carrot would say, Its cool, hes with me. My friend said to me, You know what I like? Mashed potatoes. I was like, Dude, you have to give me time to guess. If youre going to quiz me you have to insert a pause. On Relationships I dont have a girlfriend. But I do know a woman whod be mad at me for saying that. I dont have any children, but if I had a baby, I would have to name it, so I would get a baby-naming book. Or I would invite somebody over who had a cast on. To Sleep Perchance to Dream You know, Im sick of following my dreams, man. Im just going to ask where theyre going and hook up with em later. I hate dreaming because when you want to sleep, you want to sleep. Dreaming is work. Next thing you know, I have to build a go-cart with my ex-landlord. Department of Health People who smoke cigarettes, they say You dont know how hard it is to quit smoking.  Yes,  I do. Its as hard as it is to start flossing. Someone handed me a picture and said, This is a picture of me when I was younger. Every picture of you is when you were younger. Heres a picture of me when Im older. Whered you get that camera man? I used to do drugs. I still do, but I used to, too. My fake plants  died  because I did not pretend to water them. Mitch Hedbergs Random Musings on Golf and Other Subjects Im not good at golf, I never got good. I never got a hole in one, but I did hit a guy. And thats way more satisfying. Youre supposed to yell Fore, but I was too busy mumbling There aint no way thats gonna hit him. I went to the park and saw this kid flying a kite. The kid was really excited. I dont know why. Thats what theyre supposed to do. Now if he had had a chair on the other end of that string, I would have been impressed. You know, theres a fishing show on TV. They catch the fish, but they let it go. They dont want to eat the fish, but they do want to make it late for something. I use the word totally too much. I need to change it up and use a word that is different but has the same meaning. Mitch, do you like submarine  sandwiches? All-encompassingly.

terrorist attacks essays

terrorist attacks essays Recently the U.S. has been under attack by foreign terrorists. The Terrorists sieged four American planes by force with the use of box cutters and knifes. After taking over the airplanes they dive-bombed the Pentagon and the U.S. trade center. The U.S. has been unsure what actions to take upon the leader, who they believe to be in charge of the whole plan to attack the U.S. It is hard to make a decision because the U.S. doesnt really know where to find this guy. So far they know he is in Pakistan. They believe he lives underground and in caves, which makes it hard to locate him. Now I am not an U.S. but I will give my opinion and my views. I am happy to see the way that the U.S. is handling this tragedy. Many people are volunteering to help find survivors. Many of the volunteers are citizens of the race that is believed to be attacking us. I also happy that citizens that are not that race arent beating on those people and starting riots. The people on the hijacked planes are pitiful because if there is at least ten passengers on them planes those terrorists shouldnt have taken over those aircraft. It was just to many people on that and to few with knifes to take over those planes. Also why didnt the U.S. react to four planes heading to the West Coast that suddenly turned around? I believe it should have been noticed and taken care of. Now it is time to take action. This what the money that goes too military is used for. I believe we have an ample amount of weapons and resources to deal with this problem. Many people I have talked with feel the same way. It is time for the U.S. to take action. People of the U.S. dont enjoy being laughed at by little Palestinian kids. We should be able to find that murderer and deal with him. Everybody doesnt agree with my views but the majority seems to. ...

Leopard Facts

Leopard Facts Leopards (Panthera pardus) are one of five species of the big cat genus Panthera, a group that also includes tigers, lions, and jaguars. These beautiful carnivores are the subject of movies, legends, and folk tales, and are common in captivity. There are nine official subspecies of leopards, as well as several proposed sub-species. Leopards are considered to be vulnerable, endangered, or critically endangered animals in different areas of their range, which includes portions of African and Asia. Fast Facts: Leopards Scientific Name: Panthera pardusCommon Name(s): Leopard, pard,  pardus, pantherBasic Animal Group:  MammalSize: 22–22 inches tall, 35–75  inches longWeight: 82–200 poundsLifespan: 21–23 yearsDiet:  CarnivoreHabitat:  Africa and AsiaConservation  Status:  Endangered or Near Threatened depending on location Description The base color of the leopards coat is cream-yellow on the belly and it darkens slightly to an orange-brown on the back. A dappling of solid black spots is present on the leopards limbs and head. These spots form circular rosette patterns that are golden or umber in color at the center. The rosettes are most prominent on the jaguars back and flanks. Spots on the leopards neck, belly, and limbs are smaller and do not form rosettes. The leopards tail has irregular patches that, at the tip of the tail, become dark-ringed bands. Leopards exhibit a range of color and pattern variations. Like many species of cats, leopards sometimes exhibit melanism, a genetic mutation that causes the skin and fur of the animal to contain large amounts of the dark pigment called melanin. Melanistic leopards are also known as black leopards. These leopards were once thought to be a separate species from non-melanistic leopards. Upon close inspection, it becomes apparent that the background coat color is dark but the rosettes and spots are still present, just obscured by the darker undercoat. Leopards living in desert areas tend to be paler yellow in color than those that live in grasslands. Leopards inhabiting grasslands are a deeper golden color. Leopards have shorter legs than many other species of big cats. Their body is long and they have a relatively large skull. Leopards are similar to jaguars in appearance but their rosettes are smaller and lack a black spot in the center of the rosette. Full grown leopards can weigh between 82 and 200 pounds. The lifespan of a leopard is between 12 and 17 years. Rudi Hulshof/Getty Images Habitat and Distribution The geographical range of leopards is among the most widespread of all the big cat species. They inhabit the grasslands and deserts of Sub-Saharan Africa including West, Central, South and East Africa as well as South East Asia. Their range does not overlap with jaguars, which are native to Central and South America. Diet and Behavior Leopards are carnivores, but their diet is among the widest of all the cat species. Leopards feed primarily on large prey species such as ungulates. They also feed on monkeys, insects, birds, small mammals, and reptiles. The diet of leopards varies based on their location. In Asia, their prey includes antelopes, chitals, muntjacs, and ibex. Leopards hunt mainly during the night and are skilled at climbing and often carry their prey into trees where they feed or hide their catch for later use. By feeding in trees, leopards avoid being disturbed by scavengers such as jackals and hyenas. When a leopard captures large prey, it can sustain them for as long as two weeks. Anup Shah/Getty Images Reproduction and Offspring Leopards have multiple mates and reproduce year-round; females attract potential mates by excreting pheromones. Females give birth to two to four cubs after a gestation period of about 96 days and usually produce a litter every 15 to 24 months. Leopard cubs are tiny (about two pounds at birth) and spend their first week of life with their eyes closed. Cub learn to walk at about 2 weeks old, leave the den at about 7 weeks, and are weaned by three months. They are independent by the age of 20 months, though siblings may stay together for several years and young leopards often stay in the area where they were born. Dietmar Willuhn/Getty Images Conservation Status Leopards are more numerous than any of the other great cats, but, according to the Animal Diversity Web, Leopards are declining in parts of their geographic range due to habitat loss and fragmentation and hunting for trade and pest control. As a result, leopards are listed as near threatened on the IUCN Red List of Threatened Species. Efforts are underway to protect most of their range in West Africa, but numbers are still shrinking; five of the nine subspecies of leopard are now considered to be endangered or critically endangered: Panthera pardus nimr  - Arabian leopard (CR Critically Endangered)Panthera pardus saxicolor  - Persian leopard (EN Endangered)Panthera pardus melas  - Javan leopard (CR Critically Endangered)Panthera pardus kotiya  - Sri Lankan leopard (EN Endangered)Panthera pardus japonensis  - North Chinese leopard (EN Endangered)Panthera pardus orientalis  - Amur leopard (CR Critically Endangered) Sources Burnie D, Wilson DE. 2001. Animal. London: Dorling Kindersley. p. 624.Guggisberg C. 1975. Wild Cats of the World. New York: Taplinger Publishing Company.Hunt, Ashley. â€Å"Panthera Pardus (Leopard).†Ã‚  Animal Diversity Web, animaldiversity.org/accounts/Panthera_pardus/.

Environmental Health Assessment Essay Example | Topics and Well Written Essays - 750 words

Environmental Health Assessment - Essay Example The hydrocarbon wastes emitted by the oil refineries can do immense damage to the biological systems situated in their vicinity (Jahdali, 2008, p.34). The environmental pollution caused by the oil refineries has a broad scope that involves an above average level of pollutants in the air, large scale contamination of the soil and the above average contamination of the underground and above ground water resources (Jahdali, 2008, p.34). The gravest risk to the residents living in the neighborhoods like Torrance, which lie in the vicinity of a proposed petroleum refinery, will come from the utterly polluted air (Jahdali, 2008, p.35). The emissions from most of the oil refineries contain large amounts of sulfur dioxide, Nitrogen oxides, and heavy metals like zinc, lead, cadmium, besides loads of other pollutants like toluene, phenol and polycyclic aromatic hydrocarbons (Jahdali, 2008, p.35). Sulfur dioxide is the primary pollutant emitted by the oil refineries that gets accumulated in the lower layers of atmospheric air. Rainfall and humidity cause this toxic gas to precipitate and settle down in the surrounding soil (Jahdali, 2008, p.35). Eventually this pollutant gets absorbed by the plants including the fruits and vegetables growing in the area. Sulfur dioxide has been known to cause a range of ailments like lung cancer, allergic rhinitis, lung inflammations and a number of other respiratory and cardiovascular diseases (Opera and Mihul, 2003, p.84). The damage caused by sulfur dioxide to the people living in the vicinity of the oil refineries comes from two sources i.e. through long term inhalation of the poll uted air and through the food chain. Besides sulfur dioxide, the other pollutants emitted by the petroleum refineries are also known to cause many debilitating and sometimes incurable diseases. Another potential risk to the people living around the oil refineries comes from asbestos that is widely used for insulation in the oil refineries. Thus not only the workers employed in the petroleum refineries get exposed to asbestos, but the people living around such facilities do get to inhale asbestos particles emitted by them. Asbestos has been known to cause pleural mesotheliomas and is a medically proven carcinogenic substance (You Claim, 2002). The threat caused by asbestos emissions from the petroleum refineries is particularly pertinent in the case of the US, which has nearly 150 petroleum refineries scattered across 32 states. Besides, various scientific studies have established beyond doubt that the children living in proximity to industrial pollutants face severe problems related to academic and physical growth (Krisberg, 2006, p.3). Exposure to air pollutants emitted by facilities like petroleum refineries has been known to cause augmented instances of Preterm Delivery in the residents living around them (Leem, et al., 2006, p.1). As per a British medical study, rampant instances of childhood leukemia were noticed near petroleum refineries and oil storage installations (Gilman, 1997, p.156). It is imperative that the health hazards associated with

Sociology And Social Worlds Essay Example | Topics and Well Written Essays - 2000 words - 1

Sociology And Social Worlds - Essay Example 7 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Critically discuss the key concepts in Conduct that explain our agency in social worlds and the influences upon it. In doing so, draw upon three sources of material – from academic texts or ‘real life’ situations – external to the course texts. Ideology of a term: CONDUCT Conduct is a word which gives us a simple idea about a human behavior in different aspects of life but when considering under the study of sociology ,it tells us that how deep rooted this issue is. It not only builds a personality of an individual but highly contributes in developing a society. According to the theories of different sociologists, Conduct is something which gives us an argument about gestures, manners, norms, attributes and techniques of a human being according to which one leads his/her life individually or in a community. It not only refers to a manner in which people leads their life but also how ones behavior varies in a particular situations, circumstances, or occasions. For example conduct changes of an agency under extreme influences either happy or sad it depends on the extremity of a situation. Parallel issue of an agency In relevance to the topic of Conduct, there is an issue taken parallel is known as an Agency which is defined as a capacity or capability of an individual according to his/her free will. There are two major strategies of sociology to deal with this issue: Structural Sociology and Action-oriented Sociology. Structural sociology over inner princip le Structural Sociological studies approaches with theories of action and agency nonetheless reproduce the idea of an individual and society as two different separate entities by proposing that social order and human conduct are the product of the interaction of fundamentally free human being without any external constraint or pressure. Here inner principle comes in consideration that how it operates an agency .Inner principle gives a major contribution of one’s conduct which is either polished by religious preaching or personality grooming through different institutions. The basic feature of the inner principle is self directed individual agent and is undoubtedly a real capacity but it is not the foundation of these abilities and it does not provide an explanation for the development of a social network. An example which can help us understand the term an agent influencing a conduct of a person is when a child delivers a message to a parent that your friend is there on the p hone so the parent if unwilling to attend the call instruct a child to go and give an untrue reason, this is from where a parent acting as an agent starts spoiling an innocent mind. Relation between Structure and an Agency Furthermore, Structure and agency inter relates in a manner that when we analyze the teacher occupation to show how the agent influences the structure in society , the structure is both an outcome of agent action and shape agency action , in this case we show how the agent shapes the structure in the society with reference to the teacher role in the society .The agent and the structure :The teacher can be viewed as an agent of change , his role is to

MGM626-0902A-03 Economics for Decision-Making - Phase 2 Individual Essay

MGM626-0902A-03 Economics for Decision-Making - Phase 2 Individual Project - Essay Example The products are also identical and there is complete freedom of entry to the market. Moreover the information about the products and prices from various firms are also available to the customers at no cost. Hence, in a perfect competition, the price is purely set by the market and the firms adhere to the price (Salvatore, 2006). In the case of CPI, if it decides to raise the prices of the toothpaste unilaterally, the demand for the firm’s toothpaste will be completely reduced and the firm will lose its market share. Customers will prefer to buy the products which are priced at the market rate. This will eventually lead to the shutdown of the product totally. In this case, the market price of the toothpaste is increased to $ 54 per case. As discussed earlier, it is evident that the profit is maximized when the marginal cost (MC) equals the marginal revenue (MR). The marginal cost function remains unchanged as MC = 0.006 Q, as the costs are unaffected due to raise in prices. Also, the marginal revenue will equal price, as the sale of an additional case results in a revenue equal to the price per case. In a perfect competition, the market price rises only when the demand rises from the current level. In such a case, the supply also has to rise to meet the demand. The point where the supply meets the demand is set as the market price. Hence it is very clear that the demand in the market has risen (Sloman and Sutcliffe, 2004). This will lead to the profit maximizing level of the firms to increase, as the firms now have the opportunity to exploit a higher demand than usual with increased prices. It is important to note that the products of all the firms are homogenous and are not differentiated in a perfect market. Moreover the customers already have all the information about the products available in the market. Hence it is very difficult to create an impact by advertising the product. The main theme of advertising is to provide information

Deaf experience Essay Example | Topics and Well Written Essays - 500 words

Deaf experience - Essay Example 488). Further, I learned that this group of people was impulsive to the signs whose underlying meaning seemed abusive or complicated to them despite the use being a normal one. I was nervous while communicating to the deaf people because I was unable to inform them that I was capable of hearing and speaking contrary to their expectations since the majority members in the chatroom were deaf. The fact that I was inconsistent in signing to them with the same speed they took to communicate to me spurred anxiety and I could not contemplate the alternative measures to establish in solving the imminent misunderstandings that would emanate from the delays. Despite bearing knowledge on the signs used by the majority population of people in the deaf culture, I was incompetent in elevating the desired skills as there different types of misunderstandings would result from the different perceptions that different chat members bore towards the signings (Davidson 792). Despite the challenges experienced during the chatroom conversations, the deaf people cooperated and educated me in their experiences while living with the condition as they were growing up. The chatroom experience influenced the understanding that the people were aggressive towards the people who were capable of hearing and speaking holding the belief that such people were ignorant of their inability to hear; hence, the use of verbal communication was deliberate and abusive. Further, I learned that the deaf community perceived that they were normal; hence, they were against any practices expressed by different people whose meaning communicated their inability to participate in verbal communication. Other members with whom I communicated to in the chatroom expressed their dissatisfaction to the practices used by the society in providing special learning centers to the deaf (Hauser

American Indian Music History Essay Example | Topics and Well Written Essays - 250 words

American Indian Music History - Essay Example the coming of Europeans and the whites to â€Å"the new land† (America), assimilation became a primary tool used by the whites to streamline cultures and create harmony in the white’s quest for expansion and trade in the country. Assimilation policy that was equally developed by the government of the United States has resulted in the erosion of most cultures of the indigenous communities in America. American Indians are among the people who were greatly affected with assimilation relegating their culture almost to extinction. Participation of the American Indians in the west wild show was a crucial step in the preservation of culture through showcasing to the young generation the significance of the culture and association of one to his/her culture. According to Warren, L. S. (pp. 369), paragraph 37 of the article indicates the significance of Wild West dance in preservation of Indian culture where, â€Å"the wild west show was most of all a new genre of Indian perform ance wherein dozens of Indians, some of them renowned war leaders, simulated life before conquest.† Ghost dance appeared as a form of religion that combined the traditional religious practices and some aspects of Christianity. The indicators of the order believed that through the performance of the dance, one could reach a state where communication with the spirit of the dead could be possible. This was thus meant to bring peace and prosperity to the community. According to the whites, Ghost dance was seen as a challenge to their influence in America and religion. The notion that the form of dance was to bring emancipation to the community came at loggerheads with the whites’ interest in America. According to Warren, L. S. (pp. 377) paragraph 66, â€Å"When the department of the interior finally requested the help of the army late in 1890, Milles’s response was to surround areas where Ghost Dancers had large following, and requested that all Indians cone to the

Deaf experience Essay Example | Topics and Well Written Essays - 500 words

Deaf experience - Essay Example 488). Further, I learned that this group of people was impulsive to the signs whose underlying meaning seemed abusive or complicated to them despite the use being a normal one. I was nervous while communicating to the deaf people because I was unable to inform them that I was capable of hearing and speaking contrary to their expectations since the majority members in the chatroom were deaf. The fact that I was inconsistent in signing to them with the same speed they took to communicate to me spurred anxiety and I could not contemplate the alternative measures to establish in solving the imminent misunderstandings that would emanate from the delays. Despite bearing knowledge on the signs used by the majority population of people in the deaf culture, I was incompetent in elevating the desired skills as there different types of misunderstandings would result from the different perceptions that different chat members bore towards the signings (Davidson 792). Despite the challenges experienced during the chatroom conversations, the deaf people cooperated and educated me in their experiences while living with the condition as they were growing up. The chatroom experience influenced the understanding that the people were aggressive towards the people who were capable of hearing and speaking holding the belief that such people were ignorant of their inability to hear; hence, the use of verbal communication was deliberate and abusive. Further, I learned that the deaf community perceived that they were normal; hence, they were against any practices expressed by different people whose meaning communicated their inability to participate in verbal communication. Other members with whom I communicated to in the chatroom expressed their dissatisfaction to the practices used by the society in providing special learning centers to the deaf (Hauser

Auditing & Insurance services Essay Example | Topics and Well Written Essays - 4000 words

Auditing & Insurance services - Essay Example (c) As may also be noted from the Annual Reports for the year ended 30 June, 2009, the financial data was available in the form of Standard Statements, which effectively compare the Council’s budget against its actual performance, which provides ample scope for assessing how accounting practices are improving the efficacy of performance of the Council. (d) On the basis of its annual report for 2009, it may also be seen that the Council appears to be in a good financial position, because it is breaking even and shows revenues over and above budgeted amounts, which is noteworthy in a recessionary period where many public sector organizations all over the world have faced a strain on their resources and gone over their budgets. The impact of the recent recession is one of the important aspects to be studied in this report and this ability of the Council to balance the budget offers good scope for study. (e) There are an adequate number of related aspects, such as the incorporation of significant diversity into the council and operates a range of facilities which the citizens rate as satisfactory, all of which are funded through the Council budget, therefore the study of the financial management aspects is likely to be very helpful. An examination of the financial statements of the Council in order to ensure that they are presented fairly in terms of all material aspects and in accordance with generally accepted Australian Accounting Standards. The fees proposed to be charged for this service will be $60,000. The Council would like to have a second review of their internal audit in order to arrive at a comparative estimate. They do not currently employ an external auditor, but carry out a process of internal audit. We are suitably employed in their place to carry out an additional review audit. The client is a public sector enterprise that has

Important Inventions Essay Example for Free

Important Inventions Essay You have probably heard the saying All roads lead to Rome, many times from numerous people. Of course, not all roads lead to Rome; but back in the time of ancient civilizations, most roads in eastern Europe did. Of all ancient people, the Romans were the finest road builders. At the beginning of the 4th century B. C., they built smooth, hard surfaced, and durable roads wherever they ruled. That empire extended from England to North Africa; many of the roads in England are still in use today! Since you may not realize the important role that these early roads played, I am going to give you an idea of how they were built, used, and what exciting discoveries were made as the result of these ancient road builders. You will even get to see how these discoveries were used in the construction of their roads. Most of us take the roads we use today for granted, we never think about how some of the inventions like concrete, early arch bridges, and cement were discovered. Without some of those inventions, it would have been much more difficult for the Romans to rule their vast empire. Well built roads were necessary to control and extend their empire, permit trade and travel, and move their massive armies. They were the most impressive road builders of the ancient world. Over 50,000 roads, many well paved, stretched all over the Roman Empire. Settled in 800 B. C., Rome and its citizens communicated efficiently on land using a famous road system that linked all parts of the empire. Even though the army built most roads, all people traveled on them. Official messengers and troops moved rapidly over swamps, rivers, and mountains because of good bridges, paved causeways, and tunnels. Cutting through mountains and spanning streams, roads were built in straight lines whenever possible. The Romans knew how to lay a solid base and to give a road a pavement of flat stones. They also knew to make a road slope slightly from the center and toward both sides to drain off water.

The Great Depression In Canada During 1920s History Essay

The Great Depression In Canada During 1920s History Essay A recession is when a neighbour has to tighten his belt. A depression is when you have to tighten your own belt. And a panic is when you have no belt to tighten and your pants fall down. Politician an activist, Tommy Douglas. During the 1920s, Canadas economy has boomed majorly after WW1. Many great inventions were made, the role of women has changed, and businesses as well as industries, over expanded. However, the prosperity of the 1920s came to a halt on 29 of October, 1929. The major causes of this horrendous time period was the over-production/over-expansion, dependence on staple products, and primarily; the stock market crash. It was a relentless worldwide economic crisis in the decade preceding World War II. In the decade of the 20s, many industries were expanding. As a result of theses expansions, supplies such as food, minerals, and cars stayed piled. Workers as well as their families had less money to spend. Consequently, sales deliberated even more. Canadas economy (mainly the west) depended majorly on staple products. This led them to be the hardest hit regions because they did not have other things to sell. A major problem Canada had suffered so greatly was because Canadas economy was closely connected to the U.S. As a result, Americans were not in need of Canadas resources. Therefore, Canada stumbled greatly because they were not dependent enough on their own. . Throughout the 1920s, credit buying and buying on margin became more and more popular as new inventions were being made. With added interest payments many families got themselves hopelessly into debt.  Many families got themselves desperately in debt without realizing how much they spent. This became a major problem because if the employee or wage owner became sick or was laid off, it would be impossible to pay back the loan. Additionally, ambling on the stock market became very popular and common, it was not limited just to those who owned businesses and possessions. As well as average citizens who wanted to get rich fast. The scheme was that as soon as the stocks went up in value, they could sell them and pay back the broker and keep the profits. Unfortunately, not all stocks went up, and this lead to the atrocious stock market crash. The 20s was certainly a decade of freedom for most, and in addition, many incredible products were invented and improved upon. However, a phenomenal depression struck at the end of the 1920s, leaving Canada, and many other countries in great despair. When the Depression hit, all parts of Canada suffered. However, the hardest hit region was the West. The financial crisis joined with the forces of nature that created dreadful times for prairie farmers. Alberta and Saskatchewan had experienced severe droughts, and without rain, the crops died. This led to serious low percentages of staple products such as, wheat being sold. In addition, provincial income dropped immensely as well. Topsoil was flounced away, and dry wind storms drifted away for hundreds of kilometres. As if this was enough destitution for the West, adding to the devastation were plagues of grasshoppers that infested the crops and a pandemic of wheat rust that demolished the wheat fields. The dirty thirties (an acronym used to describe the harsh times of the 30s) brought major ecological problems mainly to the West. The major adversity was the Dust Bowl. The Dust Bowl was an ecological phenomenon and disaster caused by the misuse of land that affected both, Canada and the United States. The loss of valuable farmland during the time period led many farmers and their families to migrate to other areas that were not as hard hit; like Southern parts of Canada, as well as the Atlantic. In 1935, this ecological crisis led to the creation of the Prairie Farm Rehabilitation Administration (PFRA) that coordinated strategies for reducing soil erosion. In the present day, PFRA works with prairie farmers to maintain the agricultural industry and to expand strategies for sharing Canadian knowledge and technologies with the international community. Companies that were producing farming supplies had to cut back production. In turn, this led to layoffs amongst the employees. Additionally, as unemployment rose, fewer people had the luxury to buy other goods such as cars and appliances. Therefore, production in those sectors fell as well. Furthermore, more workers lost their jobs, it was a brutal cycle. Even though the prairies experienced the most hardship of the Depression, other parts of Canada suffered as well. For British Columbia, fish, lumber, as well as fruit markets were considerably low. Workers in this particular industry experienced the full effects of the economic downturn as the global demand for resources dried up. Newfoundland was hit hard too. In 1934, Newfoundland had to submit its government to ask for financial aid from Britain. The industrial heartland of southern Ontario and Quebec experienced unemployment, as mining and forest incomes from exports had dropped. Luckily, their domestic market was protected because of tariffs. Although the 30s brought great grief to many people, not all suffered the same as others. A few wealthy Canadians benefited from the Depression. Everything was low in value, they were able to but farms, lands, and homes at cheap rates and sell it later on for a higher percentage. As well, many big companies as well as corporations became profitable because they did not have to give it out as many wages, as more and more people were laid off. For most of Canadians, however, minimum wage was the only wage if they had any at all. The daily struggle to maintain the necessities of the family was a huge problem many families faced. Finding a decent job was even worse. Many men sacrificed their lives to support their family, and keep their dignity. The lack of jobs forcefully made many men to leave their families in search of work. As a result, many rode the rails on top of boxcars or on the rods beneath the cars. When a child turned 16, the familys relief was cut. Consecutively, young men left home to reduce the burden on their families. Thousands travelled west for work. When they recognized that there were no opportunities there, they continued on to British Columbia. In Vancouver, they besieged charities, relief unions, along with churches. The conservative party of Bennett set up relief camps to avoid the roaming mass of young unemployed workers. These work and or, relief camps were located in remote areas such as northern Ontario and central British Columbia. Over 200 000 single men 18 years and older lived in these camps. Life in these camps was strict and misery. There were regulations for many things. Men worked hard, long hours doing different tasks: cutting trees, moving rocks, and building roads, forcefully all for just 20 cents. Many men slept in crowded auditoriums and ate disgusting, greasy soups and water stews. Many felt that these camps were like living in prison. An 18-year old relief camp worker expressed his melancholy, stating It was jail, you know. What else would you call it? If you thought the army was bad, then you dont know about one of those camps They treated us like dirt. And we werent. We were up against it, broke, tired, hungry Although the terms of the relief camps were unbearable, the young men were still motivated to keep on pushing through to make a living in any way possible. However, the austere life of the camps left many men angry and frustrated. Many workers began to listen to demands for fundamental, social, and economic change articulated by groups like the Communist Party of Canada. During the spring of 1935, thousands of camp workers in British Columbia formed the Relief Camp Workers Union (RCWU). Men went on strike demanding higher wages, better food, clothing, and shelter. In both April and May, the strikers went on to Vancouver. Soon enough, they had launched On-to-Ottawa trek 3 June, 1935. Over 1600 men boarded freight trains to Ottawa to conference with Prime Minister, R.B Bennett. In Ottawa, Bennett was determined to stop these protestors. On 14 June, Bennett commanded police to stop the progress of the trains at Regina. His tactic was to invite Trek leaders to Ottawa, hoping that their absence in Regina would end the protest peacefully. However, his plan was wrecked because the men found out. Unwillingly, many workers returned back to the camps. To Bennett, it was a triumph but almost lost his reputation in doing so. With so much economic pressure, citizens turned to politics to solve the global crisis. Canada voted Bennett against former P.M, King. They brought in conservative lawyer, Richard Bennett, hoping that he change the economy for the better. Although he set aside millions of dollars for emergency and amplified tariffs on imported products, they did little to overturn the countrys economic losses. Bennetts other plans was to confidently, oppose a new policy that aimed at providing relief and economic recovery. On January 1935, P.M Bennett proclaimed his new deal. Bennett made new promises including, including unemployment insurance and a minimum wage. Nonetheless, many Canadians believed it was too late. They slowly started to campaign for the Liberals. Voters chose King back to power with 173 seats against the Conservatives with 40 seats. When King returned to power, he found the countrys economy to be very dismal. He did very little trying to undertake unemployment and other dilemmas. Ultimately, the Second World War enhanced the Canadas economy, as well as other countries around the world. In conclusion, the decade of the 1930s brought cruel and rigid times to many Canadians, as well as other nations. This time period was the most difficult time Canada had gone through in history. Many people were unemployed, and had very little to eat; if no food at all. These truly were gruesome times for most of Canadian citizens. Works Cited Page On-to-Ottawa Trek and the Regina Riot. Ww.uregina.ca. Canadian Plains Research Center, University of Regina, Sept. 2006. Web. 6 May 2010. . The Depression. Www.collectionscanada.gc.ca. 4 Oct. 2002. Web. 6 May 2010.

Essay --

In a Peloponnesian town of Phlius, Echecrates encounters Phaedo, one of the men present during Socrates' final hours. Echecrates presses Phaedo to tell what happened. A number of Socrates' friends were gathered in his cell, including his old friend Crito and two Pythagorean philosophers, Simmias and Cebes. The account begins with Socrates proposing that though suicide is wrong, a true philosopher should look forward to death. The soul, Socrates asserts, is immortal and the philosopher spends his life training it to detach itself from the needs of the body. In Phaedo by Plato, Socrates provides four arguments for this claim: the opposites, recollection, affinity between the forms and the soul, and the argument that essentially brings life with it can never die. Plato uses the from opposites to support his idea uses the first argument for the immortality of the soul. Socrates repondes with two general statements,list statements then applies these hypotheses to life, death, and the soul. Socrates’ first general statement is that change is between contraries. The hard becomes soft and objects which are soft hardens or becomes hard. The cold becomes hot and the hot becomes cold. The sick become healthy and the healthy become sick. All things, come to be from their opposite; for example, a tall man becomes tall only because he was short before. Similarly, death is the opposite of life, and so living things come to be out of dead things and vice versa. This implies that there is a cycle of life and death. Thus, when we die, we do not stay dead, but come back to life after a period of time. The second general statement is that if both contraries continue to exist. In the world, there must be change in both directions. Therefore, if ther... ...e soul participates in the Form of Life. Like fire, the soul will have to resist its opposite, the Form of Death, to exist. Furthermore, for a soul to exist, it has the ontological necessity of being undying immortal just as the number 3 to be considered odd has the ontological necessity of being uneven. Therefore, while the soul is contained inside the body and the body is subject to death, the soul eschews death in order to exist from one life to the next. In conclusion, In Phaedo, Plato is using Socrates to put his own philosophical views. Socrates relies on four arguments to convince his friends of the soul's immortality. Also, Plato demonstrates that how Socrates uses human reason. Socrates uses Plato's theory of Forms is pivotal in Socrates' final attempt to prove the immortality of the soul. By using four arguments for to prove the immorality of the soul. Essay -- In a Peloponnesian town of Phlius, Echecrates encounters Phaedo, one of the men present during Socrates' final hours. Echecrates presses Phaedo to tell what happened. A number of Socrates' friends were gathered in his cell, including his old friend Crito and two Pythagorean philosophers, Simmias and Cebes. The account begins with Socrates proposing that though suicide is wrong, a true philosopher should look forward to death. The soul, Socrates asserts, is immortal and the philosopher spends his life training it to detach itself from the needs of the body. In Phaedo by Plato, Socrates provides four arguments for this claim: the opposites, recollection, affinity between the forms and the soul, and the argument that essentially brings life with it can never die. Plato uses the from opposites to support his idea uses the first argument for the immortality of the soul. Socrates repondes with two general statements,list statements then applies these hypotheses to life, death, and the soul. Socrates’ first general statement is that change is between contraries. The hard becomes soft and objects which are soft hardens or becomes hard. The cold becomes hot and the hot becomes cold. The sick become healthy and the healthy become sick. All things, come to be from their opposite; for example, a tall man becomes tall only because he was short before. Similarly, death is the opposite of life, and so living things come to be out of dead things and vice versa. This implies that there is a cycle of life and death. Thus, when we die, we do not stay dead, but come back to life after a period of time. The second general statement is that if both contraries continue to exist. In the world, there must be change in both directions. Therefore, if ther... ...e soul participates in the Form of Life. Like fire, the soul will have to resist its opposite, the Form of Death, to exist. Furthermore, for a soul to exist, it has the ontological necessity of being undying immortal just as the number 3 to be considered odd has the ontological necessity of being uneven. Therefore, while the soul is contained inside the body and the body is subject to death, the soul eschews death in order to exist from one life to the next. In conclusion, In Phaedo, Plato is using Socrates to put his own philosophical views. Socrates relies on four arguments to convince his friends of the soul's immortality. Also, Plato demonstrates that how Socrates uses human reason. Socrates uses Plato's theory of Forms is pivotal in Socrates' final attempt to prove the immortality of the soul. By using four arguments for to prove the immorality of the soul.

Effect of pH Levels on the Growth of Bean Plants Essay

Different pH level may affect the growth and development of the plants. Certain key words include: pH level, germination, acidity, osmosis and diffusion. This experiment examines the effects of different pH level of vinegar on the growth of bean plants. Materials used in this experiment consist of: water (pH 6), vinegar with the pH level of 3, 4 and 5 (each one were made before experiment), beans, soil, and pots. Eight bean plants were planted, two were watered with pH 6 and the other ones were each watered with pH 5, pH 4 and pH 3 vinegar. The results were that beans watered with pH 3 shrunk and began to die, pH 4 beans were growing at a slow rate, beans watered with pH 5 grew at a fairly normal pace and pH 6 grew the fastest. Overall, the more acidic the environment, the harder it is for plants to survive. Introduction Acidity is the quality or state of being acid; pH below 7. Exploring the different levels of acidity affect plant growth and development, the process of germination must occur to see the affects upon the growth of the beans. Germination is the process whereby seeds or spores sprout and begin to grow. With the acidity expressed with pH levels is the measure of acidity or alkalinity of a solution, in depth the measure of the activity of dissolved hydrogen ions (H+). Following these concepts is the process of â€Å"normal† plant growth. Plants require nutrients for growth. Their process depends on the essential nutrients of abundant sunlight, water, fertile soil, and minerals6. To investigate how the plants respond to changes in the acidity of their environments, photosynthesis is another significant concept involved. Photosynthesis is the a process by which energy from the sun is trapped by chlorophyll and is later converted to chemical energy with the key reactants of water, ca rbon dioxide and light6. Osmosis is the diffusion of water in which the plants obtain their water and nutrients from3. Replacing water with acids of different pH levels (1 being most acidic and 12 the most basic) it is hypothesized that the lower the pH of the acid used to water the plant the faster and more fatal for the plant undergoing plasmolysis (when the plant cells diffuse water out to establish equilibrium in its environment) to perish. The plants watered with a lower pH solution either as stated dies or grows at a slower rate that the controlled plants of pH 6. The conclusion of this hypothesis was based off  the knowledge provide from the media about the effects of not only global warming but also acid precipitation and their harms. The process of this experiment was to simulate the actual acid precipitation of nitric and sulfuric acids in which was represented with vinegar solutions to observe the plant responses to different environmental conditions . Materials and Equipment †¢Eight bean plants†¢One medium sized pot (about 10-15 cm in diameter)†¢4 small pots (about 5-7 cm in diameter)†¢A pack of wide-ranged pH paper (is able to detect pH levels of 0-12)†¢About 500 mL of white vinegar†¢Three 500 mL beakers†¢Tap water†¢A planting area with plenty of light†¢Planting soil mix†¢Tape and a marker to label the pots†¢A rulerMethodsRefer to Figure 1 for the following set-up. The pots were filled with a planting soil mix and one bean was planted into each of the small pots by pushing the beans about 2.5 cm into the soil and covering the hole with soil. Two beans were planted in the medium sized pot with the same methods. Beans were embedded near the centre of the pot to allow room for the roots to extend and the beans that shared a pot were planted near the centre, about 2 cm apart. Figure 1: Experimental Set UpFigure 1 shows the experimental set up for this investigation (the distance of the seeds from the soil’s surface and the distance between seeds sharing a pot. The pots were placed in an area with lots of light (under lamps) and were watered with tap water until the beans germinated and grew to about 5cm. The beans germinated at different times and thus the plants were different height when the independent variables (the pH of the solution they were watered with) were added. While the plants were germinating and growing, an observation table based on Figure 2 was created to record the following variables:Date, pH, height, colour, shape, and other information. Figure 2: Observation Table templateFigure 2 shows the template for an observation table needed to record data collected from this investigation. The height, colour and shape were variables that depended on the pH (the independent variable), and so by manipulating the pH level, the dependent variables were also manipulated. Solutions with different pH solutions were created in order to manipulate the independent variable. Refer to Table 1 for the ratios needed to create the pH solutions. Note that because tap water’s pH may be different depending on the water supply, it is best to follow Table 1, and test the pH using pH paper. If the pH level is correct, then add more water or acid accordingly. Table 1: Ratios needed for pH solutionspHVolume of Tap WaterVolume of VinegarpH 3None250 mLpH 4500 mL50 mLpH 5500 mL5 mLpH 6500 mLNoneTable 1 shows the volumes of tap water and vinegar needed to make the pH solutions. When the plants grew to the appropriate height, each pot was labelled with the pH level which they would be watered with. Two of the small plats in the small pots would be watered with a pH 3 solution, and so those pots were labelled as â€Å"pH 3†. Two â€Å"pH 3† plants were needed because it produced a result that was extremely different from the other plants, and so the result needed to be confirmed. The plants in the remaining small pots were labelled â€Å"pH 4† and â€Å"pH5†. The medium sized pot was labelled â€Å"Control†, as it would be watered with tap water rather than a diluted acid. The control plants helped emphasize the changes manipulations to the independent variable (the pH level) caused in the dependent variable (the height). Again, two plants were needed for the control in order to confirm the results. After labelling was completed, the data listed in Figure 2 was recorded in the observation table. The height was measured using a ruler. Watering began after the first set of data was recorded. Each plant was watered with the pH solution indicated by their labels. There should be just enough solution to wet the immediate area around the stem of the plant. The plants were watered once (each) every two of three days, and data was  recorded each time the plants were watered. Watering continued for two weeks until 8 sets of data were recorded (data for 8 days). Observations and Results All of the plants except for those watered with a pH 3 solution grew at different rates, resulting from the differences in the pH levels of the solutions used to water the plants. The ‘controlled plants’ (plants watered with tap water) grew much faster than most of the other plants. This represented the growth rate of plants in a ‘normal’ environment in which the independent variable (the pH level of water) has not been manipulated. By comparing the other plants with the controlled plants, a better conclusion can be reached. The growth rate of the other plants can be compared with the growth rate of either controlled plants reflected in Figure 3:Figure 3: The Growth Rate of pH 6 plant BFigure 3 shows the height of pH 6 plant B over the span of two weeks. The controlled plant grew almost exponentially over the span of two weeks. As reflected in Figure 3, Plant B have a slower growth rate near the beginning of the investigation, and towards the middle and near the end, the plant experienced very fast growth. Because this plant was watered with a â€Å"controlled† material (tap water), it is seen as the normal growth of a bean plant. It was hypothesized that the plants watered with a lower pH solution would either die before the other plants would, or would grow much slower than the other plants. As reflected in Table 2, the plants watered with the pH 3 solution began dying within 2 days, while the other plants remained alive. Although the other plants remained alive for the duration other the investigation, the rate of growth still differed from plant to plant. For example, when the investigation began, the pH 5 plant and the pH 4 plant were the same height (refer to Table 2). However, as watering with acids began, the pH 5 plant continued to grow, but the pH 4 plant would remain the same (or around the same) height for almost the entire investigation, and only grew a total of 2 cm at the end of the investigation. The different  between the pH 4 and the pH 5 plants are shown in Figure 4:Figure 4: Comparison of the growth rates of the pH 5 plant and the pH 4 plantFigure 4 shows the height of each plant for each day recorded. Discussion part 1The hypothesis was correct, that the beans watered with the more acidic vinegar died faster. During the process, the bean that was water with pH 3 slowly shrunk and shrivelled up. However, the bean that was water with pH 6 never shrunk or shrivelled, instead it grew the fastest and healthiest. Refer to Table 2, the pattern shown was that the more acidic the solution is, the less likely the plants will survive in that environment. The independent variable (pH levelled solutions) affected the dependent variable (the plants, in this case the beans) as predicted. Due to the low pH level, the beans watered with it gradually shrunk and dried up. In comparison, the beans watered with the higher pH level (pH 6), grew tall and healthy looking. In the end, the independent variable, the pH level affected the growth of the dependent variable, the beans as expected. Discussion part 2The data gathered shows the effect of acid on bean plants. It was hypothesized that the plants watered with an acidic solution would grow slower than the control plant because acid can denature proteins and cause damage to cells and tissue . As hypothesized, the plants watered with a lower pH solution either died very quickly or grew at a much slower rate than the controlled plant. As reflected in the data recorded on the final day of the investigation (Table 2), the closer to neutral the solution the plants were watered with, the taller and faster they grew (as reflected in Figure 5):Discussion part 3Although, the results of the plants in acidity conditions were accurately hypothesized, experimental error may have occurred. Meaning if any experimental errors occurred they have not impacted the results. However, in the process of germination of the bean plants several setbacks aroused. For instance, watering the seeds in the pot may have been too heavy and may have leeched the seed further down the pot causing its death. Other times were where outside interferences may have removed the germinated plants from its pot. Looking at the main procedures of this experiment the lack of supervision of the acids made have weakened or strengthen their pH as outside elements were exposed to them when the  parafilms has ripped or ruptured. This changes the effect of soil pH which is great on the solubility of minerals or nutrients. As fourteen of the seventeen essential plant nutrients are obtained from the soil5. Some plants if shared a pot is another factor that may have affected the results a little as competition for nutrients occurred. Other incidences like providing abundant sunlight to the plants, as the sunlight was mimicked by fluorescent light the plants at the ends may have obtained less light for their process of photosynthesis. Procedural errors may have impacted the results more than instrumental errors; however it was not adequate enough to obtain false results as proven in figure 5. As the purpose of this lab was to simulate actual acid precipitation it relates greatly to the society, economy and the environment. The result of this experiment proves to be a direct impact on the environment as it can ruin or kill off plant vegetation. Starting off from the industries (economy) that pollute the atmosphere with emissions of air pollutants like carbon monoxide, nitrogen dioxide and sulfur dioxide that also seriously affect the health in children, the elderly, and people with heart and lung conditions4. It contributes the formation of acid rain which in this case is the objective of the experiment. Our mimics of acid precipitation affect ponds, lakes, and streams that lead to not only the disappearance of vegetation but animal life too. In one case, the sulfuric acid plant discovered to have cost a total of two million dollars charged on DuPont and Lucite International Inc. to the United States and the state of West Virginia on April 2009. Not only have the chemical manufacturing complex made modifications to their plant in 1996 without first obtaining pre-construction permits and installing required pollution control equipment their plant emits 98.7 tons of sulfuric acid mist, 86.1 tons of nitrogen dioxide and 212.4 tons of carbon monoxide that contributes to smog each year4. This experiment provided direct importance to the responds of emissions and pollution even thought it was only the use of vinegar. Figure 5: Comparison of the ‘Final Height† of Each plantFigure 5 shows the height of each plant on the final day of the investigation (May 1st, 2009). Acid likely affects the plants’ health and growth because they could create environments which make denature proteins in the plants. As plants absorb water and nutrients from their roots, protein in plant cells could be exposed to low pH levels. Also, because acids are solutions, they could put the plants in a hypertonic environment in which there are more solutes outside of the cell than solvents. Plant cells undergo osmosis (the diffusion of water) in order to obtain water and nutrients. Osmosis usually occurs down a concentration gradient, meaning that the cell would try to establish homeostasis by diffusing water in or out of the cell to equalize the concentration of each environment. Because there are solutes in the acids used to water the plants, it lowers the concentration of water in the soil. To try and establish homeostasis, the cells would diffuse water out. This environment would cause not only the plant to retain less water than a plant that has been watered with tap water, but it would cause the plant to lose water, causing plasmolysis (in which the cells shrivel). As seen in Figure 5, there are still some inconsistencies in the correlation between plant height and acidity. For example, although Plant A was more neutral than pH 5 Plant, it is shorter. This is a result of several factors: Plant A had germinated later than pH 5, and so would be ‘lagging’ behind in terms of growth, and Plant A also shared a pot with Plant B, which may have competed with Plant A for nutrients and growth room for roots. Although the beans were planted a fair distance apart, roots can grow past that distance. Another inconsistency is that, although acidity level (the number of hydrogen ions released in solution) increase or decrease tenfold per pH level, some levels have growth patterns that are more alike than others, despite the pH difference of only one. For example, the plant watered with a pH 5 solution has experienced 10 times more acidity (10 times more hydrogen ions) than the larger controlled plant (which germinated at around the same time as the pH 5 plant). Despite this, the plants grew at a similar pace, and the difference in their final height is small, as reflected in Figure 6 and Table 2. Figure 6: Comparison of the growth rate of Control Plant B and pH 5 PlantFigure 6 shows the height of each respective plant on the days recorded. pH levels further from neutral have a wider range of effects on the plant, however. The ratio of hydrogen ions in the acid watering the pH 4 Plant and the pH 3 Plants were the same was the ratio between the controlled plant (B) and the pH 5 Plant, but the different in health and growth of the pH 4 Plant and the pH 3 Plants were drastically different, as reflected in Table 2. Although the pH 4 Plant grew much slower than the control plant (B) and the pH 5 Plant, it still remained alive and fairly healthy (as reflected in the â€Å"Shape† and â€Å"Colour† columns of Table 2). The pH 3 Plants, on the other hand, died or began to die only two days after it was watered with pH 3 acid. As reflected in the â€Å"Shape† and â€Å"Colour† columns of Table 2, while the pH 4 Plant maintained its healthy colour and shape, both pH 3 Plants became very shrivelled and the colour became very unsaturated. These results could be explained by experimental error. The pH solutions used to water the plants were unsupervised, and although parafilms were used, they often broke, allowing outside elements to fall into the solution. This could change to pH level of the acids. The solutions were not tested for their acidity aside from the initial preparation for the investigation. This could mean that the pH 5 solution had become less acidic than before, or the pH 3 solution had become more acidic than before. Moreover, acids affect different plants differently . Although all of the plants were of the same species, they could still possess alleles that make them slightly unique from each other. It is possible that these alleles could affect how acid affects the plants’ growth. Rubin, Ken. â€Å"Effect of Acid Rain on Plants.† SOEST| School of Ocean and Earth Science and Technology. School of Ocean and Earth Science and Technology. 13 May 2009 . Rubin, Ken. â€Å"Effect of Acid Rain on Plants.† SOEST| School of Ocean and Earth Science and Technology. School of Ocean and Earth Science and Technology. 13 May 2009 .  ³ Galbraith, Donald, Leesa Blake, Jean Bullard, Anita Chetty, and Eric Grace. McGraw-Hill Ryerson Biology 11. Toronto: McGraw-Hill Ryerson Limited, 2001. Print. 4 â€Å"Sulfuric Acid Plant Emissions Cost Dupont and Lucite $2 Million.† Environment News Service 20 Apr 2009 Web.14 May 2009. . 5 â€Å"Soil pH: What it Means.† SUNY-ESF E-Center. 2009. State University of New York College of Environmental Science and Forestry. 14 May 2009 . 6 Paillai, Maya. â€Å"Plant Growth Process: How does a Plant Grow?.† Buzzle.com. 17 June 2008. 14 May 2009 .