Order in the World vs. Savagery Essay

Choose a theme and explain how that theme influences the system of rules and order the boys establish when they arrive on the island, and what happens when the rules disintegrate. Order in the World vs. Savagery Among Men In William Golding’s Lord of the Flies, the characters demonstrate what can happen when the fear of the unknown sets in. Giving up the familiarity of authoritative figures and domesticated surroundings can put some people, especially adolescents and children, into a state of shock. If this state of shock does not set in immediately, it is inevitable to set in with time. This novel, filled with allegorical references, is a prime example of how the cultures and values set up by people and evolving over time can be ruined by crisis, creating our main theme of Order in the World VS. Savagery Among Men. The novel starts out with our main characters, the school boys, who have been marooned on a completely deserted island. Being that these are mere children, it doesn’t take too long before everyone starts to realize that not only do they no longer have the structure of adult supervision, but they must also learn to fend for themselves. Conflicting human instincts begin to arise, and we all know that without structure in our world, instincts can be a terribly scary addition to this chaotic mix. It is quite interesting to see that even given their crisis of a situation, one of the boys still clings to his former civilized lifestyle. He still has the urge inside of him to work toward order and their pre-existing domesticated, cushy lives. Living in our sheltered world for such a very long period of time, in this case his whole life has created a barrier between him and reality. Given that he is just a boy, this is not unusual but rather expected of him. On the other hand, we have the majority of the boys, who have resorted to their primordial instincts. They start off with a sort of structure: the conch shell. This is their only form of order in their new life, a symbolic sign of civility which they have brought with them from their old lives. This was, at first, a sense of security. The conch was once used to summon everyone together as a group after their plane crash. However after Jack the leader was chosen to run the group, he became relentless, spouting demands left and right, expecting his group to agree at every whim or else. Ralph, one of the other main characters, opposed the barbaric ideas proposed by Jack, and created his own group. When Jack hears of this disruption to his overruling, he makes sure to convince everyone that they need to be on his team and that he can help them more than wimpy Ralph will be able to. When his teachings are unleashed, Roger rolls a giant boulder onto Piggy, which also crushes their conch shell. I believe that this is a symbol of the disintegration of all civility among the boys. As these rules continue to diminish, the representation of our theme becomes more and more clear. For example, Simon encounters the beast that frightens all of the boys to no end, only to find that the beast does not exist; it is imaginary. The beast, we find, is simply a symbol which lies inside of each and every person because it represents human primitive instincts. When Simon went to alert the rest of the group about the beast, the boys with their newfound savage ways of living attacked Simon immediately without any hesitation whatsoever. The boys tore his body limb from limb until there was no life left. This part of the novel is an extremely important part of the theme because the behavior of the boys is what brought this â€Å"beast† to life! In conclusion, as you are able to see, our theme of order and reason in the world versus savagery and impulse influences the system of rules (or lack thereof) throughout the entire novel. In the beginning, many clung tight to their lives of order, while the remainder of others decided right away that because there was no supervision, they needed to have a leader as soon as possible. Toward the end of our novel, as their rules began to dismantle and leadership turned to a god complex dictatorship, we are still able to see the influential theme in the story line as savagery among men takes over all order when the killing begins.

Gangs & sub-cultural theories Essay

A gang is a group of individuals that have a common identity and works towards a common goal. The current usage of the term implies a criminal group. Its early usage was to refer to a faction of workmen. In the United Kingdom the term is still used to refer to workmen, but it has undergone semantic change. The term is one that carries a negative meaning; nevertheless, within a group that identifies itself with antagonism to social norms, associates of the gang might decide to use the term as a declaration of identity or rebelliousness. There are a lot of reports of criminal actions committed by gangs throughout the world. There are parts of the world and societies where gang activities are so prevalent causing major problems to different countries. There are cases of documented gangs and gang members in criminology literature. Some of these gangs are well known, not only by the law enforcers, but also by the members of the society. Gang formation is a concept that has been in place since the 13th century. During this time, it is said that children from poor families and the orphans in the United Kingdom obtained their means of survival through becoming members of gangs that were managed by adult crime perpetrators (Allen, 2005). These gangs were basically involved in pick pocketing. Gangs identify themselves by the use of distinct signs, symbols and names. They are known to cause harm, threaten, harass and intimidate other members of the society. Gang violence is a term that is used to refer to criminal activities that are perpetrated by gangs. Throughout history, such activities have been known to be perpetrated by gang members. There is a time in history when all the major cities around the world were haunted by gangs. During this time gang violence became prevalent all over the world. Contemporary gangs have introduced fresh kinds of violence. These acts are in most cases used as rite of passage for those wishing to become part of the group (Allen, 2005). There have been a lot of theories developed to explain the causes of gangs and gang violence. Some of the theories are similar while other others are different in explaining gang formation and crime in the society. These theories are very important in understanding why some people are more prone to crime then others and why some people are more likely to join gangs than others. Two of the most common theories on crime include the strain theory and the sub-cultural theory (Akers, 2000). The main similarity between the two theories is that they both describe gang formation from a social point of view. They are however different in a number of ways, one of them being the fact that their focus is on different elements of the society (Allen, 2005). This paper compares and contrasts strain and sub-cultural theories in explaining gangs and gang violence. The paper first discusses the meaning and background information of the two theories. The Strain theory The strain theory holds that the social structures that are within a society may be contributing factors to some individuals becoming members of a gang and being involved in crime. Strain refers to the elements in the society or in a person that leads to committing of crime. There are two kinds of strain: structural or individual. Structural is the processes within the culture that filter down and control individual’s perceptions of their needs. For example, a state of inadequacy in social structures and regulations can lead to transformation in the way a person perceives his or her needs. Individual perceptions to the means and opportunities can also be transformed (Akers, 2000). This is what causes people perpetrate crime either as individuals or in a gang. From the individual viewpoint, it refers to the pressures and afflictions that a person suffers as he or she searches for ways and means to cater for his or her requirements. This means that the objectives of the society becomes very important to a person such that their achievement becomes more important that the ways of achieving them (Cohen, 1965). People live in a society that is full of requirements and expectations. Where individuals cannot access their needs through the conventional legitimate ways, they tend to use the unconventional ways. Where individuals are in a society where they cannot access their needs normally with the use of the conventional legitimate needs, they tend to become disappointed. This feeling of despair that is associated with the incapability to acquire the requirements is the one that is being referred to as strain. It is this feeling that causes people who are unable to acquire their needs to be involved in crime (Akers, 2000). In many instances, young people will be able to access the unconventional or illegitimate means through becoming members of gangs. This reveals the fact that gangs are as a result of strains that act upon individuals in striving to achieve expectation. In a gang, young people tend to get what they were unable to get in living within the social norms. They find company, finances and most of all the means to acquire what they desire. The theory explains how social elements like poverty, homelessness, and lack of proper parental care can lead to formation of delinquent activities and groups (Cohen, 1965). Sub-cultural theory The sub-cultural theory as used in criminology originated from the efforts of the Chicago School on gangs. This theory was then advanced via the symbolic interactionism school. The theory was advanced into a series of premises that put forward the argument that some factions or sub-cultures in the community have some principles and approaches that are favourable for crime and aggression. This supports the argument that crime is dominant in some cultures or societies than others. This theory focuses on crime committed by young people, mostly in gangs. It is argued that when crime is not controlled from this level, it moves on to adolescent and finally to adulthood (Akers, 2000). Gangs that are formed at the early age in life, tend to graduate to maturity, and continue recruiting the youths. The theory states that if the patterns of crime can be comprehended and controlled from the level of juvenile delinquency, it would be possible to prevent the move to teenage offender and also to adult criminals. It is believed that where the sub-culture is favourable for crime, it begins from an early age, graduating to adolescent and ultimately to adulthood (Miller, 1959). Culture stands for the traditions, ways of life and principles that act as the guide to personality. It is also from these aspects that personality is judged by people. Passage of culture is essentially through social rather than biological ways. This is where the values and principles within a society are transmitted from one generation to the following. A sub-culture is a culture that exists within the larger culture. This culture consist of distinct elements of values, norms and customs that are different from the larger culture but does not essentially stand for a culture considered non-standard by many people. A sub-culture is distinguished from the larger culture for opposition that acts against the larger culture. This offers the explanation why in some parts of a society, especially the poorest regions, there are some kinds of behaviour that have developed into a standard and tend to be passed from one generation to the next. Successful crime perpetrators tend to be role models to the others, revealing likelihood success through criminal activities and its normality. This is where the older members of gangs tend to influence youths into their activities. The cultural arrangement is directed by many principles, traditions, and standards that force people to establish gangs that have unique characters. The sub-cultures that are developed tend to be more diverse than the main stream culture (Miller, 1959). Similarities between the two theories in explaining gangs The two theories take a social perspective in explaining gang formation and gang violence. They both offer the claim that gangs are as a result of the kind of society within which people live. Despite the fact that the two theories describe different ways that the society contributes to gangs, the two argue that society is the main causative element to gang formation and gang violence. In strain theory, people become members of gangs and commit gang violence as a result of residing in a society where their needs are not able to be met. It is as a result of the social class where a person exists that determines the kind of behaviour that he or she exhibits. In the United Kingdom, individuals are always in pursuit of wealth property, power, education, and other things that ensure a comfortable life (Akers, 2000). It is due to their living conditions that the lower class is not in a position to meet these needs adequately. They are not in a position to acquire these needs in conventional legal means. This according to the strain theory is what leads people to join gangs where there opportunities to acquire their needs. Sub-cultural theory explains that it is in a society that is predisposed to crime that people are influenced to join gangs. In a sub-culture where crime is condoned and pardoned, there tends to be many gangs. The young people tend to be influenced by the older members of gangs. In fact, the older members act as role models to the youths. It is therefore evident from the two theories that the society plays the central role in gang formation and consequently to the gang violence. The two theories introduce blocked-goals as the producing factors of deviant characteristics, like gang formation (Shaw, 1930). The strain theory in explaining violence is described similarly to functionalist theory under sub-cultural theories. Functionalist holds that gangs are motivated by financial requirements. This is the same case with the strain theory that holds that financial requirements lead people to commit crime. The functionalist theory states that adolescents are motivated by material gain to be involved in gangs. From this point of view, the sub-cultural theory becomes similar to the strain theory in explaining crime. Here the motivating factor to crime under the two theories is the acquisition of material gain in a society where this is not possible through conventional legitimate needs. Where youths are faced with situations where they are not in a position to fulfil their requirements due to the elements in the society that leads to inadequacy, they tend to join others who share their predicaments. These groups, the gangs, operate in unison, sharing the same identity and motivated by a common goal, which is achievement of their needs. This leads to the fact that the end results of the two theories are similar (Shaw, 1930). The end results of gangs and gang violence as explained by the two theories are similar. The strain theory presents the claim that individuals are influenced by the need to obtain their requirements in an inadequate social environment. This is what leads them to use of illegitimate means. The end result of the act is acquisition of finances or property through illegitimate means. As per the sub-cultural theory, the basic values of a group are what cause a person to be involved in crime. Given situations where the children in the working class cannot to achieve academically as a result of social or cultural factors, they tend to feel that it is impossible to obtain anything through conventional means (Akers, 2000). Such children gather themselves in groups or gangs of people that share their predicaments. They involve themselves in crime and gang violence means to acquire wealth and property. The end result of the action is acquisition of finances or property through illegitimate means. This reveals the fact that the result of gangs as explained by the two theories is acquisition of finances and property. The two theories reveal means to the same end (Akers, 2000). The society has put a lot of pressure on people to attain high achievement and success. Competition and the need for success is one value that is glorified in the society. This means that as per the two theories there are forces and pressures that lead to gang formation and involvement. These are the forces and pressures that lead people to strive to achieve and become powerful, without caring about the means for doing so. The legitimate means may be difficult to acquire, making the illegitimate means more preferable. According to the sub-cultural theory, the forces are the structural constraints. The individuals who join gangs are people who feel completely powerless. They are pushed by the society and end up defying the rules and regulations. The forces as per the sub-cultural theory push people to act as per the society’s expectations (Akers, 2000). According to the strain theory, the forces that act on individuals are the strains. Individuals tend to be involved in gang activities where they are not in a position to cope with the strains. There are series of events and circumstances that hamper individuals from attaining their expectations. This could be major or minor state of affairs and circumstances that upsurge and discourage with time. Dissatisfaction causes displeasure, abhorrence and annoyance. All these are attitudes connected with strain in gang formation. It is a normal human nature to develop feeling of desperation and frustration where they are not in a position to get what they want (Shaw, 1930). Differences between the two theories in explaining gangs Despite the fact that the two theories agree on the fact that the social environment is responsible for causing gang formation, the ways in which the society is responsible tend to differ. The strain theory emphasises on strain and stressing forces of gang formation. The sub-cultural theory on the other hand emphasises on factions as the causing factors of gang formation. The strain theory states that individuals will be forced to join gangs where they are not in a position to gather financial success through legitimate ways. The sub-cultural theory claims that people are pushed into gangs where they belong to sub-cultures that excuse, justify or approve of gangs. Societies that excuses and tolerates acts of violence and stealing, tend to produce more gangs than others (Miller, 1959). The two theories differ in their explanation of the primary cause of gang formation. While the strain theory presents the argument that gang formation is motivated by financial success, the sub-cultural theory argues that gangs are not motivated by money success as the strain theory suggests, but by the pressure of all the dominant values in the society. The adolescent tend to develop what Merton refers to â€Å"social status frustration,† where they are not able to achieve academically. This is what convinces them that they are not capable of gaining anything through conventional means. In this case, their motivating factor is not primarily financial success. They end up in gangs through this conviction, although the ultimate goal is financial success. The difference in the two theories comes up in the motivating factors to gang formation and involvement. As per the strain theory the key motivation is money success, while for the sub-cultural theory the key motivation factor is the failure to succeed through legitimate means in a society that is prone to crime (Shaw, 1930). There is a difference in the nature of the environment as explained by the two theories. However, this does not nullify the fact that the social environment is what basically explains crime and gangs. In the sub-cultural theory, the social environment is one where there is prevalence of crime that is passed from one generation to the following. This means that the theory explains a society where crime is almost a norm. This kind of social environment is not revealed in the strain theory. According to the sub-cultural theory, in most cases, the society has already established illegitimate opportunity structure. The younger members of gangs learn criminal actions from the older members. This is what it basically referred to as learning the ‘tricks of the trade’ (Akers, 2000). The sub-culture makes it clear to the youths that crime is a norm. As per the strain theory, the social environment is one where are goals that need to be achieved. Individuals in this kind of environment are aware of the objectives and how it is crucial to achieve them. There are however some individuals in this environment who lacks the means to attain the social expectations. For the serious need to realize these expectations and the importance of achieving them, some people result to gang involvement. From this perspective, gangs are formed by the society through creation of expectations without availing the means to achieve them (Shaw, 1930). The social environments in which gangs are formed are different for the two theories. While sub-cultural revealed the argument that gangs can be formed in a negative social environment that is already prone to crime, the strain theory presents the crime that gangs can either be formed in a positive or negative social environment. The argument according to the strain theory is that individual’s real expectations or the expected failure to attain positive values set up by the society, real or elimination of positive incentive, and real or expected presentation of negatively valued incentive all cause strain. In a positive social environment, individuals turn to gangs where they are not in a position to live up to the standards set up by the society. Where individuals are not treated in the way they expect, they loose trust with the ability of others to help them meet their expectations. Frustration and dissatisfaction establish negative interactions. This is so because of the desire to keep off hostile rejections. This is what leads to people finding those of their kind; people who are in a position to help them create a sense of belonging and acceptance. This kind of environment is achieved through membership to gangs. Gangs are basically constituted by people who feel that the society is not supportive. The sub-cultural theory operates from the conflicting side. This kind of society is one that does not expect anything positive from its people. The reason for this is that the society is already predisposed to crime. This reveals that unlike the strain theory, this theory operates solely from a negative environment (Miller, 1959). There is another contradiction under the two theories, where in the sub-cultural theory gangs are a way of living up to the social expectations of roughness and smartness, while under the other theory gangs are established due to the inability to live up to social expectations. It is expected under the sub-cultural theory for individuals in the lower class to be involved in gang violence. This is indirectly by the need from the society to be tough and street-wise. This is what motivates then to join groups, begin getting involved in criminal activities, and find fun in defying the regulations of the land. From the strain theory perspective, failure to live up to the expectations of the society is what forces individuals into gangs and gang violence. Every society has set up expectations that its members are supposed to live up to. Where people lack the means to achieve these expectations they tend to become members of groups that help them in attaining them. Failure to reach the expectations may also make some to defy against the law as a way of revealing or dealing with their frustration (Shaw, 1930). Strengths and weaknesses of the theories The two theories are good resources in explaining gangs, but this can be best illustrated through the sub-cultural theory. Thrasher (1927) defines gang through the process that they undertake in formation of groups. â€Å"The gang is an interstitial group originally formed spontaneously, and then integrated through conflict. It is characterized by the following types of behavior: meeting face to face, milling, movement through space as a unit, conflict, and planning. The result of this collective behavior is the development of tradition, unreflective internal structure, esprit de corps, solidarity, morale, group awareness, and attachment to a local territory† (Thrasher, 1927, p. 46). The theory explains the fact that gangs originate from a very early age, through formation of play groups. The groups begin getting involved in simple mischief. They culminate into gangs when they begin to excite themselves with disproval and misbehavior. This is where they begin developing a clear-cut group-consciousness. The social environment encourages gang crimes because of the fact that it is already predisposed to crime. Thrasher gives a description of the way the society can be favorable to delinquent behavior. He claims that gang sub-cultures came up from cracks or interstices of neglect in the teenage years. The argument of Thrasher is supported by Shaw (1930), through the claim that gang acts are passed by older boys to the younger ones. Such gangs are found in areas with high rate of single-parent homes, joblessness and low education. These are the areas of ghettos, and slums. The theories explain the reasons why gangs tend to be more in the lower class than in the middle class. The theory that is preferable here is the sub-cultural theory. This is apparent in the arguments of Miller (1959), who supports the arguments of Cohen. Miller supports the fact that delinquency is a sub-culture, but one that is found within the lower class. There is a clear-cut division between the lower and the middle class. The two classes stand for different traditions and principles. The middle class tend focus on accomplishment and social goals. The other class focuses on the need of their children to stay out is trouble. This class expects their children to be rough and street-wise. This becomes the motivation behind establishing and joining gang groups. Considering the fact that their lives tend to be boring for lack of exciting social activities, they tend to embrace crime as an exciting social activity. This is what makes them start to engage in unlawful activities. They get a sense of freedom by going against the social system that is established by the society. For the lower class, there is another practice that plays a major responsibility in their social life. This institution is same-sex peer groups. To them, this institution is more significant than any other in the society. This is because of the social belonging that it renders. It is from these groups that they are in a position to gain status, one thing they cannot access in the conventional society. They develop a unique identity and work towards a particular goal (Miller, 1959). Despite the fact that the two theories are significant in explaining the reasons behind the formation of gangs, they do not reveal the origins of the motivating factors and forces, which would be helpful in defining possible solutions. This is a weakness revealed by the two theories. This reveals the fact that the explanation of the two theories is incomplete. Up to the point where the strain theory is explained by Akers (2000), there are only kinds of the strains that are discussed and nothing is discussed about their sources. The frictions of situations are only revealed as hindering the attainment or expectations. There is no discussion about where they come from. Even in the sub-cultural theory, there is no much discussion on the structural constraints that are shown to be the forces behind delinquency. The theories fail in finding out the solutions to the problem. The theories can only be used in describing the source of the problem and not the effects and solution to the problem (Akers, 2000). Conclusion This paper compares and contrasts strain and sub-cultural theories explain gangs and gang violence. These two are very crucial in criminology for offering an insight as to the causes of crime in the society. The two have some common as well as different aspects in explaining gang formation and gang-related crimes. The two explain the causes of crime from social perspective and reveal similar end results, which is crime for attainment of wealth and property. The theories reveal strong forces that lead people to committing crime. The two forces are structural constraints for the sub-cultural theory and strains for the strain theory. These are some of the similarities but there are a number of differences between the two. The focus of the two is on varying elements of the social environment. The two also give varying accounts of the reasons why the society leads to crime. The theories are a crucial way of explaining gangs are formed in the society. This is achieved by describing their causes. There is need for further studies to come up with solutions to this problem. (Word count=4,065) References: Shaw, C. (1930). The Jackroller: A Delinquent Boy’s Own Story. Reprint edition: 1966. Chicago: The University of Chicago Press. Miller, W. (1959). â€Å"Implications of Urban Lower-Class Culture for Social Work. † The Social Service Review. Vol. 33, 219-236. Cohen, A. (1965). â€Å"The Sociology of the Deviant Act: Anomie Theory and Beyond,† American Sociological Review 30: 5-14. Akers, R. (2000). Criminological Theories: Introduction, Evaluation, and Application. Los Angeles: Roxbury. Allen, M. (2005). Textbook on Criminal Law. Oxford: Oxford University Press. Thrasher, F. M. (1927). The Gang. Chicago: University of Chicago Press.

Destination Evaluation Essay Example | Topics and Well Written Essays - 2500 words

Destination Evaluation - Essay Example Through considerable exports the region has helped in gaining access to a huge pool of foreign investments which are expended over development of sectors like tourism. The region through the opening up of large number of hotels and tourism related infrastructure has helped in attracting many tourists from other nations which helped in enhancing the country’s revenues (Library of Congress-Federal Research Division, 2007, p.3, 8, 13). In this connection the paper further divulges to reflect on a particular state of the Saudi Arabian region, Bahrain and evaluate the destination in terms of the different tourism opportunities available. This state located in the Saudi Arabian peninsula is also a prime member of the cooperation council of the Gulf region joined by countries like Kuwait, Qatar, Oman and other Saudi Arabian regions including the United Arab Emirates. ... Tourism Activities in Bahrain The region of Bahrain is gradually developing as one of the tourist hotspots in the Saudi Arabian region. Tourism is being increasingly developed in the region of Bahrain through rendering enhanced focus on drawing in large crowds to the state. It is observed that considerable amount of tourism activities would help in rendering large economic prosperity to the region. To develop Bahrain as a hunting ground for tourists the government of the region is keenly focusing on the development of hotels of three and five star qualities in large numbers. Further the region is also inviting grants from world bodies like the United Nations to help in the development of the heritage sites in the Bahrain region. The national airlines carrier of the region, Gulf Airlines is also found to render increased support for helping in the promotion of tourism in the region by helping attract large number of tourists at concessional rates. Further the government of Bahrain is increasingly focusing on the development of activities like trade expos and exhibitions which would help fetch large number of foreign delegates from developed regions of the world. Corporate tourism is being widely encouraged by helping in the enhancement of amenities pertaining to organization of meetings and conferences. The region is also found to host international sporting events like the Grand Prix which signifies the flow of large number of tourists in the country. The government of Bahrain to help encourage this wide flow of international tourists is continually working for the development of hotels and several tourism facilities inside the country with the active cooperation of the Gulf Cooperation

Critical Thinking Questions Essay Example | Topics and Well Written Essays - 750 words

Critical Thinking Questions - Essay Example The use of this method will provide different ways of making sense of ideas, developing product, attaining content, and processing information so as to promote effective learning. Question a (ii) The six-column framework highlights the basics of an individual. Everyone must employ these questions to be complete. In addition, scopes of the framework classification technique, the abstractions, and perspectives are complete and can categorize any concept or knowledge. An individual can utilize the what, who, how, where, why, and when questions to classify students. This is because the differentiated instruction understands every student is unique. This framework will assist the teacher to instruct according to student’s learning style and needs. The framework will also determine the students’ skills, level of knowledge, and comprehension in a unit of study. Question a (iii) The leader may employ the framework to assess the readiness and growth level of students. This will help improve instruction. The leader may use the framework to retrieve information on different aspects, for example; the leader may ask the instructor â€Å"how can below average students improve?† or â€Å"how are the students coping with the new teaching techniques?† The different responses will guide the leader on areas that need Improvement or change. The leader may also employ the framework to ensure students are responsible and active. This framework will make both the instructors and students fill challenged whenever they are engaged in an activity, in class (Caine & Caine, 1994). This will help improve instruction or change instruction. Question b (i) Concept formation is an inductive educating technique that assist learners establish an apparent understanding of an idea or concept by examining a small number of examples of a concept. Concepts may be presumed to be fittings in the mind. A mind that is well fitted provides lifelong learning, joy, career satisfa ction, citizenship, and academic satisfaction. When the teachers create a concept from its example, they know more exists to a practice or concept. For example, if they see a student is underperforming in class, they know there is more to it than lack of understanding or grasping of ideas (Tomlinson, 1999). Step 1 allows the teachers examine their preferred or presumed comfortable learning environment. Step 2 permits the teacher compare their findings on suitable learning environment and enable them device the most suitable environment. Step 3 enables the teachers categorize the learning environment in terms of the most suitable. Question b (ii) The steps will act as a pre-assessment to the extent to which the teachers have established their concepts. This is because the proof is not in the decisions they have reached, but the reasons they will provide. In addition, each step provides the leader a chance to understand the backgrounds, interests, weaknesses, strengths, and the dissim ilarities between the teachers in several areas. The pre-assessment will also allow the teachers become extra purposeful in conducting class activities. Question c (i) The factors include cooperative learning groups, ability grouping of learners, class size, and the instructor. Cooperative groups have learners with strong class cohesion, positive perception, adequate degree of social support, and high scores of achievement. The ability grouping

Financial Management Essay Example | Topics and Well Written Essays - 2500 words - 1

Financial Management - Essay Example The financing policy should be designed in a way that it maximizes the wealth of the shareholders while minimizing the overall cost of capital. Equity The equity shares are also referred to as ‘ordinary shares’. The equity shareholders also referred to as ‘ordinary shareholders’ who share the risk as well as reward associated with the corporate ownership. Unlike preference shares the equity shares do not carry any preference with respect to redemption and income. As the equity shareholders are exposed to greater risks and do not enjoy any specified preferential rights, the equity holders are entitled to a higher share in the business profits in the form of high dividends as compared to the payments made to the preferential shareholders. However, the declaration of dividend is at the discretion of the directors’. Types of equity shares The equity shares are of the following types- With voting rights Without voting rights With differential voting rights with respect to dividend payments or voting, as per any prescribed rules and conditions. The shares with the feature of â€Å"differential voting rights† cannot be more than 25% of the company’s Total Issued Share Capital. The corporate can raise additional funds, without diluting the ownership interest of the existing shareholders through the issue of â€Å"non-voting equity shares†. ... In the event of dividend failure, the non-voting class of shares will automatically get pro-rata voting rights until there is resumption in dividend payments (Guruswamy, p.51). Merits & demerits of equity An important benefit arising from the issue of equity is that it does not create any fixed obligations. The dividends paid on the equity shares are at the discretion of the management and therefore it does not create any legal bindings. In the initial stages, the company may not be in a position to withstand fixed contractual obligations. For this reason, the equity issue is the most preferred route of issuing funds as it does not create any financial burden on the company. However, a high level of equity can dilute the ‘ownership’. It is argued that the equity shareholders interfere in the business affairs thereby delaying crucial business decisions. Moreover, the managers have to seek approval of the majority shareholders at the time of making important business decis ions. This leads to excessive delays. Benefits & Risks of voting & non-voting equity The main advantage of non-voting shares is that it overcomes the problem of dilution of ownership as these classes of shares do not have any voting rights. This class of shares tackles the problems related with other class of shares such as the ordinary shares or voting shares. The latter class of shareholders seeks high returns on their invested funds both in the form of high dividends and capital appreciation. Due to this, the non-voting shares are said to have a popular and ready market. In fact, this class of shares is similar to preference shares in terms of absence of voting rights but unlike preference

Social effects of hurricane Katrina in the Gulf region Essay

Social effects of hurricane Katrina in the Gulf region - Essay Example Social effects of hurricane Katrina in the Gulf region Research suggests Hurricane Katrina negatively impacted the Gulf region because it led to loss of lives, civil disturbances, and property damages. This included the invasion of Afghanistan and Iraq in a type of political revenge attack against the terrorist activity led by Osama bin Laden. The hurricane Katrina hit New Orleans in one of the worst times for America in Iraq, when the opposition attacks were at their strongest. The failure of the American government to help its own people in the aftermath of the hurricane contrasted sharply with the political rhetoric of the Bush administration, exposing its hypocrisy internationally on truly humanitarian and vital issues of domestic security. From this point on, the Bush administration would lose whatever political authority and respect it retained in America, eventually ending in the election of President Obama in the 2008 election. It is important to recognize how Hurricane Katrina eroded the political authority of the Bush administr ation at a time when it was conducting two unpopular political wars abroad. The symbolic effect of the images broadcast internationally displayed America as no different from the â€Å"Third World† nations that it perennially derides and rejects in building its political myth of superiority. The public, both domestically in America and internationally in civil society, are aware of the duality between the ideals proclaimed by the political leadership in America, and the actual actions taken by authority. For example, in talking about peace and justice, the U.S. administration at the time was practicing torture, extraordinary rendition, and other forms of illegal detention such as in undisclosed, secret prisons and Guantanamo Bay. This is a hypocritical stance in many ways, despite the way that it was posited by the Bush administration under the rhetoric of Homeland Security and public safety. What Katrina did is publicly expose the hypocrisy in this rhetoric to full internati onal view, showing that the Bush administration really was not concerned with people’s safety, health, and welfare at all, especially if they were not in a wealthy, Wall St. constituency. Thus, the first major effect of the Katrina disaster was to erode the public authority of the Bush administration and to associate it publicly with hypocrisy. (Brinkley, 2007). This result is quite important as the theme carried over into the 2008 Presidential election and led to the election of Barrack Obama and a Democratic majority in both the House of Representatives and the Senate. As a political symbol, Katrina showed the dichotomy between rich and poor in America, and how those in positions of power are more likely to be serving their own interests rather than that of the public good or public need. This is important as it creates a type of despair popularly, a political vacuum of sorts that the â€Å"hope and change† mantra of the Obama administration capitalized on in 2008. F rom this it is legitimate to conclude that Hurricane Katrina caused a major change in political perceptions in America, and that this included a loss of faith in the ability of the government to provide services in an emergency situation. (Brown, 2005) Consider the vast destruction and number of deaths and injuries that took place in the aftermath of Hurricane Katrina, and it is evident that this is precisely a situation where the

Other Assignment Example | Topics and Well Written Essays - 1000 words - 1

Other - Assignment Example , with regards to the price of LASIK, this follows the national average and is generally represented between $1,500 and $2,000 per treatment (Bethke, 2012). Ultimately, the individual can understand accounting an action where oil process as an integral means by which prices ultimately sets. Due to the fact that different regions of the nation have different expenses, this can be seen as one of the prime motivators for why prices fluctuate to such a great degree with regards to the services which it previously been analyzed. For instance, the price of LASIK eye correction may be in order of magnitude higher in San Diego that it might necessarily be in Little Rock Arkansas. This is due to the fact that a host of expense differentials exist between these two locations. For instance, the heating/cooling and light bill that the San Diego office will necessarily have to engage with, is necessarily much greater than that of the somewhat less developed, less densely populated, and lower costs will rock Arkansas. Similarly, the average wages of the employees that will be required to run such an office will also be higher. This necessarily requir es the price setting to match these actual aerial and accounting realities (Levinrad, 2012). Similarly, with regards to actuarial services, the overall level of risk that might exist within current market has a direct impact on the amount of money that the entity/a group will be required to pay with regards to their insurance furthermore, if insurance prices within a given region are necessarily high, prices will be forced to match this as a means of continuing to generate a profit margin. Obviously, the same can be said of prices are necessarily lower than the national average with regards to insurance and the given market. a. Argue for or against men and women being charged the same price for health care coverage ( as of 2014, it will be illegal to adjust premiums based on gender, but it will be fine to do so based on age, place

Denver art museum Essay Example | Topics and Well Written Essays - 500 words - 5

Denver art museum - Essay Example It appears, after some time observing it, to be a functional piece of furniture, very chic and flirtatious. The concept and design is simple, but whimsical. It appeared to be made of patent leather or similar material, and it comes in a variety of colors to suit any dà ©cor. This is a very quirky piece, I found it very appealing. The tipi of Standing Bear was very moving to see. It brought feelings of remorse as well as excitement to see such an incredible piece of American history. Given what the white man did to the Indian people, seeing this tipi was and emotional experience. It depicted many horses being ridden as well as herded; perhaps symbolizing the horses Standing Bear took from other tribes. It is a very colorful, beautiful piece that should be regarded with tranquility. â€Å"Dylan†, by Milton Glaser (1966) is definitely apiece appropriate for its time. The colors are vibrant and attracting, reminiscent of the turbulence of the ‘60’s. It portrayed, at least to me, the mix of thought and feelings of that period, and the inner struggles that people had to endure at the time. It is a stunning piece that moves the soul. Hock E Aye Vi Edgar’s â€Å"Heap of Birds† (2004), is simply extraordinary. Its subtle tone leaves the soul feeling pitiful. The trees that he created feel more like tombstones or crosses instead of actual trees. He consciously references indigenous people and their cultures in each tree. The wheel that the trees become represent to me a changing of the tides of the world, culturally, spiritually and economically. It just leaves the heart crying, needing redemption. This is a superb piece that is extremely difficult to take your eye from it is so moving. â€Å"Venturi Faà §ade†, by Rauch, Brown and Venturi (1979) just shrieks 1970’s pop culture. The flowers are unlike any other period of art, loud, vivacious and huge. They used muted tones with a splash of

Abu Dhabi economy Assignment Example | Topics and Well Written Essays - 1250 words

Abu Dhabi economy - Assignment Example All Islamic adherents imbue involving social and religious attachment on the work culture while guiding employees accordingly. The guidance starts at the beginning of employment when a prospective employee is given a contract that shows a modern Islamic culture in the workplace. In the holy month of Ramadan, companies advise their staff to follow internal cultural transformation. The opportunity offers a comfortable environment which encourages all employees not to miss the chance to fast without official Islamic grounds to perform appropriate obligatory prayers, and offer charity to their best. Halal food products The Muslim staff is not allowed to eat, smoke and drink in the month of Ramadan, however, non-Muslims are allowed to use hidden office spaces to take lunch, and tea breaks dressing conventionally is encouraged to adhere to religious observances of other people, and music is banned across all the premises. The month of Ramadan is celebrated by special foods in baskets to ea ch employee at an elaborate Iftar party festival. In addition, office working hours have been shortened to six hours from 8:00 AM to around 2:00 PM. Ramadan is not only a significant month in the marketing activities of the company but also the busiest one (Davidson, 2009, p.256). The company’s warehouse is often active all round the clock as regional distribution processes and production degrees rise significantly. In each month of Ramadan, the Al Islam’s sales have increased from twenty to approximately forty percent in comparison to other months. Laudable remains the fact that demand increase is not entitled to only individuals, but for family consumption with massive number of donations meals arranged for the under-privileged. Each year, Ramadan brings an aggressive feeling of competition among other food companies. On its part, Al Islamic has introduced a range of marketing as well as theme founded promotions to encourage its sales by increasing up its distributio n activities. The company focused on unique and Ramadan specific commodities offerings with exceptional discounts given to consumers, and iftar and suhur made available. As a leader in the halal segment, the firm has undertaken the social role of educating the general public on the halal meat process together with innate difference between halal and the genuine halal. The company launched a Ramadan’ promotional strategy on creating awareness on animal’s electric stunning, which is associated with the slaughtering process. On the other hand, stunning is a practice associated with the food industry as â€Å"real halal† slaughtering takes place without stunning (Davidson, 2009, p.456). Al Islami has undertaken an initiative to educate consumers on different slaughtering practices, as well as informing them that the firm does not make use of stunning, and deploys a hygienic method of slaughter using hands. Al Islami makes use of representatives at various slaughterh ouses and abattoirs in the world. Al Islami Foods believe that they have to be an example with successful management that blends religious obligations in the working culture. They provide a healthy corporate, as well as social environment, reflects the holiness of the Holy month. Advantages of Abu Dhabi business environment Abu Dhabi has become a competitive business location in attracting foreign investments by ensuring updating of business legislation to establish an optimum environment for investments to flourish. Present legislation in terms of tax, property rights, corporate governance, ownership and corporate governa

Finding a Familiar World Personal Statement Example | Topics and Well Written Essays - 500 words

Finding a Familiar World - Personal Statement Example Seeing people with chinky eyes, slim and with smooth reddish skin seemed so cool. It was of course different from where my own color. The people both the men and the women seem to be attractive with unique color and features. As a navy, being in the sea for most of the time, seeing people with friendly faces is a treat. We got to tour the place and it was amazing. I easily got caught by the different tourists' destinations and got to enjoy looking at the fashion and electronics products on the country. The city was really clean and the people seemed to be so discipline. The most prominent symbol in Singapore is the Merlion. The Merlion is "an imaginary creature with the head of a lion and the body of a fish" and "its name combines 'mer' meaning the sea and 'lion'" (http://en.wikipedia.org, 2009). The symbol is so popular in Singapore that you see it around the country. There is a Merlion on Sentosa, on Mount Faber, and there is also the famous Merlion near the Esplanade Park and fronts Marina Bay. It is particularly visited during the night as it becomes more of an exciting view. Singapore boasts of rich art, history and culture as proven by its beautiful places such as the Singapore museum, Singapore River and Chinatown. It is also filled with the feel of nature and parks such as the Singapore Zoological garden, Crocodila Park, Haw Paw Villa, Singapore Night Safari and Singapore Botanic garden.

No Guns - fewer Shootings Essay Example for Free

No Guns fewer Shootings Essay Allowing guns on campus would be a dreadful idea, it would increase more violent acts as well as putting staff and students at risk of being injured or even result in death. Not only this but students, as well as everyone on campus, would feel extremely unsafe. By allowing guns on campuses we would we be supporting violence, as well as giving shooters a higher opportunity to commit a crime. This would leave the victims defenseless and at risk of being murdered, raped, kidnapped, or be hurt in any other method. Not only this but anyone who is not mentally stable can misuse a gun and this can even lead to a suicide. Guns on college campuses ought to be banned because they will simply increase the problem with regards to shootings, unnecessary deaths and increase crime rates. We all have to keep in mind that colleges already have a high-risk factor for drugs, alcohol, and stress in academics. Including weapons would cause a bigger problem on a college campus and put everyone in danger. This can result in the misuse of the weapon and fire a gun by accident or simply shoot someone because you truly dislike a person. Many adolescents will commit a crime and sometimes don’t think of the consequences that are going to come with their actions. Jade Reindl and Jean Cocco mention in their CNN piece, â€Å"Say no to guns on college campuses† explains how if a gun is present at the moment of a sexual assault or any form of assault it is more likely that the person will die. This is suggesting that if a gun is in existence at the moment of a crime there is a higher risk of a fatal accident happening. We understand that some students might feel safer knowing they have a way of protection, but how will this make other students on campus feel? They will f eel unsafe in an environment that is supposed to be â€Å"safe† for all students. Also, knowing that someone is carrying a gun will make a student feel like they need to be careful around them. As a community, we also have to take in consideration that some people are not mentally stable: whether they are depressed or suffer from anxiety and will most likely misuse the weapon. This can result in a person committing suicide or attempting for their life.   Furthermore, having guns on campus will not solve any problems, if anything it will create more. On the contrary, proponents of guns within campus advocate that they will be more safe and protected if they were able to carry a concealed handgun in a college campus to protect themselves in case of a shooting, or even from a sexual assault. Also, those citizens who are responsible enough should have the opportunity to protect themselves against a shooter. By allowing the students as well as staff, to carry a gun there won’t be as many victims whereas if they didn\t have any weapon to defend themselves there would be a higher chance of being the victim. Neal Hutchens in his GOOD EDUCATION piece â€Å" 11 States Allow Students To Carry Guns On College Campuses. More could be Next† he mentions that allowing students and faculty to carry a gun with them will decrease the number of shootings as well as decreasing the number of deaths. Also, it has been said that there is a higher possibility of a shooting happening somewhere else rather than a college campus so why not al low people to carry a gun. Subsequently allowing guns on campus can help people defend someone who is at risk of being hurt resulting in saving lives. Not only this but supporters believe that a gun in a classroom would not affect anyones learning or concentration in class. Not only this but students believe that they should have the right to protect themselves with a weapon in case it is necessary. In addition, supporters of concealed guns will advocate for guns since they think it is the best way to protect themselves and knowing that at least they have a gun to protect themselves from any potential threat. Lastly, they believe that allowing guns on campus should be a right given to everyone for the safety of everyone that can help reduce many deaths. Despite the fact that allowing guns on campus would be a terrible decision made by the voters who agree with guns on campus we would simply be encouraging mass shooting and many other horrific incidents. An example of a horrific accident that happened is the mass shooting at Virginia Tech University in 2007. This left many families devastated due to the loss of a loved one. Although proponents of guns believe that a gun in a classroom would not distract anyone, in reality, it would because if any classmate knew that someone had a gun on them they would feel tense and nervous all the time. Even if a person had a gun on them to protect themselves they might not know how to use it adequately and cause more problems. Concealed guns overall are hardly ever used in the appropriate form and that is why we always are having horrific scenes of violence, and mass shooting which just simply terrorize our community. People simply misuse a gun often either because they are angry or maybe even fee l sad or depressed. When affecting our whole community, the children are growing up afraid and scared as well as the parents, knowing that at any moment a bullet can just end someone\s life in a second. Not just this but even though college students believe that by giving them the opportunity to carry a gun we are treating as the adult. The thing about this is that even though we are treating them like the adult by giving them this huge responsibility, there are still some adult who misuse a weapon. Therefore, not giving college students the ability to carry a concealed gun would have more benefits rather than allowing them to carry a gun. In short, not allowing guns on campus would make everyone feel in a safe environment where they don’t have to be afraid of the constant shooting happening. Not just this, but they will be able to focus on their studies and in class rather than thinking all the time that they can be shot at any moment. Sometimes people think the best way to protect themselves on a college campus is the best way but in reality, it can result in many accidents occurring. Students and staff will ultimately feel safer in a free gun zone rather than a place that is surrounded by a gun every corner you walk around. Carrying a gun is a huge responsibility and not everyone is willing to accept the consequences if they use the weapon inappropriately, so it would just be better to save ourselves that problem and not allow guns on campus.

Argument For The Existence Of God

Argument For The Existence Of God Spinozas Ethics is organised into a deductive format that reveals the necessary connections between the propositions. The geometrical method contributes to a necessary and indubitable outcome that God necessarily exists and this will be an absolute truth. The Ethics geometrical method is based after Euclids work where the demonstration of every proposition uses definitions, axioms and only propositions that have been already established. I will be focusing on whether the definitions are real or nominal as this is the main source of controversy on what the geometrical method contributes to the existence of God. I will be arguing that the definitions are real and constructive therefore the geometrical method contributes to a logical argument for the existence of God. Proposition 11 is the first proposition where God is mentioned and this proposition contains three demonstrations for Gods existence. The first demonstration is the ontological argument which tries to deduce the existence of God from concepts. It states that it is impossible to conceive of God not existing. This is because God is defined as a substance consisting of an infinity of attributes (ID6) and it has already been proven that it pertains to the nature of a substance to exist (IP7). Therefore because of the geometrical method all Spinoza has to do is substitute God for substance to show that God necessarily exists. To say that God does not exist is to say that it is not in Gods essence to exist but this is absurd as we have seen the nature of a substance is to exist and God is a substance. Spinoza has already demonstrated that if things have nothing in common with one and other, one of them cannot be the cause of the other (IP3), in nature there cannot be two of the same substances of the same nature or attribute (IP5) and two substances with different attributes have nothing in common (IP2). Thus it logically follows that one substance cannot be produced by another substance (IP6). As a substance is prior to its affections, this means that they cannot produce a substance. Therefore it pertains to the nature of a substance to exist (IP7). By definition God is a substance which means it pertains to the nature of God to exist so God necessarily exists. As it is evident from this example, the geometrical method allows Spinoza to state Gods existence as an unquestionable matter of fact without room for reasonable disagreement with his logical conclusion. It contributes the ability to show persuasively how one proposition follows from another, leading to clear and distinct necessary truths which are not contingent but are absolute and objective. It shows a rigid mathematical necessity which doesnt rely on our experiences and eliminates human ignorance. Moreover nothing relies on unproven claims or assumptions that might make the argument for the existence of God incorrect. The geometrical method for the existence of God is undeniable only if we agree with the definitions and axioms. If we do then we will find it difficult (but not impossible) to not agree with Spinozas conclusion. I will focus on Spinozas definitions as they are the bedrock of his method. Whether the geometrical method contributes to a logical argument for the existence of God depends on whether Spinozas definitions are nominal or real. Nominal definitions are what is meant by a word or thought in a concept thus they can be nothing about reality. They are merely stipulative, have no truth value and can be arbitrary. Whereas real definitions explain a thing as it is outside of the understanding , they are actually defining something. They have truth values as they are accurate representations of a thing. If the definitions are nominal then the geometrical method for Gods existence is weak as the ontological argument relies on the definition of God yet this definition will not be saying anything about God in reality. But I believe that Spinozas definitions are real definition and define something that actually is. Therefore the geometrical method contributes to a logical argument for the existence of God. One claim by R. J. Delahunty is that the definitions must be nominal not real if they are to be intelligible. Delahunty argues that the definitions have to be nominal because of the form of the definitions, for example By I understand Another claim is mentioned in Spinozas letter to Simon De Vries, which states that the truth of the conclusion that one deduces from the definitions is not changed by the definitions being arbitrary or even false. This could mean that Spinoza is trying to deduce Gods existence from some basic but not certain truths. I will argue against these points as I believe we should not look at the geometrical method of the Ethics in this way as it does contribute to Gods existence. To refute the first claim about the definitions being nominal because of their phrasing I will turn to P. Basile who disputes Delahuntys argument. He believes that Spinoza has done this so that we think understand the definitions in the same way as he does. Basile refers to Spinozas second letter to Oldenburg where Spinoza explains that is possible to use real definitions and still phrase them in the way he does: The definition of God is true appears from the fact, that by God we mean a Being supremely perfect and absolutely infinite. Thus the definition of God as having infinite attributes is not in oppositions to our definition of God. Basile concludes that the second letter suggests Spinozas definitions would be an analysis of the ordinary conception of God as an infinite being. Therefore Spinozas definitions are real and give a clarified version of our idea of God, contributing to a strong argument for the existence of God. To refute the second claim I will refer to Steven Nadler. He believes that this is not the correct interpretation of the Ethics as Spinoza is demonstrating truth; the Ethics is about reality. The definitions are not nominal as the arguments are not that if you assume for the sake of the argument what the definitions mean then God necessarily exists. Rather he is saying that this is how the definitions should be understood, if defined truly therefore God necessarily exists. Spinoza in Treatise on the Emendation of the Intellect states that mathematicians know the real definition of a figure when they are able to construct a figure; this is a constructive definition. Spinoza describes the notion of a sphere to a student by saying that a semicircle is rotated around a centre. While a sphere has not actually been constructed in this way, imagining it has can help us understand the mathematical definition of a sphere. If this is applied to the definition of God then it could be seen as constructive because it demonstrates which concepts we need to construct together to achieve a correct metaphysical notion of the Diety, one that is wholly purged of misleading association inherited from tradition, prejudices, or false metaphysics. This idea would account for phrases such as byI understand This would also be compatible with the idea that to understand God is to have clear concepts of a real thing. Thus a constructive definition leads us to understand what som ething is. Just as the semicircle helps us to understand the sphere, the definition helps us to understand God. As the geometrical method uses these constructive definitions, through proposition 11 and the definitions of substance and God, the reader is helped to understand that God necessarily exists. Moreover, Spinoza shows the difference between a nominal definition of a circle a figure in which the lines drawn from the centre to the circumference are equal and constructive as the figure that is described by any line of which one end is fixed and the other movable. The constructive definition not the nominal definition shows us how a circle can be constructed and because of this we can derive at its essential properties. Spinoza believes that this can be applied to reality and that we can have a real idea about something through its causes: Knowledge of the effect is nothing but acquiring a more perfect knowledge of its causes. Henry Allison states that either we find ourselves involved in an infinite regress, which would lead to hopeless scepticism, or the chain of reasoning must be grounded in a single principle. This principle is the causa-sui as everything must be explained by it and its essence must involve existence. Therefore the geometrical method contributes to the definition of God and this definition includes God necessarily existence. In conclusion, I believe that Nadler and Basile arguments for the definition of the Ethics to be real and constructive are correct. As they are real definition, the ontological argument in proposition 11 is based in reality therefore contributes to a logical argument for the existence of God. As the definitions are constructive, the geometrical method contributes to constructing the right concepts together to have a clear concept of a God who exists. Moreover, because the definitions are constructive the geometrical method contributes to us deriving at Gods essential properties of God, one of these being existence.

The History Of English Language Vocabulary English Language Essay

The History Of English Language Vocabulary English Language Essay English is one of the most important languages of the world. Today it is being spoken almost in every part of the world. It is the native language of America, Britain, Australia, Canada, New Zealand and Ireland. Currently, nearly two billion people around the world understand it. It is the official language of some countries like Pakistan, India, China and Singapore. It is the language of commerce, trade, internet, diplomacy and science. It is also the language of United Nations and many other organizations. Now is has become a connecting language worldwide. In this paper I will discuss the history of English vocabulary. In the study of English vocabulary, it is essential to know about the history of English. In this paper we will look at the foremost past events that have formed the English language. This paper will pay special consideration to the development of the native Germanic vocabulary, and also to the factors that introduced a large number of foreign words into English, mai nly from Latin, Greek, and French. I choose this topic because we use English in every walk of life. It has cosmopolitan vocabulary and many languages of the world have barrowed words from English, like in Urdu table, pen, glass, car, ambulance, TV, radio etc. English has barrowed many words from other languages like Latin, French and German which I will discuss in this paper. It is considered as universal language. Most of the universities worldwide include English as one of their major subject and it is used as a medium of instruction in colleges and schools. It holds a key place in the culture, political and economic affairs in countries all over the world. So it is important to know about the history, development and the origin of English language particularly its vocabulary. History of English vocabulary is multipart and complex. English belongs to Indo-European group of languages. ( Barbara A.Fennell. year of publishing). It can be divided into four periods: Old English, Middle English, Early-Modern English, and Late Modern English. Old English (500 1100AD) In the fifth century, the three West Germanic tribes Anglo, Saxon and Jutes from Jutland and southern Denmark invaded and occupied the eastern part of the British island. These tribes spoke a Germanic Language, which is near to modern Frisian. Anglo, Saxon and Jutes introduced four major dialects, e.g. Northumbrian in the north of England, Merican in the Midland, West Saxon in the south and west, and Kentish in the Southeast. They occupied the greatest part of the country and brought Germanic civilization, often called Anglo Saxon that emerged in Britain. These tribes gave England its name, language and culture. Before these tribes occupation, the Celts were the real inhabitants of Britain. After the occupation Celts were pushed out of England into Scotland, Wales, Cornwell, and Ireland. At the time of King Alfred, only the land south and west remained in Anglo Saxon hands. The Danish invasion and subsequent settlement had a considerable influence on English language, and many words were borrowed into English, especially into the dialects of the north. (Knowles 1997) Alfred the Great encouraged English literacy all over his territory. During the sixth century, St. Augustine the head of Roman missionaries brought Christianity to these Germanic tribes specially the Saxon. The English language adopted numerous words from Latin, the representative language of the church. Latin provided religious vocabulary e.g. abbot, alter, disciple, hymn, nun, mass, pope and priest. Latin also provided a significant number of what are now everyday words e.g. candle, cap, school and spend. During ninth and tenth centuries and into eleventh, Norwegian and Danish Vikings made an important impact on English language. Many North Germanic words entered into English during that period. Large number of Norse invaders settled in northern and eastern part of Britain in the middle of ninth century. Many words beginning with SC and sk were entered into English at that time from Scandinavian languages, e.g. score, scorch, skill, skin, skirt, sky. This formed an interesting combination, because Old English was very alike to this close Germanic. For example, Old English Norse loan shrub scrub lend loan rear raise shirt skirt craft skill Old English adopted several hundreds Norse words, among them till, flat, they, skin, egg, birth, bull, gap, quest, leg, egg, sister, skin both, some, their, them, they, are, call, die, drown, get, give, lift, raise, take, etc. The North Germanic speech had a significant influence on English which added basic words like that, they and them. (Bragg 2003) The words that represent Modern English do not come from Old English root but about one sixth of known Old English words have descendants existing today. Most commonly used words in modern English have Old English roots. Like water, strong, the, of, a, he and no. Some other basic words that are uses in modern English are derived from Old English (Bragg 2003). One of the significant works in Old English is the epic poem Beowulf, which is one of the best examples of Old English literature (McCrum, 1986). The Old English period ended with the Norman Conquest in 1066. Middle English (1100-1500) William the Conqueror, Duke of Normandy conquered England in 1066. After the conquest, the Norman kings and the aristocratic class spoke a dialect of Old French as Anglo-Norman. At that time common people spoke English language. This class distinction can be seen still in Modern English words like, beef and cow, pork and pig. The upper class generally ate beef and pork and used these words while the common people, who tended the cattle and hogs, retained the Germanic and ate cow and pig. The Norman Conquest can be seen as yet another Germanic assault. But there was a difference this time. The Normans had prior been given the control of a huge part of land along the northern coast of France. Now they were the French subject and they adopted French culture and French language. The language they spoke at that time was not Germanic, but French. This was a Norman dialect of French which was the language of upper class and English language lost its importance. English was only used by the peasants and people of the working class. This resulted in an enormous borrowing of French words into English vocabulary. During this period, English barrowed many words from Old French. This conquest has influence on Church, government and military. Crystal (1988:174) gives the following list of barrowed word of French; Government: liberty, majesty, minister, peasant, parliament, prince, realm, sir, tax, tyrant, trial, government, crown, country, baron, duke, court Religion: virgin, trinity, solemn, miracle, immortality, sermon, salvation, saint, abbey, baptism, pity, prayer, religion, mercy, confess, charity, cathedral Military: ambush, captain, defend, guard, retreat, spy, soldier, navy, battle, army, moat, arms, enemy, peace. There are some general words too that are; wait, joy, music, romance, city, easy, emerald, diamond, feast, robe, gown, savory, sugar, age, paper, foreign, hour, people, real, reason, river, special, use. Geoffrey Chaucer (1387-1400) a great English poet is regarded as the pioneer of Middle English. He wrote The Canterbury Tales first writing in English language and gave a birth to English literature. He is considered as the fore father of English literature. Before Chaucer the Latin and the French were the languages of literature. He broke this ice and wrote his first book in English which is regarded as the greatest and most renowned work in Middle English. He took words from French like, chivalrye (chivalry),honour, courteisye. He used mostly English words some are difficult to pronounce and different from Modern English like, tyme(time), bigan (began), fredom (freedom), trouthe (truth) ,loved, knight, worthy, man etc. The Middle English period came to an end around 1500 with the rise of Modern English. Early-Modern English (1500-1800) This is considered to be most important period in the history of English language because of the Renaissance, the revival and rebirth of knowledge. During this period many scholars translated literature from Latin and Greek into English. Many words from Latin and Greek entered into English division from Old English to Modern English as books become more widespread and literacy increased. Among the borrowed words from Latin were exterior, appendix, contradict, exterminate, temperature. Greek also provided catastrophe, anonymous, lexicon, skeleton and so on. Publishing books became noticeable occupation and books written English were more popular than books in Latin. The printing press also gave a standard and an identity to English language. The written and spoke language of London began to spread to the entire country, and with the influence of printing press, London English began to flourish. London English was widely accepted in written and spoken. Due to this English spelling and grammar were fixed and first dictionary of English was published in 1604 (Bryson 1990). In fifth century, the Great Vowel Shift a series of change in sounds also changed English to the great extent. These changes in vowels of English still characterize many languages today. Due to this linguistic change, most long and short vowel sounds were lost. The Great Vowel Shift was impulsive and most changes occurred within a century. This shift is still in process and vowel sounds are shortening. This shift occurred due to excessive Romance loanwords so that English vowels started to sound more like French loanwords (Bragg 2003). The vocabulary which William Shakespeare used at that time set trends in Early Modern English. Firstly, the lexicon expands distinctly, introducing many new words which are quite common, even very significant today e.g. agile, critical, demonstrate, emphasis, horrid, impertinency, modest, prodigious, accommodation, apostrophe, assassination, dexterously, frugal, misanthrope, obscene, pendant, premeditated, reliance, vast. (Fennel B.A.2001) Late-Modern English (1800-Present) The pronunciation, grammar, and spelling of Late-Modern English are essentially the same as Early-Modern English, but Late-Modern English has significantly more words due to several factors. First, discoveries during the scientific and industrial revolutions created a need for a new vocabulary. Scholars drew on Latin and Greek words to create new words such as oxygen, nuclear, and protein. Scientific and technological discoveries are still ongoing and neologisms continue to this day, especially in the field of electronics and computers. Just as the printing press revolutionized both spoken and written English, the new language of technology and the Internet places English in a transition period between Modern and Postmodern. Second, the English language has always been a colonizing force. During the medieval and early modern periods, the influence of English quickly spread throughout Britain, and from the beginning of the seventeenth century on, English began to spread throughout the world. Britains maritime empire and military influence on language (especially after Late Modern English has many more words, arising from two principal factors: firstly, the Industrial Revolution and technology created a need for new words; secondly, the British Empire at its height covered one quarter of the earths surface, and the English language adopted foreign words from many countries

City of Angels :: essays papers

City of Angels The film City of Angels depicts the existence of an angel watching over a doctor who is deeply shaken by the loss of one of her patients, thus making the reality of angels on earth a possibility for me. Not only does this film make me seriously consider the existence of celestial beings, but I now believe in the possibility that a guardian angel is looking after me. The belief in such beings can be comforting during times of need and in matters of life and death. City of Angels portrays the grace of Heaven meeting the beauty of Earth. Two souls, one mortal and one celestial, must struggle with their willingness and their need to sacrifice everything familiar for the sake of love. Seth is the guardian angel who watches over Dr. Maggie Rice. After learning that it is possible for an angel to become mortal if his love for a woman is deep enough, he realizes the strength of his love for Maggie and agrees to fall from heaven to be with her. Until I watched City of Angels, the thought of invisible beings guiding and protecting me was not a major interest of mine. At the age of eight my uncle, whom I was very close to, passed away, and his death was tragic. Being young and not understanding the concept of death, I had endless questions. â€Å"Where do people go when they die?† â€Å"Is there really a heaven or hell?† â€Å"Are their souls still on earth, just not visible to humans?† Providing some explanation to my uncertainties, the scene in the film involving a library book with a mysterious origin suggests one method in which angels could convey subliminal messages. Seth leaves the book with a section marked for Maggie to consider the existence of angels around her. This scene gives me the sense of spiritual beings roaming earth after death. So where is my late uncle now? In contrast with the belief that a person’s soul travels to Heaven or Hell after death, I feel that my uncle’s soul is still nearby. It is clear that my uncle is my guardian angel. Similarly to the scene in City of Angels where Seth leaves the book on the nightstand to send a message, I have felt as though my uncle was present in a time of concern. City of Angels :: essays papers City of Angels The film City of Angels depicts the existence of an angel watching over a doctor who is deeply shaken by the loss of one of her patients, thus making the reality of angels on earth a possibility for me. Not only does this film make me seriously consider the existence of celestial beings, but I now believe in the possibility that a guardian angel is looking after me. The belief in such beings can be comforting during times of need and in matters of life and death. City of Angels portrays the grace of Heaven meeting the beauty of Earth. Two souls, one mortal and one celestial, must struggle with their willingness and their need to sacrifice everything familiar for the sake of love. Seth is the guardian angel who watches over Dr. Maggie Rice. After learning that it is possible for an angel to become mortal if his love for a woman is deep enough, he realizes the strength of his love for Maggie and agrees to fall from heaven to be with her. Until I watched City of Angels, the thought of invisible beings guiding and protecting me was not a major interest of mine. At the age of eight my uncle, whom I was very close to, passed away, and his death was tragic. Being young and not understanding the concept of death, I had endless questions. â€Å"Where do people go when they die?† â€Å"Is there really a heaven or hell?† â€Å"Are their souls still on earth, just not visible to humans?† Providing some explanation to my uncertainties, the scene in the film involving a library book with a mysterious origin suggests one method in which angels could convey subliminal messages. Seth leaves the book with a section marked for Maggie to consider the existence of angels around her. This scene gives me the sense of spiritual beings roaming earth after death. So where is my late uncle now? In contrast with the belief that a person’s soul travels to Heaven or Hell after death, I feel that my uncle’s soul is still nearby. It is clear that my uncle is my guardian angel. Similarly to the scene in City of Angels where Seth leaves the book on the nightstand to send a message, I have felt as though my uncle was present in a time of concern.

My Philosophy Statement Essay -- Education Teaching Teachers Essays

My Philosophy Statement In this philosophy statement you will not be reading the statement of a great philosophical mind, but of an education student who loves to work with kids and who tries to have the students' best interest in mind. comparing and contrasting my views with the views of many of the philosophical giants throughout history I will discuss five topics: 1.) the nature of students, 2.) the nature of knowledge, 3.) the purpose of public education, 4.) the method of education, 5.) and the curriculum that should be used in public schools. Taking off on the topic of the nature of human beings we need to look back at our own childhood and try to remember our actions, if not our thoughts. Pragmatist/Progressivists believe that human beings are naturally curious, I agree with them and the reason for this can be illustrated by a child getting disciplined over and over for touching objects that were not supposed to be touched. Reasons behind the child's actions are not evilness or bad motives. Curiosity, for knowledge about the texture, smell, and other qualities of the object, is the reason behind the child's actions. This same example can also apply to Rousseau's view that children were motivated by immediate self-interest. Children, seeing only the reward of gaining knowledge about an object, fail to see the consequence of touching an object that they were not supposed to touch. Continuing on the use of this example, we can also see that children are born innocent since they do not understand the consequences b ehind their actions and because they do not have evil motives. I agree with the pragmatist/progressivists that say that knowledge comes about through experiences. In my public education ca... ...for one year. After which, I will go to Southwestern Seminary in Fort Worth, TX. While attending Southwestern I will probably substitute while going through the evangelism program for three to four years. After that I will be in some type of ministry, and if money gets tight, a teacher too. Nature of humans, nature of knowledge, purpose of education, methods of education, and curriculum are the five topics in which I explained my educational goals and philosophy. My philosophy was based not only on the thoughts of many philosophical giants but also on my personal experiences with the public school system. After explaining my philosophy for making the education system better I then told you how I would better myself with more education. I hope that you have learned a way to better enable the students of tomorrow through this educational philosophy paper.

Free Essay - The Theme of Courage in Nathaniel Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Theme of Courage in The Scarlet Letter In the novel The Scarlet Letter, written by Nathaniel Hawthorne, new ideas and themes are portrayed, giving a whole new meaning to the story. The trials and tribulations that each character faces, and overcome made the reading more enticing. However, the theme that stood out was one of courage; one must have the courage to be one's self. This theme touched each character in a different way, leaving each with a new perspective of life. Throughout the novel, different aspects of chivalry were shown. These aspects were displayed through Hester Prynne and Rev. Dimmesdale, one having courage from the beginning to the end, the other only finding courage at the end. The boldness Hester possessed was one that a person only dreams of. It was in her nature to be courageous. ."..with the embroidered letter glimmering..." (141). Hester knew that her action was wrong, yet she felt the need to be herself. She figured that if she was to be punished by a permanent letter it was necessary to make it beautiful (like herself). Hester dealing with guilt and embarrassment had enough and ."..undid the clasp that fastened the scarlet letter..." (185). Knowing that Dimmesdale was going to confess pushed Hester to be herself again. This led her to find her fortitude once again and become herself. Dimmesdale, however late it occurred, did in fact find courage. Hawthorne kept Dimmesdale "confused." Dimmesdale struggled to find an answer, tossing confession and secrecy back and forth. Dimmesdale ."..longed to speak out..." (132), and confess. Chillingworth knew that Dimmesdale did not have the valor to speak out. Taking this into consideration Dimmesdale pondered the situation and came upon a solution. "And there stood the minister, with his hand over his heart;" (141). This showed true courage, which was not expected of Dimmesdale. Ascending the scaffold and embracing his own punishment, Dimmesdale became himself taking consequences for his actions. Dimmesdale struggled to make peace with Pearl. He knew that all she wanted was attention, which could only be cured by confession. In doing so he took it upon himself to attempt forgiveness. ."..to admit him into the child's kindlier regards-bent forward, and impressed one on her brow.

The Importance

The Importance Paulo Coelho explained, â€Å"Why is patience so important? † â€Å"Because it makes us pay attention. † Being patient and attention to detail are few of many characteristics that are essential to being a proficient healthcare provider. Healthcare providers have a very important job and these characteristics correspond to one another in everyday actions. I always thought of myself as a very patient person and while working at a daycare realized that along with patience came the importance of attention to detail.Patience is very easy to describe when telling one how to do things, but putting it into practice and living in such manner takes one’s self-control. I have always enjoyed interacting with kids and when I had to get a job in high school, I decided that a daycare would be a great opportunity. The majority of my time was spent caring for toddlers. Patience is essential when working with toddlers.I had to juggle chasing around squeamish, playfu l, emotional kids who were going through their first year of life and preparing to move on to their terrible twos. There were many times when three or four kids were screaming and crying, and, at times I felt overwhelmed but had to keep my composure, so that I could calm them down. Attention to detail is important as it points out and makes one realize how to do things right. While working with toddlers, I had to learn that when chaos was going on somebody needed attention.Daily I practiced observing details, such as when a toddler got whiny and upset; I had to remain patient throughout their crying and see whether they were in need of a diaper change or had gotten hurt. Patience and attention to detail for a healthcare provider can determine the outcome of a patient’s health. As I cared for toddlers my interest and desire for working with children grew. I reconfirmed that I had the characteristics of knowing how to take important issues with time and preciseness to assure th at nothing of importance is left out.

Lab 2: Microscopy and the Metric System

Microscopy and the Metric form Marg argont E. Vorndam, M. S. Version 42-0090-00-01 Lab Report benefactor This document is non meant to be a substitute for a formal science lab report. The Lab Report Assistant is just now a summary of the experiments questions, diagrams if demand, and data tables that should be addressed in a formal lab report. The wrapped is to facilitate students writing of lab reports by providing this information in an editable file which squeeze break be sent to an instructor. mould 1 Measuring Length, weightiness, loudness, and Temperature Try the next conversions for practice. 40,000 ng =0. 24mg =0. 00024g50 cm =500 mm =0. 5m bit 1. Length A measured linguistic rule is useful for measuring items of aloofness. The ruler downstairs measures in mm, indicated by the mild mm near 0. a. How many mm ar there in 1 cm? 10, in a meter (m)? super acid (Ruler is not to home plate. See ruler in dissection rig. ) b. Locate a measurable intention to us e for this exercise. If the object is long, obtain a yardstick that includes a cm ordered series they plenty be found in local hardware stores. c. demonstrate the length of the object below and do the conversions piss of object ID card . 5 cm=85mm=0. 085m Volume Always teem an penny-pinching volume of placid into a dissipated beaker and then from the beaker into the volumetric flask or graduated piston chamber. This will belittle taint of the parent semiliquid source. Dispose mighty of any leftover liquid. Do not pour it back into the original container. wherefore? This is so the original liquid does not lend contaminated. When utilize a pipet or dropper to measure liquid, pour an aliquot part into a refreshful beaker and then draw up the liquid from the beaker into the pipet. neer show to draw up chemicals by mouth.Why? Chemicals could go into your mouth, which is potentially dangerous and should neer be make no capic if they deemed safe or not. Weight empl oyment the pen scurf from the lab kit to measure out exactly deuce-ace grams of colewort. Make sure to tare the root word in front adding the sugar. Why must the smasher be tared before adding the sugar? This is done so the weight of the bag is not counted with the weight of the sugar. You must think active the weight of the bag when weighing out the three grams of sugar. How is the weight of the bag accounted for when the sugar is weighed?The bag is weighed first and then the 3 g of sugar is added on top of that weight so at the curio the weight is more(prenominal) than 3g total collectible to the bag. Temperature Practice converting the following with this conversion statute 45F = 7. 2 C 62F =16. 7 C 98. 6F =37C intent a Celsius thermometer to measure the C temperature of several varied aliquots of cold and cordially tap water. Make sure to permit the thermometer to re main until the temperature is stable and no prolonged changes. Record the temperatures Cold-15C W arm 29C Hot- 48C Questions A. What science laboratory equipment would be used to measure the following items? g flour Beaker and home 36 mL water Graduated cylinder The length of a frogs leg ruler 36 g water Beaker/balance 38? C thermometer Volume of a turtle* irrigate dis cropment 125? F thermometer Volume of blood line Graduated cylinder Weight of a plant Bag and scale Weight of blood Beaker and scale Temperature of a fishs tree trunk thermometer Temperature of blood thermometer *This answer may require rough creativity. How could it be done? B. Provide the computer science steps, including the conversion factor that would be inevitable to convert the following measurements, and the final answers.Use U. S. and liquid units where admit. 248 g = 248,000 mg 145,000 ? L = 145mL 536 mL = 536 cc 0. 372 kg = 372 g 0. 75 L = 750,000 ? L 20. 39 cm = . 2039 m 145,000? L*(10-6L /1? L)*( ascorbic acid0mL/1L)=145mL .372kg*(railyardg/1kg)=372g 20. 39cm*(1m/100cm)=. 2039m 145,000? L*( 10-6L /1? L)*(1000mL/1L)=145mL .372kg*(1000g/1kg)=372g 20. 39cm*(1m/100cm)=. 2039m 248g*(1000mg/1g)=248,000mg 536mL*(1cc/1mL)=536cc 0. 75L*(1? L/10-6L)=750000 ? L 248g*(1000mg/1g)=248,000mg 536mL*(1cc/1mL)=536cc 0. 75L*(1? L/10-6L)=750000 ? L C.Provide the numeration steps, including the conversion factor that would be needed to convert the following measurements, and the final answers. Use US and liquid units where appropriate. 3 cups= . 711 L7,893 mg = . 0174 lb 2. 25 oz= 66. 53 cc36? C= 96. 8 ? F 7893mg*(1lb/453592mg)=0. 0174lb 36? C*(9/5)+32=96. 8? F (96? F-32)*(5/9)=35. 56? C 7893mg*(1lb/453592mg)=0. 0174lb 36? C*(9/5)+32=96. 8? F (96? F-32)*(5/9)=35. 56? C 3 cups*(. 237L/1cup)=. 711L 2. 25oz*(29. 57cc/1oz)=66. 53cc 145,000uL*(1tsp/4928. 92uL)= 29. 42tsp 3 cups*(. 237L/1cup)=. 711L 2. 25oz*(29. 57cc/1oz)=66. 53cc 145,000uL*(1tsp/4928. 92uL)= 29. 42tsp 45,000 uL = 29. 42 tsp96? F= 35. 56 ? C D. What advantages does the metric clay take over over the English method acting of m easurement? What are the disadvantages? The metric body is advantageous because it has a base of ten, devising measurements easier to take, read, render, and convert. The prefixes are as well standard so they transfer amongst all measurements. Also, more countries use the metric system whereas essentially only the US uses the English method. The main disadvantage of the metric system is that Ameri fag ends have not grown up with these measurements so they are harder to picture and to a lower emergestand what distance, weight, and so on ach measurement is. For example, it is much easier for most Americans to understand the distance of a mile than to try and picture how long a kilometer is. E. enlist the steps necessary to accurately weigh 3. 5 g of starch. This depends on the scale used, but with the pen scale included in the labpaq, tare a bag or other container that can be used. Then add in the starch until the weight on the scale reads the weight of the container plus 3 . 5 g. F. Outline the steps necessary to accurately pipet 5 mL of distilled water. Pour an aliquot of distilled water into a clean beaker.Put a little more than 5mL of distilled water in a beaker. Pipet 5mL from the beaker, and check to mold if the bottom of the meniscus lines up with the 5mL line. Exercise 2 Microscopy The compound well-to-do microscope efficaciously magnifies in the go of 40x to 2000x. If an object under view is 10 nm in length without any elaboration, what will be its showing surface at 40x? 400nm at 2000x? 20 ? m What is the equivalent size at these magnifications, in inches? gift your calculations. 400nm*(1cm/107nm)*(1in/2. 54cm)= 1. 57*10-5 in. 20? m*(1cm/104? m)*(1in/2. 54cm)= 7. 87*10-4 in.The underwrite electron microscope (SEM) employs electron run to emblem very small specimens. negatron microscopes are used to pattern specimens that range from 1 nm to 100 m in size. What is the equivalent in inches? . Show your calculations. 1nm*(1cm/107nm )*(1in/2. 54cm)= 3. 94*10-8 in. 100 ? m*(1cm/104? m)*(1in/2. 54cm)= 0. 0039 in. bit 1. Parts of the Compound send Microscope push to a microscope as this section is read. stigmatize the microscope diagram that follows as the examination of the microscope proceeds. a. eye ingredient (ocular genus Lens) The magnification part is stamped on the distant of the genus Lens.What is the might of the eyepiece electron lens? Microscopes may have interchangeable visual lenses of different magnification. 15x b. Body Tube Holds the optical and object lenses at the correct focal distance. c. weapon Used to transport microscope and hold the body vacuum tube. d. Nosepiece The revolving device that holds the objective lenses. may also be referred to as the turret. e. aim Lenses Consists of one or more lenses i. The see queen objective lens is the shortest of the lenses. What is its force? 4x ii. The low-power objective is slightly thirster than the scanning objective. What is its power? 10x iii.The high-power objective is longer than the low-power objective. What is its power? 40x Label this microscope diagram with the appropriate part names and their functions Eye piece- lens that you look through and through Body tube- writing that leaves distance between lenses Course modification knob- adjusts focus Nosepiece- turns the lenses butt lenses- flip ones wig objects Stage- holds skids Mirror- reflects light so you can see whats on the soarings Base- bottom of microscope allowing stability Arm- Supports the tube and connects everything Eye piece- lens that you look through Body tube- Piece that leaves distance between lensesCourse adjustment knob- adjusts focus Nosepiece- turns the lenses Objective lenses- magnify objects Stage- holds slides Mirror- reflects light so you can see whats on the slides Base- bottom of microscope allowing stability Arm- Supports the tube and connects everything a b c d e f g h i Parts not included in microscope are Light source Source Sharma, Abhishake. Labeled Microscope Drawing. N. d. Buzzle. com. 2. focalization the Microscope If the microscope includes an vegetable cover immersion lens, commit a drop of immersion oil on the slide cover jiggery-pokery before rotating the lens into place.The function of the oil is to minimize light diffraction through the slide and reconcile area so that greater detail can be seen. After using the oil immersion lens, clean excess oil off of the lens and the slide with a lens cloth. Never tilt a microscope when using oil or if think a steadfast slide. Why? The liquid could come off of the slide and get into a place in the microscope that isnt good for it, and it will be mussy also. 3. Operating the Microscope a. Obtain a clean slide and cover slip from the slide box. holding the slide and cover slip separately on a reputation towel or other leisurely surface to reduce the possibility of pelf them. . With scissors, cut a earn e from an old magazine or newspaper. c. Place the letter in the center of the slide. d. embrace the instructions in Section 6 below to make a wet mount of the letter. e. Following the directions outlined in a higher place under Handling and Focusing the Microscope, place the prepared slide on the microscope stage. circulate the scanning lens in place and focus so that the letter is distinctly viewable. Make drawings of the letter in the boxes below as instructed. Side of the slide extreme away from student Look from the facial expression of the microscope, viewand then draw the letter here, as it appears onthe slide on the stage. e e Draw the letter here as it appears when believe it through the microscope. Side of the slide closest to student f. What is observed? Microscopes countermand the image on the slide. This means that the subject will appear to be clxxx rotated and reversed from the actual image viewed on the slide. g. While cover the letter through the lenses, apparent motion the slid e slightly. What do you observe about the movement of the letter and slide when viewed through the lenses? When I move the slide up, what Im viewing moves down. When I move the slide to the left, the image moves right. . Use the directions above to view the letter at the higher objective powers. On the drawing made above, circle the set of the letter that is viewable as successively higher power observations are made. What is your purpose about what happens when higher power objectives are used? Only a piece of the top part is viewable. Higher power objectives magnify the image more. 4. Total expansion Calculation Typically, the ocular lens of a microscope will be 10x, but it may be higher or lower. The power is preserve on the side of the lens. a.What is the ocular lens power of the microscope that you are using? It may be 10x or 15x. Record it in slacken 1. b. The objective lenses also have the magnification power recorded on their sides. What powers do the objective lenses o n the microscope have? Record them in control panel 1. c. Now, calculate the total magnification of the viewing area by multiplying the power of the ocular lens with that of the objective lens in use. For instance, if a microscope has a 10x magnification ocular lens and a 4x objective lens in place for viewing, the total magnification will be 40x (10x multiplied by 4x).What other view magnifications are possible with the microscope? Calculate the total magnification for separately set of lenses in send back 1. Table 1 Calculating Magnification Ocular Lens Magnification x Objective LensesMagnification = Total Magnification 15x 4x 60x 10x 150x 40x 600x 5. diameter of sports stadium a. With the low-power objective in viewing position, place a short transparent metric ruler on the stage. b. While viewing the ruler through the lenses, measure the low-power diameter of range of view in mm. transfer this measurement to ? m and record in Table 2. c.Switch to the other higher power objectives, noting the diameter, in mm, for each in Table 2. Convert measurements to ? m. How might this information be useful when viewing microscopic subjects? Micrometers are smaller, so it is useful for very small objects when mm would be a very small number that wouldnt be very understandable. Table 2 Diameter of a Viewing Field Magnification(ocular x objective lenspowers) mm diameterof theatre of view ? m diameter *of field of view Scanning Lens 60x 2mm 2000 ? m Low Power Lens 150x 1mm 1000 ? m High Power Lens 600x Cant tell,