Nuclear Power As A Green Energy Source Environmental Sciences Essay

In today ‘s society, atomic energy is a high demanded beginning of energy. It provides electricity to families and concerns with electricity expeditiously for it to be able to run. It is viewed by assorted political and non political groups as risky, menace to climate alteration such as planetary heating, and non a sustainable beginning of energy. Their position of bring forthing electricity and other beginnings energy is to be produced from renewable beginnings such as air current turbines and solar power. Many research workers argue that the menace to environment from the production of atomic energy is non the instance and in fact less harmful to the Earth and produces less nursery gases ( Dawson 2003, 34 ) , some like to see that atomic energy has a nothing C emanation. Nuclear energy is viewed as a cost effectual manner of bring forthing electricity compared to char firing which was seen to be expensive and immense menace to the environment. 1.1 Purpose The intent of this study is to see whether or non atomic power can so be seen as a green and sustainable green beginning of energy. 1.2 Scope This study considers what atomic power is, the hereafter energy demand in relation to planetary heating, the advantages of atomic energy, disadvantages of atomic energy such as the effects of the environment, whether it can be seen as a green solution in bring forthing energy, and a sustainable beginning of energy.1.3 Beginnings and MethodsInformation was collected from books, scholarly journal articles, green peace and greenies internet web site.Nuclear PowerNuclear power is energy that is produced for the intent of turn outing electricity for domestic, industrial, and other industry usage ( Hodgson 1999, 51 ) . The rhythm of bring forthing energy involves mining the U ores, change overing for fuel, enrichment, fiction, the production of a power works, operating, uranium processing, and waste disposal ( Fthenakis and Kim 2006, 2552 ; Lillington 2009, 94 ) . It is made up of a stuff called U which goes through a figure of procedures until is it stacked inside fuel rods. These fuel ro ds are so used to bring forth heat and steam which allows the atomic reactor to bring forth energy ( Fthenakis and Kim 2006, 2552 ) . Nuclear power is seen as a risky procedure of bring forthing electricity ( Hultman 2008, 41 ; Greenpeace. 2010 ; The Greens 2010 ) . Others view as a manner of scheme to cut down nursery gases ( Pasztor 1991, 98 ) and supplying economic stableness ( Green 2008, 15 ) . As mentioned before, environmental groups such as Greenpeace and political parties for illustration the Australian Greens party have fought against administrations in the affair of atomic power and have impeaching them of being the chief job for planetary heating. However society to a great extent relies on atomic power and sees this as a demand or merely a necessity for them to utilize in their day-to-day lives. Nuclear power is easy to bring forth, it can supply a big supply of electricity atomic power and sees this as a demand or merely a necessity for them to utilize in their day-to- day lives. Nuclear power is easy to bring forth, it can supply a big supply of electricity atomic power and sees this as a demand or merely a necessity for them to utilize in their day-to-day lives. Nuclear power is easy to bring forth ; it can supply a big supply of electricity, and is really efficient if supplying the demand for electricity ( Sovacool 2008, 3 ) . The usage of renewable beginnings of energy from solar and air current would non be plenty to supply energy to a house. In fact it can non power two 60 Ws light bulbs for a whole twenty-four hours.Future Energy DemandNuclear power is considered to be a future energy demand in footings of C emanations which is related to planetary heating ( Pasztor 1991, 105 ; Kessides 2009, 323 ) . With the high demand for electricity to better life criterions, many states are still building and runing atomic workss to bring forth atomic energy ( Pasztor 1991, 105 ; Green 2008, 15 ; Hodgson 1999, 119 ) . This is due to increase of populat ion, a rise in incomes in states which develop increases the energy demand. During 2008, the United States had approved another 30 reactors to be built ( Green 2008, 15 ) . States such as Germany, France, and Japan have made investings to better their processing activities in which this will ensue in lower measures of Pu and U needed to bring forth atomic power ( Pasztor 1991, 103 ) . As of 2005, there were 20 states that depended on atomic energy for the usage of electricity. It is seen as a reliable beginning of energy that has no emanation of C. This besides includes the phase during the processing with fossil fuels ( Lorenzini 2005, 33 ) . In the context of planetary heating, research conducted by the Massachusetts Institute of Technology ( MIT ) show that atomic power should be retained because it is seen as a production of energy that is carbon free ( Dawson 2003, 34 ) .AdvantagesLooking at the component Uranium, one lb of it contains the same energy of one 1000000s of coal ( Lorenzini 2005, 33 ) . This means less excavation activity for Uranium and necessitating less energy. It is seen as been a low C emitter, harmonizing to Pasztor ( 1991, 98 ) it â€Å" can be considered as an alternate beginning of energy in nursery gas decrease schemes † . During the production of atomic energy it is show that little sums of air pollution along with acidic gases are created during the burning phase of the fossil fuels ( Pasztor 1991, 98 ) . It which this can be a better option for bring forthing electricity so coal. However harmonizing to Mortimer ( 1991, 76 ) â€Å" atomic power is found to offer less than its advocators imply. This is when it ‘s looked more into it. Again we can besides take into history Jan Murray who represented the Uranium Institute who supports the fact the C dioxide is non produced by atomic power ( Mortimer 1991, 76 ) . The sustainable development committee references that the production of atomic energy can be seen as a low C emanation ( Kennedy 2007, 3710 ) . Many administrations are presently puting in improved atomic energy production which can be seen as a positive position, in which this will take to a lessening in C emanation ( Kennedy 2007, 3710 ) . Constructing more atomic workss can see a decrease of gas ingestion. At times when there is a deficit, big industries can take advantage of the decrease of gas for their benefit. This means a low impact on the environment, this leads to salvaging energy and necessitating less excavation, conveyance, and geographic expedition ( Kennedy 2007, 3711 ) . When it comes to atomic waste, the coal waste is seen to be more risky. It includes been risky to the environment and to our wellness. However atomic power is less harmful and better for the environment ( Lorenzini 2005, 34 ) .DisadvantagesFor atomic power to be produced, foremost a atomic station demands to be constructed. Constructing requires concrete, aluminum, steel, Diesel to run machinery, and Cu. In which they do necessitate a big sum of it ( Fthenakis and Kim 2007, 2553 ) . The stuffs required for the building is gathered from chiefly mining activities. In which it is seen that excavation does play a function in environmental pollution and emanation of nursery gases ( Kennedy 2007, 3711 ) . As from 2006 cost analysis study, it is estimated to be 2.8 billion lbs to build a works ( Kennedy 2007, 3708 ) . The usage of Uranium to fuel the atomic power works are seen as extremely radioactive, fuel is either fain or reprocessed in storage casks or in pools. However the United States as holding the bulk of bloomerss in the universe ( ) , it does non see recycling fuels. Some claim to hold less emanation and non a subscriber to planetary heating ( Mortimer 1991, 76 ) . However during the enrichment, operation, and production phases of the atomic rhythm. It requires a batch of energy in order for the phases to map ( Fthenakis and Kim 2007, 2553 ) . The terminal of the life rhythm is s till accounted for nursery pollution. All power Stationss and industries that relate to it hold an consequence on the environment ( Hodgson 1999, 117 ) . These effects are seen as a immense impact on our wellness and landscape that is used for mining which can take to destruction to the land ( Hodgson 1991, 119 ) . As mentioned before, we produce more energy to better our life, but pollution is produced during the rhythm of the atomic power which brings our life of standard down ( Hodgson 1991, 119 ) . Coevals of atomic power green goodss waste which is unsafe and seen as a planetary job. Normally wastes are buried belowground and has a mass consequence to the Earth. Care is non normally taken ( Hodgson 1991, 123 ) in which the consequence of radiation pollution can happen.6.1 Chernobyl and Three Mile IslandLooking at the Chernobyl and the Three Mile Island incident ( Greenpeace International 2010 ) these incidents lead a immense taint to the H2O supply and cause of deceases in Ukra ine due to radioactive pollution. The people of Ukraine have besides suffered from birth defects and other cancerous unwellness due to the proper attention non taken into topographic point ( Adamantiades and Kessides 2009, 5160 ) .Green EnergyThe inquiry is raised earlier one is whether atomic power can be seen as green beginning of energy. The universe has witnessed tragic incidents such as the Chernobyl and Hiroshima in which atomic power had made a immense consequence to the Earth ( Tilson 1996, 63 ; Damian 1992, 597 ) . To some certain countries, it can be considered as a green beginning of energy. Adamantiades and Kessides ( 2009, 5151 ) reference that atomic power has shown that it can avoid effects of fossil fuel pollutants. Extinguishing coal and replacing with U would set less injury to the environment and lower the nursery gas emanations. The more atomic power used to bring forth energy can assist to cut down the usage of such minerals such as brown coal, difficult coal, a nd oil. As these minerals are harmful for the environment it would intend less used in exchange for atomic power. Lorenzini references that atomic power is better for the environment and wellness compared to other minerals such as coal ( Lorenzini 2005, 34 ) . However political groups such as The Australian Greens Party argue that atomic power is non a solution to cut downing nursery gas emanations ( The Aussie Greens 2010 ) . Besides Greenpeace international claims that the usage of atomic power is a hazard to humanity and the environment ( Greenpeace International 2010 ) but Lorenzini ( 2005, 38 ) argues that the ends of atomic power is ease the force per unit area on land usage along with the environmental jobs that ‘s occur and extinguish emanations that contribute to climate alteration and human wellness issues. The argument on whether atomic power is green is hard to reply as the positives positions are equal to the negative positions.Sustainable EnergyThe inquiry whethe r atomic power can be seen as sustainable beginning of energy has been. As Lorenzini references ( 2005, 36 ) â€Å" sustainability of atomic power depends on an equal attack to atomic waste † . This is frequently hard due to the troubles in looking for a suited site for waste to be deposed. However the atomic industry has faced this job of waste disposal on whether it should disposed or reprocessed ( Adamantiades and Kessides 2009, 5166 ) . Nuclear waste is either placed in ceramic or glass containers and so taken to an appropriate country for disposal. Due to the Hazardous radiation, Uranium needs to be disposed directly after electricity is produced to in order to hold a less consequence on the environment ( Greenpeace 2010 ) . This is five old ages after the power works has cooled down the waste in its pool in order to forestall it from runing down. Nuclear power can seen as non been sustainable, due to the fact that there is no manner safe manner of disposing it.DecisionT o reason this study, we have chiefly identified the advantages and disadvantages of atomic power in today ‘s society. A batch of betterments have been made on atomic power in footings of its public presentation and injury to the environment. We can see that atomic energy is a measure to been green and is replacing usage of coal to supply electricity. However atomic power is non a sustainable beginning of energy. As it is hard to happen storage topographic points and the consequence it has on the environment one time its transferred for chilling. Many groups such as The Australian Greens Party and Greenpeace International are wholly against this step and see this as load to the environment and to our wellness. But one inquiry that is raised is that why that is these groups target atomic power when other beginnings of generators such as coal are to a great extent used to supply electricity. Overall atomic power is a beginning of energy that we to a great extent depend on ( Sovac ool 2008, 2 ) . Renewable beginnings of energy from solar and weave demand to be improved in order to supply the needed sum of electricity that a family would necessitate.

Part Three Chapter X

X Parminder worked late on Monday evenings, and as Vikram was usually at the hospital, the three Jawanda children laid the table and cooked for themselves. Sometimes they squabbled; occasionally they had a laugh; but today, each was absorbed in their own particular thoughts, and the job was completed with unusual efficiency in near silence. Sukhvinder had not told her brother or her sister that she had tried to truant, or about Krystal Weedon's threat to beat her up. The habit of secrecy was very strong in her these days. She was actively frightened of imparting confidences, because she feared that they might betray the world of oddness that lived inside her, the world that Fats Wall seemed able to penetrate with such terrifying ease. All the same, she knew that the events of the day could not be kept quiet indefinitely. Tessa had told her that she intended to telephone Parminder. ‘I'm going to have to call your mum, Sukhvinder, it's what we always do, but I'm going to explain to her why you did it.' Sukhvinder had felt almost warm towards Tessa, even though she was Fats Wall's mother. Frightened though she was of her mother's reaction, a tiny little glow of hope had kindled inside her at the thought of Tessa interceding for her. Would the realization of Sukhvinder's desperation lead, at last, to some crack in her mother's implacable disapproval, her disappointment, her endless stone-faced criticism? When the front door opened at last, she heard her mother speaking Punjabi. ‘Oh, not the bloody farm again,' groaned Jaswant, who had cocked an ear to the door. The Jawandas owned a patch of ancestral land in the Punjab, which Parminder, the oldest, had inherited from their father in the absence of sons. The farm occupied a place in the family consciousness that Jaswant and Sukhvinder had sometimes discussed. To their slightly amused astonishment, a few of their older relatives seemed to live in the expectation that the whole family would move back there one day. Parminder's father had sent money back to the farm all his life. It was tenanted and worked by second cousins, who seemed surly and embittered. The farm caused regular arguments among her mother's family. ‘Nani's gone off on one again,' interpreted Jaswant, as Parminder's muffled voice penetrated the door. Parminder had taught her first-born some Punjabi, and Jaz had picked up a lot more from their cousins. Sukhvinder's dyslexia had been too severe to enable her to learn two languages and the attempt had been abandoned. ‘†¦ Harpreet still wants to sell off that bit for the road †¦' Sukhvinder heard Parminder kicking off her shoes. She wished that her mother had not been bothered about the farm tonight of all nights; it never put her into a good mood; and when Parminder pushed open the kitchen door and she saw her mother's tight mask-like face, her courage failed her completely. Parminder acknowledged Jaswant and Rajpal with a slight wave of her hand, but she pointed at Sukhvinder and then towards a kitchen chair, indicating that she was to sit down and wait for the call to end. Jaswant and Rajpal drifted back upstairs. Sukhvinder waited beneath the wall of photographs, in which her relative inadequacy was displayed for the world to see, pinned to her chair by her mother's silent command. On and on went the call, until at long last Parminder said goodbye and cut the connection. When she turned to look at her daughter Sukhvinder knew, instantly, before a word was spoken, that she had been wrong to hope. ‘So,' said Parminder. ‘I had a call from Tessa while I was at work. I expect you know what it was about.' Sukhvinder nodded. Her mouth seemed to be full of cotton wool. Parminder's rage crashed over her like a tidal wave, dragging Sukhvinder with it, so that she was unable to find her feet or right herself. ‘Why? Why? Is this copying the London girl, again – are you trying to impress her? Jaz and Raj never behave like this, never – why do you? What's wrong with you? Are you proud of being lazy and sloppy? Do you think it's cool to act like a delinquent? How do you think I felt when Tessa told me? Called at work – I've never been so ashamed – I'm disgusted by you, do you hear me? Do we not give you enough? Do we not help you enough? What is wrong with you, Sukhvinder?' In desperation, Sukhvinder tried to break through her mother's tirade, and mentioned the name Krystal Weedon – ‘Krystal Weedon!' shouted Parminder. ‘That stupid girl! Why are you paying attention to anything she says? Did you tell her I tried to keep her damn great-grandmother alive? Did you tell her that?' ‘I – no – ‘ ‘If you're going to care about what the likes of Krystal Weedon says, there's no hope for you! Perhaps that's your natural level, is it, Sukhvinder? You want to play truant and work in a cafe and waste all your opportunities for education, because that's easier? Is that what being in a team with Krystal Weedon taught you – to sink to her level?' Sukhvinder thought of Krystal and her gang, raring to go on the opposite kerb, waiting for a break in the cars. What would it take to make her mother understand? An hour ago she had had the tiniest fantasy that she might confide in her mother, at last, about Fats Wall †¦ ‘Get out of my sight! Go! I'll speak to your father when he comes in – go!' Sukhvinder walked upstairs. Jaswant called from her bedroom: ‘What was all that shouting about?' Sukhvinder did not answer. She proceeded to her own room, where she closed the door and sat down on the edge of her bed. What's wrong with you, Sukhvinder? You disgust me. Are you proud of being lazy and sloppy? What had she expected? Warm encircling arms and comfort? When had she ever been hugged and held by Parminder? There was more comfort to be had from the razor blade hidden in her stuffed rabbit; but the desire, mounting to a need, to cut and bleed, could not be satisfied by daylight, with the family awake and her father on his way. The dark lake of desperation and pain that lived in Sukhvinder and yearned for release was in flames, as if it had been fuel all along. Let her see how it feels. She got up, crossed her bedroom in a few strides, and dropping into the chair by her desk, pounded at the keyboard of her computer. Sukhvinder had been just as interested as Andrew Price when that stupid supply teacher had tried to impress them with his cool in computing. Unlike Andrew and a couple of the other boys, Sukhvinder had not plied the teacher with questions about the hacking; she had merely gone home quietly and looked it all up online. Nearly every modern website was proof against a classic SQL injection, but when Sukhvinder had heard her mother discussing the anonymous attack on the Pagford Parish Council website, it had occurred to Sukhvinder that the security on that feeble old site was probably minimal. Sukhvinder always found it much easier to type than to write, and computer code easier to read than long strings of words. It did not take very long for her to retrieve a site that gave explicit instructions for the simplest form of SQL injection. Then she brought up the Parish Council website. It took her five minutes to hack the site, and then only because she had transcribed the code wrong the first time. To her astonishment, she discovered that whoever was administering the site had not removed the user details of The_Ghost_of_Barry_Fairbrother from the database, but merely deleted the post. It would be child's play, therefore, to post in the same name. It took Sukhvinder much longer to compose the message than it had to hack into the site. She had carried the secret accusation with her for months, ever since New Year's Eve, when she had noticed with wonder her mother's face, at ten to midnight, from the corner of the party where she was hiding. She typed slowly. Autocorrect helped with her spelling. She was not afraid that Parminder would check her computer history; her mother knew so little about her, and about what went on in this bedroom, that she would never suspect her lazy, stupid, sloppy daughter. Sukhvinder pressed the mouse like a trigger.

History of Cars Essay

The invention of the automobile is an evolution of ideas and actions, beginning with Leonardo da Vinci and Isaac Newton’s theoretical plans for a motor vehicle that led to the invention of the first self-propelled vehicle. The invention of the automobile changed American society by transforming a country of isolated communities into a single entity. The ultimate honor of the first motorized vehicle is attributed to Nicolas Joseph Cugnot, an engineer and mechanic in the French Military. In 1769, Cugnot made his first attempt to construct an automobile. He called it â€Å"Fardier a vapeur† and it reached a top speed of 4 km/h. Even though his first attempt failed, he presented the world with a breakthrough in technology. Cugnot also has another title to his name: the first person ever to be involved in a motor vehicle accident in 1770. He crashed his second invention of the steam-powered tricycle, which could carry 4 passengers. In 1789, the American Oliver Evans was granted the first US patent for a steam-powered land vehicle thus introduced America to a new mode of transportation. In 1807, another breakthrough was brought about. A Swiss man named Francois Isaac de Rivaz invented the internal combustion engine that used a mixture of hydrogen and oxygen for fuel. Because he only invented the engine, Rivaz had many people construct automobiles into which he could put the engine. This plan failed but it was the idea of the engine that stayed alive. A few decades later, a man named Jean Joseph Etienne Lenoir invented and patented a double-acting, electric spark-ignition, internal combustion engine fueled by gasoline. With this, Lenior was able to successfully make a 55-mile road trip and people’s lives began to change. In 1876, Nikolaus August Otto invented a successful four-stroke engine called the Otto Cycle. With this new breakthrough, the race to invent the first modern automobile began in a hurry. Gottlieb Daimer and Wilhelm Maybach took Otto’s engine a step further and made what is recognized as the prototype of the modern gas engine. The two men named their creation the â€Å"Daimler-Maybech engine† which made Dailmer considered to be the first inventor of a practical combustion ngine. Karl Benz, in 1885, became the first to design and build the world’s first practical automobile to be powered by an internal combustion engine. By January 29th, 1886, Benz received the first patent for a gas-fuelled car (only three wheels). On March 8th 1886, Daimler designed the world’s first four-wheeled automobile. In 1889, Daimler invented a V slanted 2 cylinder, four s troke engine with mushroom shaped valves. This became the standard model for all cars going forward. In America in the 1900’s, people were still relying on the electric automobiles. America’s first gasoline-powered commercial car manufacturers were brothers Charles and Frank Duryea (1893). Together, these two introduced a working gasoline automobile that easily outdated the electric vehicles. The first automobile to be mass-produced in America was the 1901 Curved Dash Oldsmobile built by American Ransome Eli Olds. A total of 425 Curved Dashes were produced just in 1901. Oldsmobile therefore took the title of America’s leading auto manufacturer from 1901-1904. A man named Henry Ford designed his first automobile and named it â€Å"Quadricycle. However, he had no real success with that invention. When he formed the Ford Motor Company in 1903, which is where he found success. His Model T, in 1903, became increasingly popular making Ford and his company the most popular in America. Because of cars, cities in America grew and suburbs appeared for the first time. Factory workers no longer needed to live near their factory because the new means of transp ortation allowed them to commute across town. Cars completely replaced any other means of transportation in both efficiency and usefulness and brought America closer together.

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Video Games and Behavioral Violence among Youths Research Paper

Video Games and Behavioral Violence among Youths - Research Paper Example This essay describes the modern reality in which advancements in science and technology brought many goods and evils to the life of human. The life styles of the people are changing drastically as a result of the developments in science and technology. The entry of computers and internet revolutionized the human life in many ways, both positively and negatively. The life styles of all the people, especially that of the children and youths changed a lot over the last few decades because of the evolution of new methods of enjoyment like video gaming. The interactive nature of video gaming made it one of the hottest hobbies of the current youths and children. Many of the physical activities or hobbies like sports and games forced to give way for video games or other technology oriented games. To conclude this research on video games the researcher states that videogame playing promotes, better education, problems solving skills, strategic thinking, language learning, personality develop ment etc among youths rather than generating violent behaviors. The positives of videogames should not be forgotten. The current generation has better intellectual abilities and problem solving skills because of the development of better environment. We are living in an electronic or digital world at present. It is difficult or impossible for us to keep the children away from this digital world. Instead of asking the teenagers to stop playing videogames, it is better to educate them in how to use it effectively or positively.

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Alexander the Great--Vision beyond Conquests - Essay Example During the years of his fearless and ferocious life span, Alexander conquered almost a quarter of the earth’s total land surface area in a very young age. The world knows him only to be the war heroic icon; however, the actions and initiatives he had undertaken for the battles and the strategies he had framed for them reflect the political structure of the then western countries and the subsequent changes in the trends of administrative as well as cultural aspects in the past. This essay will focus on the merits and influence of the Great Alexander’s imperial majesty through an evaluation of events and incidents and their positive effects on the world history of politics and culture consisting of ancient European and West Asian provinces centered by the Roman regime. A comprehensive study of his warfare tactics and military surveillance strategy hopefully gives the best effect of the required material literature. The Making of a Conqueror Alexander, who was born to King Philip II of Macedonia and Princess Olympia in 356BC, was much luckier than a normal prince to see his father’s consecutive victories and continuous strive for administrative excellence. An otherwise wise Alexander was a genius in all the fields he had been trained by Aristotle, the great Greek philosopher. In his early teenage itself, he became a scholar of science, medicine, literature and philosophy, which later helped him in turning to a complete military think-tank. The incredible achievement streak of Alexander’s imperial life had a rather fantastic inception with his successful undertaking of his father’s army against the rebels of Thrace through a swift and successful power demonstration. Alexander’s thirst for supremacy over the entire European provinces then led him through conquering Greece and Illyria before he set his aim on Asia Minor. All through the battles fought against the powers across the southern belt of Asia Minor, Alexander had to face the resistance of the Greek army and entered the invincible Gordium. It is said that, â€Å"Alexander knew the legend that the man who could untie the ancient knot was destined to rule the entire world† (Alexander of Macedonia). Based on this fundamental approach, Alexander captured the power of Persia and began the expedition to the Asian mainland with an invasion through the Issus pass in northwestern Syria. The major credits from his philosophical abilities and the definite levels of leadership skills helped him unite and raise the morale of soldiers of the armies of all the countries he conquered. Marching towards the Persian Empire was not easy for him as expected with Darius’ mammoth number of soldiers blocking his way, but at the end of the Battle of Issus, success turned the Macedonian way. From then, the path became easy for him to Syria and Phoenicia except for a considerable amount of resistance from the city of Tyre, which he eventually defeated and c ontinued the expedition towards Egypt. The Spiritual Line The entry to Egypt was in fact the most specific period of Alexander’s time, as he had a spiritual route to the Egyptian culture. The passionate natives even believed him to be the divine ruler descended as their God’s own son. According to certain findings, â€Å"Alexander no doubt won great popularity with the Egyptians by conducting proper,

Research paper Term Example | Topics and Well Written Essays - 1500 words - 2

Research - Term Paper Example Stephen Crane’s â€Å"Open Boat† inspires me in such a way that it reflects my idea of fate and the indifference of God. The story has four men stranded in the middle of the ocean in a small boat. They all have remained hopeful despite the adversities they have encountered only to realize in the middle of the story that neither God nor nature ever cared for them. These men catch sight of a shore some 20 miles away from where they are as there was a lighthouse from a visible distance. However, they realize that the people in those places do not even see them. They have traveled so far and worked so hard to survive only to realize that their chances of drowning are now greater and worse. Then, with rage, they then turn against fate. This is reflected when one says, â€Å"If I am going to be drowned, then why not before I had even savored life like this? Fate is therefore unfair and preposterous!† (Crane, â€Å"Open Boat† 1994). They say this because these me n have worked so hard to almost the point of exhaustion just to be able to see a shore where nobody seems to see them and whose distance they seem unable to reach. They feel so cheated for they believe that after long hours of trying to survive, they deserve their reward of being rescued. Surely, if there were just an order in the universe, then they would be rewarded for all their efforts. They are all therefore made to believe that whoever struggles and makes an effort would sooner or later be rewarded. However, life is unfair, as I have always believed it. The four men’s unmet expectations make them hate fate because they realize that nature is indifferent to them. Nature is somehow giving them a message that the sun will keep on rising and setting even if they have to die. These men want some sympathy from nature for they believe they deserve it at that point in their lives, but they finally realize that

Power over Peoples Essay Example | Topics and Well Written Essays - 2500 words

Power over Peoples - Essay Example Western Imperialism or ‘the expansion of Europe’ manifested itself in two phases: the Old Empires of the 16th century, and the New Imperialism of the mid 19th centuries. Technology counts as one of the major contributing factors to the success of the western imperialism mostly in the New Imperialism as it advantaged the Europeans and their associates, making them succeeded in controlling many states of the globe. They could travel over long seas in steamships and boats, travel and transport widely by use of railways, conquer more states because they had better armor, and lastly their development in medicine saw them withstand such in the different cultures they embarked on. Technology here refers to the extensive ability that humans can acquire from the use of environmental energy and materials in doing what the body cannot do on its own. When technology changes for the better, or advances, it is referred to as superior technology, superior in that it gives one powers mo re than nature, such as using a machine to travel farther, and faster. Technology favored the Western Imperialism as they had two main sources of innovation that is culture and the competitive nature of the West. Culture enabled them to rule over nature through scientific experiments and research. The competitiveness of the western states made each state to strive for gain of advantage over the other in a bid to control more of the outside world than other states. Historians have long tried to define some occurrence in the Western Imperialism without much success. The myth in it is that the New Imperialism spread so fast in less time, and was more successful than the Old Imperialism. Did the use of fast growing technology facilitate the success of the New Imperialism in a shorter time than did the Old Empires? In addition, did the impact of imperialism force the affected to react by innovating means of survival? From Chapter 1: Discovery and conquering of the Seas Headrick (2010) ex plains the mastering of the Pacific, Indian, and Atlantic oceans, revealing that the move was not for exploration. Rather, it was due to the quest of religious, commercial, and military dominance over other cultures. He uses Portugal to elaborate the onset of nautical innovations that saw it rise to form an empire of the Indian Ocean. At first, it was so unlikely for Portugal to raise to such heights, owing to its approximate population of a million people, most of who were fishermen and farmers, and its lack of resources that made it a poor state. In addition, it appeared unstable because of its ever-in-war status with North African Muslims and the Castile (Headrick, 2010). However, they defied these odds and went on to acquire their empire status, a first in Europe, powered by some factors such as the urge of Christians to fight Muslims even after leaving Portugal that made them find means of pursuing them. Then there was the craving for gold and spices, both of which led to them inventing navigation and ships. To add to their success was Henry the Navigator, son of King John I, an explorer and soldier who trained people in map-making and navigation. He is responsible for the success of the Portuguese in sailing to the African West Coast to defeat the Muslims, spread Christianity, and establish new trade routes (Headrick, 2010). The English and Dutch later joined in exploring the Asian coasts and offered stiff

Paul Ricoeur’s Philosophy and Theology. Essay Example for Free

Paul Ricoeur’s Philosophy and Theology. Essay Paul Ricoeur was born to a devout Protestant family and grew up with his aunt since he was two years of age. Because his mother died and his father was killed during the World War I, he grew up as an orphan in a small remuneration afforded to him by the government as a war orphan. He was a bookish and an exceptional student during his time; his family’s influence brought him up with Protestant faith. He studied philosophy at Sourbonne and got influence from Gabriel Marcel. During World War I, he served the French army in 1939, became prisoner of war in Germany for five years. During his stay at the camp, he met other intellectuals like Mikel Dufrenne and read a lot about Karl Jaspers who was to have a great influence on him. After the war, he continued his studies and in 1950, he received his doctorate degree. He was given opportunity to work as the Chair of General Philosophy in his alma mater in 1956; from there he began his work as a prolific writer sharing his philosophy and theology. Throughout his life, he was known and respected as one of the most impressive philosophers of the 20th century. Every event in his life has contributed to what he believed in. His Christian belief was influenced by his family; his philosophical view was influences of people he met, he talk, and read. He is a well-known Christian philosopher yet, his writings were appreciated by both non-Christian and Christian. Paul’s Ricoeur’s Philosophy Ricoeur’s philosophical is central to the meaning of life and self. Recoeur’s philosophy is based on the two questions about the self. These questions answers are about the identity of the self and how should it live. Recoeur viewed self hood as inter-subjective capacity for agency and self self-ascription, and anybody can acquire. It means that self as an agency, and self-ascription. However, in his exploration of the issue, he discussed the philosophical thinking in five aspects namely: hermeneutic philosophy, post-Hegelian-Kantian methodology, narrative theory, philosophy of the self, and a moral-political philosophy. Hermeneutics is defined as a system through which a certain belief is interpreted using a specific theory and method for interpretation. Paul’s hermeneutics philosophy according to Paul Ricceur and Richard Keamey is of twofold source of reflection: the hermeneutics of testimony and the hermeneutics of the self. In their explanation, Paul had come up with a thesis, which concludes that testimony must give something to be interpreted as in history, and this testimony will be the object of interpretation. The hermeneutics of self on the other hand pertains to the role in which attestation has to play. David Kaplan in his article explained that hermeneutics for Ricoeur is interpretation of knowledge through its signs, symbols, and texts; it is interpretation of human works and actions. The Post-Hegelian Kantian philosophy on the other hand, is mediation for Ricoeur in such a way that it is combining two different views. Ricoeur accepted Kant’s claim that ideas of morality and history is understandable, and that it has universal validity because of its theoretical and practical reasons. Hegel on the other hand, viewed evil in the world as the â€Å"cunning of reason† as helpful for man in realizing a reality. Thus, post-Hegelian Kantian means that expectation is a hope for a humanity belonging to a history, which as a whole is a collective singular. This vision of history is the foundation of ethics and laws in Kant. This implies that Ricoeur acknowledges the concept of totality as long as its scope of reflection is limited to universal rationality (or history). He is actually recognizing that any differences could be regarded as related as in plurality of voices (or idea) yet, reasons behind could be recognized when philosophy tries to find it. Ricoeur’s thesis in Time and Narrative presents that human experience and narration exist. Through hermeneutics, one can easily interpret human experience because it has narration or plot. Narration theory therefore, is telling, writing, and understanding of fictional stories, as Kaplan explained. Narration or plot according to Wall, Schweiker and Hall is an integration of philosophy of action and philosophy of language into a synthesis. By means of this integration, a production of narration is come alive through voluntary and involuntary human actions, its symbolic language, and conflicts, which are to be interpreted through hermeneutics methods linking the time and history. The Philosophy of Self or Philosophy of subjectivity is an attempt anyone can do to elucidate the meaning of man’s existence. Ricceur and Kearney explicate Ricoeur’s hermeneutics of self into the sovereign self and the destructive self. The sovereign self according to them represents the idea in its meaning in the modern philosophy, which pervades modern culture and develops the self-image of people in the modern society. The deconstructive self on the other hand presents self as pure extensionless, consciousness, already established in being. Self therefore has the capability of combining knowledge, and it is vulnerable for it seeks certainty and security. At this point, will and reason are very important to human for they are the instruments for self-preservation and self-advancement. Signs and symbols and human experience are essential for man to interpret the meaning of their existence. Moral Philosophy for Ricoeur emphasizes that human being is capable of affirming the limits of one’s own moral perspective and embracing God’s critical transformative power. Being a Bible believer, he believed that everyone has moral responsibility, which accounts directly to moral value. Wall Schweiker and Hall noted that these moral values could be deeply explored from distinctive theological and hermeneutical perspective as what Ricoeur tried to point out. The issue of moral thought or moral responsibility in the study of Ricoeur’s philosophy offers important remedy to present ethical situations or problems. Moral ethics is an expression of human capability though fallible man yet has the ability to embody moral values through the power of God by simply being humble enough to acknowledge weaknesses. Paul Ricoeur’s Theology According to Julisn F. Woods, Paul Recoeur approaches theology by asking questions such as: â€Å"Where is freedom? Or does le coincide with the discovery and understanding of an inner necessity deeper than choice and kind of autonomy? In a word, does the highest degree of freedom consist in the surging up of an absolute power of choosing or in the love fate? † These questions prelude Ricoeur’s ethical approach and hermeneutical approach to theology. Recoeur consider theology and philosophy to be distinct in terms of their contents. He sees theology as hermeneutical, which provides cross-disciplinary, cross-traditional conversational quest for truth. Recoeur was particularly interested in Biblical exegeses and has written an essay in collaboration with other New Testament scholars. He adopted Boltmanian tradition engaging in historical criticism while also affirming the breadth of Biblical genres. In the essay entitled â€Å"Ethics and Considerations on the Golden Rule† Recoeur cited that Christian Ethics or communal ethics in religious perspectives, as he calls it, consist in the tension between unilateral love and bilateral justice, and in mutual interpretation of each of these in terms of the other. According to Mark Wallace, Recoeur’s religious thought that as one attempts to interpret the Bible, it actually begins with the risk of understanding biblical language including symbols and signs. Recoeur himself stated that interpretation of the Bible should be in accordance with testimonies of the witnesses particularly the Jewish community. He regarded that the Christian message is meaningful and is worthy of consideration, and that examining it will it self very fully. For Ricoeur, the God of the Bible cannot be theoretically proven as a staple of reason or as a fact alongside other facts in our empirical experience. He believes that Gods existence cannot be proven by any natural theology that necessitates thought or the knowledge of empirical objects. Wallace pointed out that Recoeur relies on signs, not on proofs in interpretation of the language. Recoeur believed that pertaining to scripture language it relies on the signs and traces of a reality testified to at the horizon of philosophical reflection that demands to be interpreted and understood. In the argument of language interpretations, Ricoeur balances it against the possibility of error in the testimony of the witnessing community and regard it a risk that would result in false testimony. Wallace noted that the risk must be taken because the stakes are so high. Therefore, Ricoeur believed in the truthfulness of the Bible being the ultimate source of God’s words. Interpretation of it should undergo hermeneutical approach based on history by knowing underlying concepts suggested in symbols, signs and text. For Ricoeur, the stakes is the possibility of Biblical language being a faithful trace of God’s presence in the Jewish and Christian communities. He believed that the knowledge of the absolute is never given in an absolute sense but only relative to the contingent and fallible signs that the divine life gives of itself in its generosity. Ricoeur agreed that religion deals with man’s ultimate concern and that the New Testament calls to be Christ like, is the counterpart of the mandated self of the Hebrew Bible.

Effective Human Resources Leadership for Nursing Home and Assisted Living Facilities Essay Example for Free

Effective Human Resources Leadership for Nursing Home and Assisted Living Facilities Essay Management Style for Assisted Living and Nursing Home Facilities Human Resource Management in Healthcare Organizations The type of organization I chose to discuss is an independent the assisted living facility and nursing home. They both provide some of the same functions, although the name of the facility may be slightly different. While these are separate types of organizations now, in the future, they will blend due to the fact that the longer the clientele is a â€Å"resident† of the Assisted Living Facility (ALF), the more likely they will be in need of full-time nursing care. (NursingCenter). I chose this particular type of organization because it is one that I am interested in due to the fact that such a large portion of our population will be served by these organizations in the near future and for some time to come based on our aging population statistics. Forty-two percent of the population that lives until the age of seventy will spend time in a nursing home before they die. (Knickman). Residents, or patients, in those facilities will receive services from a variety of providers like physical and occupational therapists, medication management for mental and physical ailments and perhaps social service support services as they move toward the nursing home in lieu of assistance from family members when they have none to call for assistance. Because the environment is clinical and service oriented over longer periods of time, it is important to examine what kind(s) of management style is successful in order to manage the intensive daily clinical needs and the ongoing relationships that develop among the staff and residents. One report on the study of leadership styles suited for nursing homes and assisted living facilities reported that a consensus leadership style had a strong association with quality of care. (Castle). Models indicate that consensus leadership style is also the best approach in limiting staff turnover, which is essential in how the residents rate their satisfaction of service. (Donoghue). Consensus management style is not a majority vote. After management has  reached a decision, consensus approach seeks to determine if all the team members find it acceptable and if they are in support of the decision. In this management style we would ask what could be changed in order to obtain staff support. All members of the group should feel that their ideas and views were heard and that they heard the others in the group as well. The idea is that the team will support the management because decisions were arrived at fairly. (Mayoclinic). To meet all the demands of infection control, government regulations, service to the residents, clinicians, families and inherent risks associated with the geriatric population, management must not only be task oriented, but people-centered. Management must develop clear and effective strategic plans, but with a humanistic approach of consensus so that all the team members that serve the clientele are happy and effective. It is truly an environment where management must foster employee relations which will decrease risk, and improve patient satisfaction which should in turn also reduce marketing needs as each point of contact that the staff has with a family member is also an ambient sales opportunity. In order to meet the patient needs in such a high demand environment where a majority of the time the patient/customer is in contact with a lower educated, less clinical staff such as a certified nurse assistant making a low wage, that staff must have a voice to understand that they make a huge impact on the organization. When they feel valuable, the organization will run much more smoothly. My first job and customer training out of high school was working the front desk of a four star hotel. We were the lowest paid on the totem pole, but management and human resources through incentive programs and awards recognized our achievements and solicited our input of ideas at all times. WORKS CITED Castle, N., Decker, F. (2011), Top Management Leadership Style and Quality of Care in Nursing Homes. doi: 10.1093/geront/gnr064. Epub 2011 Jun 30. Donoghue C, Castle NG, (2009), Leadership Styles of Nursing Home Administrators and Their Association with Staff Turnover, doi: 10.1093/geront/gnp021. Epub 2009 Mar 27. Knickman JR, Snell EK, (2002), The 2030 problem: Caring for Aging Baby Boomers. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/12236388 Kreofsky, B., Vrtiska T., Rego S., Lewis T., Chihak A., Spurrier B., Larusso N., Farrugia G. (2011), Using Innovative Idea Management Tools in a Large Health Care Organization: Lessons Learned. Retrieved from http://www.mayo.edu/mayo-edu-docs/center-for-innovation-documents/wp-cfi-lessons.pdf Nursing Center. Nursingcenter.com. N.p. n.d. Web. 1 Sept 2013. Olson, Dana. (2007). Effective leadership in long term care: the need and the opportunity. Retrieved from http://www.achca.org/content/pdf /ACHCA_Leadership_Need_and_Opportunity_Paper_Dana-Olson.pdf

Meeting Organizational Aims and Commitment in Healthcare

Meeting Organizational Aims and Commitment in Healthcare Managing a healthcare facility or a healthcare organization with diverse and multicultural employees requires an exquisite and well updated policies and procedures. These would become the governing principle and plan that guides every action, stating what should and how should an action be done. But before an organization put up these policies and procedures, it should first have clarified its organizational aims and with the help of these policies and procedures, fulfilment of these aims will follow. Organizational aims are the goals or objectives that an organization seeks to achieve. It is something that an organization has envisioned to happen. And in order to meet its aim the organization then has to establish the mechanisms it will use in order to achieve those ends, draw up some plan and come up with a strategy. By setting aims or objectives, organizations give themselves a sense of purpose and direction. This provides a frame of reference around which to create their plans. With an overall plan in place, a company or organization can set particular targets and monitor its progression towards reaching them.[1] In a healthcare setting, one of the most important factors to consider in setting up an aim is that everybody’s right would be equal especially in a healthcare institution with differences in employees’ culture and with diverse nationalities. The best example of an aim with this kind of setting would be to provide diversity and equality to all in employment regardless of their gender, ethnic origin, age, nationality and national origin, disabilities, sexuality, religion or belief, social class as well as marital status. Organizational aim should also include opposition to any form of unlawful and unfair discrimination. Example of this would be the fair or equal treatment to all employees, whether part-time, full-time or just temporary. Even those with disabilities, male or female or anyone with different gender orientation should be treated with respect. Another important aim of an organization that promotes equality is giving the same opportunities for employment, prom otion, training or any other benefit to everybody. Everybody will be justified on the basis of their ability and disposition not because of the differences in age, races and other areas of discrimination. For example is that age shouldn’t be a matter in choosing who the organization will employ. Everybody in different ages should be welcomed and given opportunities because it doesn’t always mean that the older the age, the lesser the ability to learn new things or the older the greater experience. It should be the organization’s purpose to encourage and help all the employees to develop their full potential for them to exercise their talents and resources. This will lead to full utilization of the workforce and creative innovations of employees will be fully utilised and also, the efficiency of the organisation will be maximised. Having these aims and objectives in an organization will definitely address disparities in every individual and will lead to a cultura lly sensitive and globally competitive organization. Addressing inequalities and disparities in a workplace is not an easy task but as long as the organization or institution sticks or would not lose sight to its goal of promoting equality and diversity then everything will fall to its place. Reaching organizational aims requires organizational commitment. The level of employee’s commitment greatly affects the system of the whole organization. Organizational commitment to promote employees’ well-being in a workplace should be a must for every organization. It serves as the guide of an organization of its obligation to every employee with which, should be leading to equality and diversity principles and policies. Moreover, this also has an effect on whether the employee will remain with the organization and to perform with greater effectiveness. A healthcare organization commitment should be based on its organizational aim. Its commitment is to build an environment in which individual disparities and the contributions of all the staff are acknowledged and are given importance. Every employee is entitled to a work in an environment that uplifts the dignity and respect to all and no form of coercion, bullying or persecution will be tolerated. The healthcare organization should also be in charge of continuity of progress and development of employees through provision of trainings or in house seminars. This would help them become more confident and knowledgeable in every aspect of the organization system which will then make them an effective part of it. WRITING EQUALITY AND DIVERSITY POLICY Equality policy reflects the commitment of an organization to equal opportunities. It is an assurance for all employees and also to potential employees that they will be treated fairly and considerately. Developing equality policy is one of the important factors in building a sustainable organization. It gives forth on rich diversity of society and provides equal favourable circumstances for everyone involved. What is an equality policy? An Equality Policy is a written statement showing that an organisation actively opposes discrimination. It demonstrates commitment to making the organisation a fully accessible and inclusive place that welcomes and respects diversity.[2] All organisations must be apprehensive of their legal obligations regarding discrimination by reviewing it in various Acts of Parliament. In writing equality and diversity policies, the management committee should engage employees and everyone involved in an organization. It should be developed in consultation with them and it should be supported by everyone in the organization. This will enable the organization to develop a more inclusive and comprehensive policy addressing equality issues which will also make its implementation easier. The policy of the organization should have four distinct parts. The policy should contain a statement of the organization’s aim to encourage, value and manage diversity, specifically there is no harassment and bullying; the commitment to provide equality for all and also the intention to take constructive ways to encourage cooperation. Moreover, the list of objectives that the organization seeks to achieve and the procedures to take the aims into action should also be included in the policy. Most importantly, it should be monitored, evaluated and reviewed upon certain amount of times. The areas of discrimination that an organization will counter should then be identified. These are usually age, disability, physical appearance, gender reassignment, marriage and civil partnership, pregnancy and maternity, race (including ethnic origin, colour, nationality and national origin), religion or belief (including philosophical belief), sex and sexual orientation.[3] In the organization ’s policy statement, it should recognize that there are certain people or group of people in the society who are discriminated and that it is opposed to it and will take steps to counter it. Objectives in every organization may vary but it may include ensuring that all workers and management committee receive training on issues about equality and diversity and no one experiences discrimination, bullying or harassment of any sort. What about the action plan? Without an action plan with regular monitoring and reviews to back it up, no matter how well-written the policy is, there is no way of ensuring it has any significance. The action should be detailed on about what will be done, when it should be done and by whom. The organization should set dates on when they will do monitoring, reviewing procedures, and training. Setting out minimum standards of behavior and making sure everyone is aware of them is an important procedure. The organization should also develop procedures for dealing with breaches of the code like grievance policies, harassment or bullying policies and if somebody had breached it, there should be a corresponding consequence. The organization should also establish programs providing equality and diversity training to everyone and they should be aware and be familiar with the procedures so that they will also know what is expected of them when they are implemented. Equality and diversity policy must be monitored continually by which statistical information is collected and results are evaluated. The purpose of monitoring is to enable you to examine how the policy and action plan are working and if they are not working well the organization can make necessary revisions to put it right. Monitoring involves gathering individual personal information on the diversity of potential recruits or existing employees and comparing and analyzing this against other groups of employees in the organization. This monitoring poses a problem as workers are not obliged to provide information about them so one way to gather information could be done through confidential surveys and questionnaires. Policy should clearly state as who will be responsible for monitoring, evaluating and reviewing the policies and how often it should be done. REFERENCES: Acas (2014). Delivering equality and diversity. Retrieved from  http://www.acas.org.uk/index.aspx?articleid=818 Beyond Barriers. Equality and diversity, how to write an inclusive equality policy.  Retrieved from http://www.stonewall.org.uk/beyond_barriers/information/equality_and_diversity/1134.asp#1 Liff, S.(2006). Diversity and equal opportunities: Room for constructive  compromise?. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1748-8583.1999.tb00190.x/abstract;jsessionid=3D5E2E8F40E7E3AFD2127B49BDB290AE.f03t02?deniedAccessCustomisedMessage=userIsAuthenticated=false Michellin (2014). Business aims, objectives, and values. Retrieved from  http://businesscasestudies.co.uk/michelin/business-aims-objectives-and-values/aims-and-objectives.html#ixzz34ODthJ95 Owitzy, S. O. (2014). The impact of organizational commitment on effectiveness of  banks in Nigeria: A study of selected banks in Makudi Metropolis. Retrieved from http://www.academia.edu/2928313/THE_IMPACT_OF_ORGANISATIONAL_COMMITMENT_ON_EFFECTIVENESS_OF_BANKS_IN_NIGERIA_A_STUDY_OF_SELECTED_BANKS_IN_MAKURDI_METROPOLIS University of Florida College of Medicine (2014).Research and intervention program-aims and objectives. Retrieved from http://ufhealthdisparities.med.ufl.edu/about/aims-objectives/ [1] Michellin (2014). Business aims, objectives, and values. Retrieved from http://businesscasestudies.co.uk/michelin/business-aims-objectives-and-values/aims-and-objectives.html#ixzz34ODthJ95 [2] Beyond Barriers. Equality and diversity, how to write an inclusive equality policy. Retrieved from http://www.stonewall.org.uk/beyond_barriers/information/equality_and_diversity/1134.asp#1 [3] Acas (2014). Delivering equality and diversity. Retrieved from http://www.acas.org.uk/index.aspx?articleid=818

Hamlet: Meaning Within Meaning :: GCSE Coursework Shakespeare Hamlet

Hamlet:   Meaning Within Meaning  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Within the play Hamlet there exist many puns and phrases, which have a double meaning. Little plays on words which tend to add a bit of entertainment to the dialogue of the play. These forked tongue phrases are used by Shakespeare to cast an insight to the characters in the play to give them more depth and substance. However, most importantly, these phrases cause the reader or audience to think. They are able to show a double meaning that not all people would pick up on, which is the purpose of the comments. Little is known about Shakespeare's life, other than he was a great playwright whose works serve to meld literary casts for ages to come. This was his occupation, he wrote and directed plays to be performed. This was his sole form of income that we know of, it was his way of putting the bread on the table. If people did not like what Shakespeare wrote, then he would not earn any money. If the people didn't like what they saw, he became the starving artist. Shakespeare wrote these dialogues in such a manner as to entertain the Nobility, as well as the peasants. The Shakespearean theater is a physical manifestation of how Shakespeare catered to more than one social class in his theatrical productions. These Shakespearean theaters have a unique construction, which had specific seats for the wealthy, and likewise, a designated separate standing section for the peasants. This definite separation of the classes is also evident in Shakespeare's writing, in as much as the nobility of the productions speak in poetic iambic pentameter, whereas the peasants speak in ordinary prose. Perhaps Shakespeare incorporated these double meanings into the lines of his characters with the intention that only a select number of his audience were meant to hear it in either its double meaning, or its true meaning. However, even when the tragic hero, Hamlet's, wordplay is intentional, it is not always clear why he uses it. To confuse or to clarify? Or to control his own uncensored thoughts? The energy and turmoil of his mind brings words thronging into speech, stret ching, over-turning and contorting their implications. Sometimes Hamlet has to struggle to use the simplest words repeatedly, as he tries to force meaning to flow in a single channel. To Ophelia, after he has encountered her in her loneliness, "reading on a book," he repeats five times, "Get thee to a nunnery;" varying the phrase very little, simply reiterating what was already said by changing "get" to "go.

Chaucers Canterbury Tales - Biblical Reference in The Clerks Tale Es

Biblical Reference in The Clerk's Tale         Ã‚  Ã‚   In 1921, Vance Palmer, the famous Australian author and poet, noted, in his essay titled "On Boundaries", that "it is the business of thought to define things, to find the boundaries; thought, indeed, is a ceaseless process of definition" (Palmer 134).   As Palmer noted, humans, by their very nature, attempt to define all things.   But, more than that, we attempt to redefine subjects and ideas that have already been defined so that we can better understand what they mean, where we came from, and, perhaps most importantly of all, who we are.   Writers, from the beginning of the written word through the present, have, almost in their entirety, strived to cast a new light on subjects that were previously thought to have been completely understood.   George Orwell's Animal Farm, Charles Dickens' Bleak House, and William Shakespeare's Much Ado About Nothing are only a few examples of the thousands of books where authors have strived to redefine the defined.   J ust like these authors, Geoffrey Chaucer, in his Canterbury Tales, succeeded in redefining an idea that, even into the present but most certainly in Chaucer's era, was thought to be completely understood.   More specifically, using dozens of biblical references in The Clerk's Tale, Chaucer redefined the relationship between humanity and the Christian God and between woman and man.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Much of the academic criticism of The Clerk's Tale seems to have focused on the idea of Griselda representing either the Virgin Mary or Job, and Walter representing God.   James Wimsatt, in his essay titled "The Blessed Virgin and the Two Coronations of Griselda", perhaps stated this type of criticism best when he wrote:    The C... ...ury Tales: Nine Tales and the General Prologue. Ed. V.A. Kolve.   New York: W. W. Norton & Company, 1989. 136-168. Condren, Edward. "The Clerk's Tale of Man Tempting God." Criticism 26.2 (1984): 99-114. Fichte, Joerg. "The Clerk's Tale: An Obituary to Gentilesse."   New Views on Chaucer: Essays in Generative Criticism. Ed. William Johnson. Denver: Society for New Language Study, 1973. 9-16. Levy, Bernard. "The Meanings of the Clerk's Tale." Chaucer and the Craft of Fiction. Ed. Leigh Arrathoon. Rochester, MI: Solaris, 1986. 385-403. "Palmer, Vance." The Columbia Dictionary of Quotations. CD-ROM.    New York: Columbia UP, 1998. The NIV Study Bible. Rev. New International Version. Ed. Kenneth Barker. Grand Rapids: Zondervan, 1985. Wimsatt, James. "The Blessed Virgin and the Two Coronations of Griselda." Mediaevalia 6.1 (1980): 187-207.

Lessons of a Child Entomologist :: Personal Narrative Bugs Essays

Lessons of a Child Entomologist The screaming began after someone on the playground killed a stinkbug. With looks of horror and disgust on their faces, my classmates who had been near the insect fled, pinching their noses as they shouted, "Ew! Stinkbug!" I witnessed the chaos from another section of the playground, where I had been kicking the sand around in search of colorful rocks. I watched the scene with curiosity. Did stinkbugs really smell so vile? I wanted to find out, but I couldn't very well rush towards the scene as the others raced away, otherwise I would be nicknamed Stinkbug Lover forever and ever (at least a week in kid years). I waited until my peers were distracted with some other activity, when I could safely study the creature without attracting attention. But when I got there, I was disappointed to discover that it no longer smelled foul. However, upon closer inspection, I noticed that oozing out of its cracked exoskeleton was an opalescent substance. How pretty, I thought. Like any other eight-year-old child, I was enthralled by beautiful colors. I built Lego houses with bright blocks of red, yellow and green; I drew butterflies with pastel pencils; and, when my mother wasn't looking, I covered my eyelids with the frosty blues and pinks found in her makeup palettes. To discover a shimmering substance hiding inside an otherwise drab beetle was indeed a treat. And so began my rampage: for weeks I stomped on nearly anything that crawled, hopped, or wriggled, all to get a look at its innards. The bottoms of my jelly sandals had accumulated a fair amount of bug parts before I began noticing that the insides of insects were nearly always either white or dark brown—not the wide array of colors I had expected. This realization reduced my eagerness to squash immediately whatever insect I encountered, and instead I slowed down enough to make observations about my prey before I killed them. On one occasion, I watched a trail of ants carrying off the remnants of a dead insect I had squished a few days earlier. The ants marched in a single-file line up to their meal, and then, after collecting a tasty portion of it, circled back around in the opposite direction. I flicked one of the ants off its path and observed its reaction. Ordinarily, I would have thoughtlessly pressed down on the ant with my thumb, but that day I waited, fascinated, as I saw it skitter this way and that, frantically waving its antennae in the air.

A Change of Heart About Animals

Name: Amr Mohamed El Sayed Teacher: Ghada el Shimi A Change Of Heart About Animals Breakthroughs in biotechnology, nanotechnology, and more universal questions like the age of our universe, inside the lab a bigger story is revealed, one which will influence how we think forever. The researchers are finding that many of zoo animals we visit have a lot of common human traits, more than one may think.Ironically, companies that invested in these projects are fast food companies, which conduct research into the emotional, mental, and behavioral states of our fellow creatures. Research on pigs' social behavior funded by McDonald's at Purdue University, for instance, has found that pigs want to be cared for, and are easily depressed if left alone or denied playtime with each other. Germany’s government is urging pig farmers to give each pig 20 seconds of human contact everyday for nurturing purposes.Researchers were amazed more recently, with the discovery of the extent to which New Caledonian crows, attain conceptual abilities, Jeremy Rifkin said â€Å"In controlled experiments, scientists at Oxford University reported that two birds named Betty and Abel were given a choice between using two tools, one a straight wire, the other a hooked wire, to snag a piece of meat from inside a tube. † Self-awareness is another aspect, which raises the question of whether these animals’ inferiority affects their mentality.Philosophers and animal behaviorists’ perspectives on these issues are quarreling and confusing, they have long argued that animals lack a sense of self. Rifkin stated that â€Å"Elephants will often stand next to their dead kin for days, occasionally touching their bodies with their trunks,† proving that sense of self and mortality. Recent studies in brain chemistry have found that when rats play, their brains release large amounts of dopamine, a neurochemical associated with â€Å"pleasure and excitement in human beings. â₠¬  Scientists are still advancing the vision that most animals ehave by innate instinct, and what is viewed to be learned behavior, is nothing more than genetics. We are now finding that learning is passed on from ancestor to offspring more often than not, and that most animals engage in all kinds of â€Å"learned experience brought on by continued experimentation. † Harvard and 25 other U. S. law schools have introduced university level courses on animal rights, the numbers of animal rights lawsuits being filed around the world, are increasing at an exponential rate. In fact, Germany recently became the first nation to guarantee animal rights in its constitution.

Aseptic Technique Essay

Aseptic technique is employed to maximize and maintain asepsis, the absence of pathogenic organisms, in the clinical setting. The goals of aseptic technique are to protect the patient from infection and to prevent the spread of pathogens. Often, practices that clean (remove dirt and other impurities), sanitize (reduce the number of microorganisms to safe levels), or disinfect (remove most microorganisms but not highly resistant ones) are not sufficient to prevent infection. The Centers for Disease Control and Prevention (CDC) estimates that over 27 million surgical procedures are performed in the United States each year. Surgical site infections are the third most common nosocomial (hospital-acquired) infection and are responsible for longer hospital stays and increased costs to the patient and hospital. Aseptic technique is vital in reducing the morbidity and mortality associated with surgical infections. Description Aseptic technique can be applied in any clinical setting. Pathogens may introduce infection to the patient through contact with the environment, personnel, or equipment. All patients are potentially vulnerable to infection, although certain situations further increase vulnerability, such as extensive burns or immune disorders that disturb the body’s natural defenses. Typical situations that call for aseptic measures include surgery and the insertion of intravenous lines, urinary catheters, and drains. Asepsis in the operating room Aseptic technique is most strictly applied in the operating room because of the direct and often extensive disruption of skin and underlying tissue. Aseptic technique helps to prevent or minimize postoperative infection. The most common source of pathogens that cause surgical site infections is the patient. While microorganisms normally colonize parts in or on the human body without causing disease, infection may result when this endogenous flora is introduced to tissues exposed during surgical procedures. In order to reduce this risk, the patient is prepared or prepped by shaving hair from the surgical site; cleansing with a disinfectant containing such chemicals as iodine, alcohol, or chlorhexidine gluconate; and applying sterile drapes around the surgical site. In all clinical settings, handwashing is an important step in asepsis. The â€Å"2002 Standards, Recommended Practices, and Guidelines† of the Association of Perioperative Registered Nurses (AORN) states that proper handwashing can be â€Å"the single most important measure to reduce the spread of microorganisms.† In general settings, hands are to be washed when visibly soiled, before and after contact with the patient, after contact with other potential sources of microorganisms, before invasive procedures, and after removal of gloves. Proper handwashing for most clinical settings involves removal of jewelry, avoidance of clothing contact with the sink, and a minimum of 10–15 seconds of hand scrubbing with soap, warm water, and vigorous friction. A surgical scrub is performed by members of the surgical team who will come into contact with the sterile field or sterile instruments and equipment. This procedure requires use of a long-acting, powerful, antimicrobial soap on the hands and forearms for a longer period of time than used for typical handwashing. Institutional policy usually designates an acceptable minimum length of time required; the CDC recommends at least two to five minutes of scrubbing. Thorough drying is essential, as moist surfaces invite the presence of pathogens. Contact with the faucet or other potential contaminants should be avoided. The faucet can be turned off with a dry paper towel, or, in many cases, through use of a foot pedal. An important principle of aseptic technique is that fluid (a potential mode of pathogen transmission) flows in the direction of gravity. With this in mind, hands are held below elbows during the surgical scrub and above elbows following the surgical scrub. Despite this careful scrub, bare hands are always considered potential sources of infection. Sterile surgical clothing or protective devices such as gloves, face masks, goggles, and transparent eye/face shields serve as barriers against microorganisms and are donned to maintain asepsis in the operating room. This practice includes covering facial hair, tucking hair out of sight, and removing jewelry or other dangling objects that may harbor unwanted organisms. This garb must be put on with deliberate care to avoid touching external, sterile surfaces with nonsterile objects including the skin. This ensures that potentially contaminated items such as hands and clothing remain behind protective barriers, thus prohibiting inadvertent entry of microorganisms into sterile areas. Personnel assist the surgeon to don gloves and garb and arrange equipment to minimize the risk of contamination. Donning sterile gloves requires specific technique so that the outer glove is not touched by the hand. A large cuff exposing the inner glove is created so that the glove may be grasped during donning. It is essential to avoid touching nonsterile items once sterile gloves are applied; the hands may be kept interlaced to avoid inadvertent contamination. Any break in the glove or touching the glove to a nonsterile surface requires immediate removal and application of new gloves. Asepsis in the operating room or for other invasive procedures is also maintained by creating sterile surgical fields with drapes. Sterile drapes are sterilized linens placed on the patient or around the field to delineate sterile areas. Drapes or wrapped kits of equipment are opened in such a way that the contents do not touch non-sterile items or surfaces. Aspects of this method include opening the furthest areas of a package first, avoiding leaning over the contents, and preventing opened flaps from falling back onto contents. Equipment and supplies also need careful attention. Medical equipment such as surgical instruments can be sterilized by chemical treatment, radiation, gas, or heat. Personnel can take steps to ensure sterility by assessing that sterile packages are dry and intact and checking sterility indicators such as dates or colored tape that changes color when sterile. In the operating room, staff have assignments so that those who have undergone surgical scrub and donning of sterile garb are positioned closer to the patient. Only scrubbed personnel are allowed into the sterile field. Arms of scrubbed staff are to remain within the field at all times, and reaching below the level of the patient or turning away from the sterile field are considered breaches in asepsis. Other â€Å"unscrubbed† staff members are assigned to the perimeter and remain on hand to obtain supplies, acquire assistance, and facilitate communication with outside personnel. Unscrubbed personnel may relay equipment to scrubbed personnel only in a way that preserves the sterile field. For example, an unscrubbed nurse may open a package of forceps in a sterile fashion so that he or she never touches the sterilized inside portion, the scrubbed staff, or the sterile field. The uncontaminated item may either be picked up by a scrubbed staff member or carefully placed on to the sterile field. The environment contains potential hazards that may spread pathogens through movement, touch, or proximity. Interventions such as restricting traffic in the operating room, maintaining positive-pressure airflow (to prevent air from contaminated areas from entering the operating room), or using low-particle generating garb help to minimize environmental hazards.

Semi Structured Individual Interviews Education Essay

Based on the consequences of the three open-ended focal point group interviews every bit good as the consequences of the semi-structured single interviews in Chapter 6 that Grade R instructors are knowing about the execution of Grade R. This determination is consistent with the Baseline Study Report ( South Africa. ECDoE, ( 2008a ) which states the followers: The research shows that the practicians know what their functions and duties are ( p. 90 ) . However, this research survey has besides found that there are incompatibilities between what the instructors say, believe, and what they implement in their schoolrooms. Harmonizing to the Baseline Study Report ( South Africa. ECDoE, ( 2008a ) one of the grounds why Grade R instructors and practicians do non implement their cognition in their schoolrooms is due to the fact that the Education District Offices in the Eastern Cape, do non carry through their function of support and monitoring of these categories. The deficiency of support and monitorin from the schools ; the deficiency of cognition in the schools as to the intent of the Reception Year ; the deficiency of execution of the NCS by all parties in the school and the deficiency of regular support and monitoring by the circuit directors and territory ECD forces hampers them in performin their competency ( p. 90 ) . The Report of Task Team for the Review of the Implementation of the National Curriculum Statement ( South Africa. DoE, 2009 ) emphasises that, despite the limited cognition and accomplishments of territory personell, particularly capable advisers, the execution of the NCS ( South Africa. DoE, 2002b ) prevarications on their shoulders as they act as â€Å" mediators between course of study policy and execution in the schoolroom † ( p. 8 ) . These offices have been capable to the same grade of alteration as instructors, and in many instances, a superficial apprehension around course of study exists. Further, in several states there are a big figure of late appointed capable advisers, who have received less developing on the course of study than the instructors themselves, and have non had the experiences of really learning the course of study ( South Africa. DoE, 2009, p. 23 ) . These findings, by both the Baseline Study Report ( South Africa. ECDoE, ( 2008a ) every bit good as the Report of the Task Team for the Review ( South Africa. DoE, 2009 ) have serious deductions for the execution of numeracy in the pattern or Grade R schoolrooms. The inquiry therefore must be asked, is above-named statement by the Baseline Study Report ( South Africa. ECDoE, ( 2008a ) whereby instructors do non hold sufficient and quality effectual support and monitoring, the lone ground why instructors do non implement what they have been taught? This survey nevertheless showed that the above-named ground is non the lone ground why Grade Roentgen instructors are non implementing numeracy efficaciously. The grounds are more complex and nuanced as Chapter 6 showed. There is a clear disjunction between theory and pattern, as reflected in the information analysis of the single interviews and their audio-video tapes of classrooms activities.7.2 Deductions for Theory and PracticeChapter 2 which focussed on the historical and political context of Early Childhood Development in South Africa revealed that Grade R instructors came from different backgrounds with different preparation experiences. This impacted on their execution of numeracy. Chapter 3 has described in deepness the course of study policy development and execution instructors had to implement since 1998. Again, instructors ‘ pattern as so, had to do major paradigm displacements in implementing numeracy in their schoolrooms. With the proposed debut of, yet another c ourse of study alteration, the CAPS ( South Africa. DoBE, 2010f ) in 2011, Foundation Phase instructors, including Grade R instructors and practicians, need to do another head displacement sing the execution of numeracy in their schoolrooms. However, the Report of the Task Team for the Review of the Implementation of the National Curriculum Statement ( South Africa. DoE, 2009 ) warns that if instructors do non hold a clear apprehension of course of study policy and how curriculum execution should take topographic point, it can non so be expected of instructors to implement such a course of study. It must nevertheless, be recognised that the copiousness of alteration has left many instructors bewildered. Our recent course of study history has been characterized by extremist alteration within a comparative short period. The consequence has been a high degree of confusion amongst instructors around what they are expected to make. These past alterations have left paths in instructors ‘ current apprehensions and pattern, peculiarly paths of Curriculum 2005 ( South Africa. DoE, 2009, p. 24 ) . Chapter 4 efforts to clear up how four acquisition theories, and particularly constructivism, relate to the execution of numeracy in Grade R. The importance of larning through drama, which includes geographic expedition, experimenting, find, doing picks and problem-solving was highlighted by Piaget, Vygotsky and Bruner. However, the written texts of the audio-video tapes in Chapter 6, reveal that many instructors are non utilizing these valuable instruction schemes. This determination is echoed by the Baseline Study Report ( South Africa. ECDoE, ( 2008a ) which states as follow: The bulk of schoolrooms did non show larning happening through active geographic expedition of the environment. Children were either playing by themselves ( without structured drama stuffs ) , sitting waiting softly, or being ‘taught ‘ Grade 1 work in the traditional manner ( chanting'sa Se Si so so ‘ over and over once more ) ( p. 89 ) . Jones ( 2005 ) argues that when instructors do interact with scholars ‘ drama activities, they frequently dominate this activity in order to keep subject and control ( p. 201 ) . In Chapter 1, Sheffield and Cruikshank ( 2000 ) advise that instructors need to interact and impart the drama activities of scholars on the one manus whilst on the other manus, they must be careful non to rule and command the drama activities. Sheffield and Cruikshank ( 2000 ) make it really explicit that â€Å" aˆÂ ¦activities can non by themselves teach. Augment them with reading, composing, treatment, illustrations, and idea † ( p. 356 ) . However, unless Grade R instructors and the Senior Management Teams at primary schools, are purchasing into the rule of larning through â€Å" drama with a intent † when the CAPS for the Foundation Phase ( South Africa. DoBE, 2010f ) is implemented in 2011, it will simply be paying lip-service to this rule ( p.6 ) . In position of the concerns expressed by the findings of the systemic ratings of 2001 and 2008, as expressed in Chapters 1 and 2, the danger might originate that instructors would instead concentrate on accomplishing the three Rs ( formal reading, composing and arithmetic activities ) than exposing scholars to activities where they freely explore, experiment and detect their environment. Harmonizing to Jones ( 2005 ) it was found that instructors would instead pass their clip learning numeracy and acquisition than leting scholars to prosecute with drama activities ( p. 202 ) . Jones ( 2005 ) argues that one of the grounds why instructors instead focussed on implementing a formal and direct instruction attack is that the formal attack has mensurable consequences whilst the consequences of free-play can non easy and straight be determined ( 2005, p. 202 ) . Although the said CAPS for the Foundation Phase ( South Africa. DoBE, 2010f ) makes proviso for structured and teacher-directed numeracy slots of 30 proceedingss per twenty-four hours, there is a concern that instructors will over-emphasise the completion of worksheets and hence disregard the importance of scholars sing a construct kinesthetically, concretely and semi-concretely ( p. 6 ) . In Chapter 4, Bruner states that cognition or rational development growing starts as an enactive manner and them moves to an iconic manner and later consequences in a symbolic manner. Harmonizing to Shunk ( 2008 ) the deductions of Bruner ‘s theory of cognitive growing are that new larning constructs need to be introduced concretely and three-dimensionally in the enactive manner ( pp. 6-7 ) . The bill of exchange CAPS for the Foundation Phase ( South Africa. DoBE, 2010f ) recommends that worksheets are merely to be given to scholars after they have experienced a construct kinesthetically, con cretely and semi-concretely ( pp. 6-7 ) . In Chapter 1, research workers such as Grouws and Good ( 1989 ) , Sawyer ( 1995 ) , and Faber and Van Staden ( 1997 ) show their concern sing the usage of worksheets. Grouws and Good ( 1989 ) point out that good problem-solving activities in text books are scarce and if they do occur, the job resolution is based on a subdivision of the â€Å" text edition that deals with verbal jobs † and necessitate merely from the scholar â€Å" to choose a computational operation † ( p. 60 ) . Grouws and Good ( 1989 ) advocator that adequate clip must be granted to scholars to discourse jobs with one another and to depict their ain effort at work outing a job. Faber and Van Staden ( 1997 ) argue that commercially bought larning stuffs frequently do non take awareness of the immature scholar ‘s anterior experience of mathematical constructs, cognition, accomplishments and attitudes and â€Å" be given to cut down liberty: instructors decide on the jobs, how many are to be tackl ed and when, and whether the replies are right or incorrect † ( p. 109 ) . Sawyer ( 1995 ) adds that the over-reliance on workbooks to learning mathematics is a contemplation of instructors ‘ insecurities with the content ( Sawyer, 1995, p. 141 ) . In order to antagonize instructors ‘ deficiency of assurance in learning mathematics, Sawyer ( 1995 ) stresses the importance of rendering effectual in-service preparation and go oning support, â€Å" so that their cognition and understanding base and their assurance in learning mathematics can be approved † ( p. 203 ) . Sawyer ( 1995 ) points out that the feelings and concerns of instructors sing â€Å" unfamiliar content, new instruction and appraisal schemes, the sum of required paperwork and record maintaining, and increasing force per unit areas and attendant emphasis † can non be ignore ( p. seven ) . In the research survey, Participant 15 agrees that work sheets are non exciting † It is non stimulating, no. Yes. Every twenty-four hours, they must make different, you see today, they did n't alteration. I like to make it like that. Tomorrow they will be busy with that activity, I will merely alter them. I change them, the scholars. Yes. Participant 1 has acknowledged that the usage of worksheets can lend to barriers to acquisition: There is a batch of paperwork which can go a barrier, alternatively of learning the instructor and scholar are excessively involved with paperwork. A 3rd concern that has come from the analysis from the information written texts of the single interviews every bit good as the analysis from the information written texts of the audio-video tapes is the call by seven of the nine participants in this research survey for farther preparation on how to turn to barriers with larning in their categories. Although the findings of the Systemic Evaluations of both 2001 and 2008 suggest that there is a crisis if two tierces of Grade 3 scholars are non numerate, the proposed CAPS for the Foundation Phase ( South Africa. DoBE, 2010f ) makes no reference of how to turn to numeracy barriers to larning in Grade R schoolrooms. There is therefore a serious spread in the execution of the current mileposts as stipulated in the Foundation for Learning Assessment Framework Grade R ( South Africa. DoBE, 2010a ) every bit good as the proposed CAPS for the Foundation Phase ( South Africa. DoBE, 2010f ) in how to travel approximately in helping a immature s cholar who is experiences numeracy barriers to larning. In both the pre-service every bit good as the in-service preparation of Grade R instructors, there needs to be a greater accent on barriers to larning and remedial intercession. In Chapter 1, Kirov and Bhargava ( 2002 ) emphasise that the informality of high-quality acquisition in the preschool old ages does non intend that there is no demand to be after for attentive mathematics activities. Contrarily, mathematics larning should concentrate on chances that will excite active acquisition that will heighten the usage of rich mathematical linguistic communication like â€Å" what? † â€Å" how? † and â€Å" why? † inquiries ( Kirov & A ; Bhargava, 2002 ) . Golbeck ( 2002 ) argues that if instructors plan numeracy activities that are developmentally appropriate, such a instructor will so hold lucidity non merely on the content that needs to be taught, but besides sing her function in how to learn the content. In Chapter 4, Branscombe, et Al. ( 2002 ) express their concerns sing a pre-designed course of study which is stiffly implemented harmonizing to prescribed stairss: the premise is that the end is to internalize a organic structure of information in a peculiar order and frequently in a peculiar signifier. Teachers who use this attack are likely to believe that the acquisition is a procedure of taking something from the environment and memorising it instead than building it based on the person ‘s ain actions and interactions ( p. 15 ) . However, despite the concern raised above by Branscrombe, et Al. ( 2002 ) , the proposed CAPS for the Foundation Phase ( South Africa. DoBE, 2010f ) prescribes the Grade R instructors with a structured hebdomad by hebdomad programme of how numeracy constructs should increasingly be taught ( pp.2-118 ) . However, a 4th concern is that the proposed CAPS for the Foundation Phase ( South Africa. DoBE, 2010f ) does non take into consideration the anterior numeracy cognition and accomplishments that a Grade R scholar brings to school. The first figure symbol that is being introduced to a Grade R scholar during the 3rd hebdomad of schooling, is 0 or naught, whereafter the Numberss are increased to 10 by the terminal of the twelvemonth ( South Africa. DoBE, 2010f, pp.2-118 ) . The NCS ( South Africa. DoE, 2003b ) provinces that The Grade R or 1 scholars come to school with varied experiences of figure work and figure cognition. Some can rote count whilst others merely know a rime or two. Learners can normally demo their age by seting up the right figure of fingers, but they frequently have no existent figure sense. Some scholars will be able to work with money and even give alteration to a certain extent, but they ca n't make formal calculatins affecting money jobs. Most immature scholars can portion nutrient reasonably without holding a construct of fractions. Differentiated learning activities should hence be created to suit all the scholars in the category ( p. 60 ) . In Chapter 1, research workers such as Schwartz & A ; Riedesel ( 1994 ) , Campbell ( 1997 ) , Chambers ( 2000 ) and Sheffield and Cruikshank ( 2000 ) , urge pedagogues to construct on scholars ‘ bing numeracy cognition. You are challenged to construct on what kids bring to the schoolroom and supply activities that help kids further grow and develop their mathematical thought and their apprehension of the constructs of add-on and minus ( Sheffield and Cruikshank, 2000, p. 154 ) . Harmonizing to Clements and Battista ( 2002 ) â€Å" larning mathematics should be thought of as a procedure of accommodating to and forming one ‘s quantitative universe, non detecting preexistent thoughts imposed by others † ( p. 6 ) . Therefore, a assortment of chances must be provided to immature scholars in order for them to research their milieus and environments. In this geographic expedition of the environment the scholar will utilize his/her current cognition to associate new information to that cognition ( Branscombe, et al. , 2002, p. 10 ) . In drumhead, it can be concluded that the ground why Grade Roentgen instructors are non implementing a developmentally appropriate, learner-centred and learner-based numeracy programme in their schoolrooms, can non be contributed merely to the deficiency of support and monitoring by territory functionaries. A 2nd ground why instructors do non implement their cognition and accomplishments of Grade R, is that they are overwhelmed with all the course of study alterations of the past 12 old ages as Chapters 2 and 3 of this survey described. A 3rd and possibly the most of import ground why Grade R instructors do non implement their cognition is in reply to the sub-research inquiries, viz. : What are the experiences of selected teacers in implementing numeracy in Grade R? What are the challenges that face Grade R instructors when they implement numeracy? and How make Grade R instructors ‘ experiences sing numeracy influence and impact their instruction and appraisal schemes in numeracy? Despite the fact that the selected Grade R instructors and practicians in this instance analyze believe themselves to be knowing and skilled sing numeracy in Grade R and hence, perceive themselves to implement numeracy efficaciously in their schoolrooms, the findings of the information analysis reveal that many of the selected instructors do non hold adequate cognition and accomplishments in how to implement numeracy in their schoolrooms ( See paragraph 6.4 ) . The deduction of the findings of this research survey for the pattern or execution of numeracy in the Grade R schoolroom is, that unless Grade R instructors receive extended preparation sing the undermentioned challenges and demands which were identified in this research survey, Grade R scholars will still miss the necessary cognition and accomplishments on which their numeracy and mathematical foundation in latter old ages are to be build: how to turn to barriers to acquisition ; how to implement numeracy constructs in practical, hands-on activities ; how to supply Grade R scholars with a assortment of educational playthings and equipment in and outside the schoolroom ; how to supply Gr R scholars with an copiousness of free-choice and free-play activities where numeracy constructs can be experienced, explored and discovered ; how to be after, organize and pull off schoolroom activities that will heighten numeracy development by immature scholars ; how to supply a schoolroom which includes the rules of the four acquisition theories, as identified in Chapter 4 ; how the instructor can supply a acquisition environment that is learner-centred and learner-paced ; how to travel beyond the minimal demands of the mileposts ; how to inquire open-ended inquiries which made an entreaty to scholars ‘ creative, thought, concluding and problem-solving accomplishments ; how to be after and implement developmentally appropriate patterns ; how to supply chances for larning through drama ; how to heighten scholars ‘ problem-solving and thought accomplishments.7.3 Strenghts and Restrictions of this SurveyThe strength of this survey lies in my usage of multiple informations aggregation instruments ( three open-ended focal point group interviews, nine semi-structured single interviews and nine audio-video tapes of the day-to-day programme in Grade R schoolrooms ) in order to unite different methods or â€Å" ways of looking † to obtain an in-depth apprehension of what the experiences and positions of Grade R instructors are in implementing numeracy in their schoolrooms ( Silverman, 2000, p. 177 ) . Harmonizing to Denzin and Lincoln ( 2003 ) the usage of multiple informations aggregation instruments or triangulation, which â€Å" is the show of multiple, refracted worlds at the same time † can be regarded as an option to proof ( p. 8 ) . This survey is further strengthened by its internal cogency. Internal cogency refers to the extent to which the readings and constructs have common significance between the participants and the research worker. The research worker and participants agree on the description or composing of events, particularly the significances of these events ( McMillan & A ; Schumacher, 2001, p. 407 ) . The interview model, which was compiled by the participants sing their apprehension, positions, experiences and beliefs about subjects prohibited me from interfering or pull stringsing the participants ‘ apprehension of the phenomenon. By following the interview model during the single interviews, research worker biasness was limited and objectiveness enhanced in this survey. It must be noted that entire objectiveness in a qualitative interpretative research paradigm is non possible. Stake ( 1988 ) emphasises that â€Å" Subjectivity is non seen as a neglecting needing to be eliminated but as an indispensable component of understanding † ( p. 45 ) . As the research worker, I was subjectively involved when I selected the participants for the focal point group and single interviews. My subjectiveness is besides apparent when I compared the transcripts of the day-to-day activities with the written text of the participant ‘s single interview. This research survey is besides strenghtened by its credibleness. Credibility, in penchant to the term â€Å" internal cogency † can be obtained in this research design by agencies of triangulation ( Shenton, 2004, p. 64 ) . It entailed that the same methodological informations aggregation methods of interviews ( for both focal point group and single interviews ) were used and thereby ensuing in its strength ( Shenton, 2004, p. 65 ) . Multi-method schemes such as focal point group interviews, single interviews and audio-video tape of activities assisted in obtaining different penetrations sing the phenomena. The semi-structured single interviews revealed thick descriptions to reflect a true and honorable image of the phenomenon which was under examination, whilst the audio-video tapes reflected the phenomena in a specific context chronologically. Credibility was enhanced when the transcripts of the focal point group interview in which the instructors and practicians participat ed were given to the semi-structured single interviewees to rephrased and probed to guarantee â€Å" that their words match what they really intended † ( Shelton, 2004, p. 68 ) . Dependability in the informations aggregation and analysis of this research survey, was obtained by guaranting that I captured through the audio-video tapes the â€Å" context- and situation-specificity † of each schoolroom ( Cohen, et al. , 2002, p. 120 ) . They are of the sentiment that Audio-visual informations aggregation has the capacity for completeness of analysis and fullness of stuff, cut downing both the dependance on anterior readings by the research worker and the possibility once more of merely entering events which happen often † ( Cohen, et al. , 2002, p. 313 ) . By comparing the audio-video tape written texts with the interview written texts an honest and comprehensive image was obtained in how Grade R instructors implement numeracy in their schoolrooms. In order to avoid go againsting participants ‘ privateness and cut downing them to mere research objects, I adhered to the undermentioned ethical considerations: I obtained written permission from the Eastern Cape Department of Education to carry on this research survey in the Grahamstown Education District. I met with all participants of focal point group and single interviews and explained the purpose of the research survey every bit good as the method of informations aggregation and analysis. I guaranteed confidentiality and namelessness by set abouting non to place them in transcripts of the interviews but simply to mention to them as participant 1, participant 2 etcetera. I undertook to protect their privateness by allowing entree to audio-video recordings of interviews and schoolroom activities merely to myself and my survey booster. I informed them of their right to stop their engagement at any clip if they felt uncomfortable with the research proceedings. All participants signed an Informed Consent whereby they acknowledged that they understood their function and engagement in the informations aggregation and analysis processs. They besides confirmed that aforementioned ethical issues were discussed with them. Letterss bespeaking permission to audio-video tape their kids in the day-to-day programme activities were given to parents and the signed informed consents of parents in this respect were collected ( Stake, 1988, p. 57 ) , However, the biggest strength of this research survey is the fact that Grade R instructors and practicians were given an chance to hold their voices heard sing their beliefs, perceptual experiences, cognition and accomplishments when they implement numeracy in their schoolrooms. Despite the above-named actions, restrictions of this research survey can be found in the audio-videotaping of the day-to-day programme in nine Grade R schoolrooms. Although I used the subjects of the Interview Framework to steer me when I audio-video taped the day-to-day programme activities, informations aggregation mistakes might hold materialized, as my subjectiveness and personal positions could hold clouded my function as a participant-observer and thereby inquiry the cogency and dependability of the observations. Cohen, et Al. ( 2000 ) underscore the fact that qualitative corporate instance surveies have a personal position in the reading by the research worker, as the research worker can non be divorced from the participants she is analyzing in-depth. Dependability of the observations is besides enhanced when there are a figure of observations, which point to emergent subjects or issues. ( Cohen, et al. , 2000 ) . Although I have tried to minimise the consequence of my invasi on into the natural scene of a Grade R instructor and her scholars it still had an impact ( Cohen et al. , 2000 ) . In this research survey, the visibleness of the audio-visual recording camera ( even if it was set up in such a manner that I tried non to pull attending to it ) , might hold a responsiveness impact on the scholars. I was unknown and a alien to them and hence they could hold acted otherwise from the manner they usually do in the category and school scene, when I and my audio-video recording camera are absent. External cogency limits this instance survey because the sampling was a non-probability convenience and purposeful, standard instance trying. Further, the research survey is embedded in a realistic interpretative paradigm research design, which is non intended to be representative and generalisable to the wider Grade R population. In utilizing convenience and purposeful instance trying I selected participants â€Å" in the full cognition that it does non stand for the broad population ; it merely represents itself † ( Cohen, et al. , 2001, p. 102 ) . Maykut and Morehouse ( 1994 ) agree that the focal point â€Å" is non the generalisation of consequences, but a deeper apprehension of experience from the positions of the participants selected for survey † ( p. 44 ) . External cogency refers to the extent to which consequences may be generalisable ( movable ) across either contexts or populations. It is non expected that the consequences of a survey of this nature will be generalisable across populations, but it is hoped that the consequences may bespeak certain rules that could be generalisable across contexts. In this survey, the point of generalisability is non whether the experiences of the instructors in the survey could be expected to be the same for other scenes. Rather, generalisability refers to possible wide subjects that may go possible given a certain instruction scene and context. A farther restriction refers to the fact that resources and mentions prior 1995 were non easy available. The curriculum resources from the Transvaal Department of Education, the Department of Education and Training and the Natal Department of Education are non decently referenced as I was able to roll up photostat transcripts of such resources from an ex-TED pre-primary school, a township school which hosted a Grade R category every bit good as the hand-outs from the Natal Department of Education from a antecedently capable adviser for pre-primary schools. These resources were distributed straight to the schools from the different Education Departments. Therefore, no publishing house and sometimes, no day of the months are available on these mentions and resources. Another restriction of this survey points to the position of the current NCS course of study. It is in theodolite and non clear adequate waies and publications sing the necessities of the CAPS, have come through. The course of study demands of the CAPS for the Foundation Phase ( South Africa. DoBE, 2010e ) is at this phase merely a bill of exchange papers. The possible wide subjects or findings that came to visible radiation when the information was analyzed can be used, non merely to heighten Grade R instructors ‘ apprehension, cognition and accomplishments when they implement numeracy, but besides to open up future research infinites sing numeracy.7.4 Deductions for Further ResearchDue to the fact that major course of study alterations are presently being made in order to implement the CAPS ( South Africa. DoBE, 2010e ) in 2011, it would be of import to reiterate this research survey and to look into whether the new and/or adapted course of study is implemented in such a manner that it is learner-centred, developmentally appropriate and taking the holistic development of the scholar into awareness. As stressed in above-named paragraph 7.2, the numeracy ability of Grade R scholars will onbly be enhanced if Grade R instructors receive extended preparation sing the challenges and demands which were identified in this research surv ey, Another focal point for farther research is to look into what are the Grade R instructor ‘s cognition and accomplishments to turn to numeracy barriers to larning. In this research survey, I did non include any probe sing the function linguistic communication plays in get the hanging numeracy constructs in Grade R. Although a female parent lingua or place linguistic communication attack was preferred in the NCS for Grade R, the Report of the Task Team for the Review of the Implementation of the National Curriculum Statement ( South Africa. DoBe, 2009 ) advises that both the Home Language and the First Additional Language, sooner English, are given a high precedence and therefore allocated 6 and 5 hours per hebdomad instruction clip in this respect ( p. 43 ) . Some Grade R scholars are being taught in either the First or Second Additional Languages and non their Home Language. It is hence strongly advised that farther research should be done on the function of linguistic communication dramas in geting numeracy cognition and accomplishments.7.5 Final WordI undertook this survey, non merely to happen possible replies for the underperformance of nu meracy in Grade 3, but besides to seek and understand what Grade R instructors and practicians are sing every twenty-four hours. As a topic adviser, it is of import for me to cognize the experiences of Grade R instructors and practicians before I can help and back up them. However, this research survey has non merely broadened my research cognition and accomplishments, but it has enriched me as a individual. I was inspired by the Grade R instructors and practicians, who go about with their mundane instruction with love, passion, dedication and committedness to immature learers, despite assorted challenges. This research survey was a really low experience.