Purchasing behaviour of young people at the university as far as Essay

Purchasing behaviour of young people at the university as far as purchase of smart phones is concerned - Essay Example Appendices 16 Research question: 16 Background 16 Methodology and sample 16 Sample questionnaire 17 Executive summary The study is aimed at researching the purchasing behaviour of young people at the university as far as purchase of smart phones is concerned. Over the past few decades, there has been widespread innovation and innovation in the ICT field. This has seen the introduction of smart phones that are almost similar and in some cases even arguable better than computers. To establish on how this environment has influenced the students in universities, the research was done by using of structured questionnaires as well as random interviews on campus. The questionnaires were prepared and circulated to a group of fifty students that were randomly selected in order to make the findings as objective as possible. The collected data was then manipulated using SPSS software. The research was mainly based on the characteristics of brand name, the price, the smart phone features, cost a nd last but not least, the gender of the buyers. As the research established, most students bought the smart phones due to the functionalities like Wi-Fi for purposes of convenience. However, peer pressure was also seen as one of the main contributing factors in the purchase decisions of the students. 1. Introduction 1.1 Terms of reference The participants of the research were university students. What inspires students to acquire smart phones may not be the same as what inspires other people in the society to acquire smart phones. For instance, students like following trends and most will buy a smart phone if all their friends buy them. In addition to this, students will often consult with their colleagues when trying to do some research before they buy a phone. The research carried out sought to establish a number of questions:- What informs the purchase decisions for smart phones by students? What do students seek out in the phones they purchase? Where do students get the relevan t information that informs their purchase decisions for smart phones? 1.2. Background Needless to say, the smart phone does more than just help the owner to keep in touch with friends and families. This device also helps one in carrying out various computing processes. In fact, there has been a widespread debate on the possibility of the Smartphone totally replacing the computer. The spread of the Smartphone use has especially been fuelled by the entrance of more affordable models by the different manufacturers. The smart phone revolution came hand in hand with the revolution in gaming consoles, PDAs, Cameras, GPS as well as other important revolutionary concepts in ICT. The introduction of open source applications on the android platform has made the maintenance of the Smartphone more affordable on the lean budget of a student. For instance, instead of having to pay monthly subscriptions for applications, there are many developers on the open source platform that use the General Pu blic User licence on their apps. In addition to this, companies like Huawei among many others have also developed inexpensive Smart phones that have almost the same functionalities like their more expensive counterparts. Some experts believe this is one for the main contributing factors towards the increase in the use of smart phones by university students. 2. Literature survey In order to understand the ownership of smart phones among university students, there is need to review the industry with respect to the different brands

The success of the Nationalist cause in the Spanish Civil War Essay Example for Free

The success of the Nationalist cause in the Spanish Civil War Essay The success of the Nationalist cause in the Spanish Civil War was due primarily to the help it received from its foreign allies: For what reasons would you agree or disagree with this statement? A snapshot of 1936-1939: Britain and France tiptoe around Italys conquest of Abyssinia and their second conquest of the football World Cup. Stalin delivers a constitution, an illusion, distracting from his bloody purges. Austria and Czechoslovakia are devoured into The Third Reich. The Fair Labour Standards Act comes into play in the US fighting recession, and unemployment. The Popular Front of France makes sweeping social changes under the guidance of Leon Blum. In 1937, the 999-telephone number for emergency services is introduced in the UK. The Empire is falling apart, and Mahatma Ghandi leads a campaign of civil disobedience against British rule. The Irish Free State becomes Eire, Japan invades China. Spain has its own problems: disorganised parliamentary government a problem solved by military rule. Upon its becoming a problem, is saved by farmers, and in turn, by socialists. Yet confusion and deterioration reign and soon the actual landscape of Spain is covered with that which the weather cannot wash away. No, painting is not made to decorate apartments. Its an offensive and defensive weapon against the enemy -Pablo Picasso, 19451 In support of the reasoning that Foreign aid won the nationalists the war, using a chronology full of examples can support this.2 As the war begins, Franco is flown from Las Palmas to Morocco by an unsuspecting British pilot, Captain Babb, who visits General Sanjurjo in Lisbon the previous week. The Nationalist initiative is gained and a week later the rising begins. To apply common-sense investigative techniques to this, intervention doesnt quite begin until both forces make requests on July 20th. Hitler joins with Mussolini in providing transport for Franco and The Army of Africa to cross the Straits of Gibraltar. The importance of this act of intervention in holding the initiative shouldnt be underestimated. Francos Army of Africa, (was) composed of foreign legionnaires and Moorish mercenaries perhaps the blood-thirstiest and certainly one of the most professionalised troops at the disposal of any European nation at the time3 Within two months of German and Italian involvement, Army of African troops were involved in two separate but decisive victories. Under Colonel Juan Yague they were responsible for capturing Badajoz, and thus linking the two parts of Nationalist Spain. In Alcazar, a besieged garrison of Falange and Guardai were saved from near-certain defeat when troops reclaimed the military academy. An offensive early in 1937 in the Southern province of Malaga showed the Italian addition was having a definite impact, much better organised than the Republicans defending the city. The Non-Intervention Committee under the order of Britain put a clamp on France, the only external power assisting the Republicans after only three weeks. Arms and aircraft ceased from supply, and a week later, the Nationalists mounted a successful battle taking Majorca, Catalan troops fled, under cover of Jamie I. Surely a note of nationalist planning that ten days later an air attack badly damaged the ship off Malaga by the Straits. Majorca stricken, was thenceforth the base for many of the 660 Italian aircraft set to bomb the Republic through three years. As for the Navy, the Nationalists had few ships. Two heavy cruisers under construction were important in sea battles, weight and direction provided by the purchase of four Italian destroyers, and two Legionarii class submarines from the November of 1936. Italians manned these almost entirely, independence lessened on occasion by the presence on ship of one Spanish liason officer. Twenty-six vessels were over-all involved. Technical and logistical support was offered, also from the Germans, to the Nationalist Navy. These ships were used in long and hard convoy warfare, shore bombardment, blockade and counter-blockade, and they were deadly, as stated below, Despite a common lack of personnel, the nationalist Navy was better organised and commanded, and that would translate into a more aggressive attitude4 It is also interesting to note that Spanish naval construction was monopolised by the SECN5, it largely owned by British firm, Vickers-Armstrong. Almost all ships were designed referring to Royal Navy vessels and many British technical advisors continued to work in Spanish shipyards during the course of the war. * * * * * * * * * * * The conclusion is inescapable that the defeat and destruction of the Spanish Republic must be attributed as much to British diplomacy in the years 1936 to 1939 as to German aircraft and Italian infantry -Puzzo6 Baldwin and Chamberlains 1936 Non-Intervention committee was about as successful as the rest of their appeasement policy. While the rules of the NIC were observed by the democracies, they were openly flouted by the dictatorships7 Choking the French aide meant that the Spanish Republics only course of action was to flee into the arms of Russia. Outside of the international brigades, the Soviet Union was the biggest supporter of Caballero and Negrins defending armies. Paradoxically, their help was also a hindrance. Stalins opening gestures in the war, and much of the way through, were in their own way a form of appeasement. He had hoped to keep out of Hitlers view for as long as possible. Lee suggests he had been trying to warn Britain and France of the danger the Fuhrer represented, pulling out when it became clear they were no longer interested. Whatever the actual truth, Stalin had not supplied the Republic with enough arms to do the job properly. On October 25th, a substantial part of the third largest gold reserve in the world was transferred to Russian hands. The army of Africa while fighting for Madrid, were still occupying Spanish-Morocco without problem, aided by the Moroccan government, who had matched Italys number, sending out seventy-five thousand troops.8 Along another border, Dr. Salazar sent 20,000 Portugese soldiers to assist the generals. Portugal also provided the Nationalists with places to plot during the Civil War, and geographically, a route for the importing of arms and war materials. As touched upon briefly in the paragraph dealing with Russia, an obstruction, which benefited Franco, was the corporate factor. The Texas Oil Company, The Standard of New Jersey and Atlantic Refining, Texaco, Shell all had a stake in a Nationalist victory: while the U.S government and its people favoured cosy isolationism9, the corporate face was happy enough to supply credit, but only to the Nationalists, as was the Bank of Westminster; Britain had a big foreign investment in Spain: ownership of the Pyrite factories and mining operations for an essential ingredient in ammunition was another factor leading to its decision to play at tacit neutrality. Demoralisation must have hit hard on the 26th April 1937, when the merciless Legion Condor bombed the towns of Guernica and Durango, and Bilbao fell under heavy artillery bombardment. Hauptmann Werner Molders, an inspired and gifted combat leader and tactical leader and his crew had recently been fitted with brand new Messerschmitt Bf109Cs Ds in July 1938. More than a match for (Russian) Polikarpovs new creations, these fighters were accompanied by 6,000 men, Heinekel 51s and Junker 52 bombers. Eleven aircraft squadrons laying down a landscape of destruction from Guernica to Ebro, and far beyond. With much of the Basque mountain range already taken, the town of tradition was certainly a target, and its status as a communications centre made it more so. The ruthless destruction of people and buildings brought international condemnation and a sense of loss difficult to forget through the decades. Clearly, mass influx could be the term applied to foreign assistance in this war. The Republicans were assisted with international brigades while Eoin O Duffys Blueshirts and the young French monarchists joined with the Falange in aiding Franco. There are however a number of other factors connected with the Nationalist victory having little to do with outside involvement. The superior military organisation and structure is one such factor, they possessed a greater number of middle-ranking officers and experienced soldiers. An example of this can be found by studying The Battle of Santander, were General Fidel Davilas forces were vastly outnumbered, but won due to Gamirs soldiers being poorly trained and low on weaponry. Francos armies were better supplied, with imaginative yet solid strategies. His motto, Duty, Discipline and Order. He was careful not to let one group become too dominant, and successfully united the politically diverse. The advance on the Mediterranean coast successfully cut the Republic in two; yet before crossing the Ebro, Franco handled the decisive factor sensibly and allowed his troops time to rest and re-equip. His campaign was one fought with caution and discretion, confidence and well timed capture of opportunity. In stark contrast, the Republicans were in a state of disunity such was their ideological range, and this is typified by the situation in Barcelona in 1937 and by the civil war within a civil war on the streets of Madrid at wars close. Divisions over the primary objective of the war can only have made easier the nationalist mission. The length of Francos leadership of Spain, his keeping the Republic of World War II through to his good choice of successor are aspects of evidence of the Nationalist strength outside foreign allegiance. With a view to the statement and the scope of 1936-39 to which this essay refers, I cannot judge. Much of the corporate world acted as if their involvement was necessary, whilst seeing a Nationalist victory as something of a safe bet. I can neither agree nor disagree with the statement, these facets of fact, are inseparable. To have stopped Francos Army of Africaand its well-trained Civil Guards and police auxiliaries, would have been nothing less than miraculous once it established a strong base on the Spanish mainland. That hastily formed, untrained and virtually unequipped militiamen and women slowed up Francos armys advance on Madrid for four months and essentially stopped it on the outskirts of the capital is a feat for which they have rarely earned the proper tribute from writers on the civil war of the past half century10 Indeed, for Bookchin has not mentioned that the first rising in Madrid failed on July 1936, and was continually thwarted until the Nationalists entered on March 28th, 1939. The capital Madrid was relentlessly defended time and time again over those three years, with and without foreign aid. Perhaps not such a safe bet after all. Bibliography Picasso , Alfred H. Barr (1946) International Brigades, Legion Condor, Spanish Civil War Factbook, www.skalman.nu Spanish Civil War, http://history.acusd.edu The main events of the Spanish Civil War, www.users.dircon.co.uk Spanish Civil War, www.sispain.org Warships of the Spanish Civil War (1936-1939), Author unknown http://webforodigital.es/uphm/mgl/buques/spanishcivwar.htm Spain and The Great Powers, 1936-1941, Dante Puzzo ,Columbia University Press, 1962. European Dictatorships 1918-1945, Stephen J. Lee, Routledge. The Spanish Civil War, Hugh Thomas, Penguin, 1992 Roper-Fortune Poll, Janurary 1939, Mach 1939 , reprint. Mastering Modern World History, Norman Lowe, Palgrave 1997 Modern World History Made Simple, K. Perry, Heinemann/London, 1976 Paul Preston, The Spanish Civil War: Right Versus Left in the 1930s Oxford Concise Dictionary of Quotations, ed. Elizaeth Knowles, OU Press, 2001. Chambers Concise Dictionary, ed. Catherine Schwarz, Chambers Harrap, 1997 Encyclopedia Britannica Hutchinson Encyclopedia- The Millenium Edition, ed. Roger Tritton, 2000 World Atlas, European Map Graphics Ltd, 1996 This text may be reprinted as the user sees fit. Feedback on its facility is welcome. [emailprotected] 1 In interview with Simone Tery, 24 March, 1945, in Alfred H. Barr, Picasso (1946) 2 I have chosen to use a combination of five chronologies along with other materials for greater clearness. The components of this timeline are internet-based, www.skalman.nu http://history.acusd.edu www.users.dircon.co.uk and www.sispain.org, with addition to the chronology from The Encyclopedia Britannica. 3 After 50 Years: The Spanish Civil War by Murray Bookchin, www.spunk.org 4 Warships of the Spanish Civil War (1936-1939) , Authors name not searched http://webforodigital.es/uphm/mgl/buques/spanishcivwar.htm 5 Sociedad Espanola de Construccion Naval aka The Spanish Corporation of Naval Construction, from the same source as above. 6 If Im correct, this is from Dante Puzzos Spain and The Great Powers, 1936-1941, Columbia University Press, 1962. I got it from pg. 253 of Stephen J. Lees European Dictatorships 1918-1945, published by Routledge. 7 That ones direct from Lee on the same page, it just seemed to fit right in. 8 Hugh Thomas, The Spanish Civil War, Penguin, 1992 9 Roper-Fortune Poll, Janurary 1939. Its worth noting that the same poll conducted amongst Americans at the end of the Spanish Civil War, the March edition, recorded a preparation amongst readers for war, and their involvement in it. 10 After 50 Years: The Spanish Civil War by Murray Bookchin, www.spunk.org

Personal Narrative- Soccer Injury :: Personal Narrative Essays

Personal Narrative- Soccer Injury I went into my junior spring soccer season kind of sad, my past coach, wasn't going to be our team coach this year. I wasn't really depressed though, because I had tons of friends that were playing this year. One of the great things about soccer is that it is not a school-sanctioned sport. To me this said that I was able to play another season of soccer with my friends from Paonia and Hotchkiss without the normal High School rivalry between these schools. Year after year, the schools pulled pranks on each other, sometimes nothing big, but sometimes something big. I remember my freshman or sophomore year, when a few guys I knew went over to Paonia and painted their skylight in their commons. When the sun shined into the skylight, it reflected a big HHS onto the floor, talk about a cool prank, but hey they got a free vacation but the school had to pay a ton of money to clean it up. This season wasn't just any season though. We had a new coach, and we were also playing competitive soccer. What was competitive soccer? Well it's a lot different than our normal soccer. Instead of playing the local teams, such as Delta, Cederedge, and Grand Junction, we got to play in huge tournaments and against teams far away from here. The game was also a lot more intense; I remember the first game, against Glenwood's team. It was totally different than anything I have seen, we were getting to play at a college, and against a soon-to-be known rough team. We had started the game, and man these guys were violent. We started to retaliate big time, and my friend's dad was the center referee, John is his name. I sure would have hated to be in his shoe, that's for sure. It didn't even phase me how crazy soccer was this year until one of the Glenwood players spit at our coach's feet, and got tossed from the game. We soon learned to live with this violence, and we even participated in it more than anyone would probably admit to. But after all of the beat downs we had received from the other teams, we were finally going to go to a big tournament, the Durango Shootout.

Foods That Make You Hungrier Essay

Feeling hungry? You should eat. But what if the foods you’re eating actually make you hungrier than you were before you dug in? It’s a more common conundrum than you might think.  Ã¢â‚¬Å"Hunger is a result of many complex interactions that occur in the stomach, intestines, brain, pancreas, and bloodstream,† says weight-loss specialist and board-certified internist Sue Decotiis, MD. Problem is, it’s a circuit that’s easily hijacked. Here are 11 foods that can make you feel like you’re running on empty—even when your stomach is stuffed. Juices Juicing is all the rage, but these â€Å"healthy† drinks contain all the sugar of your favorite fruit, but none of the fiber-containing pulp or skin. That means drinking a glass of juice can shoot your blood sugar levels up—and then back down again—bringing on hunger, according to Mitzi Dulan, RD, author of The Pinterest Diet: How to Pin Your Way Thin. Your better bet: blend a smoothie using whole fruit instead, and mix in a scoop of protein powder or nut butter to help balance your blood sugar and boost satiety. (Just be sure to steer clear of sugary fro-yo or sherbet.) Salty snacks There’s a reason why you crave something sweet after polishing off a bag of potato chips. Chips, pretzels, and salty snack mixes are little more than quick-digesting simple carbs, which can spur insulin highs and subsequent lows, Dulan says. And since your taste buds and brain link fast-acting energy with sweet foods, it’s common to have a craving for something sweet once you finish your salty nosh. What’s more, thanks to a phenomenon known as sensory specific satiety, you can fill up on chips and feel like only your salty stomach is full. Your sweet one can still feel empty, Dulan says. So get ready to eat two stomachs’ worth of food. Alcohol Alcohol doesn’t just lower your healthy-eating resolve, it downright makes you hungrier: According to research published in Alcohol & Alcoholism, just three servings can slash your body’s levels of leptin—a hormone designed to squash hunger and keep you feeling full—by 30 percent. â€Å"Alcohol can also deplete your body’s carbohydrate stores (called glycogen), causing you to  crave carbs in order to replace what was lost,† Dr. Decotiis says. And if you find yourself craving salty snacks, dehydration and a loss of electrolytes may be at work. Fast food Pretty much every ingredient behind a fast food counter is designed to make you supersize your meal. For instance, trans fat inflames the gut, potentially impairing the body’s ability to produce appetite-controlling neurotransmitters such as dopamine and serotonin, Dr. Decotiis says. Meanwhile, the GI tract absorbs high fructose corn syrup (commonly found in buns, condiments, and desserts) quickly, causing insulin spikes and even bigger hunger pangs. Lastly, fast food’s huge helpings of salt can spur dehydration. And with symptoms that closely mimic those of hunger, it’s easy for dehydration to trick you into thinking you need to go back for seconds. White pasta White pasta packs all of the same problems as white bread, but it does deserve its own mention as a hunger-offender because it’s so easy to eat far too much of it. A standard serving size of cooked pasta is just half a cup cooked, but restaurants regularly serve up four cups in a single entrà ©e. When you overload your body with simple carbs, your pancreas goes into overdrive churning out insulin, and soon you’ve produced so much of the sugar-managing hormone that your blood sugar levels are low and you’re ravenously hungry. And consider this: What are you pouring over your pasta? If it’s a store-bought sauce, then it probably contains even more hunger-spiking sugar.

Level Of Crime Is Increasing And Crimes Are Becoming Violent

Nowadays, it is observed that the level of crime is increasing and is more violent as compared many years ago. There are various factors that lead to this problem and some of them will be discussed and its solution will also be tackled. Nowadays, it is observed that the number of criminality is rising in several countries and is more violent. There are various factors why this is happening and myriad of interventions to solve it. In this essay, I would enumerate some reasons and solutions about it.First of all, the root cause of present crime incidents is drugs. Suspects of heinous crimes like murder and rape are found under the influence of drugs. Even minor individuals are into drug addiction and are tempted to commit crimes in order to satisfy one’s longing. Another factor to the significant increase of crime rates is due to poverty. Many families are suffering from hunger and are struggling from their day to day living.Earning below minimum wage and the various increase in prices of the basic commodities make them uncomfortable and problematic. Due to this fact, they tend to resort to various crimes like stealing, car napping, hold up and even murder just for survival. In order to minimize drug related crimes, the government must implement stricter policy in enforcing the campaign against drug trafficking. Drug lords and dealers must be imprisoned for life and be penalized.In the case of poverty, the government should provide more budget to the Department of Education and even provide subsidized tuition to students of low-earning families. In this manner, these students will have a chance of attaining a degree and will have a much better career in the future that will lift their families from poverty. Thus, this will have a domino effect in decreasing the crime incidents in the community. Therefore, drug addiction and poverty should be primarily addressed by the government to decrease the country’s crime rate.

7 Tips to Surviving the First Year as a New School Principal

7 Tips to Surviving the First Year as a New School Principal The first year as a new principal at a school is a daunting challenge.  Everyone is trying to figure you out, testing your mettle, and attempting to make a good impression.  As a principal, you want to find a balance in making changes, building relationships, and figuring out what everyone is already doing well.  It takes a keen sense of observation and a significant investment of your time.  Even veteran principals taking over at a new school should not come in expecting things to be the same as they were at their previous school. There are so many variables from school to school that most of the first year will be a feeling out process. The following seven tips can help guide you through that critical first year as a new school principal. 7 Tips For Surviving the First Year As a New School Principal Understand your superintendents expectations. It is impossible to be an effective school principal at any point if you and the superintendent are not on the same page. It is essential that you always understand what their expectations are. The superintendent is your direct boss. What they say goes, even if you do not entirely agree with them. Having a strong working relationship with your superintendent can only help you be a successful principal.Create a plan of attack. You will be overwhelmed! There is no way around it. Although you might think you know how much there is to do, there is much more than you could have possibly imagined. The only way to sift through all the tasks that it takes to get ready and get through your first year is to sit down and create a plan of what you are going to do. Prioritizing is essential. Create a checklist of all the things you need to do and set a time table of when they need to be completed. Take advantage of the time you have when no students a re around because once they factor into the equation, the likely hood of a schedule working is highly unlikely. Be organized. Organization is key. There is no way you can be an effective principal if you do not have exceptional organization skills. There are so much many facets of the job that you can create confusion not only with yourself but with those you are supposed to be leading if you are not organized. Being unorganized creates chaos and chaos in a school setting especially from a person in a position of leadership can only lead to disaster.Get to know your teaching faculty. This one can make or break you as a principal. You do not have to be every teachers best friend, but it is critical that you earn their respect. Take the time to get to know each of them personally, find out what they expect from you, and let them know your expectations early. Build a solid foundation for a solid working relationship early and most importantly back your teachers unless it is impossible not to.Get to know your support staff. These are the people behind the scenes who do not get enough credit but es sentially run the school. The administrative assistants, maintenance, custodians, and cafeteria personnel often know more about what is going on with the school than anyone else. They are also the people whom you rely on to make sure the daily operations run smooth. Spend time getting to know them. Their resourcefulness can be invaluable. Introduce yourself to community members, parents, and students. This goes without saying, but the relationships you build with the patrons of your school will be beneficial. Making a favorable first impression will lay the groundwork for you to build on those relationships. Being a principal is all about the relationships you have with people. Just like with your teachers, it is essential to gain the communities respect. Perception is reality, and a principal that is not respected is an ineffective principal.Learn about community and district traditions. Every school and community are different. They have different standards, traditions, and expectations. Change a long-standing event such as the Christmas program and you will get patrons knocking down your door. Instead of creating additional problems for yourself embrace these traditions. If it does become necessary at some point to make a change, then create a committee of parents, community members, and students. Explain your side to the committee and let them decide so that the decision does not fall squarely on your shoulders.

Ukraine essays

Ukraine essays As the second largest country in Europe and a history of political power, the nation state of the Ukraine formed, along with Russia, the heart of the Soviet Union. The nations independence in 1991 brought with it an uncertainty over a future that had once been dominated by the specter of the USSR. Also with that independence came the possibility for the end of Russias exploitation of Ukraines environment. Through heavy industry and mining, directives issued to support the USSRs command style economy in Moscow had polluted Ukraines water and air. Would the end of the USSR mean the end of the pollution? Not quite, nor would an end of the USSR mean that state ownership would end and that democracy would prevail. Indeed, Ukraines struggle has been markedly difficult with some instances of political progress only now being made. The lasting effect of that progress is yet to be seen but it is possible to say a few words on Ukraines environment, social and economic conditions. Having been endowed with 56% arable land, for centuries Ukraine lived up to its reputation as the bread basket of Europe by cultivating wheat and grain. It still does this today as the water from the Dnieper River (Europes third largest river) feeds many fields. However, during the last 25 years, the area under agricultural use has become 1.3 times less. This is due to the industrial expansion strategy that Moscow utilized. The soil itself is at risk by over cultivation leading to significant amounts of erosion. It is estimated that 4 million tons of soil are washed out every year. All told, about 80% of Ukraines arable land or 25 million hectares are affected by erosion. There are crop losses where soil is subject to erosion. On average it is worse off by about 40% of previous year yields. Soil degradation is an issue but when you think of Ukrainian environmental problems, you immedia...

Einsteins Theory of Relativity

Einsteins Theory of Relativity Einsteins theory of relativity is a famous theory, but its little understood. The theory of relativity refers to two different elements of the same theory: general relativity and special relativity. The theory of special relativity was introduced first  and was later considered to be a special case of the more comprehensive theory of general relativity. General relativity is a  theory of gravitation  that   Albert Einstein developed by  between 1907 and 1915, with contributions from many others after 1915. Theory of Relativity Concepts Einsteins theory of relativity includes the interworking of several different concepts, which include: Einsteins Theory of Special Relativity - localized behavior of objects in inertial frames of reference, generally only relevant at speeds very near the speed of lightLorentz Transformations - the transformation equations used to calculate the coordinate changes under special relativityEinsteins Theory of General Relativity - the more comprehensive theory, which treats gravity as a geometric phenomenon of a curved spacetime coordinate system, which also includes noninertial (i.e. accelerating) frames of referenceFundamental Principles of Relativity What Is Relativity? Classical relativity (defined initially by Galileo Galilei and refined by Sir Isaac Newton) involves a simple transformation between a moving object and an observer in another inertial frame of reference. If you are walking in a moving train, and someone stationary on the ground is watching, your speed relative to the observer will be the sum of your speed relative to the train and the trains speed relative to the observer. Youre in one inertial frame of reference, the train itself (and anyone sitting still on it) are in another, and the observer is in still another. The problem with this is that light was believed, in the majority of the 1800s, to propagate as a wave through a universal substance known as the ether, which would have counted as a separate frame of reference (similar to the train in the above example). The famed Michelson-Morley experiment, however, had failed to detect Earths motion relative to the ether and no one could explain why. Something was wrong with the classical interpretation of relativity as it applied to light ... and so the field was ripe for a new interpretation when Einstein came along. Introduction  to  Special Relativity In 1905,  Albert Einstein  published (among other things) a paper called  On the Electrodynamics of Moving Bodies  in the journal  Annalen der Physik. The paper presented the theory of  special relativity, based  on  two postulates: Einsteins PostulatesPrinciple of Relativity (First Postulate):   The laws of physics are the same for all inertial reference frames.Principle of Constancy of the Speed of Light (Second Postulate):  Light always propagates through a vacuum (i.e. empty space or free space) at a definite  velocity, c, which is independent of the state of motion of the emitting body. Actually, the paper presents a more formal, mathematical formulation of the postulates. The phrasing of the postulates  are  slightly different from textbook to  textbook  because of translation issues, from mathematical German to comprehensible English. The second postulate is often mistakenly written to include that the speed of light in a vacuum is  c  in all frames of reference. This is actually a derived result of the two postulates, rather than part of the second postulate itself. The first postulate is pretty much common sense. The second postulate, however, was the revolution. Einstein had already introduced the  photon theory of light  in his paper on the  photoelectric effect  (which rendered the ether  unnecessary). The second postulate, therefore, was a consequence of massless photons moving at the velocity  c  in a vacuum. The ether no longer had a special role as an absolute inertial frame of reference, so it was not only unnecessary but qualitatively useless under special relativity. As for the paper itself, the goal was to reconcile Maxwells equations for electricity and magnetism with the motion of electrons near the speed of light. The result of Einsteins paper was to introduce new coordinate transformations, called  Lorentz transformations, between inertial frames of reference. At slow speeds, these transformations were essentially identical to the classical model, but at high speeds, near the speed of light, they produced radically different results. Effects of Special Relativity Special relativity yields several consequences from applying Lorentz transformations at high velocities (near the speed of light). Among them are: Time dilation (including the popular twin paradox)Length contractionVelocity transformationRelativistic velocity additionRelativistic doppler effectSimultaneity clock synchronizationRelativistic momentumRelativistic kinetic energyRelativistic massRelativistic total energy In addition, simple algebraic manipulations of the above concepts yield two significant results that deserve individual mention. Mass-Energy Relationship Einstein was able to show that mass and energy were related, through the famous formula  Emc2. This relationship was proven most dramatically to the world when nuclear bombs released the energy of mass in Hiroshima and Nagasaki at the end of World War II. Speed of Light No object with mass can accelerate to precisely the speed of light. A massless object, like a photon, can move at the speed of light. (A photon doesnt actually accelerate, though, since it  always  moves exactly at  the speed of light.) But for a physical object, the speed of light is a limit. The  kinetic energy  at the speed of light goes to infinity, so it can never be reached by acceleration. Some have pointed out that an object could in theory move at greater than the speed of light, so long as it did not accelerate to reach that speed. So far no physical entities have ever displayed that property, however. Adopting Special Relativity In 1908,  Max Planck  applied the term theory of relativity to describe these concepts, because of the key role relativity played in them. At the time, of course, the term applied only to special relativity, because there was not yet any general relativity. Einsteins relativity was not immediately embraced by physicists as a  whole  because it seemed so theoretical and counterintuitive. When he received his 1921 Nobel Prize, it was specifically for his solution to the  photoelectric effect  and for his contributions to Theoretical Physics. Relativity was still too controversial to be specifically referenced. Over time, however, the predictions of special relativity have been shown to be true. For example, clocks flown around the world have been shown to slow down by the duration predicted by the theory. Origins of Lorentz Transformations Albert Einstein  didnt create the coordinate transformations needed for special relativity. He didnt have  to because the Lorentz transformations that he needed already existed. Einstein was a master at taking previous work and adapting it to new situations, and he did so with the Lorentz transformations just as he had used Plancks 1900 solution to the  ultraviolet catastrophe  in  black body radiation  to craft his solution to the  photoelectric effect, and thus develop the  photon theory of light. The transformations were actually first published by Joseph Larmor in 1897. A slightly different version had been published a decade earlier by Woldemar Voigt, but his version had a square in the time dilation equation. Still, both versions of the equation were shown to be invariant under Maxwells equation. The mathematician and physicist Hendrik Antoon Lorentz proposed the idea of a local time to explain relative simultaneity in 1895, though, and began working independently on similar transformations to explain the null result  in  the Michelson-Morley experiment. He published his coordinate transformations in 1899, apparently still unaware of Larmors publication, and added time dilation in 1904. In 1905, Henri Poincare modified the algebraic formulations and attributed them to Lorentz with the name Lorentz transformations, thus changing Larmors chance at immortality in this regard. Poincares formulation of the transformation was, essentially, identical to that which Einstein would use. The transformations apply to a four-dimensional coordinate system, with three spatial coordinates (x,  y,   z) and  one-time  coordinate (t). The new coordinates are denoted with an apostrophe, pronounced prime, such that  x is pronounced  x-prime. In the example below, the velocity is in the  xx direction, with velocity  u: x (   x  -   ut  ) / sqrt ( 1 -   u2  /   c2  )y   yz   zt {  t  - (  u  /  c2  )  x  } / sqrt ( 1 -  u2  /  c2  ) The transformations are provided primarily for demonstration purposes. Specific applications of them will be dealt with separately. The term 1/sqrt (1 -  u2/c2) so frequently appears in relativity that it is denoted with the Greek symbol  gamma  in some representations. It should be noted that in the cases when  u  Ã‚  c, the denominator collapses to essentially the sqrt(1), which is just 1.  Gamma  just becomes 1 in these cases. Similarly,  the  u/c2  term also becomes very small. Therefore, both dilation of space and time are non-existent to any significant level at speeds much slower than the speed of light in a vacuum. Consequences of the Transformations Special relativity yields several consequences from applying Lorentz transformations at high velocities (near the speed of light). Among them are: Time dilation  (including the popular Twin Paradox)Length contractionVelocity transformationRelativistic velocity additionRelativistic doppler effectSimultaneity clock synchronizationRelativistic momentumRelativistic kinetic energyRelativistic massRelativistic total energy Lorentz Einstein Controversy Some people point out that most of the actual work for the special relativity had already been done by the time Einstein presented it. The concepts of dilation and simultaneity for moving bodies were already in place and the mathematics had already been developed by Lorentz Poincare. Some go so far as to call Einstein a plagiarist. There is some validity to these charges. Certainly, the revolution of Einstein was built on the shoulders of a lot of other work, and Einstein got far more credit for his role than those who did the grunt work. At the same time, it must be considered that Einstein took these basic concepts and mounted them on a theoretical framework which made them not merely mathematical tricks to save a dying theory (i.e. the ether), but rather fundamental aspects of nature in their own right. It is unclear that Larmor, Lorentz, or Poincare intended so bold a move, and history has rewarded Einstein for this insight boldness. Evolution of General Relativity In  Albert Einsteins  1905 theory (special relativity), he showed that among inertial frames of reference there was no preferred frame. The development of general relativity came about, in part, as an attempt to show that this was true among non-inertial (i.e. accelerating) frames of reference as well. In 1907, Einstein published his first article on gravitational effects on  light  under special relativity. In this paper, Einstein outlined his equivalence principle, which stated that observing an experiment on the Earth (with gravitational acceleration  g) would be identical to observing an experiment in a rocket ship that moved at a speed of  g. The equivalence principle can be formulated as: we [...] assume the complete physical equivalence of a gravitational field and a corresponding acceleration of the reference system.as Einstein said or, alternately, as one  Modern Physics  book presents it:There is no local experiment that can be done to distinguish between the effects of a uniform gravitational field in a nonaccelerating inertial frame and the effects of a uniformly accelerating (noninertial) reference frame. A second article on the subject appeared in 1911, and by 1912 Einstein was actively working to conceive of a general  theory of relativity  that would explain special relativity, but would also explain gravitation as a geometric phenomenon. In 1915, Einstein published a set of differential equations known as the  Einstein field equations. Einsteins  general relativity  depicted the universe as a geometric system of three spatial and one time dimensions. The presence of mass, energy, and momentum (collectively quantified as  mass-energy density  or  stress-energy) resulted in a bending of this space-time coordinate system. Gravity, therefore, was movement along the simplest or least-energetic route along this curved space-time. The Math of General Relativity In the simplest possible terms, and stripping away the complex mathematics, Einstein found the following relationship between the curvature of space-time and mass-energy density: (curvature of space-time) (mass-energy density) * 8   pi G  /   c4 The equation shows a direct, constant proportion. The gravitational constant,  G, comes from  Newtons law of gravity, while the dependence upon the speed of light,  c, is expected from the theory of special relativity. In a case of zero (or near zero) mass-energy density (i.e. empty space), space-time is flat. Classical gravitation is a special case of gravitys manifestation in a relatively weak  gravitational field, where the  c4  term (a very big denominator) and  G  (a very small numerator) make the curvature correction small. Again, Einstein didnt pull this out of a hat. He worked heavily with Riemannian geometry (a non-Euclidean geometry developed by mathematician Bernhard Riemann years earlier), though the resulting space was a 4-dimensional Lorentzian manifold rather than a strictly Riemannian geometry. Still, Riemanns work was essential for Einsteins own field equations to be complete. What Does General Relativity Mean? For an analogy to general relativity, consider that you stretched out a  bed sheet  or piece of elastic flat, attaching the corners firmly to some secured posts. Now you begin placing things of various weights on the sheet. Where you place something very light, the sheet will curve downward under the weight of it a little bit. If you put something heavy, however, the curvature would be even greater. Assume theres a heavy object sitting on the sheet and you place a second, lighter, object on the sheet. The curvature created by the heavier object will cause the lighter object to slip along the curve toward it, trying to reach a point of equilibrium where it no longer moves. (In this case, of course, there are other considerations a ball will roll further than a cube would slide, due to frictional effects and such.) This is similar to how general relativity explains gravity. The curvature of a light object doesnt affect the heavy object much, but the curvature created by the heavy object is what keeps us from floating off into space. The curvature created by the Earth keeps the moon in orbit, but at the same  time, the curvature created by the moon is enough to affect the tides. Proving General Relativity All of the findings of special relativity also support general relativity, since the theories are consistent. General relativity also explains all of the phenomena of classical mechanics, as they too are consistent. In addition, several findings support the unique predictions of general relativity: Precession of perihelion of MercuryGravitational deflection of starlightUniversal expansion (in the form of a  cosmological constant)Delay of radar echoesHawking radiation from black holes Fundamental Principles of Relativity General Principle of Relativity:  The laws of physics must be identical for all observers, regardless of whether or not they are accelerated.Principle of General Covariance:  The laws of physics must take the same form in all coordinate systems.Inertial Motion is Geodesic Motion:  The world lines of particles unaffected by forces (i.e. inertial motion) are timelike or null geodesic of spacetime. (This means the tangent vector is either negative or zero.)Local Lorentz Invariance:  The rules of special relativity apply locally for all inertial observers.Spacetime Curvature:  As described by Einsteins field equations, the curvature of spacetime in response to mass, energy, and momentum results in gravitational influences being viewed as a form of inertial motion. The equivalence principle, which  Albert Einstein  used as a starting point for general relativity, proves to be a consequence of these principles. General Relativity the Cosmological Constant In 1922, scientists discovered that application of Einsteins field equations to cosmology resulted in an expansion of the universe. Einstein, believing in a static universe (and therefore thinking his equations were in error), added a  cosmological constant  to the field equations, which allowed for static solutions. Edwin Hubble, in 1929, discovered that there was redshift from distant stars, which implied they were moving with respect to the Earth. The universe, it seemed, was expanding. Einstein removed the cosmological constant from his equations, calling it the biggest blunder of his career. In the 1990s, interest in the cosmological constant returned in the form of  dark energy. Solutions to  quantum field theories  have resulted in a huge amount of energy in the quantum vacuum of space, resulting in an accelerated expansion of the universe. General Relativity and Quantum Mechanics When physicists attempt to apply quantum field theory to the  gravitational field, things get very messy. In mathematical terms, the physical quantities involve diverge, or result in infinity. Gravitational fields under general relativity require an infinite number of correction, or renormalization, constants to adapt them into solvable equations. Attempts to solve this renormalization problem lie at the heart of the theories of  quantum gravity. Quantum gravity theories typically work backward, predicting a theory and then testing it rather than actually attempting to determine the infinite constants needed. Its an old trick in physics, but so far none of the theories have been adequately proven. Assorted Other Controversies The major problem with general relativity, which has been otherwise highly successful, is its overall incompatibility with quantum mechanics. A large chunk of theoretical physics is devoted toward trying to reconcile the two concepts: one which predicts macroscopic phenomena across space and one which predicts microscopic phenomena, often within spaces smaller than an atom. In addition, there is some concern with Einsteins very notion of spacetime. What is spacetime? Does it physically exist? Some have predicted a quantum foam that spreads throughout the universe. Recent attempts at  string theory  (and its subsidiaries) use this or other quantum depictions of spacetime. A recent article in New Scientist magazine predicts that spactime may be a quantum  superfluid  and that the entire universe may rotate on an axis. Some people have pointed out that if spacetime exists as a physical substance, it would act as a universal frame of reference, just as the ether had. Anti-relativists are thrilled at this prospect, while others see it as an unscientific attempt to discredit Einstein by resurrecting a century-dead concept. Certain issues with black hole singularities, where the spacetime curvature approaches infinity, have also cast doubts on whether general relativity accurately depicts the universe. It is hard to know for sure, however, since  black holes  can only be studied from afar at present. As it stands now, general relativity is so successful that its hard to imagine it will be harmed much by these inconsistencies and controversies until a phenomena comes up which actually contradicts the very predictions of the theory. Quotes About RelativitySpacetime grips mass, telling it how to move, and mass grips spacetime, telling it how to curve - John Archibald Wheeler.The theory appeared to me then, and still does, the greatest feat of human thinking about nature, the most amazing combination of philosophical penetration, physical intuition, and mathematical skill. But its connections with experience were slender. It appealed to me like a great work of art, to be enjoyed and admired from a distance. - Max Born

Costs and Benefits of Involving Employees in Decision Making Essay

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Literature 2.4.3 Essay Example | Topics and Well Written Essays - 250 words

Literature 2.4.3 - Essay Example Here, the reader is confronted with the fact we all hate to be judged, especially when people know little about us. This reasoning is not just something Atticus teaches Scout about the creepy, seemingly psychopathic neighbor, Boo Radley; it is a concept the entire town must embrace. When Atticus pleads the case of a black man who was falsely accused because of his skin color, rather than his actions or character, he admonishes the whole town – and me as the reader ? to put aside preconceived notions about others by getting to know them first (a timeless lesson no matter what society you like in). A couple of characters’ lives in Lee’s novel both reflect and digress from my own. Scout’s curiosity reflects mine, as we both search for new ways to look at situations and are often ridiculed for being too inquisitive. However, her assertiveness far exceeds my own. Boo Radley is often prejudged and misunderstood, as am I, but we are both liked once people get to know us. Unlike Boo, I do not live a life of obscurity and have social graces. These are just a few comparison/contrasts to note. Works Cited Lee, Harper. To Kill a Mockingbird. New York: Warner Books, 1988. Print.

Monopoly market Research Paper Example | Topics and Well Written Essays - 1250 words

Monopoly market - Research Paper Example In this essay paper, a closer look at impacts of monopoly in businesses is evaluated. Additionally the paper also reflects on the numerous roles of such a business and its negative impacts to the economy. Due to the current global concerns on the environment, many firms have turned to investment that advocate for a green economy. Through such initiatives, many firms have identified different business opportunities that promote such an initiative. At the same time, this has remained an area of just a few people including the early innovators who have ventured into upbringing of new ideas in business. Mostly, many of the existing firms in the automotive industry, for instance, have ignored such opportunities due to the lack assured markets if such products were manufactured. But for such a field, this continues to provide opportunities for many firms with interest to venture into an area that remains dormant, especially if the firm can provide products that prove to be unique. The concept monopoly in business has constantly drawn a lot of concerns among investors in both the public and the private sector. The consumers have also not been left out as they continue to carry the burden of inflated prices for goods and services from the monopolist. Through out the United States, for instance, many monotonous firms have frequently taken advantage of being singled out in the business competitive market. In such a case, many of these businesses have turned their investments into a huge business empire (Rugman & DCruz p.87). In such a market, the consumers have severally raised their concerns on exploitation by such firms due to inflated prices. Due to these reasons investing in such firm would require research to be carried in order to identify key areas of concerns by the consumer. Consumer research is necessary before such an investment. By understanding the consumers needs, investment in the carbon-free market

The place of interest in the theory of production Term Paper

The place of interest in the theory of production - Term Paper Example He won himself a Rockefeller scholarship in 1934 and took up teaching jobs at the University of Michigan in 1936 and University of Chicago in 1938. He served as a go-between for Roosevelt and Stalin in 1944 (post Second World War) and as the Polish ambassador to the US from 1945-1946. In 1946, Lange served as the Polish delegate to the United Nations Security Council. A major part of his contribution to economics came during his stint in the US (1933-1945). Although a socialist to the core, he was not a great supporter of Marxian labor theory of value, and instead believed in the neoclassical theory of price (http://cepa.newschool.edu/het/profiles/lange.htm). In this paper, I will actually make an attempt to highlight various things that will make the topic of the place of interest in production theory a bit clearer to the readers. There are a number of things that can be learnt from the production theory. Among these things, some of the important ones are the basics that surround the production theory. These are the basics that will put the discussion of the topic into a definite perspective. In his paper, Lange has tried to give an explanation of the foundation of the existing Theory of Interest . He has actually tried to restate some fundamental propositions of the existing Theory of Interest by making special reference to the General Theory of Production. Generally any kind of association between the interest theory and theory of production seems to be incomprehensible. Lange has found that unless a close connection between the interest theory and the general theory of production is established, there would remain a huge problem while discussing a very complicated topic on whether net productivity of capital actually exists. In Lange’s paper, he has tried to explain in a very structured way, the place of interest in the general production theory. For doing that, he has made some assumptions to bring some considerable

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Tesla Motors Inc. - Strategic Marketing Analysis and Marketing Strategy - Essay Example In the end, the paper concludes the study. Developing effective marketing strategies is critical to companies. Marketing experts argue that customers are the best source of revenues for most businesses. Therefore, it is necessary to understand the customers and develop strategies aimed at making them happy. A good strategy will enable a company achieve competitive advantage in the market. This paper will discuss various marketing strategies and will assist in developing an efficient marketing strategy to enhance the success of Tesla Motors. Tesla Motors was formed in 2003 by JB Straubel, Martin Eberhard, Ian Wright, Elon Musk, and Mark Tarpenning in San Carlos, California (Karamitsios, 2013). It is an American company that deals with designing electric vehicles. From their financial results, Tesla Motors is a global enterprise and is considered to be very successful (Karamitsios, 2013). Their strategies, especially technological strategies have enabled the company gain a competitive advantage. Apart from technological strategies, the company has embraced the best global branding and market adoption. Despite their success, there is a need for further research in strategic management and marketing. The paper will assist Tesla Motors in creating an effective marketing strategy to enhance its success (Chen, 2008). Tesla Motors is a worldwide enterprise. The firm deals with the design and manufacture of electric powered vehicles. Its management is focused in innovation, and it is the only car designer that manufactures zero-emission sports car. They have the best technological strategies and currently it plans to expand its production of luxury vehicles with the use of the latest technology (Karakaya, 2011). Experts argue that Tesla Motors follows the business model of Apple Computers. They base their argument on the fact that Tesla Motors uses the strategy of selling eco-friendly products. Conversely, Tesla Motors

The place of interest in the theory of production Term Paper

The place of interest in the theory of production - Term Paper Example He won himself a Rockefeller scholarship in 1934 and took up teaching jobs at the University of Michigan in 1936 and University of Chicago in 1938. He served as a go-between for Roosevelt and Stalin in 1944 (post Second World War) and as the Polish ambassador to the US from 1945-1946. In 1946, Lange served as the Polish delegate to the United Nations Security Council. A major part of his contribution to economics came during his stint in the US (1933-1945). Although a socialist to the core, he was not a great supporter of Marxian labor theory of value, and instead believed in the neoclassical theory of price (http://cepa.newschool.edu/het/profiles/lange.htm). In this paper, I will actually make an attempt to highlight various things that will make the topic of the place of interest in production theory a bit clearer to the readers. There are a number of things that can be learnt from the production theory. Among these things, some of the important ones are the basics that surround the production theory. These are the basics that will put the discussion of the topic into a definite perspective. In his paper, Lange has tried to give an explanation of the foundation of the existing Theory of Interest . He has actually tried to restate some fundamental propositions of the existing Theory of Interest by making special reference to the General Theory of Production. Generally any kind of association between the interest theory and theory of production seems to be incomprehensible. Lange has found that unless a close connection between the interest theory and the general theory of production is established, there would remain a huge problem while discussing a very complicated topic on whether net productivity of capital actually exists. In Lange’s paper, he has tried to explain in a very structured way, the place of interest in the general production theory. For doing that, he has made some assumptions to bring some considerable

Political Science Essay Example | Topics and Well Written Essays - 500 words - 17

Political Science - Essay Example The state has constitutional power of regulating prices through price floor and ceilings to protect the firms and the consumers (Tanzi 92-7). The government plays a central role in regulating the production and supply of goods services by firms in their different market structure with the focus of ensuring efficient allocation of resources. Taking the case of monopoly firms, the government gives them incentives through different methods to retain their status quo. However, the government still uses pricing policy to influence the monopoly firms’ behavior in terms of output to the consumers. The state set up various institutions that oversee the various economic activities in the country so that working of the economy is consistent with the manpower and resources potential available. Through improved partnership with private sector, the state undertake research and development on various socio-economic variables and the resultant findings are used to establish feasible economic policies that boosts the efficiency of the economy. This includes partnering to develop infrastructure which is an incentive to improved per formance of the market and economy at large. The state is mandated to form bilateral and multilateral trade relations with other countries so that there is labor mobility, exchange of technology and other input factors. This promotes the performance of the economy through increased input factor availability and expanded market for the final products. It is important that the country institute laws that protect local firms from stiff competition of the established multinationals by giving them incentives likes tax holiday, subsidies and infrastructure as this will boost the level of production and performance of the economy. The state needs to include other public welfare issues as part of the market operation processes. In regard to the emerging and ongoing debate on environmental care and

Religious Ethic Essay Example for Free

Religious Ethic Essay Discuss the view that only a religious ethic can provide an acceptable basis for medical ethics. Medical ethics concerns many areas of ethical debate. Including such controversial issues such as euthanasia, abortion and human cloning, medical ethics sparks lively debates. The issue of abortion is a very relevant and controversial issue. There are opposition and supporters from both a religious ethical background and a non-religious ethical background. Those who come from a Christian ethical background tend to have a similar argument, that of the sanctity of life. Roman Catholics oppose abortion using the Christian ethical theory of Natural Law. Abortion would be going against natural law as it interferes with Gods will. Abortion is right in no circumstances, in other words it is intrinsically evil, as it involves the murder of an innocent life. Protestants do, in principle, oppose abortion on the ground that murder is wrong, as stated in the bible; Thou shalt not kill (Exodus) and as abortion is in effect murder, abortion must therefore also be wrong. However, some more liberal protestants allow abortion in certain circumstances, such as before the nervous system has developed (before the foetus can feel) if the mothers life or health is threatened or if the pregnancy is from an exceptional situation, such as the result of rape. There seems to be no reason however, as to why these two standpoints could not be from a non-religious ethic. The appreciation of life is not something that is exclusive to religion, and therefore the view that abortion is murder could stand with anyone who believes that the foetus is a person, and this need not be a religious standpoint. Equally the Liberal protestant view could again apply to anyone who believes that murder is wrong, yet as circumstances differ, the things to be considered also differ. This is a relativist situationist standpoint but again does not have to be religious. In fact many non-religious people do tend to be situationists as they judge decisions on their consequences and not on the action itself, as no action is considered intrinsically wrong, as it is not deemed by any higher being or book, as it is in religion. These arguments also apply in relation to euthanasia. Roman Catholics view murder as wrong and as euthanasia is essentially murder, it must also be wrong. It would also be considered as going against Natural Law as it interferes with Gods will, just as abortion does. Protestants would claim that the bible condemns euthanasia as it is murder, yet come more liberal Protestants again claim that all factors should be considered in order to make a decision relative to that persons individual situation. Many people would argue however that without a religious ethic there are no clear rules and boundaries. Deontological ethical theories, that are absolutist theories that apply in all situations, provide these boundaries as the answer will always be the same. Yet not all religious ethical theories are deontological, such as Fletchers Situation ethics, which is teleological. This means that religious ethics do not always provide a clear cut answer, just as non-religious ethics may not. Many religious fundamentalists would argue that atheists, for example, cannot have a similar appreciation of life as they do. Atheists do not believe in God, and some would argue that as they do not believe in anything, they cannot have the same appreciation of life. Yet it appears that without a belief in anything religious, life becomes even more precious. Without the promise of an afterlife, which is provided by Christianity, this current life becomes even more precious and amazing. As you only get one shot at life from an atheist perspective, the feeling to preserve it as much as possible, along with do the same for others would seem to be even stronger. Without the excuse that the person/foetus will go to Heaven, murder seems to be even more wrong, as it would take away the one life that that person has been offered. In conclusion I think that a religious ethic is by no means the only acceptable basis for medical ethics. Although some Christian ethics will provide a stable answer for every situation, an answer that will never change and therefore will have clear-cut boundaries, not every person in the world will ever be of the same religion, and therefore it cannot be universal. Therefore a non-religious ethic which everyone could agree on seems more acceptable, such as one that allows situations to be considered, because therefore a religious ethic could be used in certain circumstances if the people involved would like to do so, as that happens to be their own situation; similarly if someone does not want to apply a religious ethical theory then they are not obliged to do so, because again this option would apply to their situation. Therefore situationist ethics that are not based on religion can be made universal, allowing religious ethics to be applied or not according to the wishes of the people involved and this seems to me to be the only acceptable basis for medical ethics, an ethic that will allow for everyones personal beliefs.

Classroom Observation Tool For Toddlers Children And Young People Essay

Classroom Observation Tool For Toddlers Children And Young People Essay Instructions: Spend some time simply observing the classroom before recording. Use the checkboxes to note when you observe specific indicators. Focus on the experiences of individual children, not just a general sense of the classroom overall. Note evidence as to whether the criterion is being met or not. All indicators must be checked for a criterion to be fully met. Provide comments if you circle Yes but. If you observe all indicators in the criterion, check Yes. Count the number of Yes boxes for each topic area and standard. Number NAEYC Accreditation Criterion 1.B.01 Teaching staff foster childrens emotional well-being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection. Fully met? (circle): Yes Yes, but No Evidence/comments: It was clear that even the youngest teachers were already used to kids. There was mostly (95%+) THE INDICATED BEHAVIORS. 1.B.02 Teaching staff express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of the teachers were very kind and responsive. One was a little harsh but that was over the fenced area at the Pre-Ks. 1.B.03 Teaching staff are consistent and predictable in their    physical and    emotional care of all children. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, there were obviously some children who were needy constant crying. I assumed nothing was really wrong with them. They just wanted attention, but it did seem two or three of these cryers were left alone for too long (5 6 minutes), with no adult close by. 1.B.04 Teaching staff encourage and recognize childrens work and accomplishments. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed several classrooms (5) and the instructors praised the children often with smiles and kind words. 1.B.05 Teaching staff function as secure bases for children. They respond promptly in developmentally appropriate ways to childrens    positive initiations,    negative emotions, and    feelings of hurt and fear    by providing comfort, support, and assistance. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the instructors responded more to positive than negative. One teacher was very constant in applying physical attention to one of the more difficult children, but the face / wrods were not as kind as the gestures. 1.B.06 Teaching staff encourage childrens appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness). Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no children acting really badly for their age. The instructors were not restricitive allowing the children to be children. 1.B.07 Teaching staff evaluate and change their responses based on individual needs. Teachers vary their interactions to be sensitive and responsive to   differing abilities,   temperaments,    activity levels, and    cognitive and    social development. Fully met? (circle): Yes Yes, but No Evidence/comments: The teachers and the students and admin staff, of course, all have their own personalities and it ranges throughout the day. No one I know is perfvectly consistent and that is not expected. 1.B.08 Teaching staff support childrens competent and self-reliant exploration and use of classroom materials. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw the instructors allow the toddlers to roam wherever they wanted with little to no intervention. 1.B.09 Teaching staff never use physical punishment such as shaking or hitting and do not engage in psychological abuse or coercion. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.10 Teaching staff never use threats or derogatory remarks, and do not withhold nor threaten to withhold food as a form of discipline. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.13 Teaching staff adjust their interactions to infants and toddlers/twos various states and levels of arousal. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.B.14 Teaching staff quickly respond to infants and toddlers/twos cries or other signs of distress by    providing physical comfort and    needed care.    Teaching staff are sensitive to infants and toddlers/twos signals and learn to read their individual cries. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the problem children were generally left alone longer than the compliant, well-behaved children. 1.B.15 Teaching staff talk frequently with children and listen to children with attention and respect. They respond to childrens questions and requests. use strategies to communicate effectively and build relationships with every child. engage regularly in meaningful and extended conversations with each child. Fully met? (circle): Yes Yes, but No Evidence/comments: I observe that in rare instances during my visits, the communications between the instructors and the children was respectful and consistent. 1.C.02 Teaching staff support childrens development of friendships and provide opportunities for children to play with and learn from each other. Fully met? (circle): Yes Yes, but No Evidence/comments: The toddlers had quite a bit of interaction with each other. Again, distinct personalities already. Some children very gregarious, others preferred play time alone. 1.C.03 Teaching staff support children as they practice social skills and build friendships by helping them   enter into,   sustain, and   enhance play. Fully met? (circle): Yes Yes, but No Evidence/comments: I sam several instances where the teachers were encouraging the children to group together for common play such as on the slides in the playground, and helping set the food out at lunch. 1.C.04 Teaching staff assist children in resolving conflicts by helping them    identify feelings,   describe problems, and    try alternative solutions. Fully met? (circle): Yes Yes, but No Evidence/comments: The conflicts were all very minor, except one where one child I think accidently bopped another on the head in the gym. It was resolved in under a minute, though. 1.C.05 Teaching staff guide children who bully, isolate, or hurt other children to learn and follow the rules of the classroom. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.C.06 Teaching staff facilitate positive peer interaction for children who are    socially reserved or withdrawn and for   those who are bullied or excluded. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.01 Teaching staff counter potential bias and discrimination by treating all children with equal respect and consideration initiating activities and discussions that build positive self-identity and teach the valuing of differences. intervening when children tease or reject others. providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations. avoiding stereotypes in language references. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.02 Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom   rules,   plans, and   activities. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that at this age, there was limited ability of the children to actively understand and participate, though there was more on the activity side and none on the rules side. There are extensive rules posted everywhere. 1.D.03 Teaching staff anticipate and take steps to prevent potential behavior problems. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.D.04 Teaching staff help children talk about   their own and   others emotions. They provide opportunities for children to   explore a wide range of feelings and the different ways that those feelings can be expressed. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of toddlers. 1.D.05 Teaching staff promote pro-social behavior by interacting in a respectful manner with all staff and children. They model turn taking and sharing as well as caring behaviors. help children negotiate their interactions with one another and with shared materials. engage children in the care of their classroom. ensure that each child has an opportunity to contribute to the group. encourage children to listen to one another. encourage and help children to provide comfort when others are sad or distressed. use narration and description of ongoing interactions to identify pro-social behaviors. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of toddlers. There is a 1:5 ratio and generally when in a group which is all the time, all of the above is at least modeled or encouraged. 1.E Addressing Challenging Behaviors 1.E.03 Rather than focus solely on reducing the challenging behavior, teachers focus on teaching the child social, communication, and emotional regulation skills and using environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the childs appropriate behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of this was being taught from a modeling (by the instructors). Not too much intellectualizingà ¢Ã¢â€š ¬Ã‚ ¦again, seems age dependent. 1.E.04 Teaching staff respond to a childs challenging behavior, including physical aggression, in a manner that provides for the safety of the child. provides for the safety of others in the classroom. is calm. is respectful to the child. provides the child with information on acceptable behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no toddler aggression, and only three children who had some challenging behavior (all three were cryers). However, in the classroom, teachers were highly positive reinforcers of positive behaviors and mostly ignored the bad behaviors. 1.F.01 Teaching staff actively teach children   social,   communication, and   emotional regulation skills. Fully met? (circle): Yes Yes, but No Evidence/comments: Saw this constantly from staff instructors throughout facility. 1.F.02 Teaching staff help children manage their behavior by guiding and supporting children to persist when frustrated. play cooperatively with other children. use language to communicate needs. learn turn taking. gain control of physical impulses. express negative emotions in ways that do not harm others or themselves. use problem-solving techniques. learn about self and others. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, mostly saw positives toddlers visible absorption and understanding are limited. 2.A.04 The curriculum can be implemented in a manner that reflects responsiveness to   family home values, beliefs, experiences, and    language. Fully met? (circle): Yes Yes, but No Evidence/comments: At this age, childrens developmental skills in language are so limited, that curriculum does not directly address. 2.A.07 The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule provides time and support for transitions. includes both indoor and outdoor experiences. is responsive to a childs need to rest or be active. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above. Saw evidence in the older: pre-K, though. 2.A.08 Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including   gender,    age,    language, and    abilities. Materials and equipment provide for childrens safety while being appropriately challenging. encourage exploration, experimentation, and discovery. promote action and interaction. are organized to support independent use. are rotated to reflect changing curriculum and to accommodate new interests and skill levels. are rich in variety. accommodate childrens special needs. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above: limited formal curriculum. 2.A.10 The curriculum guides teachers to incorporate content, concepts, and activities that foster    social,    emotional,    physical,    language, and    cognitive development and    that integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above: limited formal curriculum. 2.A.11 The schedule    provides children learning opportunities, experiences, and projects that extend over the course of several days and it incorporates time for:    play,    self-initiated learning,    creative expression,    large-group,    small-group, and    child-initiated activity. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly. 2.A.12 The curriculum guides teachers to plan for childrens engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly. 2.B.01 Children have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them. facilitate their social competence. facilitate their ability to learn through interacting with others. Fully met? (circle): Yes Yes, but No Evidence/comments: All the instructors were constantly engaged. Even the 1:5 ratio meant the instructors were constantly interacting with their charges. 2.B.02 Children have varied opportunities to recognize and name    their own and    others feelings. Fully met? (circle): Yes Yes, but No Evidence/comments: Limited vocabulary and I saw little negative acting out between the children. 2.B.03 Children have varied opportunities to learn the skills needed to regulate their emotions, behavior, and attention. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.B.04 Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery. Fully met? (circle): Yes Yes, but No Evidence/comments: The instructors and staff were very attentive, but not smothering even in the infant rooms. 2.B.05 Children have varied opportunities to develop skills for entering into social groups, developing friendships, learning to help, and other pro-social behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above. 2.B.06 Children have varied opportunities to interact positively, respectfully, and cooperatively with others. learn from and with one another. resolve conflicts in constructive ways. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above, but I saw almost no conflicts. 2.B.07 Children have varied opportunities to learn to understand, empathize with, and take into account other peoples perspectives. Fully met? (circle): Yes Yes, but No Evidence/comments: Limited development of toddlers means this is not fully utilized yet. 2.C. Areas of Development: Physical Development 2.C.03 Children are provided varied opportunities and materials that support fine-motor development. Fully met? (circle): Yes Yes, but No Evidence/comments: Drawing centers, etc. all available inside room and out in play area. Though I did not see any children take advantage of these activities except a few in the classrooms. The children seemed more into gross motor development. 2.D.01 Children are provided with opportunities for language acquisition that align with the program philosophy. consider family perspectives. consider community perspectives. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, toddler limitations, but within program posted guidelines. 2.D.02 Children are provided opportunities to experience oral and written communication in a language their family uses or understands. Fully met? (circle): Yes Yes, but No Evidence/comments: As above. 2.D.03 Children have varied opportunities to develop competence in verbal and nonverbal communication by responding to questions. communicating needs, thoughts, and experiences. describing things and events. Fully met? (circle): Yes Yes, but No Evidence/comments: As above, but instructors definitely not limiting childrens attempts and mostly encouraging their understanding. 2.D.04 Children have varied opportunities to develop vocabulary through   conversations,   experiences,    field trips, and    books. Fully met? (circle): Yes Yes, but No Evidence/comments: Conversations and experiences, yes. Not yet in the book stage though there was a reading time assigned. 2.D.05 Children who are nonverbal are provided alternative communication strategies. Fully met? (circle): Yes Yes, but No Evidence/comments: All the children were variously verbal. 2.E.02 Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games through individualized play that includes simple rhymes, songs, and sequences of gestures (e.g., finger plays, peekaboo, patty-cake, this little piggy). daily opportunities to hear and respond to various types of books including picture books, wordless books, and books with rhymes. access to durable books that enable independent exploration. experiences that help them understand that pictures represent real things in their environment. Fully met? (circle): Yes Yes, but No Evidence/comments: Time is set aside everyday for these activities as age appropriate to toddlers. The concentration was in the first area mentioned: simple items. 2.E.03 Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom: Items belonging to a child are labeled with his or her name. Materials are labeled. Print is used to describe some rules and routines. Teaching staff help children recognize print and connect it to spoken words. Fully met? (circle): Yes Yes, but No Evidence/comments: No yet developing in this age group. 2.F.01 Infants and toddlers/twos are provided varied opportunities and materials to use language, gestures, and materials to convey mathematical concepts such as more and less and big and small. see and touch different shapes, sizes, colors, and patterns. build number awareness, using objects in the environment. read books that include counting and shapes. Fully met? (circle): Yes Yes, but No Evidence/comments: Children encouraged and a wide range of these items available through the facility. 2.F.02 Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols. Fully met? (circle): Yes Yes, but No Evidence/comments: Available but children not yet showing real interest. 2.F.03 Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size, and color. Fully met? (circle): Yes Yes, but No Evidence/comments: Same 2.F.04 Children are provided varied opportunities and materials that encourage them to integrate mathematical terms into everyday conversation. Fully met? (circle): Yes Yes, but No Evidence/comments: Same 2.G.01 Infants and toddlers/twos are provided varied opportunities and materials to use their senses to learn about objects in the environment. discover that they can make things happen and solve simple problems. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes, throughout the facility 2.H.01 The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw there was AV equipment, but saw none in use for this age group. 2.J.01 Children are provided varied opportunities to gain an appreciation of   art,   music,   drama, and   dance in ways that reflect cultural diversity. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw more of this in the pre-K, not toddler, but the posters etc showed a wide variety of people of color, gender and dress. 2.J.02 Infants and toddlers/twos are provided varied opportunities to explore and manipulate age-appropriate art materials. Fully met? (circle): Yes Yes, but No Evidence/comments: This was well constructed with large chalk, crayons, craft paper, etc. 2.J.03 Infants and toddlers/twos have varied opportunities to express themselves creatively by    freely moving to music and    engaging in pretend or imaginative play. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.J.04 Children are provided varied opportunities to learn new concepts and vocabulary related to    art,    music,    drama, and    dance. Fully met? (circle): Yes Yes, but No Evidence/comments: As contained in the schedules but still limited for the toddlers. 2.J.05 Children are provided varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g., cutting, gluing, and caring for tools). Fully met? (circle): Yes Yes, but No Evidence/comments: Really not allowed yet in this age group. 2.K.01 Children are provided varied opportunities and materials that encourage good health practices, such as serving and feeding themselves, rest, good nutrition, exercise, hand washing, and brushing teeth. Fully met? (circle): Yes Yes, but No Evidence/comments: Very well documented program and I observed the instructors helping the children with these activities and encouraging some self-suffiency. 2.K.02 Children are provided varied opportunities and materials to help them learn about nutrition, including    identifying sources of food and   recognizing,   preparing,   eating, and   valuing healthy foods. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, plenty of signage for this, but age limited. 2.K.03 Children are provided varied opportunities and materials that increase their awareness of safety rules in their   classroom,    home, and    community. Fully met? (circle): Yes Yes, but No Evidence/comments: Ditto 2.K.04 Children have opportunities to practice safety procedures. Fully met? (circle): Yes Yes, but No Evidence/comments: Ditto. Was glad to see children either helping to open doors or avoiding closing doors. 2.L.01 Children are provided varied learning opportunities that foster positive identity and an emerging sense of    self and    others. Fully met? (circle): Yes Yes, but No Evidence/comments: The instructor were great about letting the children be free to do so. 2.L.02 Children are offered opportunities to become a part of the classroom community so each child feels accepted, and gains a sense of belonging. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.L.03 Children are provided varied opportunities and materials to build their understanding of diversity in   culture,    family structure,    ability,    language,    age,   gender in non-stereotypical ways. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes, but same as general comments: children not yet old enough for these concepts, directly. 2.L.04 Children are provided opportunities and materials to explore social roles in the family and workplace through play. Fully met? (circle): Yes Yes, but No Evidence/comments: NA 2.L.05 Children are provided varied opportunities and materials to learn about the community in which they live. Fully met? (circle): Yes Yes, but No Evidence/comments: NA some very limited church related community chats. 3.A.01 Teaching staff, program staff, or both work as a team to implement daily teaching and learning activities, including Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), an

Psychology: Women And Territory :: Free Essays

Psychology: Women and Territory Basic psychology is the attempt to explain and understand significant issues in human behavior which can shed light on popular misconceptions. Desmond Morris and Naomi Weisstein explore two different psychological areas that are misunderstood by the public and some psychologists. "The invading army encroaching on national territory, the gang moving into a rival district, the trespasser climbing into an orchard, the burglar breaking into a house, the bully pushing to the front of a queue, the driver trying to steal a parking space, all of these intruders are liable to be met with resistance varying from the vigorous to the savagely violent"(P.256,257) These are all examples of the various ways in which people can violate someone's territory. The violation of a boundary can have serious consequences. For instance, a gang uses visual stimuli such as graffiti to illustrate a marked territory. The unreadable words to the average person mean nothing. A rival gang member may ignore these symbols of territory and hence, put their life in jeopardy. Territory is not just environmental, but it is also bodily. A person creates an imaginary bubble around them. This is considered their personal space. Some people are allowed into the bubble while strangers usually must stay outside. The bubble varies from culture to culture. A person in Europe will stand closer to a friend than an American would. The odd feeling that Americans experience in foreign countries when talking to local people is a common misunderstood concept. Naomi Weisstein's article Psychology Constructs the Female, explains the various misunderstanding that male psychologist have towards females. One the prominent psychologists of the sixties, Erik Erikson, explained his biased opinions that women primary function is the being a mother. "We must start with the realization that, as much as women want to be good scientists or engineers,