Free Essays on How Languages Are Learned

and sentences that have multiple meanings. Gives kids access to word jokes, trick questions, riddles  · Simultaneous bilinguals: learn and hear more than one language from birth on  · Sequential bilinguals: learn second language later  · Subtractive bilinguals: cut off from family language as they are emerged in the second language. Children are caught because they have not had time to master the first language Developmental Sequences  · Grammatical morphemes: o Roger brown said that they develop in sequences (5) kids who have mastered the bottom of the list was sure to have mastered the top. o Order of acquisition o Longitudinal study: over a period of time  · Negation: learn to deny, reject, disagree with and refuse something o Stage one: first neg, usually expressed by the word â€Å"no† in a simple sentence o Stage 2: utterances g... Free Essays on How Languages Are Learned Free Essays on How Languages Are Learned HOW LANGUAGES ARE LEARNED CHAPTER 1: LEARNING A FIRST LANGUAGE  · Infants are able to hear subtle differences between sounds of human language  · By end of one year they can understand a few frequently used words. They can produce a couple of words that are recognizable  · By age 2, 50 words, and combine these words into simple sentences o Mommy juice o Telegraphic sentences: the leave out many auxiliary verb, articles, prepositions, etc. o They are recognized as sentences even though function word and grammatical morphemes are missing, the word order reflects the language they are hearing  · By age 3-4, most children ask questions or give commands, report real events, and create stories about imaginary ones-complete with correct grammatical morphemes.  · By 4 children have mastered the basic structures of the language  · Metalinguistic awareness: the ability to read language as an object, separate from the meaning it conveys-develops more slowly. Major metalinguistic awareness occurs when kids learn to read.  · MA includes the discovery of things such as ambiguity- words and sentences that have multiple meanings. Gives kids access to word jokes, trick questions, riddles  · Simultaneous bilinguals: learn and hear more than one language from birth on  · Sequential bilinguals: learn second language later  · Subtractive bilinguals: cut off from family language as they are emerged in the second language. Children are caught because they have not had time to master the first language Developmental Sequences  · Grammatical morphemes: o Roger brown said that they develop in sequences (5) kids who have mastered the bottom of the list was sure to have mastered the top. o Order of acquisition o Longitudinal study: over a period of time  · Negation: learn to deny, reject, disagree with and refuse something o Stage one: first neg, usually expressed by the word â€Å"no† in a simple sentence o Stage 2: utterances g...

Boyles Law Worked Sample Chemistry Problem

Boyle's Law Worked Sample Chemistry Problem If you trap a sample of air and measure its volume at different pressures (constant temperature), then you can determine a relation between volume and pressure. If you do this experiment, you will find that as the pressure of a gas sample increases, its volume decreases. In other words, the volume of a gas sample at constant temperature is inversely proportional to its pressure. The product of the pressure multiplied by the volume is a constant: PV k or V k/P or P k/V where P is pressure, V is volume, k is a constant, and the temperature and quantity of gas are held constant. This relationship is called Boyles Law, after Robert Boyle, who discovered it in 1660. Key Takeaways: Boyle's Law Chemistry Problems Simply put, Boyles states that for a gas at constant temperature, pressure multiplied by volume is a constant value. The equation for this is PV k, where k is a constant.At a constant temperature, if you increase the pressure of a gas, its volume decreases. If you increase its volume, the pressure decreases.The volume of a gas is inversely proportional to its pressure.Boyles law is a form of the Ideal Gas Law. At normal temperatures and pressures, it works well for real gases. However, at high temperature or pressure, it is not a valid approximation. Worked Example Problem The sections on the General Properties of Gases and Ideal Gas Law Problems may also be helpful when attempting to work Boyles Law problems. Problem A sample of helium gas at 25Â °C is compressed from 200 cm3 to 0.240 cm3. Its pressure is now 3.00 cm Hg. What was the original pressure of the helium? Solution Its always a good idea to write down the values of all known variables, indicating whether the values are for initial or final states. Boyles Law problems are essentially special cases of the Ideal Gas Law: Initial: P1 ?; V1 200 cm3; n1 n; T1 T Final: P2 3.00 cm Hg; V2 0.240 cm3; n2 n; T2 T P1V1 nRT (Ideal Gas Law) P2V2 nRT so, P1V1 P2V2 P1 P2V2/V1 P1 3.00 cm Hg x 0.240 cm3/200 cm3 P1 3.60 x 10-3 cm Hg Did you notice that the units for the pressure are in cm Hg? You may wish to convert this to a more common unit, such as millimeters of mercury, atmospheres, or pascals. 3.60 x 10-3 Hg x 10mm/1 cm 3.60 x 10-2 mm Hg 3.60 x 10-3 Hg x 1 atm/76.0 cm Hg 4.74 x 10-5 atm Source Levine, Ira N. (1978). Physical Chemistry. University of Brooklyn: McGraw-Hill.

Evidence Based Nursing Essay Example | Topics and Well Written Essays - 1000 words

Evidence Based Nursing - Essay Example Additionally, the nurses seek to undertake a self completed survey, which implies that the mothers will only be questioned and the nurses will document the results of the survey in wait for the final findings. This raises the ethics components since, the nurse is exposed to becoming judgmental on their subjects given the scope of the research. Question 1b In order to protect the human subjects’ rights of this study population, the IRB must assess various components including the right to self-determination. In this regard, the IRB must assess whether the employers of the nurses clearly and in articulate writing, informed the nurses about whether the participation in this particular research in a condition for employment and thereby expose any relevant risks associated with the study. As such the IRB must analyze the risks to benefit ratio of the study and document whether the eminent risks and/or benefits are clearly described. Further, with the minimal risk guidance level, th e IRB must prove whether the prevailing risks are greater than the minimal risk and the available measure of mitigating the risks. Additionally, the IRB must assess the subjects’ vulnerability in the study and how the researchers have handled the informed consent component. This will involve the IRB in investigating whether the nurses’ selection of the subjects is appropriate and whether the burden of participation is likely to fall on those who will actually benefit from the findings of the research. In this regard, the IRB might question the hospitalized mothers’ involvement in the survey while the focus of the survey is to address child abuse. It is imperative that abuse to children involve parents subjecting their children to unlawful conditions and/or treatment. Therefore the involvement of the parents in the survey will instantly raise the question of subjects’ vulnerability. The other components that IRB will have to assess in this study includes w hether the subjects are given incentives, issues to do with extra safeguards and privacy and confidentiality components of the survey (Beyae & Slattery, 2006). Question 1c The unique ethical concerns of this study could stem from the fact that nurses are obliged to observe confidentiality and privacy in serving the interest of their clients, however, the study seeks to expose the nurses to violate that obligation. When the nurses will question the mothers of hospitalized children within the given age bracket and record the results as sources for the survey, then the privacy of the clients will be violated. Question 1d As a prerequisite condition for allowing the study, the IRB member will seek clarification on the underlying components of study including the specific ways that the nurses have planned to address the eminent ethical issues concerning the privacy and the right to informed consent so as to ensure that the survey achieves the stated objectives without subjecting the stud y subject’s, who could be vulnerable to undue pressure as the IRB provisions demand. Question 1e As a matter of principle, the nurses will conduct the survey within the scope of the IRB provisions and thus remain vigilant in ensuring informed consent and privacy and confidentiality of the subjects are adhered to. In this regard, the nurses will remain advocates of the subjects in the sense that they will make sure the subjects’ confidentiality since they will apply procedures that are in

Essay on The monthly LME spot price for aluminium in USD per tonne

On The monthly LME spot price for aluminium in USD per tonne between June 2008 and June 2014 - Essay Example China’s economic growth during the period of the fluctuations in the prices of aluminium affected the price of the metal. Secondly, there was a consolidation of the steel industry affecting the trend of the prices in the metal across the globe. More so, global warming and carbon sequestration must also have had a hand in the fluctuations in the aluminium prices. Finally, the rising costs of production and the loss of value of the US dollar must played a role in the changes in price of the same product. Historically, the prices of metals across the board always had a positive or an upward trend whereas the dollar kept at a constant for long period of time. The duration and amplitude of price fluctuations in the case in question must have been as a result of numerous change in the economic strength of the metal market in general (ASWATHANARAYANA,2012). Considerations in supply and demand of aluminium and unexpected events like natural disasters and accidents do influence the variations in the price of the aluminium during that given period of time. The global events in question are like recessions, economic growth and inflation do affect or influence the trend in the prices of the aluminium. The demand for metal in China was a result of the infrastructural expansion in the country. I think, in August 2008, the increase in price of aluminum was a result of the increased demand in the aluminum metal due to the intensive development in china ta that specific time. The inflation and recession of 2008 that affected most countries in the world must have been reasons for the fluctuations in aluminium prices. Minerals have a high tendency of losing when it comes to changes in the economic climate of the market and the general market. Inflation made the demand for the aluminium go down leading to the fluctuation in price during that period of June 2008 to June 2014 (

The Value of Christian Higher Education Essay Example for Free

The Value of Christian Higher Education Essay Introduction   Ã‚  Ã‚  Ã‚   The choice of getting an education in order to prepare a future career or vocation is daunting for some especially those who believe the effects of training that anyone will receive from a particular institution. In these days of violence not only in streets but also within the campuses, people generally start to think hard about the education young people get within the academic halls. It is no wonder also that the family think hard where they spend the children to school. The essence of this paper then is whether Christian Higher Education distinctly can mould and contribute much to the development of citizens in their responsibilities toward the community where they revolve. This paper attempts to describe the value of Christian higher education and seeks to convince the reader about the contributions that belonging and training in academic institutions that incorporate the Biblical principles (White 1911). It starts with family values   Ã‚  Ã‚  Ã‚   Every home has its set of beliefs or tradition that they hold in high esteem. This is referred to as family values. Anything that the family believes is important comprises a family values system. Among the values an individual possesses, the most important is that a person must regard most his/her values about family as the most significant.   Ã‚  Ã‚  Ã‚   Many people don’t usually pause and contemplate what their values are. They may not know whether these values they already have are still practical or useful in a modern day world. Moreover, they do not think how their values fit in with their kind of milieu that they evolve in.   Ã‚  Ã‚  Ã‚   There are families that take time out though to impart to their children what had been passed on to them when they too were yet very young. The values may not be as strong as when were yet children because the person may have adapted to his world and adjusted his values that others may be accommodated. Through the years, a family value system may be a combination of what had been passed on to an individual and the values system of one’s friends or colleagues at work. Why are family values important? The primary reason is that what people hold as important affects how they use time, money and energy. If a family believes the importance of education then parents try to save for the schooling of their children which includes books among others. Family values influence how individuals spend their resources and make decisions. Parents then need to communicate what their own family values are, why these are important and the specifics of what are most essential that the children must also adopt or follow. Children also need to respect others who have dissimilar value system as compared to their own. Most likely values will evolve but when parents lead the children and model these beliefs, their children will be able to learn and pass these on to the next generation (â€Å"Values: what are they?†2007). Discussion   Ã‚  Ã‚  Ã‚   Christianity presents as an ideology, persuasion and religion that is relevant as well as able to offer lasting solutions to the ills of individuals and societies. Because of this premise, churches ever since the pioneering days were and are instrumental in the training and upbringing of children. Historical Background   Ã‚  Ã‚  Ã‚   The history of American Christian education in general point to the primary influence of the church in the establishment of education both with what is now secular and the faith – based types. The American Christian Schools approximately blossomed around the 1700s (House p2 2007; Kazanjian on Walsh p.1 2006). The schools around these decades were actually classified as more sectarian, that is, more Christian in practice and persuasion than their secular counterparts and not only that outnumber the latter in terms of demographics. Protestant schools then, according to House’s research, had been very rigid in terms of bulk and types of academic matters. Back then, their educational instruction consisted of classical languages, literature and none other than Biblical instructions. What made it more complicated was that the Biblical studies were also based on both the Hebrew and the Greek languages. Aside from these they also had to do the Iliad in the Greek version alongside Latin versions of Tacitus’ historical accounts. Even in the elementary levels a typical child in some schools during the 1700s were able accomplished such feats as finishing the elementary grades with the aforementioned subjects. The thrust for college students during these early American Christian Schools on the other hand were to establish their abilities to â€Å"reason, analysis and perspective† which can be derived from a lengthy time spent on languages both the modern and the ancient at the same time weighty amount of time and efforts on mathematics. During these times however, the colleges and schools effectively instilled among their students a love for the institution and the especially patriotic loyalty to the country (White 1911). Results of a Christian training   Ã‚  Ã‚  Ã‚   The rationale for such rigidity and â€Å"highly verbal and personalized† form of instructions was primarily a better comprehension and understanding of the Scriptures. The Bible then is central to the instructive process and where the activities revolved around the applications of the Scriptural truths. This was what was called as the â€Å"colonial beginnings† and continued on to the 1900s where the impetus was to instill the values drawn from inspiration of the Christian faith. The results that this kind of education bore on the society had been very influential and significantly important. Aside from instilling a high sense of individual ethics not only in the academic performance, what was more important was that there was a prevailing worldview which was Christian. The results as well do not spill over only in their generation but benefit more those in the next generation (Dawson 1989).   Ã‚  Ã‚  Ã‚   The premise for training students whether in the elementary to the collegiate or university level was to introduce the person to the mind of Christ and inculcate that kind of mind to the individual as he translates this worldview or persuasion into his/her everyday activities. â€Å"Classical Christian education is word-oriented† which implies that whatever compromises made today to enhance classroom instructions which maybe basically Christian, cannot equate with what was then introduced during the Colonial days (Dawson 1989). Modern Christian Education and its advantage   Ã‚  Ã‚  Ã‚   In schools such as the Seattle Pacific University which claims to have Christian philosophical perspective in their stance and training, the school argues that their advantage over others such as public secular schools in particular, has to with specifics like more focused thought and smaller number of students per class. This is to ensure that the students receive better awareness and consideration from their instructors which usually boosts the morale of the student/s. The extensive help and advantages that students will gain from a Christian education encompass the morals and ethics consistently taught inside the four walls of the classroom (Veith 1994). Disadvantage of Present Secular or Public School Higher Education   Ã‚  Ã‚  Ã‚   Students today are exposed to a kind of education which at the surface attempts to integrate what is called a holistic viewpoint where values, democracy, intellectualism and humanistic understandings are introduced alongside art, English or languages, mathematics and others. To look from a distance these may probably develop a student to be more â€Å"resilient’ or flexible, more tolerant of differing views which is called for in this era of diversity. However, the main and essential drawback comes in the form of a lack of clear focus or direction and no apparent or unambiguous line of worldview to follow. The result is a person or individual whose sympathies and understanding of his/her world may change from time to time and consequently his/her attitudes, actions and behavior in many respects of their lives (Rushdoony 1963). Conclusion   Ã‚  Ã‚  Ã‚   The value that Christian education has introduced me personally is tremendous. Many aspects in my life especially many decisions that are made are anchored on the many opportunities that the Christian faith had influenced me through the school where I am being taught.   Ã‚  Ã‚  Ã‚   What are the specific benefits I gained? The ethical and moral bearings that had helped me make decisions that impact my life and the lives of people around me. This is important since whatever choice I make in some areas of my life, sooner or later this tend to affect those who love me and are supportive of me. The training is definitely different because it looks into how we treat others in the very basic human relations level. A Christian in the true sense of the word embodies one who deeply respects others even if they do not have the same religious persuasion as theirs. This is what I have observed distinctly from the general ambience of what secular schools have produced in their studentry and in their graduates. Lastly, the school personnel and staff as well as many in the teaching crew are convinced as well of the Christian faith that they are representing. Although not all may be embracing the same belief or measure of spirituality, nonetheless, there is an unwritten as well as commitment to the policies that are reflective of Scriptural truths.   Ã‚  Ã‚  Ã‚   Tracing the historical roots of this country’s school system back to colonial America, it is with great envy that what we have in our schools today or the Christian Schools are being hailed as â€Å"Christian† are actually far from the quality which characterized their colleges or academic institutions. Though difficult, they were able to harness the best for a better nation. Reference: â€Å"Values: what are they?†2007. Family Works : University of   Ã‚  Ã‚  Ã‚   Illinois extension. Accessed December 1, 2007.   Ã‚  Ã‚  Ã‚   http://www.urbanext.uiuc.edu/familyworks/values- 01.html Dawson, Christopher. The Crisis of Western Education, Steubenville, Ohio: Franciscan University Press, 1989   Ã‚  Ã‚  Ã‚   pp. 8-9. House, Ben.†Classical Christian Education: A Look at Some History† 2007 Accessed December 2, 2007 http://www.reformed.org/master/index.html?mainframe=/ch   ristian_education/classic_educ.html Kazanjian, Victor Jr. and Peter Laurence (Eds). Education as   Ã‚  Ã‚  Ã‚   Transformation: Religious Pluralism, Spirituality, and   Ã‚  Ã‚   a New Vision for Higher Education in America. Peter   Ã‚   Lang Publishing, New York. 2006. Rushdoony,Rousas J, The Messianic Character of American   Ã‚   Education, Philipsburg: Presbyterian and Reformed Publishing Co., 1963. Veith, Gene Edward Jr., Postmodern Times: A Christian Guide   Ã‚  Ã‚   to Contemporary Thought and Culture, (Wheaton: Crossway Books, 1994. White, Henry Alexander. Southern Presbyterian Leaders, New   Ã‚  Ã‚  Ã‚   York: Neale Publishing Company, 1911. pp. 59-60.

Push, Pull or Drag in....Another Misleading TV Commercial :: Essays Papers

Push, Pull or Drag in....Another Misleading TV Commercial Have you ever been watching TV and seen a car commercial that says, â€Å" Come on down to your local Ford Automotive, and you can get a car of your choice for just $129 a month (Spitzer, 2003).† Some have even used lines like, â€Å"Do whatever you have to do push, pull or drag your car in, and drive away in a brand new car† (Spitzer, 2003). The commercial may never stop to give you the details of the qualification requirements for the cars. So making those push or pull journeys to the dealer ends up costing you more money than you expected. This type of TV commercial can be confusing to many consumers, and end up misleading the consumer into a deal they did not expect. The Attorney General and the Department of Motor Vehicles of several States are now putting auto dealers on notice. In the states of New York and Nevada they are warning them: â€Å"Your advertisements had better be accurate† (Knapp, Eyewitness News, 2004). Studies from the Attorney General of New York Eliot Spitzer, gives many consumer tips to finding misleading advertisements. â€Å"Push, Pull, and Drag it in, Guaranteed Trade-in $3,000!† This is a ploy slogan that really confuses consumers, especially college students. In reality, the dealers cannot pay money for a trade in no matter how much it is actually worth. The dealers can only put that hypothetical â€Å"trade-in money† toward the purchase of another car. â€Å"Dealers often raise the prices of the cars on their lots prior to this sale† (Spitzer, 2003). So in the end, you are really not getting much of a bargain. When watching a car commercial, look for the details in getting this new ca r for your â€Å"push or pull,† there should be a description of how much money must be put down at the time of the trade. If this is not being done, you can report the violating car dealer to your state attorney general’s office. Another misleading portion of car commercials is the financial explanation is: â€Å"$49 down or $0 down with no interest for 6 months† (Spitzer, 2003). Sounds great doesn’t it? Well, this is where many college students are tricked because they never tell you about the tax, title, and registration fees that are included at the time of your purchase. Push, Pull or Drag in....Another Misleading TV Commercial :: Essays Papers Push, Pull or Drag in....Another Misleading TV Commercial Have you ever been watching TV and seen a car commercial that says, â€Å" Come on down to your local Ford Automotive, and you can get a car of your choice for just $129 a month (Spitzer, 2003).† Some have even used lines like, â€Å"Do whatever you have to do push, pull or drag your car in, and drive away in a brand new car† (Spitzer, 2003). The commercial may never stop to give you the details of the qualification requirements for the cars. So making those push or pull journeys to the dealer ends up costing you more money than you expected. This type of TV commercial can be confusing to many consumers, and end up misleading the consumer into a deal they did not expect. The Attorney General and the Department of Motor Vehicles of several States are now putting auto dealers on notice. In the states of New York and Nevada they are warning them: â€Å"Your advertisements had better be accurate† (Knapp, Eyewitness News, 2004). Studies from the Attorney General of New York Eliot Spitzer, gives many consumer tips to finding misleading advertisements. â€Å"Push, Pull, and Drag it in, Guaranteed Trade-in $3,000!† This is a ploy slogan that really confuses consumers, especially college students. In reality, the dealers cannot pay money for a trade in no matter how much it is actually worth. The dealers can only put that hypothetical â€Å"trade-in money† toward the purchase of another car. â€Å"Dealers often raise the prices of the cars on their lots prior to this sale† (Spitzer, 2003). So in the end, you are really not getting much of a bargain. When watching a car commercial, look for the details in getting this new ca r for your â€Å"push or pull,† there should be a description of how much money must be put down at the time of the trade. If this is not being done, you can report the violating car dealer to your state attorney general’s office. Another misleading portion of car commercials is the financial explanation is: â€Å"$49 down or $0 down with no interest for 6 months† (Spitzer, 2003). Sounds great doesn’t it? Well, this is where many college students are tricked because they never tell you about the tax, title, and registration fees that are included at the time of your purchase.

Automobiles and the Environment

In his book Restless Nation: Starting Over in America, James Jasper (2002) explores the comfort Americans derive from the auto industry and its consequential effects to the environment. Jasper (2002) argues that one of the main reasons why American are restless and moves more than any other people in the world is presence of automobiles and cheap gas in the country.Since the starting of the auto industry in the beginning of the 20th century, automobiles have been surrounded with controversy and conspiracy. It has been argued that unethical practices and conspiracy between oil and automobile industry has brought the world to an environmental mess in a less than one century but it will take more than one century to reverse the trend.Since their invention, automobiles have had various negative impacts to the environment.   With little consideration of the way you perceive the relationship between the environment and automobiles, there are negative aspects right from the manufacturing process to the end mess which is piled in the junkyards.  Whether in terms of energy usage, air pollution, water pollution, there is an obvious negative impact to the environment. Referring to statistics, it is evident that automobiles have had greater negative impact to United States and other countries around the world.More than two thirds of Americans are overweight or obese and one aspect contributing to this trend is reduced physical exercise and increase use of automobiles. U.S consumers account for more than 25% of the world’s energy production while it produces only 10% of world energy which means cars and light trucks contribute to higher energy consumption. Automobiles therefore consumer resources and emit pollution affected our health. All the way from manufacturing process to the end of life cycle of that car, automobiles affect the environment in various ways.Research questionThe following will be the research questions that will guide the study:a)  Ã‚  Ã‚  Ã ‚  Ã‚   Historically, how have automobiles affected our culture?b)  Ã‚  Ã‚  Ã‚  Ã‚   In which ways, has automobiles affected the environment?c)  Ã‚  Ã‚  Ã‚  Ã‚   What can be done to reverse the trend?Driving our way to pollutionIn his book, James Jasper (2002) exposes the impact of automobile on lives of Americans. On average, Americans drive more than any other people in the world, thanks to presence of cheap car, cheap gas, and capitalism. He asserts that automobile is not just an asset in the modern life but it is a part of emerging world culture. Time has elapse when owning an automobile was a preserve for the rich and today, it has become a basic necessity (McCarthy, 2007).At the peak of growth of the industry in 1920s, Henry Ford embarked on a major campaign to popularize the use of motor vehicles (Melosi, 2000). His invention of Fordism production system led to mass production of cars enabling the middle class Americans to own cars.   The automobile culture grew rapidly and even today, it has become difficult to change this culture (Eban, 2001).   From environmental perspective, this was however an enigma of auto mobility, a paradox difficult to solve.For a long time in the history of the industry, the relationship of automakers and  Ã‚  Ã‚   their customers was not suspicious (Melosi, 2000). However, the second half of the twentieth century came with oil crisis and for once in the course of the century, people realized that gas can be costly and fuel efficient cars were important compared to gas guzzlers.At the same time, American government realized the importance of having legislations which regulated consumption of energy in the country (McCarthy, 2007). The Clean Energy Act of 1971 came with devastating effects on American automakers as consumer preferred environmental friendly cars. This culminated in other acts like in California where all cars were required to have zero emission.However, industrial conspiracy between automakers and oil industry orchestrated destruction of several electric cars, killing the dream of environment friendly cars (Melosi, 2000).   More than ever, environment effects of automobiles are evident to everyone  Ã‚   from our polluted cities to junkyard full of old automobiles. However, the world has continued to drive its way to pollution and perhaps eventual extinction of life on earth if not urgent measures are taken.What do we mean by driving our way to environmental pollution? To understand this question well, it is important to review environmental effects of automobiles right from manufacturing process of their end of life cycle.

Winnie

Kilye Harrelson Ms. Vogel British Literature 13 December 2010 Winnie the Pooh Christopher Robin. Owl. Rabbit. Kanga. Roo. Eeyore. Tigger. Piglet. Winnie the Pooh. Most Americans know who these characters are; they probably grew up reading about these characters at home or maybe even in school. These popular characters have been around for many years. Everybody has a favorite character in these stories that they can relate to in some kind of way. In the Winnie the Pooh stories, each character represents a different outlook on life and personality from which young readers can learn about other people and themselves.The only human character in the Winnie the Pooh stories is Christopher Robin. Christopher Robin is a young boy around eight years old. He is the son of Alan Alexander Milne the author of all the Winnie the Pooh stories. He has brown hair The characters in the Winnie the Pooh stories were originated from stuffed animals belonging to Christopher Robin. To me he is kind of like the hero in the story. Christopher often calls Pooh â€Å"silly old bear†(How Winnie The Pooh Works). When Pooh and the other animals are in trouble or in need of help, the animals know that Christopher Robin will always be there.He tries to solve his friend’s problems and he usually solves if not all but some of their problems. Christopher and his animal’s friends love to go on adventures in the Hundred Acre Woods where they live. Christopher is overall a true hero and a true friend. Owl is somewhat of a know-it-all in the stories. He's kind of like a teacher or a professor. He tries to give useful advice and suggestions. His words of wisdom usually come back and bite him in the butt. He loves to read books that are going to make him wiser such as dictionaries and encyclopedias.When Pooh or one of the other characters go over to Owl’s house to get them to go away he often says â€Å"well I must get back to my encyclopedia† (Hoff 42). Owl will tel l stories to guests and anyone who will listen. When he starts telling a story he tends to just go on and on. When he starts going on and on is usually when Pooh and the other animals will try and seek away. Owl can really be a real bore sometimes. He has the brains in the stories. He has the wisdom. Rabbit is always cranky and concerned that someone is going to mess up his beautiful garden. Tiger is usually the one that messes up his garden. He is very stubborn.Rabbit is very pushy and likes to make his own decisions. He is also a great speller compared to the other animals. He is very concerned about the important things in life. He happens to like a very serene life with no surprises. Although Tigger and Pooh bring him plenty of surprises. Rabbit loves gardening and his favorite thing to grow is carrots and other vegetables. He makes sure that he avoids Pooh during lunch time, so that Pooh doesn't eat everything from his garden. Rabbit is very smart. He actually makes in clear in a conversation with Owl where he says â€Å"You and I have brains. The others have fluff†(Mander).He thinks he the smartest animal in the One Hundred Acre Woods. Rabbit and Owl are the only real animals in the story. The others are stuffed animals. Kanga is the motherly figure in the story. She is the voice of reason. She is the mother of a baby kangaroo named Roo. She is always very helpful. She comforts all of the other animals when they are feeling low or down about something. She is the fastest animal in the One Hundred Acre Woods. She carries her family in a pocket that is on the front of her body. She is always warning her son Roo about the dangers in the adventures that he goes on with Tiger and the other animals.Kanga is always saying â€Å"Now now Roo, you mustn’t do that dear† to which Roo mostly replies â€Å"But moma! † (Mander). She is always worrying about Roo getting hurt on all of the adventures he goes on. Kanga goes over to Pooh’ s house to try and teach him how to jump. Kanga is very proud of her son Roo and the rest of the gang too. Roo is the youngest character in the story. His best friend is Tiger. He loves going on adventures with Tiger and all of the other animals. Roo and Tiger area always bouncing everywhere they go. Even though Roo knows better he is always getting into some kind of trouble.He is kind of a trouble maker when he's with Tigger. He loves discovering new things in life. Don't let his age fool you. He often expresses his thoughts that make him sound a lot wiser and older then he really is. He is kind of like a little kid in pre-school because, he is steady in trouble. Eeyore is my favorite character in the story. He is about three years old. He is a very gloomy donkey. He is hardly ever happy but his grumpiness might come from having a tail pined in his butt all of the time. Eeyore doesn't see himself as gloomy. He just has low expectations. But he is a very lovable character.He is alwa ys losing his tail. He depends on his friends to find his tail. When his friends find it Christopher Robin has to fix his tail using a drawing pin. He is very intelligent but likes to keep to his self. He loves that his friends care enough about him to remember him on his birthday. He often says â€Å"Thanks for noticin’ me and â€Å"Oh well† (Mander). His house is always getting knocked over by someone or something mostly Tigger bounces them down. He spends most of his time trying to put it back together. He says â€Å"Ah, that’s why nobody’s bothered, I suppose. I thought perhaps they’d forgotten† (Hoff 17).Nobody ever helps him put his house back together. But he never says a word to anyone about it. Even though Eeyore might act like he's helping just because there's nothing else to do. Don't under estimate him because he is always there for his friends. Tigger is kind of like the ADHD kid in the world today. He can never sit still. He i s always moving around. He has black and orange stripes and a springy tail. Tigger loves to bounce â€Å"cause that is what Tiggers to best†(Mander). He bounces everywhere he goes. He is the one of the kind creature in the story because of his springy tail.Tigger and Roo are always going on adventures and getting into trouble. Tigger doesn't mean to but he always messes up Rabbits garden. Tigger is always looking to make the best out of what life has to offer. The most wonderful thing about Tiggers is that â€Å"I'm the only one! â€Å"(Mander). Tigger is very hyperactive. He loves trying to help others with their problems. He also takes a lot of pleasure in being able to â€Å"unbounce† some of the other animals in the One Hundred Acre Woods(Mander). He has a very fun loving personality. Tigger is a one of the very loved animals in the One Hundred Acre Woods.Everybody loves him except for rabbit. He drives Rabbit insane. When Tigger finds out something exciting he c an't wait to go and tell his friends about it. Piglet is a very small little pink pig. He's very shy and afraid of everything. But at the same time he is very brave. He always wears a long pink striped shirt. Piglet loves to go on adventures with his best friend Winnie the Pooh. He loves bright colors and balloons. But his favorite thing to do is blow dandelions. The first thing that Piglet utters when he gets up in the morning is â€Å"I wonder what's going to happen exciting today? â€Å"(Mander).Piglet is very afraid of the dark. Whenever Piglet gets scared he often says â€Å"Oh, d-d-d-dear†(Meet the Characters). Even though Piglet is a â€Å"very small animal†, he will conquer his fears to help his friends (How Winnie the Pooh Works). Even though Piglet is so small He has a very big heart and loves all of his friends very much. Winnie the Pooh is a very friendly and loving bear. He goes by Pooh or Pooh bear. But Never by Winnie. he wears an old red shirt. Pooh l oves honey with a passion. He spells honey â€Å"hunny†. He is always getting in to some kind of trouble trying to look for honey.If he ever runs out of honey he will go around and ask every single one of his friends if they have a jar. He tries to get honey from beehives also and bees always chase him for trying to take their honey. Pooh has very little brains and with tell you that himself. He does a lot of silly things. He is friend with everyone in the One Hundred Acre Woods. The first thing Pooh says when he wakes up in the morning is â€Å"what's for breakfast†(Mander). He loves going on adventure with Christopher Robin, Piglet and all of the other animals. Pooh is always looking for â€Å"Hunny to Fill the Rumblee in his Tumblee†(Mander).Pooh is also a hero in a way. But when people think of Pooh, they think kind, loving, sweet, helpful, friendly old bear. At the end of all these wonderful stories Christopher Robin has to go off to school to learn the alp habet and how to write. School becomes important to Christopher Robin and he doesn't have time to spend with Pooh and the other animals. His childhood was ending, but his friends did not change one single little bit. They understood that Christopher Robin had to go to school to learn so that he could come back and teach them new things. Such as the alphabet, reading, and how to write.But because the animals are true friends they did not get mad a t Christopher Robin for leaving them behind. I think that the lesson in these stories is that friendship is a very important thing in life that everybody needs. Everybody needs a friend that they know will be there through thick and thin. There are several other lessons in these stories. Like everyone has a hero or that everybody can conquer their fears. Everyone reads these stories when there little but when they get older they recognize the real meanings and lessons in the story.Works Cited Disney. Meet the Characters. 010. <http://dis ney. go. com/index>. HowStuffWorks. Inc. How Winnie the Pooh Works. 2010. 1998-2010 <http://electronics. howstuffworks. com/how-winnie-the-pooh-works1. htm>. Mander, Keith. Characters from Winnie the Pooh. . 1998-2010 <http://www. just-pooh. com/100acre. html>. Mander, Keith. History of Winnie the Pooh. . 1998-2010 <http://www. just-pooh. com/history. html>. Shepard, Ernest H. The Tao Of Pooh. New York: E. P. Dutton, 1982. Wikstrom, Marilyn. Winnie-the-Pooh. 2010. 17 Nov. 2010 <http://web. ebscohost. com/lrc/detail>.

The History of the Water Wheel

The History of the Water Wheel The water wheel is an ancient device that uses flowing or falling water to create power by means of paddles mounted around a wheel. The force of the water moves the paddles, and the consequent rotation of the wheel is transmitted to machinery via the shaft of the wheel. The first reference to a water wheel dates back to around 4000 B.C. Vitruvius, an engineer who died in 14 AD, is later credited with creating and using a vertical water wheel during Roman times. They were used for crop irrigation, for grinding grains, and to supply drinking water to villages. In later years, they drove sawmills, pumps, forge bellows, tilt-hammers, trip hammers and to power textile mills. They were probably the first method of creating mechanical energy to replace that of humans and animals. Types of Water Wheels There are three main kinds of water wheels. One is the horizontal water wheel. Water flows from an aqueduct and the forward action of the water turns the wheel. Another is the overshot vertical water wheel in which water flows from an aqueduct and the gravity of the water turns the wheel. Finally, the undershot vertical water wheel is placed in a stream and is turned by the rivers motion. The First Water Wheels The simplest and probably the earliest water wheel was a vertical wheel with paddles against which the force of a stream acted. The horizontal wheel came next. It was used for driving a millstone through a vertical shaft attached directly to the wheel. The geared mill driven by a vertical water wheel with a horizontal shaft was the last in use. The first water wheels can be described as grindstones mounted atop vertical shafts whose vaned or paddled lower ends dipped into a swift stream. The wheel was horizontal. As early as the first century, the horizontal water wheel – which was terribly inefficient in transferring the power of the current to the milling mechanism – was replaced by water wheels of the vertical design. Water wheels were most often used to power different types of mills. A water wheel and mill combination is called a watermill. An early horizontal-wheeled watermill used for grinding grain in Greece was the called Norse Mill. In Syria, watermills were called noriahs.† They were used for running mills to process cotton into cloth. Lorenzo Dow Adkins of Perry Township, Ohio received a patent for his spiral bucket water wheel in 1939. The Hydraulic Turbine The hydraulic turbine is a modern invention based on the same principles as the water wheel. It’s a rotary engine that uses the flow of fluid, either gas or liquid, to turn a shaft that drives machinery. Hydraulic turbines are used in hydroelectric power stations. Flowing or falling water strikes a series of blades or buckets attached around a shaft. The shaft then rotates and the motion drives the rotor of an electric generator.

Dealing With Tree Root Damage of Sewer and Water Line

Dealing With Tree Root Damage of Sewer and Water Line Conventional wisdom says that the roots of certain tree species may be more harmful to water and sewage lines than others, especially if planted too close to these utilities. That wisdom weighs out as far as it goes, but all trees have some ability to invade water and sewer lines. Root Egress Tree roots invade mostly through damaged lines installed in the top 24 inches of soil. Sound lines and sewers have very little trouble with root damage, and then only at weak points where water seeps out. Aggression toward water service in many fast-growing, large trees is spawned by the discovery of a water source coming from that service. As is the case with any living thing, a tree will do what it must to survive. Roots dont actually crush septic tanks and lines, entering instead through weak and seeping spots on tanks and lines. Its important to closely watch these aggressive trees when they grow  near your sewage service, or avoid planting them altogether: Fraxinus (ash)Liquidambar (sweetgum)Populus (poplar and cottonwood)Quercus (oak, usually lowland varieties)Robinia (locust)Salix (willow)Tilia (basswood)Liriodendron (tulip treePlatanus (sycamore)Many Acer species (red, sugar, Norway and silver maples, and boxelder) Managing Trees Around Sewers and Pipes For managed landscapes near sewer lines, replace water-seeking trees every eight to 10 years before they grow too big. This limits the distance roots grow outside the planting area and the time they have to grow into and around sewer lines as well as foundations, sidewalks, and other infrastructure. Older trees can embed pipes and sewers by growing roots around the pipes. If these trees experience a structural root failure and topple, these field lines can be destroyed, so it is important to keep a close eye on these as well. To help prevent tree root damage that will eventually interfere with sewer lines: Plant small, slow-growing trees near sewer lines.Plan to replace trees every eight to 10 years if you desire faster-growing species.Periodically monitor and replace even slow-growing trees.Thoroughly evaluate landscaping plans for potential root intrusion when improving or building new sewer lines.Consider Amur maple, Japanese maple, dogwood, redbud, and fringetree, common trees recommended for planting near water lines. Options exist if you already have tree root damage to your lines. Products containing slow-release chemicals to stymie further root growth are helpful. Other root barriers include: Densely-compacted layers of soilChemical layers such as sulfur, sodium, zinc, borate, salt or herbicidesAir gaps using large stonesSolid barriers such as plastic, metal, or wood. Each of these barriers can be effective in the short term, but long-term results are difficult to guarantee and can significantly harm the tree. Seek professional advice when using these options.

Educational system through the use of new ICT resources Essay

Educational system through the use of new ICT resources - Essay Example It is very important to consult the customers of education business because the demand is logically generated by their willingness to patronize the enterprise. In this case, the students are the customers. Any investment in ICT by Mid Wales University would have to satisfy needs of mostly students through faculties, educational systems and resources, along with strategies for implementing plans and programs. The average ratio of staff to students in UK universities is 1 per 18.1. At Buckingham, it is only 1 staff for every 10.5 students (The University of Buckingham 2013). For purposes of this scenario analysis, let the assumptions be as follows: (a)Mid Wales should aim to have a staff to student ratio of 1 is to 12 in order to aspire for quality education through closer supervision of individual educational performance. (b)Following a similar statistics identifying who are the students of Buckingham University, wherein 52% are British; 14% come from Asian and Pacific countries like Australia, China, India, Taiwan, Bangladesh, Thailand, Brunei, Vietnam, Japan, Indonesia, South Korea, Sri Langka, Singapore, Pakistan, Nepal, Malaysia, and New Zealand; 13% are from Africa and islands somewhere in the Indian Ocean; 11% come from countries belonging to the European Union; 5% are made up of people from America including USA, Canada, Mexico, Columbia, Nicaragua, and other Caribbean countries; 3% from Middle East and North Africa e.g. Bahrain, Israel, Algeria, Palestine, Syria, UAE, Saudi Arabia, Morocco, Qatar, Sudan, Oman, Turkey, and Libya; and 2% from other European countries and Central Asia, such as Russia, Georgia, Macedonia, Albania, Azerbaijan, Kazakhstan, Armenia, Kyrgyzstan, and Ukraine. Therefore, the customers are from many nations worldwide. (c) Most of these students, about 73%, are employed on full time basis as they study, while 15% went back to school for further studies. Only 7% are employed but work only part-time. 1% went to school while on volunta ry work. Only 3% are self-employed and only 1% unemployed. (The Buckingham University2, 2013) Due to the changing UK trend of jobs in demand, the courses have to be considered as well. Assumption (d) would be the eventual inclusion of 10 courses related to the forecasted high demand work for the near future. Business, Accounting, Finance, Economics, Statistics, Liberal Arts, Engineering, and General Science will remain. However, it is assumed in this scenario that Genetics, Environmental Engineering, Mental Health and Psychology, Food Production, Software Engineering, Information Security, Medicine, Language Interpretation and Translation, Computer Engineering, and Civil Engineering will become integrated in the coming years due to the demand for such jobs in the near future (Zabala, R. 2012). A Powerful, Flexible Server for Short to Long-Term Educational Enterprise A. Infrastructure For educational institutions, technology of teaching and learning should consider not only the stude nts and courses or curriculum, but also the enhancements for the effective delivery, progress monitoring, and advancements in education, supposed to be found in infrastructures. Mobile and digital technology owned by the learning population have become the means to access information. This situation demands certain requirements from the ICT Infrastructure within the campus. The server room must provide for networking in terms of wireless access points (WAP). It should have a

Current Issues in Finance Essay Example | Topics and Well Written Essays - 2000 words

Current Issues in Finance - Essay Example There is an obvious conflict of interest in expecting information that might ultimately produce pressure by external sources to modify or forego otherwise economically gainful – and for the most part legal - activities, and corporations have been reluctant to adopt non-mandatory disclosure related to such items. â€Å"There has, however, also been a long history of organisations independent of the accountable organisation producing social and/or environmental reports about the accountable organisations. These are typically known as external social audits† (Gibson, Gray, Laing, and Dey, 2002). â€Å"Social audits act as a ‘balancing view’ in the face of the considerable resources that organisations have at their disposal to put their own point of view and to offer their own emphasis on their activities† (Gibson, et al., 2002). Gibson, et al, undertook to find out how much of the desired information was already disclosed, albeit hidden, in the usual annual and various other company-produced reports. They found corporations already supply much of the information being sought. Using a simple â€Å"cut and paste† approach extracted much information relevant to social and environmental issues. The product of such an effort is called a â€Å"Silent Account†. It is a concise selection of information, without commentary, assembled without being taken out of context, and then evaluated. It often reveals more than the corporations suspect, and can be a valuable source of raw data from which to explore issues to follow up. The information used for the compilation of a â€Å"Shadow Account† is compiled in a similar way, without commentary or analysis, but entirely from public but non-company produced sources. No effort is made to distinguish between good news and bad news, and it’s a given that â€Å"It is very likely...that a number of the items in the Shadow Report are, in