How to Make a Red Cabbage pH Indicator

How to Make a Red Cabbage pH Indicator Make your own pH indicator solution! Red cabbage juice contains a natural pH indicator that changes colors according to the acidity of the solution. Red cabbage juice indicators are easy to make, exhibit a wide range of colors, and can be used to make your own pH paper strips. Introduction to the Cabbage pH Indicator Red cabbage contains a pigment molecule called flavin (an anthocyanin). This water-soluble pigment is also found in apple skin, plums, poppies, cornflowers, and grapes. Very acidic solutions will turn anthocyanin a red color. Neutral solutions result in a purplish color. Basic solutions appear in greenish-yellow. Therefore, it is possible to determine the pH of a solution based on the color it turns the anthocyanin pigments in red cabbage juice. The color of the juice changes in response to changes in its hydrogen ion concentration. pH is the -log[H]. Acids will donate hydrogen ions in an aqueous solution and have a low pH (pH 7). Materials You Will Need Red cabbageBlender or knifeBoiling waterFilter paper (coffee filters work well)One large glass beaker or another glass containerSix 250 mL beakers or other small glass containersHousehold ammonia (NH3)Baking soda (sodium bicarbonate, NaHCO3)Washing soda (sodium carbonate, Na2CO3)Lemon juice (citric acid, C6H8O7)Vinegar (acetic acid, CH3COOH)Cream of tartar (Potassium bitartrate, KHC4H4O6)Antacids (calcium carbonate, calcium hydroxide, magnesium hydroxide)Seltzer water (carbonic acid, H2CO3)Muriatic acid or masonrys cleaner (hydrochloric acid, HCl)Lye (potassium hydroxide, KOH or sodium hydroxide, NaOH) Procedure Chop the cabbage into small pieces until you have about 2 cups of chopped cabbage. Place the cabbage in a large beaker or other glass container and add boiling water to cover the cabbage. Allow at least ten minutes for the color to leach out of the cabbage.Alternatively, you can place about 2 cups of cabbage in a blender, cover it with boiling water, and blend it.Filter out the plant material to obtain a red-purple-bluish colored liquid. This liquid is at about pH 7. The exact color you get depends on the pH of the water.Pour about 50 - 100 mL of your red cabbage indicator into each 250 mL beaker.Add various household solutions to your indicator until a color change is obtained. Use separate containers for each household solution - you dont want to mix chemicals that dont go well together! Red Cabbage pH Indicator Colors pH 2 4 6 8 10 12 Color Red Purple Violet Blue Blue-Green Greenish Yellow Tips and Safety This demo uses acids and bases, so please make certain to use safety goggles and gloves, particularly when handling strong acids (HCl) and strong bases (NaOH or KOH).Chemicals used in this demo may be safely washed down the drain with water.A neutralization experiment could be performed using cabbage juice indicator. First, add an acidic solution such as vinegar or lemon juice until a reddish color is obtained. Then add baking soda or antacids to return the pH towards a neutral 7.You can make your own pH paper strips using red cabbage indicator. Take filter paper (or coffee filter) and soak it in a concentrated red cabbage juice solution. After a few hours, remove the paper and allow it to dry (hang it by a clothespin or string). Cut the filter into strips and use them to test the pH of various solutions. To test a sample, place a drop of liquid on the test strip. Dont dip the strip in the liquid or else youll get cabbage juice in it. An example of a basic solution is laundry soap. E xamples of common acids include lemon juice and vinegar.

How to Hire a Research Paper Writer

How to Hire a Research Paper Writer How to Hire a Research Paper Writer It may be something that you dread, but during the course of your education, you will be required to write research papers. This is a big part of much of the grade in certain majors, so if you want to get the best grades possible, you will need to turn in excellent research papers. However, this may be a challenge sometimes because of all the work you have to do, along with your busy life and schedule. There may be times when you are not able to get all of your work done by yourself. This is when you should hire a research paper writer to write your paper for you. However, you need to know exactly how to do this. Where to Find Research Paper Writers You may wonder how you can get help with your research paper, but all you need to do is look online. There are plenty of experienced, professional freelance research paper writers available on one of the many academic paper writing sites online. Just do a relevant search for keywords that pertain to what you want, such as ‘research paper writers’ or ‘online academic paper writers.’ Just be sure to ask questions before you use any service, so that you will have an idea of their process. Hiring a Research Paper Writer As stated above, the most important thing to remember when hiring a professional  research paper writer online is choosing a writing site that will give you the best paper for your money. Check out the site’s FAQ and Policies sections. There you should find all of the relevant information that you need. Do not use a writing company online that does not let you know all of the information you need to know up front. Also, it is best to ask for a sample of work from the company, so that you can see the quality and style of the work produced. It is also a good idea to make sure they have a free revision policy, as well as a money-back guarantee, just in case you are dissatisfied with the paper you receive. If your research paper is lengthy, it is a good idea to have the writers do it in segments. This way you can pay as you go, until the paper is completely finished. If, during this time, you are dissatisfied with a segment, you can have another company do the remainder of the paper. After you have gathered information from the company and are satisfied with the answers to your questions and the sample you received, make your choice. Then, when you decide on a company, submit your order, and wait for delivery. It’s that simple.

Corporate Governance of Football Clubs Essay Example | Topics and Well Written Essays - 2000 words

Corporate Governance of Football Clubs - Essay Example The crisis has been mitigated by the return of Sir John Hall to the club board. These clubs have become plcs, and its stocks are floated on the stock exchange. The plc was seen as the modern way to run a football club although it has created conflicts between shareholders and fans. . (The New Statesman, March 27, 1997, p.2). Sheffield United's manager resigned in protest at the chief executive's strategy of trying to achieve Premiership status by selling his best players. Noisy demonstrations forced the chairman and chief executive to resign. The outrage of Newcastle fans at the behaviour of the two directors was due to Kevin Keegan's resignation as manager. Fan power was limited to invading the pitch, singing nasty songs and boycotting matches. However, the problems persist. Fans believe big clubs aim to please the shareholders rather than the supporters. This blatant behavior on the part of club managers is a form of To football fans, for whom transfer of loyalty is not an option, this trend is a form of betrayal for dedicated football club supporters. (The New Statesman, March 27, 1997, p.2). There are two strategies to solve these problems. The first is a new corporate governance policy which tightens the accountability of directors to shareholders while deepening the involvement of fans, councils and schools. Clubs are allowed to appoint fans as non-executive directors and conduct "supporter audits". The second strategy understands that supporters have a a distinct relationship with their team. Though there are many teams in the league, once one has made one's choice of club, one usually sticks to it. Fans also have to survive on trust. They purchase season tickets without knowing which players and managers will be at the club. Football clubs can be legally required to further the long-term interests of the club and its supporters as a whole rather than the narrow interests of shareholders.Football clubs were previously controlled by wealthy local businessmen. They invested their money in the club operations and most often than not, they had lost their investments. How ever, this situation was unimportant. Owning a club gave them status and prestige in their local community.There are many options to ensure corporate governance for football clubs. One alternative is to widen the share ownership of clubs. If it was the aim of the club to ensure that as many fans as possible owned shares, this could improve accountability and investor commitment. Another option would be for fans to invest in a trust which would hold a collective stake in the club on their behalf and this in turn, will provide a guarantee for fans that they will have a say in major decisions. A third alternative is having mutual forms of ownership in which fans became the club's members and legal owners. A fan-appointed board would select the manager. Shareholder meetings would replace pitch invasions as the vehicle for expressing discontent. A mutual football club would be focused in pursuing things fans really want (winning matches and establishing its own club stadium). However, no ownership structure is perfect. Fans usually have a strong consensus about ends (buying good players) and not (which particular players). CORPORATE GOVERNANCE AND FOOTBALL Shleifer and Vishny (1997) define the term as follows: 'Corporate governance tackles the agency problem: the separation of and finance' (p. 773). The term is used to refer to how the

Assignment Coursework Example | Topics and Well Written Essays - 500 words

Assignment - Coursework Example This has resulted in downgrading of economies as well as reduction in growth forecasts for various countries around the world by leading agencies like S&P, IMF etc (The Guardian, 2011). The fluctuation in the economy as well as rise in deficits has led to various kinds of spending cuts on the parts of the government of various countries around the globe. The fierce economic swinging in the recent times has also produced severe fluctuations of indexes of industrial productions in various established economies like the US for a prolonged period. Many of the industries belonging to various sectors like hospitality, agriculture, retail etc. have been severely affected. (THE WESTERN UNION COMPANY, p.19) This fluctuation in industrial production has in turn resulted in significant cost cutting by the companies around the world, which in turn affected the job market and thereby hampering consumer spending (AccaGlobal, p.7). The operations of Western Union highly include the transfer of fina nces on the part of the consumers as well as business houses to various parts of the world. The gloomy scenario emerging out of the inability to resolve the ongoing Euro crisis by the national political parties has led to prolonged variations in job opportunities there by immensely hampering the spending on the part of the consumers. (National Bureau of Economic Research, P.9) The peer reviewed article highlights the problems that arose in the auto industry in the US during the 2008-2011 periods as a culmination of low sales, high structural costs as well as debts (Klier and Rubenstein, p.1-21). The paper also discusses the related governmental procedures that happened during that period ranging from the unavailability of a consensual decision to provide support to the carmakers to the issuance of financial assistance for a short span by the outgoing political party. The paper rightfully discusses

The German economy ready for war in 1939 Essay Example for Free

The German economy ready for war in 1939 Essay To what extent was the German economy ready for war in 1939? Consider all the economic strategies implemented between 1933 and 1939 in your answer. (15 Marks) Germany made military moves to expand its borders into Eastern Europe in 1939. There is certainly evidence to suggest that Germany was no-where near the targets set by Hitler for total re-armament. As well as this factor though, there is another question to consider, had Germany set out for all out international war or was it just an attempt to expand lebensraum when they took the actions of invading Poland and Austria in 1939? This is an important question because it helps to understand the motives of Hitler when he ordered the invasion of Poland. Basically, war to what extent must first be established. On the 5th November 1937 a meeting took place between Hitler and all his important military generals. The minutes from this meeting were taken down and became known as the Hossbach Memorandum. They stated that it was agreed that by 1943 active steps towards lebensraum were to be taken. This was all that was firmly agreed though; there were no steps to preparation towards a full international war. Nothing was even mentioned of the USSR. According to Tim Mason this suggests that when Hitler invaded Poland in 1939 he had no ideas of world domination just yet. He calls the invasion of Poland a, War of plunder. By this he meant that the only intention was to gain some extra land and resources for Germany to live off. This is supported by the fact that by 1939 the push for arms had become very strenuous and there was a shortage in resources, labour especially. This would support the theory that Hitler was not ready for an international war by 1939, but only ready to make attempts to expand Germanys land in-line with his ideology of creating lebensraum so that he could increase his resources. After all there were still German nationals living in Austria and Poland from when land was taken from them under the Treaty Of Versailles. This would mean that the plans that were suggested in the Hossbach Memorandum were forced to be brought forward because of the unexpected strain on resources. This evidence gives us an overall impression that Germany was only ready for a war to gain living space, through, Wars of plunder, But not ready for an international war. The counter argument to this though is that by 1939 rearmament had gone so well that Germany was ready for war. Between 1936-37 there had been an 80% increase in the rearmament budget and this resulted in two thirds of government spending by 1939 was being spent on military causes. It is evidence that leads to the idea that Germany was ready for a full international war. Indeed, by 1939 it has been suggested, there was a blueprint for World Domination being put into action. A firm subscriber to this opinion is Richard Overy. He counter-acts Masons argument as previously discussed by referring to his Marxist beliefs. Insisting that he adds too great an emphasis on the resistance from the working class- a key factor in any Marxist line of thinking. He uses evidence such as Goring investing so much in rearmament and Schacht leaving because of his reservations over the rate of rearmament. To consider whether it is Mason or Overy that my opinion lies with I must first analyse the various economic policies that were implemented during the time 1933 to 1939. This will give me an idea as to whether which sort of war Germany was attempting, World Domination or a War of plunder, And whether Germany was ready for it. One of Hitlers most famous ideological thoughts was this idea of autarky, or self sufficiency. It was not a new idea but certainly raised a few eyebrows at this time when the world was just starting to come about into a world market of imports and exports, more so than ever before after the first world war. Autarky would enable Germany to live off its own land and have no need for imports. This was essential to Hitlers plans for war. It meant that Germanys important goods would not stop being supplied in times of war. It would enable Germany and its military to maintain strength. As soon as the Nazi party came into power in 1933 provisions were made to achieve this goal. This was first seen in 1934 thought in Schachts New Plan. Regulations on imports and exports were made. Importers into Germany were forced to apply for permits so to regulate the commodities. This policy is known as a protectionist policy. Farming protection was also a huge part of this policy of autarky. This provided Germany with food so that they could fight on without looking to import from abroad. It was in farming and agriculture that autarky could not be achieved. From 1932 to 1938 there had only been a slight increase in production rates. And this was with a rapidly growing population. This would mean that it was not possible for the economic expectation to be where it should be if a world war was to take place in 1939. Hence, the economy was not ready for war by 1939 as the policy of autarky had not been achieved. This would suggest that when Hitler invaded Poland in 1939 he was trying to gain living space to make Germany stronger. This is in-line with Masons view of, War of plunder. Another rather famous thought of Hitlers was to achieve total employment. By this he meant that everyone that could work was in work. Not only would this mean that every person would be regulated and watched over, and indeed, kept out of trouble but it also had massive positive effects on the economy. If everyone was in work then this meant that money was going into the economy for such causes as rearmament. This was a hugely successful policy. These figures are simple; in 1934 there were 2.4 million people unemployed. By 1939 there were no people unemployed. This quite simply an amazing success, and undoubtedly gave the government, and Goring the resources to pour into rearmament ready for war. The amazing success of this policy by 1939 suggests that Hitler was ready for a quest of world domination, not just a war of plunder to gain resources this is because he had achieved one of his main targets. This evidence goes hand in hand with the theory that Overy puts across that when Hitler invaded Poland in 1939 he was starting his quest for the aryanisation of the world. Rearmament was an important factor in the German economy from 1934 onwards. This was due to Hitlers obsession with rearming Germany for war. It is not an easy topic to discuss. There are differing accounts which may lead some to believe that by 1939 Germany was not ready for war, but some may interpret that Germany was ready for war in 1939. I shall deal with the latter first. By 1939 Germany had attained total employment. According to Hitler this was essential before launching any attempt at war. Much of the economy had been devoted to the rearmament cause. Some sources tell us that between 1933 and 39 half of the MEFO bills, a government acknowledgement of debt, were issued in the rearmament cause. This is a substantial amount, especially when considering that the German economy was only just recovering in 1933. This would suggest that such substantial spending on rearmament would have meant that Germany would have been ready for war by 1939. This is supported when we look at the change in attitude of Hitler from 1937 onwards. Before then Germany had always taken action with caution in the hope of appeasement by the other European nations. From here onwards any foreign action taken was risky and always had the possibility of war, such as the militarization of the banned area, the Rhineland and the goal of Anschluss completed, the union of Austria and Germany. These arguments show that the German economy must have been ready for war as these risks were taken. Hence, it can only be assumed that Hitler knew that war was to occur when he invaded Poland in 1939. The invasion of Poland though can only be seen as a desperate attempt to sort out the economy- and not a prelude to world war. The Hossbach document showed that Hitler and his military official expected Germany to expand its living space in 1942-43. This is when the economy was expected to be as efficient as it could be. This estimation was wrong though, Germany was running out of resources. Hitlers hopes of autarky were to be dashed unless he took action. This is seen by the failure to meet industrial targets. In 1938 the production for rubber was only at 4.2% of its target for 1940, explosives only 20.2 for the same dates. This showed an inadequacy in the materials needed by 1940 for war. The invasion of Poland therefore can be seen only as a mission for living space and resources, in which Germany lacked both. From this analysis it is fairly plain to see that Germanys invasion of Poland in 1939 was not an attempt to trigger a world scale war. Nor was it hopeful of beginning the quest for world domination. Instead it is more in-line with Masons view that the invasion of Poland was a, War of plunder. In which the resources of Poland would be plundered or stolen and used for Germanys benefit. It is true that Germany had achieved many of their economic aims by 1939, economic recovery, arms production but more importantly total employment. Indeed these were essential if Germany was to launch an attempt at world domination but, would not suffice without the ultimate goal of autarky being achieved. This by 1939 was not. It is mentioned by Hitler many times throughout his tyranny in Germany that before Germany could achieve world domination there would need to be total autarky. It was even laid down in his book, Mein Kampf. This ultimately means that the German economy couldnt have been ready for war in 1939 because it did not match up to Hitlers standards.

An Investigation into Freshmen Student Perceptions of the Effectiveness

All the students taking part in this project were freshmen students in their first semester at State University, and almost all came straight from high school. All but one of them had experience of studying overseas for periods ranging from one year to, in one case, their whole life. Only one student had their whole educational experience in Japan, but even this student attended internationals school in Japan for the most part. So they were a very, very diverse group in terms of their international experience as the graphic above shows, as there is a map icon for each country a student spent at least one year in as a student. This information came from an in class survey as I was giving a presentation on this class and these students to the wider ELA community as part of the summer teacher retreat program. The students themselves were at the very top of the English language ability range at Sate University and almost native speaker level, indeed some of them spoke better English than Japanese and many had a third or fourth language ability. In terms of their English they all scored 650 or higher on their TOEFL entrance test, and they also all did very well in their personal interviews with ELA teachers before being selected for stream 1. AS they all spent time in either English speaking countries or schools this was not surprising, indeed 9 of the students came from the same class at ICU High School next door to my university and just across the road from the ELA building. In common with the undergraduate student body at ICU in general, the gender make up of the class was roughly 65% female and 35 % male as there were 8 males and 14 females. In addition like most universities the vast majority of the freshmen intake at ICU ... ...2014, from http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-style-guide.html Urata, N. (1996). â€Å"Evaluation Issues in Contemporary Japanese Universities.† Vaus, D. de. (2002). Surveys In Social Research (5th ed.). Routledge. Wagner, M. (n.d.). Personal Learning Networks for Educators: 10 Tips - Getting Smart by Guest Author - edchat, EdTech, PLN. Getting Smart. Retrieved from http://gettingsmart.com/2012/01/personal-learning-networks-for-educators-10-tips/ World University Rankings 2013-2014 - Times Higher Education. (2013). Retrieved January 4, 2014, from http://www.timeshighereducation.co.uk/world-university-rankings/2013-14/world-ranking Yano, M. (2013). Japan’s New Recruits: Victims of the Japanese-Style Family and Japanese-Style Employment. Has the Japanese Employment System Changed?, 10(1), 62.

Imagining the New Britain

Yasmin Alibhai-Brown presents the various social and political transformations that took place in Great Britain during the latter part of the 20th century (Brown 3). Because of class mobility and increasing differences in population structure, values, and cultural identities, the country had undergone alterations in terms of its domestic, foreign, and military policies. Thus, the author notes that these changes would decide the political, economic, and social history of the country.Social and racial changes were highly noted in Britain during the 1950s and 1960s. According to the author, prior to the said period, racial discrimination was absent in Britain. The ‘colored’ people comprised only an insignificant portion of the population. Their political influence was of no value to the ruling counties and districts. Beginning in the 1960s, the population of black and Asian migrants increased. Discrimination began to take course, as some of these migrants were able to acqui re economic and political power in the noted sectors of the country.Although reluctant to put the migrants to equal footing with the â€Å"native† citizens, the Parliament passed successive race relations acts in order to prevent racism from taking grip of the social climate of the country. In other words, the government of Britain feared a US-type of racism; a form of racism that would cause riots and possibly revolutions. The â€Å"native† population reacted indifferently to the social changes occurring in the country since it did not really changed their political and economic standing.Political changes were also noted in the 1970s. With the increase of Asian and black migrants, there was also an increase of Asian and black MPs in parliament. The increase though was insignificant compared to the number of seats acquired by traditional politicians representing the â€Å"native† population of Britain. When the Labour Party won the election in 1997, several Asia n and black MPs were appointed to important positions in the government.This was in recognition of the important contributions of the colored minority in the economic rehabilitation of the country in the 1980s (and their significant contribution in the country’s GDP). In addition, the inclusion of Asian and black MPs in the prime ministers cabinet was a startegy of the Labour Party to acquire the votes of the minorities (especially in large industrial cities). Here, one would note that the minorities, although still underrepresented in parliament had acquired some â€Å"slice† of political power.The author notes that in recent years, religious discrimination is being revived by fundamentalist Anglicans (Brown 19). The establishment of several Catholic schools (run by the Jesuits) in the country infuriated many Anglicans; religious hatred that can be traced in the 15th and 16th centuries. According to these fundamentalist Anglicans (interviewees of the author), Catholic converts in Britain were being brainwashed by the Catholic clergy on certain issues like abortion, divorce, and the use of contraception.This â€Å"brainwash† was according to them a grand strategy of the Roman Catholic Church to disrupt the social and political infrastracture of the country. The author concludes that these changes were the result of Britain’s increasing mixed population. As the number of migrants increases, their political, social, and economic significance also increases. Work Cited Brown, Yasmin Alibhai. Imagining the New Britain. New York: Routledge, 2001.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur.) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view th e video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)  Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www.teachersfirst.com/gifted_strategies.cfm) The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination.  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exte nsion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

Chemical Medicine Meridia drug

Chemical Medicine Meridia drug The use of chemical medicine in the treatment of diseases has an old history. For so many years, people have used medicine depending on its availability. However, development in technology has brought rapid progress in the field of medicine. Today, there are numerous medicines that are used to treat a wide range of conditions. One such condition is obesity.Advertising We will write a custom essay sample on Chemical Medicine: Meridia drug specifically for you for only $16.05 $11/page Learn More Apart from the traditional methods of losing weight that include dieting and exercises, there are a number of medicines that also come in handy. Sibutramine Hydrochloride Monohydrate (Meridia) drug has been used in weight management. Of late, Meridia has sparked a lot of controversy. This has been brought about by the discovery of long term effects pertaining to the drug. This paper will attempt to look at the side effects against the advantages of the Meridia drug. Me ridia has been associated with cardiovascular problems. Investigations have revealed that there are high chances of increased heart beats amongst users of the drug. A sizeable number of users have developed hypertension. It could also be associated with dilution of blood that makes the pumping by the heart much easy. This hence quickens the flow of blood in the body. The end result is death where corrective measures do not work. In fact, deaths have been registered among the users of Meridia drug. Stroke could also attack the patients and leave them immobilized hence unable to take care of themselves. It is not clear what causes these problems but definitely, there is the element of stimulating the body. This could lead to increased metabolism accounting for the fast heart beat. This functioning of the drug comes closer to what rigorous activity does to the body. The medical arena has registered increased numbers of patients with heart related complications. Treating these condition s has posed challenges most of which have financial dimension. That is why some medics argue that they cannot afford to have drugs adding to these problems being administered. Other problems associated with Meridia are hallucinations and confusion. Hallucinating persons see things which do not exist or are imagined. Getting confused is when a person looses focus and is not able to account on his/her actions. These are mental conditions that could take us closer home in terms of the devastating effects of the drug. Based on the foregoing, it is clear that the brain is not spared. It defeats common logic that an obese person could end up with mental breakdown while trying to control weight. The cause for these conditions may have some connection to the increased or reduced heart beat. Increased heart rates could strain the blood vessels in the brain triggering the confusion.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper wi th 15% OFF Learn More Reduced heart beats have to do with lesser flow of blood into the brain. This means that oxygen supply in the brain is insufficient. Death of cells in this case is inevitable and the onset of serious brain damage real. The problems posed by the drug are in the group of symptoms that form ill mental health. It is worth noting that a drug affecting the brain to the level of hallucinating or getting confused is dangerous to use. The benefits of Meridian when used as dieting drug are worthwhile. Studies have revealed that patients using the drug have potential to lose weight up to 4%. Some of them shed more weight than this percentage. This means that the drug is effective in weight management. It is truly a weapon against the obesity monster. Its performance is outstanding when it is compared to other dieting drugs in the market. When we take a look at the existing non medicine methods of losing weight, it is clear that Meridia is a better option. Dieting calls for concerted efforts and many a times it fails. The patients experience high appetites that may become uncontrollable. One may skip a meal only to eat more than is expected in subsequent meals. Dieting requires discipline but many loopholes are created and more often than not it does not work. Similar trends are experienced while excising. This leaves a clear choice for the use of Meridia. Taking the drugs is an easy routine to follow. As noted at the beginning of this paper, this drug can be seen as a product of the latest technology. It has really targeted the purpose for which it was developed. In conclusion, it is apparent that the disadvantages for this drug surpass the advantages. The side effects discussed here are about 20% of the total. There are other symptoms which may not appear as serious as the ones discussed. This does not however mean that they could be overlooked. It is common knowledge that with progression of the symptoms, the patient is bound to fa ce serious repercussions in the end. When a drug meant to control a condition end up causing death, it is only fair that it is withdrawn from the market. The authorities should not sit back and watch as innocent people get harmed. There has been an ongoing debate by experts concerning the drug. The issue seems to have divided these experts into two. There is the group which has maintained that the drug should be withdrawn from the market all together based on its side effects. The other group insists that there is no need to withdraw it. All of them seem to agree on the side effects with second group advising that the drug should be used on prescription by a physician. This advice is a manifestation of the fact that the drug is harmful. The role of the physician is to carry out examinations on the patient. If such a patient has a history of hypertension, then the usage of the drug is not recommended.Advertising We will write a custom essay sample on Chemical Medicine: Meridi a drug specifically for you for only $16.05 $11/page Learn More This is tantamount to going round the problem instead of facing it head on. It is also wrong to point fingers at the wrong causes of health problems among patients using the drug. On the other hand, the world today is faced by the ever increasing cases of obesity. Many children are becoming obese and the scientists have attributed this to poor feeding habits. Many other people and particularly those on drugs are experiencing obesity. Curbing this menace hence becomes a priority. The drug in question has proofed its success and contains elements that are important when it comes to weight management. It would be prudent to identify the elements that cause the side effects so as to rebrand the drug. In the face of modern technology, improvement on the existing drug is possible. It would be an easier option to do adjustments to the drug as opposed to banning it.

Ever and Never

Ever and Never Ever and Never Ever and Never By Mark Nichol Ever and never are adverbs employed in strictly defined ways. Here are the parameters of usage for the two terms. Ever, from the Old English word aefre, is used in these types of constructions: In positively constructed questions: â€Å"Have you ever been to Disneyland?† In negatively constructed questions: â€Å"Haven’t you ever been to Disneyland?† In positively constructed statements referring to a first instance: â€Å"That’s the first time anyone has ever asked me.† In negatively constructed statements expressing that something has not occurred: â€Å"Nobody has ever asked me that before.† To describe a continuous state: â€Å"I have ever wanted to go to Disneyland.† To mean â€Å"at any time†: â€Å"I want to go to Disneyland more than ever before.† To mean â€Å"in any way†: â€Å"How can I ever go to Disneyland?† Note that the word is not essential in any of these questions or statements; it simply intensifies the verb it modifies. For example, â€Å"I want to go to Disneyland more than before† simply states that the desire to go is greater than it used to be, while â€Å"I want to go to Disneyland more than ever before† suggests a strength of feeling about the subject. Never, from the Old English word naefre, consisting of ne (â€Å"not†) attached to aefre, is more limited in usage: In positively constructed questions prompting or confirming a negative response: â€Å"Have you never been to Disneyland?† (Using never with the negative form of a verb, such as haven’t, is redundant but appears occasionally in colloquial usage.) In negatively constructed statements expressing that something has not occurred: â€Å"I have never been asked that before.† (This is merely a passively written version of the equivalent sentence using ever.) Again, the adverb is not required, though in the second example, not would have to replace it; not could replace never in the first example but is not essential. Two related words, already and yet, each from Old English as well, also refer to occurrence. Already, a compound formed from all and ready, refers to something that has occurred before now at an unspecified time: I’ve already been to Disneyland. Have you already been to Disneyland? Ever and never are limited in the ways they can be relocated in a sentence (with varying degrees of acceptance of the syntax; only the last example is proper English): Have you been to Disneyland ever? / Haven’t you been to Disneyland ever? Nobody has asked me that before ever. Never have I been asked that before. Already, however, is more versatile (again, the choices differ in grammatical formality; the third and fifth examples are considered good English): Already, I’ve been to Disneyland. I’ve been already to Disneyland. I’ve been to Disneyland already. Have you been already to Disneyland? Have you been to Disneyland already? Yet appears in sentences indicating that something hasn’t occurred up to the present: I haven’t been to Disneyland yet. It is usually placed at the end of the sentence but for emphasis occasionally appears near the beginning: I haven’t yet been to Disneyland. The implication is that the speaker expects or hopes that the action will occur at some point; without yet, a simple fact is stated with no additional implication. Also, â€Å"Yet, I haven’t been to Disneyland† has a different meaning: As an alternative to however or nevertheless, it points out a contradiction or a rebuttal in response to a statement such as â€Å"You’ve been all over the world.† Yet can also have the sense of â€Å"in addition† or be a synonym for one sense of even, as in â€Å"We’re facing yet another problem† and â€Å"Tomorrow, they have yet more ground to cover† respectively. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsFlier vs. FlyerStarting a Business Letter with Dear Mr.

Security Requirement Analysis Research Paper Example | Topics and Well Written Essays - 1000 words

Security Requirement Analysis - Research Paper Example This telecommunication network should enable the dentists to work within the offices and also from their laptops while at the patients’ home. It should allow only the five dentists and twelve dental assistants to access the medical records of any patient, the daily schedule and to receive or send a patients record even when out of office. The designed network should meet HIPAA requirements by maintaining high degree confidentiality on the patient’s details (Claise and Wolter 2007). In this telecommunication network the patients’ record should be confidential. It should be accessed only by the dentists and the dental assistants. The firm’s database should restrict access on patient’s record by asking for a password first from the users trying to access. Then after authentication the information can be accessed .The authorized users should have a unique password which should be confidential. This network should integrate all the functional requirement s with the needs of human users e.g. dentists, dental assistants, receptions and also patients who wish intend to seek services from this dental firm. The dentists must protect dental health of their patients at all costs by completing all dental procedures in progress within the clinic and even after the prescription. They should remain available for emergencies and it is therefore vital that this telecommunication network allows the dentists and the dental assistant to exercise human resource mobility. In designing a telecommunication network that will meet the needs of the stationary offices and the mobile doctors we need sixteen desk top computers ,five laptops ,ten office phones, five modems, five printers, five scanners, networking cables ,five- eight pin switches ,five routers , fiber optic connection in the city and also the world wide web targeting patients from other areas. The dental x-ray machine should be available in the dental laboratory. Assuming in every New Smile d ental clinic offices we have at least five rooms; reception, dentist’s room, dental assistant’s room (open office system), dental laboratory and the server room. In server room we have the server connected to the router. The router helps to connect the local area interconnection to the city’s fiber optic connection thus the metropolitan area network .One of the clinics can be made the headquarters and the server here is connected via the router to the wide area network wide .All computers and computing resources in a stationary office are connected via cables to the switch in the server room which is connected to the router. At the reception we have one desktop, an office phone, scanner and a printer. The desktop is connected via networking cable to the switch in the server room .The office phone is a mobile phone .The scanner and the printer are also connected to the local area network via cables. The scanner is for changing the hard copy into soft copy especia lly for documents received from other sources other than any of this firm’s clinic. In the dentists’ offices we have the mobile office phone, desktop, a laptop and a modem. When the dentist is in the office he can use the desktop while on mobile services he can use the laptop and via modem access the records online. In his absence from office any other dentist can come and access the records

A Comparison of the Woman of Willendorf and the Lion Human Sculpture Essay

A Comparison of the Woman of Willendorf and the Lion Human Sculpture - Essay Example This research will begin with the statement that two pieces that have survived thousands of years to provide scholars with references to human existence during the Paleolithic period are the Woman of Willendorf figure and the Lion Man of Hohlenstein-Stadel. Each figure is rendered with surprising detail, even though they are not detailed to the extent of realism. The Woman of Willendorf is one of the best examples of the small ‘Venuses’ that have been found, suggesting that her purpose was a part of a cultural set of beliefs about women and fertility. The Lion Man, on the other hand, is a unique find that relates to the composite figures that are documented from other cultures within which the associated mythologies have been discovered. The Lion Man, however, has no known mythology that is available in known written history. The two pieces suggest a mystery about the Paleolithic era, acknowledging a sense of religion and ritual that was a part of the lives of those who lived in that era, and informing modern scholars on some aspects of the people of that era. Â  The Woman of Willendorf figure, discovered in Austria, is a small sculpture that measures only 4 Â ½ inches in height. The piece is between 25,000 and 30,000 years old, making it among one of the earliest pieces of art discovered and is most likely an image of fertility. The work was carved from limestone with evidence that some form of paint pigment was then applied. Her details are not sculpted in detail, however, with no face defined but with small curls covering her head. She is fleshy and round, her breasts large and her belly hanging large below them. She is one of a number of figures that most likely were used as fertility charms and they are of a size that suggests that they might have been held in the hand to invoke their power. All of the similar figures have the same kind of large breasts, belly and buttocks as seen on the Woman of Willendorf. The indications that the piece re presents is that sex and art have always had a close relationship (Honour and Fleming 2). The Hohlenstein-Stadel Lion Man was discovered in southern Germany and is a larger piece than was more often found from the period that it was made. The piece was made around 32,000 BCE, making it also one of the earliest known pieces of sculpture and measures at about 11 ? inches tall (Haarmann 62). The piece was not intact when it was discovered in a cave near Hohlenstein-Stadel Germany and has been carefully restored so that its beauty can be appreciated. The work was done out of mammoth ivory and is representative of a human formed feline for which the sex is debatable, although it is most often called the ‘Lion Man’. In the ancient near East and in Egypt the composite human and animal figure is well documented and the associated mythologies have been discovered to put the figures in context with the culture. However, the figures of people of the Paleolithic era have left no kn own texts with which to understand how the figures fit into the cultural landscape (Gardner and Kleiner 17). From the perspective of personal observation, the ‘Lion Man’ does appear to be male, especially if it is put into context with the female figural pieces that have been found from the Paleolithic period. The shoulder construction and the elongation in the lower center suggest male anatomy. As well, the ‘Venuses’, as they were nicknamed by the 19th century archeologists who discovered them, were primarily full bodied with their gender clearly indicated. The questions about the sex of the figure likely stem from the fact that most of the figures from the period represent women, making this an unusual piece if it does depict a male figure. As well, the figures that are male are more often quite specifically male with a strong phallic representation, making the subtly of this one unusual – although it is possible that a section or piece is missing. One of the more interesting observations that can be made is