Chi-Square Test

Chi-Square Test Chi-square is a statistical test commonly used to compare observed data with data we would expect to obtain according to a specific hypothesis. For example, if, according to Mendel's laws, you expected 10 of 20 offspring from a cross to be male and the actual observed number was 8 males, then you might want to know about the â€Å"goodness to fit† between the observed and expected. Were the deviations (differences between observed and expected) the result of chance, or were they due to other factors.How much deviation can occur before you, the investigator, must conclude that something other than chance is at work, causing the observed to differ from the expected. The chi-square test is always testing what scientists call the null hypothesis, which states that there is no significant difference between the expected and observed result. The formula for calculating chi-square ( [pic]2) is: [pic]2= [pic](o-e)2/e That is, chi-square is the sum of the squared differ ence between observed (o) and the expected (e) data (or the deviation, d), divided by the expected data in all possible categories.For example, suppose that a cross between two pea plants yields a population of 880 plants, 639 with green seeds and 241 with yellow seeds. You are asked to propose the genotypes of the parents. Your hypothesis is that the allele for green is dominant to the allele for yellow and that the parent plants were both heterozygous for this trait. If your hypothesis is true, then the predicted ratio of offspring from this cross would be 3:1 (based on Mendel's laws) as predicted from the results of the Punnett square (Figure B. ). Figure B. 1 – Punnett Square. Predicted offspring from cross between green and yellow-seeded plants. Green (G) is dominant (3/4 green; 1/4 yellow). To calculate [pic]2 , first determine the number expected in each category. If the ratio is 3:1 and the total number of observed individuals is 880, then the expected numerical value s should be 660 green and 220 yellow. [pic] Chi-square requires that you use numerical values, not percentages or ratios. [pic] Then calculate [pic]2 using this formula, as shown in Table B. . Note that we get a value of 2. 668 for [pic]2. But what does this number mean? Here's how to interpret the [pic]2 value: 1. Determine degrees of freedom (df). Degrees of freedom can be calculated as the number of categories in the problem minus 1. In our example, there are two categories (green and yellow); therefore, there is I degree of freedom. 2. Determine a relative standard to serve as the basis for accepting or rejecting the hypothesis. The relative standard commonly used in biological research is p ; 0. 05.The p value is the probability that the deviation of the observed from that expected is due to chance alone (no other forces acting). In this case, using p ; 0. 05, you would expect any deviation to be due to chance alone 5% of the time or less. 3. Refer to a chi-square distribution table (Table B. 2). Using the appropriate degrees of ‘freedom, locate the value closest to your calculated chi-square in the table. Determine the closestp (probability) value associated with your chi-square and degrees of freedom. In this case ([pic]2=2. 68), the p value is about 0. 10, which means that there is a 10% probability that any deviation from expected results is due to chance only. Based on our standard p > 0. 05, this is within the range of acceptable deviation. In terms of your hypothesis for this example, the observed chi-squareis not significantly different from expected. The observed numbers are consistent with those expected under Mendel's law. Step-by-Step Procedure for Testing Your Hypothesis and Calculating Chi-Square 1. State the hypothesis being tested and the predicted results.Gather the data by conducting the proper experiment (or, if working genetics problems, use the data provided in the problem). 2. Determine the expected numbers for each observation al class. Remember to use numbers, not percentages. [pic] Chi-square should not be calculated if the expected value in any category is less than 5. [pic] 3. Calculate [pic]2 using the formula. Complete all calculations to three significant digits. Round off your answer to two significant digits. 4. Use the chi-square distribution table to determine significance of the value. . Determine degrees of freedom and locate the value in the appropriate column. b. Locate the value closest to your calculated [pic]2 on that degrees of freedom df row. c. Move up the column to determine the p value. 5. State your conclusion in terms of your hypothesis. a. If the p value for the calculated [pic]2 is p ; 0. 05, accept your hypothesis. ‘The deviation is small enough that chance alone accounts for it. A p value of 0. 6, for example, means that there is a 60% probability that any deviation from expected is due to chance only.This is within the range of acceptable deviation. b. If the p value fo r the calculated [pic]2 is p < 0. 05, reject your hypothesis, and conclude that some factor other than chance is operating for the deviation to be so great. For example, a p value of 0. 01 means that there is only a 1% chance that this deviation is due to chance alone. Therefore, other factors must be involved. The chi-square test will be used to test for the â€Å"goodness to fit† between observed and expected data from several laboratory investigations in this lab manual. Table B. 1 Calculating Chi-Square    |Green |Yellow | |Observed (o) |639 |241 | |Expected (e) |660 |220 | |Deviation (o – e) |-21 |21 | |Deviation2 (d2) |441 |441 | |d2/e |0. 68 |2 | |[pic]2 = [pic]d2/e = 2. 668 |. |. | Table B. 2 Chi-Square Distribution |Degrees of | | |Freedom |Probability (p) | |(df) | | |   |0. 95 |0. 90 | Source: R. A. Fisher and F. Yates, Statistical Tables for Biological Agricultural and Medical Research, 6th ed. , Table IV, Oliver & Boyd, Ltd. , Edinburgh, by permissi on of the authors and publishers.Main Page | Introduction and Objectives | Scientific Investigation | Experimental Procedures | Writing Procedures | Mendelian Inheritance |   Monohybrid and Dihybrid Exercises | Reference | Miscellaneous | Scientific Writing | Chi-Square Test | Graphing Techniques Chi-Square Test Chi-square is a statistical test commonly used to compare observed data with data we would expect to obtain according to a specific hypothesis. For example, if, according to Mendel's laws, you expected 10 of 20 offspring from a cross to be male and the actual observed number was 8 males, then you might want to know about the â€Å"goodness to fit† between the observed and expected. Were the deviations (differences between observed and expected) the result of chance, or were they due to other factors.How much deviation can occur before you, the investigator, must conclude that something other than chance is at work, causing the observed to differ from the expected. T he chi-square test is always testing what scientists call the null hypothesis, which states that there is no significant difference between the expected and observed result. The formula for calculating chi-square ( [pic]2) is: [pic]2= [pic](o-e)2/e That is, chi-square is the sum of the squared difference between observed (o) and the expected (e) data (or the deviation, d), divided by the expected data in all possible categories. For example, suppose that a cross between two pea plants yields a population of 880 plants, 639 with green seeds and 241 with yellow seeds. You are asked to propose the genotypes of the parents.Your hypothesis is that the allele for green is dominant to the allele for yellow and that the parent plants were both heterozygous for this trait. If your hypothesis is true, then the predicted ratio of offspring from this cross would be 3:1 (based on Mendel's laws) as predicted from the results of the Punnett square (Figure B. 1). Figure B. 1 – Punnett Square . Predicted offspring from cross between green and yellow-seeded plants. Green (G) is dominant (3/4 green; 1/4 yellow). To calculate [pic]2 , first determine the number expected in each category. If the ratio is 3:1 and the total number of observed individuals is 880, then the expected numerical values should be 660 green and 220 yellow. [pic]Chi-square requires that you use numerical values, not percentages or ratios. [pic] Then calculate [pic]2 using this formula, as shown in Table B. 1. Note that we get a value of 2. 668 for [pic]2. But what does this number mean? Here's how to interpret the [pic]2 value: 1. Determine degrees of freedom (df). Degrees of freedom can be calculated as the number of categories in the problem minus 1. In our example, there are two categories (green and yellow); therefore, there is I degree of freedom. 2. Determine a relative standard to serve as the basis for accepting or rejecting the hypothesis. The relative standard commonly used in biological rese arch is p ; 0. 05.The p value is the probability that the deviation of the observed from that expected is due to chance alone (no other forces acting). In this case, using p ; 0. 05, you would expect any deviation to be due to chance alone 5% of the time or less. 3. Refer to a chi-square distribution table (Table B. 2). Using the appropriate degrees of ‘freedom, locate the value closest to your calculated chi-square in the table. Determine the closestp (probability) value associated with your chi-square and degrees of freedom. In this case ([pic]2=2. 668), the p value is about 0. 10, which means that there is a 10% probability that any deviation from expected results is due to chance only. Based on our standard p > 0. 05, this is within the range of acceptable deviation.In terms of your hypothesis for this example, the observed chi-squareis not significantly different from expected. The observed numbers are consistent with those expected under Mendel's law. Step-by-Step Proced ure for Testing Your Hypothesis and Calculating Chi-Square 1. State the hypothesis being tested and the predicted results. Gather the data by conducting the proper experiment (or, if working genetics problems, use the data provided in the problem). 2. Determine the expected numbers for each observational class. Remember to use numbers, not percentages. [pic] Chi-square should not be calculated if the expected value in any category is less than 5. [pic] 3.Calculate [pic]2 using the formula. Complete all calculations to three significant digits. Round off your answer to two significant digits. 4. Use the chi-square distribution table to determine significance of the value. a. Determine degrees of freedom and locate the value in the appropriate column. b. Locate the value closest to your calculated [pic]2 on that degrees of freedom df row. c. Move up the column to determine the p value. 5. State your conclusion in terms of your hypothesis. a. If the p value for the calculated [pic]2 is p ; 0. 05, accept your hypothesis. ‘The deviation is small enough that chance alone accounts for it. A p value of 0. , for example, means that there is a 60% probability that any deviation from expected is due to chance only. This is within the range of acceptable deviation. b. If the p value for the calculated [pic]2 is p < 0. 05, reject your hypothesis, and conclude that some factor other than chance is operating for the deviation to be so great. For example, a p value of 0. 01 means that there is only a 1% chance that this deviation is due to chance alone. Therefore, other factors must be involved. The chi-square test will be used to test for the â€Å"goodness to fit† between observed and expected data from several laboratory investigations in this lab manual. Table B. 1 Calculating Chi-Square    |Green |Yellow | |Observed (o) |639 |241 | |Expected (e) |660 |220 | |Deviation (o – e) |-21 |21 | |Deviation2 (d2) |441 |441 | |d2/e |0. 68 |2 | |[pic]2 = [pic] d2/e = 2. 668 |. |. | Table B. 2 Chi-Square Distribution |Degrees of | | |Freedom |Probability (p) | |(df) | | |   |0. 95 |0. 90 | Frequency DistributionsOne important set of statistical tests allows us to test for deviations of observed frequencies from expected frequencies. To introduce these tests, we will start with a simple, non-biological example. We want to determine if a coin is fair. In other words, are the odds of flipping the coin heads-up the same as tails-up. We collect data by flipping the coin 200 times. The coin landed heads-up 108 times and tails-up 92 times. At first glance, we might suspect that the coin is biased because heads resulted more often than than tails. However, we have a more quantitative way to analyze our results, a chi-squared test. To perform a chi-square test (or any other statistical test), we first must establish our null hypothesis.In this example, our null hypothesis is that the coin should be equally likely to land head-up or tails-up ev ery time. The null hypothesis allows us to state expected frequencies. For 200 tosses, we would expect 100 heads and 100 tails. The next step is to prepare a table as follows. |   |Heads |Tails |Total | |Observed |108 |92 |200 | |Expected |100 |100 |200 | |Total |208 |192 |400 |The Observed values are those we gather ourselves. The expected values are the frequencies expected, based on our null hypothesis. We total the rows and columns as indicated. It's a good idea to make sure that the row totals equal the column totals (both total to 400 in this example). Using probability theory, statisticians have devised a way to determine if a frequency distribution differs from the expected distribution. To use this chi-square test, we first have to calculate chi-squared. Chi-squared = ? (observed-expected)2/(expected) We have two classes to consider in this example, heads and tails. Chi-squared = (100-108)2/100 + (100-92)2/100 = (-8)2/100 + (8)2/100 = 0. 4 + 0. 64 = 1. 28 Now we have to c onsult a table of critical values of the chi-squared distribution. Here is a portion of such a table. |df/prob. | Types of Data: There are basically two types of random variables and they yield two types of data: numerical and categorical. A chi square (X2) statistic is used to investigate whether distributions of categorical variables differ from one another. Basically categorical variable yield data in the categories and numerical variables yield data in numerical form. Responses to such questions as â€Å"What is your major? † or Do you own a car? † are categorical because they yield data such as â€Å"biology† or â€Å"no. In contrast, responses to such questions as â€Å"How tall are you? † or â€Å"What is your G. P. A.? † are numerical. Numerical data can be either discrete or continuous. The table below may help you see the differences between these two variables. |  Data Type |  Question Type |Possible Responses | |  Categorical |  What is your sex? |male or female | |  Numerical |Disrete- How many cars do you own? |two or three | |  Numerical |Continuous – How tall are you? |  72 inches | Notice that discrete data arise fom a counting process, while continuous data arise from a measuring process.The Chi Square statistic compares the tallies or counts of categorical responses between two (or more) independent groups. (note: Chi square tests can only be used on actual numbers and not on percentages, proportions, means, etc. ) 2 x 2 Contingency Table There are several types of chi square tests depending on the way the data was collected and the hypothesis being tested. We'll begin with the simplest case: a 2 x 2 contingency table. If we set the 2 x 2 table to the general notation shown below in Table 1, using the letters a, b, c, and d to denote the contents of the cells, then we would have the following table: Table 1. General notation for a 2 x 2 contingency table. Variable 1   Variable 2 |   Data type 1 |  Data type 2 |  Totals | |  Category 1 |  a |b |a + b | |  Category 2 |  c |d |c + d | |  Total |a + c |b + d |a + b + c + d = N | For a 2 x 2 contingency table the Chi Square statistic is calculated by the formula: [pic] Note: notice that the four components of the denominator are the four totals from the table columns and rows. Suppose you conducted a drug trial on a group of animals and you hypothesized that the animals receiving the drug would show increased heart rates compared to those that did not receive the drug.You conduct the study and collect the following data: Ho: The proportion of animals whose heart rate increased is independent of drug treatment. Ha: The proportion of animals whose heart rate increased is associated with drug treatment. Table 2. Hypothetical drug trial results. |   |  Heart  Rate |  No  Heart  Rate |Total | | |  Increased |  Increase | | |  Treated |  36 |  14 |  50 | |  Not treated |  30 |   25 |  55 | |  Total |  66 |  39 |  105 | Applying the formula above we get:Chi square = 105[(36)(25) – (14)(30)]2 / (50)(55)(39)(66) = 3. 418 Before we can proceed we eed to know how many degrees of freedom we have. When a comparison is made between one sample and another, a simple rule is that the degrees of freedom equal (number of columns minus one) x (number of rows minus one) not counting the totals for rows or columns. For our data this gives (2-1) x (2-1) = 1. We now have our chi square statistic (x2 = 3. 418), our predetermined alpha level of significance (0. 05), and our degrees of freedom (df  =  1). Entering the Chi square distribution table with 1 degree of freedom and reading along the row we find our value of x2 (3. 418) lies between 2. 706 and 3. 841.The corresponding probability is between the 0. 10 and 0. 05 probability levels. That means that the p-value is above 0. 05 (it is actually 0. 065). Since a p-value of 0. 65 is greater than the conven tionally accepted significance level of 0. 05 (i. e. p  >  0. 05) we fail to reject the null hypothesis. In other words, there is no statistically significant difference in the proportion of animals whose heart rate increased. What would happen if the number of control animals whose heart rate increased dropped to 29 instead of 30 and, consequently, the number of controls whose hear rate did not increase changed from 25 to 26? Try it. Notice that the new x2 value is 4. 25 and this value exceeds the table value of 3. 841 (at 1 degree of freedom and an alpha level of 0. 05). This means that p < 0. 05 (it is now0. 04) and we reject the null hypothesis in favor of the alternative hypothesis – the heart rate of animals is different between the treatment groups. When p < 0. 05 we generally refer to this as a significant difference. Table 3. Chi Square distribution table. probability level (alpha) |Df |0. 5 |0. 10 |0. 05 | |  A |  10 |  42 |  52 | |  a |  33 |  15 |  48 | |  Totals |  43 |  57 |  100 |The penotypic ratio 85 of the A type and 15 of the a-type (homozygous recessive). In a monohybrid cross between two heterozygotes, however, we would have predicted a 3:1 ratio of phenotypes. In other words, we would have expected to get 75 A-type and 25 a-type. Are or resuls different? [pic] Calculate the chi square statistic x2 by completing the following steps: 1. For each observed number in the table subtract the corresponding expected number (O — E). 2. Square the difference [ (O —E)2 ]. 3. Divide the squares obtained for each cell in the table by the expected number for that cell [ (O – E)2 / E ]. 4. Sum all the values for (O – E)2 / E. This is the chi square statistic. For our example, the calculation would be:    |Observed |Expected |(O — E) |(O — E)2 |(O — E)2/ E | |a-type |15 |25 |10 |100 |4. 0 | |Total |100 |100 |   |   | Suppose you have the following categorical data se t. Table . Incidence of three types of malaria in three tropical regions. |   |  Asia |Africa |South America |Totals | |  14 |  23. 04 |  9. 04 |81. 72 |3. 546 | |  45 |  36. 00 |  9. 00 |81. 00 |2. 5 | |  2 |  20. 64 |  18. 64 |347. 45 |16. 83 | |  5 |  15. 36 |  10. 36 |107. 33 |6. 99 | |  53 |  24. 00 |  29. 00 |841. 00 |35. 04 | |  53 |  34. 40 |  18. 60 |345. 96 |10. 06 | |  45 |  25. 60 |  19. 40 |376. 36 |14. 70 | |  2 |  40. 00 |  38. 00 |  1444. 00 |36. 10 | Chi Square = 125. 516 Degrees of Freedom = (c – 1)(r – 1) = 2(2) = 4 Table 3.Chi Square distribution table. probability level (alpha) Df |0. 5 |0. 10 |0. 05 |0. 02 |0. 01 |0. 001 | |1 |0. 455 |2. 706 |3. 841 |5. 412 |6. 635 |10. 827 | |2 |1. 386 |4. 605 |5. 991 |7. 824 |9. 210 |13. 815 | |3 |2. 366 |6. 251 |7. 815 |9. 837 |11. 345 |16. 268 | |4 |3. 357 |7. 779 |9. 488 |11. 668 |13. 277 |18. 465 | |5 |4. 351 |9. 236 |11. 070 |13. 388 |15. 086 |20. 517 | |Reject Ho because 125. 516 is greater than 9. 488 (for alpha ’ 0. 05) Thus, we would reject the null hypothesis that there is no relationship between location and type of malaria. Our data tell us there is a relationship between type of malaria and location, but that's all it says.Follow the link below to access a java-based program for calculating Chi Square statistics for contingency tables of up to 9 rows by 9 columns. Enter the number of row and colums in the spaces provided on the page and click the submit button. A new form will appear asking you to enter your actual data into the cells of the contingency table. When finished entering your data, click the â€Å"calculate now† button to see the results of your Chi Square analysis. You may wish to print this last page to keep as a record. Chi Square, This page was created as part of the Mathbeans Project. The java applets were created by David Eck and modified by Jim Ryan. The Mathbeans Project is funded by a gran t from the National Science Foundation DUE-9950473.

The Context of Social, Cultural and Consumer Behaviour – Article Review

Gordon A. Haaland Summary People often behave differently. And since these behaviours are not identical, they are construed to parallel constructs such as learning, attitudes, influence and reference groups. The author has presented certain levels of analysis that provide for the source for interpreting and recognising the theory of social, cultural and consumer behaviour. Social behaviour can be appropriately conceptualized through these varying levels of analysis, which at different points of time, have been suggested by several social theorists. The problems encountered at various levels of analysis, has been illustrated by taking the example of the author’s experience of living in Norway for a year. In addition, the experience of being considered a ‘cultural stereotype’ has also been illustrated through the same example. To investigate the causes of such cross-cultural behavioural patters existing in a society that is moving towards rapid industralisation such as Norway and to conduct a research on the changes in the patterns of the interpersonal behaviour, the author has offered 11 propositions in order to address these issues. These propositions are centered on the varying levels of analysis that was put forth to study the different constructs of social, cultural and consumer behaviour. And the propositions do present a context for the analysis with a special concern for the type of culture that is being taken into consideration. Review The article suggests the context for studying the theory and the rationale of social and consumer behaviour. In doing so, the author has identified certain constructs that are perceived to govern social and consumer behaviour. He further suggests levels of analysis that would provide for an understanding into the inter-disciplinary factors of cross-culture and culture-specific behaviour. When the author cites the reference made by Kuhn (1962) regarding ‘paradigm’, i. e. social sciences needs a paradigm like that of natural science, it holds true when all of social behaviour is abridged to a set of related phenomenon. In that context, the author’s contention that when social behaviour is assumed a unitary phenomenon, then any of the given disciplines (disciplines often followed by social and behavioural scientists) can be paradigmatic also holds good. Various concepts suggested by various theorists, for the levels of analysis have been given importance for the insinuations provided for understanding social behaviour. Triandis, Malpass and Davidson (1973) argument that behaviour is a function of a person’s abilities, subjective culture, personal dispositions, physical environment, social structure and so on, most of the variables as pointed out by the author are prevalent in a contemporary set up. Hansen (1972)* says that an individual is also driven by ‘perceived individuality and value importance’ which also help affect decision making. More often than not, the effect depends on the degree of positive and negative reward that was previously associated with the value. It can therefore, be assumed that these two variables can also be considered as behavioural constructs. The issue of ‘culture stereotyping’ has been brilliantly explained by the author, by taking the example of no other that his own. The cross-cultural references had been drawn from his own experiences of his stay in Norway for nearly one year. But considering the social, economic, cultural and demographic arrangement in Norway, the example of being treated as a culture stereotype limits the study of interpersonal behaviour and crossculture between the Norwegians and the Americans. Similar constructs for analysis in different geographic locations may not hold significance, as the behavioural patterns and culture-specific stereotypes may be different. The propositions set out by the author have been arrived at after the research that was carried out by him during his stay in Norway. Though hypothetical, these propositions are meant to cut down the levels of analysis into ‘singular set of statements’ that would present a view on the concept from a broader perspective. Most of the propositions mentioned by the author, concentrate on the idea of social and consumer behaviour within the confines of a set up. A set up such as a workplace, a group of people sharing similar attributes (by interlocking normative behaviour of people within an organisation) or people who belong to a culture that has evolved for centuries with little or less change. The author also talks about the existence of ‘meaningful boundaries’, wherein he assumes cohesiveness in a group as a system. Group cohesiveness, by and large, is determined by the attributes of persons forming that group and the interests they share among one another. Boundaries as the author has pointed out refers to the units measured being naturally related and not the place or structure. Taking into account Berrien’s (1968) inferences about boundaries, it should be considered that boundaries transcend beyond natural levels. Certain other propositions that pertain to ‘time and place’ define the necessity of studying culture across various generational as well as geographic differences. Studies which are limited to only one time and place would also result in a single time and place analysis. The idea to study multiple levels of analysis across cultures by remaining within the constructs of a particular level of analysis is apt. Cross-cultural phenomenon that explain similarities in cultures as ‘etic’ and dissimilarities as ‘emic’ proves the importance of digressing from various levels of time and place and study social behaviour by delineating conditions of interaction with time and place. The other propositions that deal with selection of methodology and design questions for the level of analysis and the use of multivariate analysis and preparation of theoretical statements for a particular level follow suit. Propositions seven, eight, nine and ten provide with the details at each level, thereby giving a meaningful insight into the levels of analysis. The author talks about there being no ‘apriori’ basis for selecting a level for social analysis centered on consumer behaviour. This can be considered a valid statement since consumer problems are diverse and assume proportions of complexities when encountered in different scenarios and culture set ups. The propositions as put forth by the author do provide an insight into the varying levels of complexities in social, cultural and consumer behaviour, but these propositions could fall vulnerable to deeper investigation into the context of social behaviour. All the views and opinions expressed by the author may pertain to a particular generation, but the relevance of these propositions remain to be the same. It is all a matter of time, so to say, when cross-cultural insinuations and study of social behavioural patterns across different cultures could indeed present revealing analysis of consumer behaviour.

Democratic Individualism in Walt Whitman Poetry

Democratic Individualism in Whitman’s Poetry Walt Whitman will remain as a well-known, superb poet. Clarence Brown stated, the words of someone speaking on Walt Whitman, â€Å"He is the only one of the conventionally recognized American poets who is worth reading† (37). Walt Whitman is a poet that writes with purpose. His poetry seems to attempt to teach the more desirable behavior and traits for Americans. It depicts the ideal American democrat, peace maker, and a well-rounded person, in general. Not that Walt Whitman is only about democracy.He focuses on an important end result which is the happiness and function of the overall body of people. This happiness can be achieved efficiently through democracy and democratic behavior, according to Whitman and his beliefs. John Macy wrote, in The Spirit of American Literature, â€Å"Only one day in the century of American literature is marked by the birth of a ‘marker of poems, an Answerer’-the day when Whitman was born† (210). Walt Whitman was born May 31, 1819 to Walter Whitman and Louisa Van Velsor. Walt was the second of nine children in his household.One can imagine that his life, surrounded by many siblings, was indeed hectic. Their family resided in New York, mostly Brooklyn, during the 1820s and 1830s. Peace and equality could be things that a young boy with eight other siblings would want. His household may have influenced values that would stick with Walt for his entire life, values that would shape his career. At a very young age, twelve years old, Walt Whitman was introduced to the printing trade. This was seemingly the point in his life that influenced his love of words and literature.He taught himself to read and did so very often. His favorite literature or the literature that was frequently available to him was that of Shakespeare, Dante, and Homer. Walt also was fascinated with the Bible. From these pieces of literature, Walt could have taken ideas of love, tragedy, trials and triumphs. This time in his life seems to be most influential to the distinguished events and lifestyle that would take place later (â€Å"Walt Whitman Biography†). Walt took jobs as a printer and a teacher before he chose journalism as a more permanent career.During his time as a journalist, Whitman founded and edited many popular newspapers. Then, the Civil War came along and placed Whitman in chaos. He was devastated by the many that were wounded, including his brother, and he vowed to live a simple life. He purged his life as a way of cleansing out any negativity. He seemed to be a peaceful and serene person. Whitman stayed at hospitals in Washington to care for the injured. While doing so, he accepted a job as a clerk for the Department of the Interior until he was fired for his controversial work in Leaves of Grass, a collection of poems written by Whitman.There were many versions and poems in the collection. From this title alone, one can infer the theme of i ndividuality while being a part of a group. Leaves would be the citizens of Grass, America (â€Å"Walt Whitman Biography†). Walt was a generous man. His success, as stated by Alice Henderson, could be contributed to his â€Å"[†¦] comradeship with all nature and all men† (Brown 35). He lived happily through the joy of others. He was democratic, not just seeing the benefits for himself but how he could help others. A clerk’s salary, at that time, was less than extravagant.However, any extra money that Walt Whitman had was charitably given to anyone that needed the money, usually his patients. George Kateb stated, â€Å"I think that Walt Whitman is a great philosopher of democracy† (545), I agree. Walt Whitman could be one’s ideal democratic American. As stated by Kateb, even one of the greatest poets of all time, Henry Thoreau, stated that Whitman â€Å"[†¦] is apparently the greatest democrat the world has ever seen† (545). Democra cy is about people helping each other. It embodies individuals and their role in the entire group or society.Democracy gives each individual the right to have a role in the world around them. Walt Whitman made his mark in society as a democratic man by giving back to the people that helped serve the country when it was at war. Walt Whitman’s fame is not just about his passion for democracy. Van Wyck Brooks stated that the real reason that Whitman is so relevant is that â€Å"for the first time [he] gave us the sense of something organic in American life† (112) and â€Å"precipitated the American character† (118). However, democracy is about social equality, fairness, and choice.A democratic body is one that works together to achieve things that are beneficial to all. To Walt, the goal that was worth working for was the preservation of those who are ill or injured, especially due to the war. George Kateb wrote about Whitman and the purpose of democracy. â€Å"Wh itman tries to draw out the fuller moral and existential significance of rights. There are rights that individuals have as persons, and that the political system of democracy exists in order to protect, and also to embody in its workings† (546). We appreciate Walt Whitman for explaining the riches of ife while reaping the benefits of democracy. As Kateb stated, individuals have their own identity within the overall body but they also work towards preserving and benefiting the overall body as well. So, when citizens are injured or weak, it is our job to be a support system just as Walt Whitman did many years prior. According to Kateb, â€Å"This responsiveness or receptivity can also be described as a way – a profoundly democratic way – of being connected to others and to nature† (546). Democracy, equality, and choice are all demonstrated in many of the poems that were written by the great Walt Whitman.He was a proud and patriotic man. His love for America is depicted in his work. According to Jason Frank, â€Å"Just as the institutions of democratic contest provide arenas for forming robust individuality, provoke the reader’s own democratic and poetic potential† (â€Å"Aesthetic Democracy†). For example, in â€Å"One’s Self I Sing† and in â€Å"I Hear America Singing,† Whitman showed the importance of equality, democracy, and individuality in his life. Those are obviously values that he held close to his heart. In â€Å"I Hear America Singing,† Whitman painted a glorified picture of America.According to Zimmer, â€Å"Walt Whitman's ‘I Hear America Singing’ receives an invigorating revival in this poetry collection that illuminates the pressures and pleasures of work† (â€Å"STEADY HANDS: Poems About Work†). His America consisted of different types of people in all different walks and social classes of life. He told of the carpenter, the mother, the mason, sho emaker, and many more. When Whitman says, â€Å"Each singing what belongs to him or her and to none else† (line 12), he means America does not mention one race or age; it just consists of different types of people that perform their job.One could say that the job is to be an American. Their jobs are to perform their tasks proudly to help the country run smoothly. In line 15, Whitman said that the Americans are â€Å"Singing with open mouths their strong melodious songs. † They are singing with open mouths and perhaps open hearts. Singing is attributed to celebration and happiness. The Americans that Whitman wrote about could be those that are joyful because they live in America and because they are doing whatever job makes them happy. They are strong, caring, and joyful just as Americans should be, in Whitman’s eyes.Out of the two poems, in my opinion, â€Å"One’s-Self I Sing† is the most powerful of the two. It is the one that exemplifies Whitmanà ¢â‚¬â„¢s love for America and democracy the most. In the first few lines of the poem, Whitman made a huge impact with few words. â€Å"One’s-Self I sing, a simple separate person, yet utter the word Democratic, the word En-Masse†(lines 1-2), tells us that it is okay to be an individual but to always remember to be democratic. â€Å"[†¦] utter the word Democratic,† in all things be yourself but remember to uplift your country, be considerate and think of the well-being of others.In line 5, â€Å"The Female equally with the Male I sing. † Whitman praises both the female and male as he would like to see those both equal. The last stanza of the poem speaks of â€Å"[†¦] Life immense in passion, pulse, and power† (line 6). It means the passion for one’s country, the pulse and the energy to live one’s life freely, and the power to do anything through freedom. Ultimately, Whitman demonstrates his love for America. From reading a co uple of his poems, one can see the importance of democracy in the upkeep of the country.Democracy is the soul of the country; it gives people a sense of individuality while still being a part of an enormous group. Walt Whitman was not only a poet but also a great example for all Americans. Works Cited Brooks, Van Wyck. America's Coming-of-Age. Garden City, NY: Doubleday, 1958. Print. Brown, Clarence A. â€Å"Walt Whitman and the ‘New Poetry’. † American Literature 33. 1 (Mar,1961): 33-45. JSTOR. Duke University Press. Web. 22 Mar. 2012. Frank, Jason. â€Å"Aesthetic Democracy: Walt Whitman And The Poetry Of The People. Review Of Politics 69. 3 (2007): 402. MasterFILE Complete. Web. 22 Mar. 2012. Kateb, George. â€Å"Walt Whitman and the Culture of Democracy. † Political Theory 18. 4 (Nov, 1990): 545-71. JSTOR. Sage Publications, Inc. Web. 22 Mar. 2012. . Macy, John A. The Spirit of American Literature. Kessinger, LLC, 2010. Print. â€Å"Walt Whitman Biog raphy. † Bio. com. A&E Networks Television. Web. 22 Mar. 2012. . Zimmer, Tracie Vaughn. â€Å"STEADY HANDS: Poems About Work. † Kirkus Reviews 76. 24 (2008): 1313. Academic Search Complete. Web. 22 Mar. 2012.

Arguments Participation Paper 3 Assignment Example | Topics and Well Written Essays - 250 words

Arguments Participation Paper 3 - Assignment Example (lines 17- 24) the mother cries out the guilt and pain of abortion; unborn children are robbed off their basic rights to live and do other common activities during a life time; 3. (lines 30,31) show how the mother tries to convince herself of the abortions; the first part of the poem addresses the mother and the later part addresses the child. It clearly shows how the mother takes abortion very seriously and wants to overcome the guilt and pain associated with it. The loss is even more painful and is clearly portrayed in the first part. The second part convinces of the love the mother had for her aborted children. Characters and their symbolic use: 1. dead person conversing with the poet; this character is imaginary and is a metaphor for death; 2. the poet is yet another character who interacts with the dead person to know how death feels to be and what it is. Citations and how they fit the Argument: 1. (line 3) gives the theme of the poem; 2. (lines 5-7) say how powerful death is; the facts about death could burn a hole; 3. (lines 11, 12) brings out the fact that death strikes like an accident and is barely noticed till it arrives; 4. (lines 18-20) hint that death is unavoidable and inexplicable factor in each one’s life. Everyone born must die and the poet is made to realize it; 5. (lines 28-32) talk about how it feels to be dead. â€Å"Conversation† by Ai explores the experience of death. It is a conversation between the poet and a dead person. Like a Dramatic Monologue, the poem captures the voice of the dead man and the response of the poet. Death is described as horrible; it is like an accident. The color of death is presented as blue. The truth about death is so powerful that it could cause holes on the floor. The poet is made to realize the universal truth that someday all the lives will snap. It is unavoidable and is the

Financial and Resource Management Essay Example | Topics and Well Written Essays - 3500 words

Financial and Resource Management - Essay Example Therefore the net cost of training amounts to $60 only. But this is a good arrangement as it will save the time taken for the repair of the machine thereby keeping the revenues flowing. As per the Quantitative analysis tools like NPV, IRR etc the new investment proposal is viable. A forecast of the revenue for the four year period highlights that the new investment will generate positive net cash flows. The Leisure and Health Club, the gym facility at Bombay Excelsior is planning to refurbish itself to keep in line with Excelsior International standards. For this the club plans to purchase new equipments, as the equipments currently in use do not meet quality requirements. For the purchase of equipments the hotel has a number of options- it can either buy the equipments outright or it can take a lease. The budgets are designed to direct the organization towards the achievement of the business objectives. There can be three types of budgeting approaches like Incremental Budgeting, Zero-based budgeting and Mixed Approach. The Incremental budgeting is based on the estimates of the last year, Zero-based budgeting is done afresh and Mixed Approach, as the name implies, comprises the elements of both the incremental and zero-based budgeting. The budgeted estimates are then compared with the actual results to identify any deviations. In the event of unfavourable or adverse variance corrective action is initiated. In the financial year 2009 Bombay Excelsior estimated a Total Income of $7421200. But the actual income during the period was $6817500. This shows that there is an Unfavourable variance in the estimated Total Income of $603900. The highest deviation in this regard has been in the case of Room Revenue and Food Revenue whereas actual Beverage and Other Revenue match their budgeted projections. In December 2009 the Planned Total Income was

Gender and the Media Essay Example | Topics and Well Written Essays - 1500 words

Gender and the Media - Essay Example This paper stresses that a good number of women lived in fear of their sexuality since this was one matter not examined for subtext and submerged meanings. For instance, majority of Inuit people of Canada live in isolated arctic communities that make it impossible for them to access consumer goods and medical services. Femininity made the women especially in the eighteenth century fall victims of housing crisis. In fact, the problematic housing condition leaves the then urban woman with quite insecure situations of living. To some readers more familiar with femininity politics and with issues of recognition, the politics may appear unusual or even odd. The author says that some independent films have empowered featured women as cultural product interpreters. Hook pioneered a research field in black women readers of culture that put together the cultural studies and the African American studies. This was possible through the techniques of interviewing and textual interpretation based on criticism. The research’s intentions were to join the two studies and eradicate criticism. This report makes a conclusion that nobody hates looking at women’s funny character in movies. Something that Caroline well put across. The conditions of watching Mr.mom a movie in the cinema gives authority to a voyeuristic spectatorship. All spectators are chirping characters taking pleasure and watching others while they remain unseen. In other fields, feminists have identified voyeurism as conflict that is because of gender. The chirping character is most often a man-watching female without her knowledge. As a result, for Stuart Hall insights, Hooks and other critics bring up many questions about the response of women regarding the visual arts in the modern world, which includes photography and film. The black looks say a lot about race and representation. Basing this on Hook’s argument, critical spectatorship of the black female only comes up when an individual woman resist becoming the subject of looking and knowing or in other words image and story. Their resista nce to identifying themselves with settings of gender and race tender for their consumption. Men critic their positive decisions and creates opposite texts and interpretations. This makes the black woman lack freedom to make decisions on her own since her wish means end of career. Hook says that any black woman featured on Hollywood’s films creates either a good image or a bad image to her race (McWilliams, 183). Some independent films have empowered featured women as cultural product interpreters. Hook pioneered a research field in black women readers of culture that put together the cultural studies and the African American studies. This was possible through the techniques of interviewing and textual interpretation based on criticism. The research’s intentions were to join the two studies and eradicate criticism. After a series of lengthy interviews, she came up with conclusive answers that the black women were not happy with the image instilled on them especially on the interpretations of the press, which contrasted theirs. Her work was difficult and a historical moment is the only thing that helps. Women interpretive images from the positions they held dominated the constructions of gender and race. Hook paid extra attention to images of gender and race gotten from the gallery and the museum. At the same time, many scholars paid attention to the images intersection depicting gender and race. One of the scholars did examinations on two images totally unrelated. The images were that of the Hottentots women and that of a prostitute. There is no way the two could ever be in the same relationship. Prostitution is a very bad image in the society and no body likes the association. Names used to refer to the black race were very off putting and mean. Some of these names included lesbians and gays. Nothing good according to Hook comes from a black woman. When you combine power, gender and race, a black woman has nothing more to shelter under. They are helpless and the only thing they do is to try to survive. The mechanisms for survival are minimal as the only place their voice has priority is through the media. Although there are no reasons to justify this, the important part is Jack argument of the threat content cinematically. The woman’s figure according to Jack provides means of compensation because she becomes the reason for the men’s gaze and to whom they direct probe, look at, control and

Social life Research Paper Example | Topics and Well Written Essays - 750 words

Social life - Research Paper Example Around 30 or 40 years before, most of the women satisfied with their homely assignments of looking after the children and the family matters. But the development of science and technology and the changing life styles encouraged the women to think in terms of finding an employment for gaining more financial freedom. Earlier, women relied heavily on men for their personal expenses and in many cases they were forced to suppress their needs because of the difficulties in getting money from the men. The over dominance of men in family, social and professional matters forced the women to change their attitudes towards employment and many of them started to come out from the kitchen to join the companies as employees to get more professional and financial freedom. This paper analyses the Economic incentives which have motivated women to continue to participate in the Labour Market. In many countries, the rapid economic growth was due largely to important growth in the manufacturing and services sectors, where substantial and proportionally larger increase of female workers has been registered† (WOMENS PARTICIPATION IN ECONOMIC DEVELOPMENT, p.1). Traditionally, women were forced to confine their activities within the boundaries of the kitchen or family as the men dominate the women community. Women enjoyed less freedom in financial matters since the men were the ones who earned money for meeting the family expenses. Even though, the women community worked hard in the kitchen or in the home, their jobs were marked as the nonproductive ones and they earned no financial rewards for their hard work. On the other hand, men earned money for their hard work and hence they normally spent the money in their own ways neglecting the needs of the women. For example, men spent lot of money for smoking, drinking etc like enjoyment purposes whereas the women were depriv ed of such enjoyments because of the lack of financial rewards they were getting for their hard work. In

MGT 501 Mod 2 SLP assignment Essay Example | Topics and Well Written Essays - 750 words

MGT 501 Mod 2 SLP assignment - Essay Example This paper aims to project my reflection regarding my own personality traits as interpreted by the conducted test and its impact on overall effectiveness at work and overall career experiences. The Human metrics Jung Typology Test has also been undertaken to evaluate the peculiar traits that would help me in undertaking analysis. Following are the statistics provided as the test result: You have  moderate  preference of Extraversion over Introversion (33%) You have  slight  preference of Intuition over Sensing (12%) You have  marginal or no  preference of Thinking over Feeling (1%) You have  slight  preference of Perceiving over Judging (22%) (HumanMetrics, 2013) As per the results of the test, I found out that I am 33% of extravert, 12% institutive and perceiving is 22%. Also, my thinking capacity in complex decision ordained situations is 1%. As per the results, it is evident that I am a person who likes to socialize with people because they will motivate me the mos t. In other words, I would put more effort in teaming up with other individuals at work so that the end product is achievable by the team as a whole. This accomplishment of the team would furthermore enthrall the motivation level within me. This means that I am more likely to be effective at workplace when I am associated in a group combination. This also proves me as a person who does not want to keep ideas to myself. I am rather an expressive person who can undertake tasks of presentation which is one essential component in management career (Chatfield, 2007). Since I am not judgmental as per the score I have received after the test, it is probable that I can undertake risks and challenges. I believe that it is important to be versatile when it comes to work. In this way, I can learn a lot of things which will play as a motivational point for me. Limiting work is called the limitation that one puts against the better opportunities. Also, the aspect of judging can also be taken in terms of the coworkers I would work with. If a person becomes judgmental about the coworkers then it is more likely that adjustment to the team or group task would become difficult. Perceiving will make my working experience effective because one person is able to perceive people and environment by undergoing facts and in depth peculiarities (Semler, 2001). Another factor that makes my working effective or more likely to help me undergo progress during my career experience is intuiting. I am not among those who would sense things by undertaking an in depth analysis of the data and fixtures. I am more into inclining towards the patterns in which things would work. There are times at work when a person is expected to make decision based upon a precise analysis. In that case, I am sure that I can excel and make rather correct decisions. I rely more on my gut feeling which is advantageous for people who are in financial market (Karsten, 2006). My weakening point which might stop me to p rogress in terms of career is the decision making skills. As per the personality scoring, I have understood that I am more of a person who would think emotionally. I am quiet aware of the fact that practical life needs many decision making check points. One has to be practical rather than being emotional because it does not involve relationship (D'Almeida, 2007). I also believe that workplace is more of a station where you have to compete with others and make sure that even if you are working in a team, you are able to make sure that your commitment to the task leader is

Stress and Strain Physics Coursework Example | Topics and Well Written Essays - 2000 words

Stress and Strain Physics - Coursework Example Strain is a measure of any particular change in the shape of an object while stress is a measure of the strength of a particular material. Because of this research problem, we will incorporate the concept of elastic modulus to help understand the problem and address the research question. Elastic modulus is a measure of the amount of the stress required to make a change in the shape of an object (Redman, 2006). The question of research The major research questions that this research seeks to investigate and address are the concepts and the basic terms of stress and strain. The research will also look into various types stress and the mathematical formulae and equations involved in understanding the concepts investigated. Finally this research paper will look into the stress strain curve. This research paper will help us understand the variability and relationship between stress and strain, this will enhance our ability to standardize the equations and the variables involved in the co ncepts of strain and stress. The main objective of this research papers is to shed light on the concepts of strain and stress and to address the relationship between the two terms. The equations and formulae involved are just to help us conceptualize and master the two concepts in addressing our research problem stated in the introduction above. ... On the other hand, strain is a deformation due to a twist of a solid due to the action of stress. This gives the extent to which an object is stretched due to stress. Hence strain in a product of stress or rather stress causes strain. As stated earlier in the introductory part of this research paper, we will look into various types of stress which will be elaborated in the subject of research area. Generally there are three distinct types of stress that results from subjecting an object to stress. If an object is compressed or stretched, that particular object is subjected to what we refer to as a tensile stress. If another object if put under a force a long a whole surface and the volume of the object is altered, then we refer to that particular experience as a bulk stress. Lastly, it acts tangentially to the surface and results into a twist of the object, then we refer to that as a shear stress (Tipler, 1995). As the major objective of this research paper, we are going to investiga te some of the major concepts of stress and strain that will help us as students to understand the two terms. Some of the major concepts that we as students may find challenging when learning about stress and strain include: Deformation of rocks; we often difficult for us to realize that rocks too get broken or bent. It is also challenging to realize the forces responsible for events such as faults and folds. This can be seconded by those who live in areas which are tectonically stable and have never experienced any such thing as tremors. If we have to understand the basic terms of strain and stress, we must therefore rise above this barrier because it will not be easy to understand the conditions and causes of deformation if we cannot comprehend the word deformation itself.

Internship Report Essay Example | Topics and Well Written Essays - 5000 words

Internship Report - Essay Example Summary 23 Works Cited 25 H. Appendix 27 1. Organization Chart 27 3. Financial Data 2011 28 A. Introduction The report states about my experiences gained from the internship period at Disney Vacation Club in Orlando, Florida. Furthermore, the paper also intends to specify the department in which my responsibilities had been assigned along with the skills and knowledge that I was able to gain from the internship in order to deal with the challenges while working in a corporate sector. Internship is a process of rendering on-the-job training to new recruits with the intention of grooming their skills and experiences which further helps the intern to act in accordance with the organizational requirements. In relation to this aspect it can be stated that internship has emerged as one of the essential factors for attaining higher career growth among the high school and university students along with the post-graduate adults. Furthermore, internship often acts as a platform for the student s where they can implement their gained knowledge and skills expanding their information with corporate data (Yafang & Gongyong, â€Å"A Study on Hospitality Students’ Satisfaction towards their Internship: a Case from Hang Zhou, China†). The report also intends to elaborate on the work culture of the organization in which I am completing my internship, i.e. Disney Vacation Club. ... It also signifies the developed skills and measures which are often considered by the internee towards improving the organizational performances while satisfying the customers’ demands. B. Descriptive Section 1. Company Profile Disney Vacation Club (DVC) was founded in the year to serve the national as well as international tourists with a place to spend holidays or vacations with families as well as friends. DVC’s operations are operated by its Walt Disney Company (WDC). DVC also provides its vast clientele with resort facilities in various destinations which include Florida, Hawaii and South Carolina. The governance system observed in DVC is principally controlled by the President Mr. Claire Bilby. DVC serves its customers with certain facilities which include travel & tourism related services, food and accommodation amenities along with special entertainment services for children among others. The operations of DVC are guided by its mission statement which states tha t â€Å"Treat customers like you want to be treated and they will become customers forever†. With references to the statement it can be affirmed that the organization intends to consider its customers as highly valuable with the intention to yield greater degree of satisfaction from customer rendering services and assistances as desired by individuals. This particular strategy is also believed to reward greater degree of customer loyalty thereby contributing to the long run sustainability of the organization (Disney Vacation Club, â€Å"Company Profile†). It is worth mentioning in this context that the company intends to frame simple strategies towards enhancing the performances of the entire workforce in order to serve its customers with efficient and effective services

Partial fulfilment of the Requirement Essay Example for Free

Partial fulfilment of the Requirement Essay THE PROBLEM AND ITS BACKGROUND Introduction Nowadays, we are experiencing diseases which is caused by insects like mosquito. To name some are Dengue, Hemorrhagic Fever, and Malaria wherein if not treated early it can cause death. Mosquitoes are all around the corner of our environment. They are not that big but can cut off life. To control the mosquitoes, different mosquito repellent are made and the laboratory chemicals are effective but they are quite expensive and not environmental friendly. Chemicals also are harmful to our health; it may cause a sudden death in case of improper handling. In the rural barangays there are common herbal plants used by rural folks in exterminating harmful insects like mosquitoes. And so the research was conceptualized to detect the insecticidal effect of Alliums cepa (Onion) and Allium sativum (Garlic) on mosquitoes and make a mosquito repellent out of onion and garlic, a not expensive repellent that everyone especially the poor ones can afford. Garlic and Onion contains allicin that is capable of repelling mosquitoes and allicin is inimical to mosquitoes. Another reason is garlic and onion has also a strong odour that overwhelms the mosquito’s sense of smell and prevents from finding their prey (us). Statement of the Problem This study will be conducted to examine if there is an insecticidal effect in the extract of Allium sativum (Garlic) and Allium cepa (Onion) on mosquitoes and to make a repellent out of it that will be guided with the following questions: * Is there an insecticidal effect in the extract of Allium sativum (Garlic) and Allium cepa (Onion) on mosquitoes? * Is the extract of Allium cepa (Onion) and Allium sativum (Garlic) effective as a mosquito repellent? Objectives Generally, the study aims to determine if there is an insecticidal effect of Allium cepa (Onion) and Allium sativum (Garlic) on mosquitoes. Specifically, the study aims to know if the extract of Allium cepa (Onion) and Allium sativum (Garlic) is effective on repelling mosquitoes. Significance of the Study The study can help in repelling mosquitoes for it will examine the insecticidal effect of Allium cepa (Onion) and Allium sativum (Garlic) on mosquitoes. This study will be helpful to people especially those living with many mosquitoes around them for it will be easy for them to make it and it’s safe. And the repellent will be an environmental friendly. It can also help lessen the dengue and malaria outbreak. Scope and Limitations The study will be conducted from November 2012 to December 2012. It will be conducted on a cool warm dry room. The effectiveness of this repellent will be applicable to the place where the experiment will be conducted. Hypothesis There will be no insecticidal effect of Allium cepa (Onion) and Allium sativum (Garlic) on mosquitoes. The extract of Allium cepa (Onion) and Allium sativum will not be effective as a mosquito repellent. REVIEW OF RELATED LITERATURE Recently, our country is suffering from different kinds of outbreak just like dengue and malaria outbreak and this is caused by mosquitoes. Mosquitoes are around us, they are small but they can cause death if you are bitten with it. To control these insects some of us buy expensive insecticide though it is effective it is also harmful. Harmful to our health because it contain chemicals that if mishandled can cause to death. It’s not also environmental friendly. Herbal repellent are commonly used by rural barangays where the people find it difficult for them to buy commercially available insecticides for mosquitoes, and so the researcher was conceptualize to examine if there is an insecticidal effect of Allium cepa (Onion) and Allium sativum (Garlic) on mosquitoes and to make a repellent that is effective to repell mosquitoes, a non-toxic repellent, an environmental friendly and a cheaper mosquito repellent. Onion and Garlic has an allicin that is capable of repelling mosquitoes and other insects. The allicin which is released by Allium cepa (Onion) and Allium sativum (Garlic) are inimical by mosquitoes. The another reason why Garlic and Onion can repell mosquitoes is their strong smell that overwhelms the mosquito’s and prevent them from finding their prey (us). Onion Onion is the common name for herbaceous, cold season plant Allium cepa, which is characterized by an edible, rounded bulb composed of concentric, fleshy, tightly packed, and an enlarged leaf basses. Onion is also the name of this edible bulb, which is commercially valuable and known for its pungent oil that departs a strong taste. Onion are found in a large number of recipes and preparations spanning almost the totality of the world’s cultures. The whole plant is edible and is used as food in some form or other. They are now available in fresh, frozen, canned, caramelized, pickled, powdered, chopped and dehydrated formed. Onion can be used, usually chopped our sliced, in almost every type of food, including cooked foods and fresh salads and as spicy garnish. In European cultures they are rarely eaten on their own, but usually act as accompaniment to the main course. Depending on the variety, an onion can be sharp, spicy, tangy, pungent mild or sweet. Onion contains allicin that is capable of repelling mosquitoes. Onions can also repel mosquitoes because of its strong odour and its spicy flavour which mosquitoes hate. Commonly a red onion is used by repelling mosquitoes. Garlic garlic is plant grown for its sharp-tasting bulb, which is used to season foods. Some plants related to garlic including the onion also have strong flavour. The garlic bulb consists of parts called cloves. The cloves may be eaten or used for planting. A brittle papery covering called a tunic grows around each cloves] and around the whole bulb. There are several important components of garlic that have been identified, and many more that have not. Alliin is an odourless sulphur-containing chemical derived from the amino acid cysteine. When garlic bulbs are crushed, alliin is converted into another compound called allicin. Allicin appears to be one of the primary active compounds that gives garlic its characteristic odor and many of its healing benefits. However, allicin is not absorbed effectively by the human body. To combat this problem, aged garlic is fermented to break allicin down to usable compounds. These compounds are water-soluble sulphur compounds (S-ally cysteine and others) and an amount of oil-soluble sulphur compounds. Alicia is a powerful compound of garlic. If the garlic releases an illicit it is inimical to mosquitoes. They have therefore evolved to avoid garlic, another reason why garlic can repel mosquitoes is that the strong smell of garlic overwhelms the mosquito’s sense of smell and prevents them from finding their prey (us). RESEARCH METHODOLOGY Materials Alliums cape (Onion) and Alliums stadium (Garlic) will be the main components of the repellent and will be the source of illicit. Cayenne pepper will be added to onion and garlic to make it spicier. Liquid dish soap will be needed to make the repellent fragrant. In getting the extract of Onion and Garlic, blender will be used. A sprayer is also needed wherein the repellent will be placed. Test Organism Fifty mosquitoes will be collected and must be distributed equally to five containers for the five set-ups. Mosquitoes will serve as the test organism. Test Procedure In making the repellent, chop into small pieces the onion and garlic without peeling. Place the chopped onions and garlic at the blender with the cayenne pepper. Then place a 250 mol amount of water. Blend on a slow speed to a milky consistency. After blending place the extract of onion and garlic pin a empty bottle sprayer. Wait an hour to add 50mL liquid dish soap for the extract will be odorous. Then shake well. In determining the insecticidal effect, there will be five set up. The first repellent will have 100g of onion and garlic. Second set up will have 100g of onion and 70 g of garlic. Third setup will have 70g of onion and 100g of garlic. The fourth set-up will have 100g of onion and 100g of garlic and liquid dish soap will not be added. And the fifth set-up will be a commercial insecticide to determine is what is more effective. One set-up will be sprayed at the one container with mosquitoes and the researcher will record how long will all the mosquitoes die and how many mosquito will die in one 30 sec, 1 min, 1 min and 30 sec, and 2 min. The other set-ups will also undergo this procedure. RESEARCH PLAN Student’s Name| Kamille Joy P. Tamanu| Year Level | IV| School| Camalaniugan National High School| School Address| Dugo, Camalaniugan, Cagayan| Title of Project| Insecticidal Effect of Allium cepa (Onion) and Allium sativum on Mosquitoes| Tel. /Fax. No| (078)-844-2036| Project Adviser| Rowena Arellano| This year’s experiment began| Conducted the work at School and Home| MATERIALS AND METHODS Materials Allium cepa (Onion) and Allium sativum (Garlic) will be the main components of the repellent and will be the source of allicin. Cayenne pepper will be added to onion and garlic to make it spicier. Liquid dish soap will be needed to make the repellent fragrant. In getting the extract of Onion and Garlic, blender will be used. A sprayer is also needed wherein the repellent will be placed. Test Organism Fifty mosquitoes will be collected and must be distributed equally to five containers for the five set-ups. Mosquitoes will serve as the test organism. Test Procedure In making the repellent, chop into small pieces the onion and garlic without peeling. Place the chopped onions and garlic at the blender with the cayenne pepper. Then place a 250 mL amount of water. Blend on a slow speed to a milky consistency. After blending place the extract of onion and garlic pin an empty bottle sprayer. Wait an hour to add 50mL liquid dish soap for the extract will be odorous. Then shake well. In determining the insecticidal effect, there will be five set up. The first repellent will have 100g of onion and garlic. Second set up will have 100g of onion and 70 g of garlic. Third setup will have 70g of onion and 100g of garlic. The fourth set-up will have 100g of onion and 100g of garlic and liquid dish soap will not be added. And the fifth set-up will be a commercial insecticide to determine is what is more effective. One set-up will be sprayed at the one container with mosquitoes and the researcher will record how long will all the mosquitoes die and how many mosquito will die in one 30 sec, 1 min, 1 min and 30 sec, and 2 min. The other set-ups will also undergo this procedure. Bibliography Book O.A Lorenz Academic American Encyclopaedia 1994 Vol.9, pp.48 O.A Lorenz Academic American Encyclopaedia 1994 Vol.14, pp.390-391 Anton A. Redneck, World Book 2006, Vol.8, pp.44 George R. Hughes, World Book 2006, Vol.14, pp.163 Internet Sites http://www.philippineherbalmedicine.org/garlic.htm http://www.philippineherbalmedicine.org/onion.htm http://organicgardeningweb.com/Recipe%20book/Pesticide%20Recipes/Garlic%20Spray.htm http://recipegoldmine.com/house/all-purpose-insect-spray.html

Popularity of Soccer Essay Example for Free

Popularity of Soccer Essay When the United States national soccer team defeated the Spanish national team in the semifinals of the 2009 Confederations Cup, many sportswriters and fans called the U. S team’s win one of the biggest upsets in modern soccer. Although the United States is known for having dominant sports teams, many refuse to admit that the United States has a good soccer team, let alone believe that Americans know about the sport soccer. In all fairness, even people in the United States do not believe that Americans know a lot about the sport and think it is a unpopular sport in the U. Â  S. Long has been the misconception that soccer is not popular in the United States and that many Americans do not even know the rules of the game. In an episode of Family Guy, Chris Griffin is playing in a soccer game. The bleachers are almost empty with the exception of a handful amount of people. When a ball is kicked towards Chris, he catches the ball. The referee, dressed like an American football official, awards Chris’s opponents a penalty kick with a tone and style of his speech as that of a football official. A parent of Chris’s teammate yells out in anger because Chris’s mistake awards the other team an immense advantage. This scene exemplifies the common misconception about soccer in the United States. The small number of audience in the crowd suggests that soccer is not a popular sport in America. Chris’s lack of knowledge of the sport and the inaccurate uniform of the referee imply that many Americans do not know the rules of soccer and are not familiar with the sport because not many Americans play the sport. Furthermore, Chris lacks enthusiasm in his game; this lack of enthusiasm illustrates the hypervisiblity of the popularity of soccer in the United States. Soccer was virtually unknown to Americans until 1967 when the first professional soccer league was set up in the United States. The league was named the North American Soccer League (NASL). The league attracted some of the most famous soccer players in the world such as the Brazilian Pele, arguably the best soccer player of all time, and the German Franz Beckenbauer, regarded as the best German player of all time. Although the league attracted some of the greatest players, soccer overall remained a less popular sports like baseball and football in the United States. Perhaps Americans’ reluctance to follow the rules set by the British is the reason for soccer’s initially low popularity. Baseball and football, undoubtedly the two most popular sports in the United States, has its roots in the United Kingdom. An early form of baseball has been played in England in the mid-eighteenth century(The history of baseball). American football was originated from rugby football, which originated in the United Kingdom in the mid-19th century(American football history). However, the rules of baseball and American football have been adapted by Americans from their origins to become American sports. Perhaps because Americans put in place their own laws of these sports, baseball and football had been successfully integrated into the American culture and had been immensely popular since their beginnings. Soccer on the other hand, was nowhere near as popular as baseball and football when first introduced in the United States. Soccer’s laws were set forth by the International Football Association Board (IFAB) which consists of the four United Kingdom countries’ associations- England, Scotland, Wales, and Northern Ireland(The International FA Board). The fact that the rules of soccer were not created by Americans and the fact that the sport’s rules were created by the United States’s competitive rivals may contribute to soccer’s originally low popularity. Whatever the reason, soccer was clearly not a popular sport in the United States even though it was by far the most popular sport in the world. Certainly, the North American Soccer League (NASL) was not a widely watched league when it was established in 1967. Its low popularity did not improve as the NASL eventually failed in 1984. Although the much improved Major League Soccer (MLS) was founded in 1996(About MLS) to replace the NASL, the MLS was and is still not a very successful league in terms of salary. The average salary of a player in the MLS in 2010 is $138,169 compared to MLB’s $3,297,828 (2010) (MLB Salaries), and NFL’s $990,000 (2009) (NFL Player Salaries). In fact, the MLB’s and the NFL’s minimum salaries are far greater than the average MLS salary. MLB’s minimum salary in 2009 was $400,000(MLBPA Info), while NFL’s minimum salary in 2009 was $310,000. Based solely on salaries of professional athletes in the United States, one can get an idea of the low popularity of soccer compared to sports like baseball and football in the U. S. These stats may seem to support the hypervisibility of soccer’s popularity in the United States, but in reality they do not reflect the growing adoration and acknowledgement of the sport. Soccer’s popularity in America has been growing since the inauguration of the NASL and the MLS. The MLS may seem unpopular based on the salaries of the players in the league, but spectator attendance suggests otherwise. The MLS averages 18,452 people per game, higher than National Basketball League’s 17,110, and NHL’s 17,004. In fact, the MLS’s average attendance is even higher than the Scottish Premier League’s average attendance(Avoiding the Drop). The amount of soccer players in America further emphasizes the tremendous popularity of the sport. In the U. S. , there are a total of 24,472,778 players. This number is far larger than some of the powerhouses in world soccer such as England which has 4,164,110 players, Brazil which has 13,197,733 players, and Spain which has 2,834,190 players(FIFA. com). Lastly, the 2010 World Cup had an average of 24. 3 million viewers in the United States. The World Series and the NBA Finals, on the other hand, only averaged 19. 4 viewers and 18 million viewers respectively(deseretnews. com). The United States was not even in the final of the World Cup and still managed to attract more viewers than the World Series and the NBA finals. Had the U. S. National Team been in the final, the number of viewers of the World Cup final could have been significantly larger. The high number of attendance at MLS games, soccer players in the United States, and viewers of the World Cup final testifies against the hypervisibility that asserts that soccer is an unpopular sport in the United States. However, facts surrounding the attention of soccer in the United States firmly affirms that soccer has now established itself as one of the most popular sports in America.

Amos Is Identified As The Prophet Amos Religion Essay

Amos Is Identified As The Prophet Amos Religion Essay Introduction: The author of the Book of Amos is identified as the prophet Amos. Amos was the first prophet in the Bible whose message was recorded at length. Although he came from a town in Judah, he preached to the people of the northern kingdom of Israel, about the middle of the eighth century B.C. The Book was likely written between 760 and 753 B.C. As a shepherd and a fruit picker from the Judean village of Tekoa, he was called by God, even though he lacks an education or a priestly background. His mission is directed to his neighbour to the north, Israel. It was a time of great prosperity, notable religious piety, and apparent security. But Amos saw that prosperity was limited to the wealthy, and that it fed on injustice and on oppression of the poor. Amos ministry takes place while Jeroboam II reign over Israel, and Uzziah reigns over Judah. Amos can see beneath Israels external prosperity and power; internally the nation is corrupt to the core. In short, they had forgotten what it meant to follow God. Amos took his uncompromising message straight to the religious authorities of his day, instead of listening to him, they threw him out. In the same way that Amos challenged the Israelites to reconsider their priorities, he challenges us in the climax to his book, and reminds us of what God wants (Amos 5:24). In this essay, I wish to write an introduction on the Book of Amos. Background and Meaning of Amos: The Book of Amos is set in a time when the people of Israel have reached a low point in their devotion to God. The people have become greedy and have stopped following and adhering to their values. The people in Amos time expected the day of the Lord to be a picnic; but Amos pointed a different picture of inescapable terror. Scholars have understood Amos image of Yahweh passing through the midst of the people of Israel as an allusion; to his passing through Egypt. They make reference in this regard to (Exodus 12:12). For I will pass through the midst of you; says Yahweh. According to Amos, Israel is guilty of injustice toward the innocent, poor and young women. As punishment Yahwehs vengeance would be directed against Israel, and the prophet warns his audience; Is not the day of the Lord darkness in it'(Amos 5:20). The day of the Lord was widely celebrated and highly anticipated by the followers of God. Amos came to tell the people that the day of the Lord was coming soon and that it meant divine judgement and justice for their iniquities. Structure and Theme: The nine chapters of the Book of Amos emphasize one central theme. The people o the nation of Israel has broken their covenant with God, and his judgement against their sin will be severe. In the first major section of the book, Amos begins with biting words of judgement against the six nations surrounding the lands of Judah and Israel. These nations are Damascus, Gaza, Tyre, Edom, Ammon and Moab. Next he announces Gods judgement against Judah, Israels sister nation to the South; and because of Israels bitterness toward Judah; Amos listener must have greeted this cry of doom with pleasant agreement. Further, the second major section of the book of Amos is the prophets three biting sermons of judgement against the nation of Israel (3:1 6:14). He referred to the wealthy, luxury-seeking women of Samaria the capital city of Israel as cows of Bashan (Amos 4:1). He also attacked the system of idol worship which king Jeroboam II had established in the cities of Bethel and Gilgal (Amos 4:4, 5:5). The situation clearly called for a courageous prophet who could call the nation back to authentic faith, as well as a policy of fairness and justice in their dealings with their fellow citizens. In the third major section, the prophet Amos presents five visions of Gods approaching judgement. The prophets vision of a basket of fruit is particularly graphic. Amos described the nation of Israel as a basket of summer fruit, implying that it would soon spoil and rut in the blistering sun of Gods judgement (8:1 14). Amos unquestioning obedience and his clear proclamation of Gods message show that he was committed to the Lord, and His principles of holiness and righteousness comes through clearly in the book. Amos made it plain that Israel would be judged severely unless the people turned from their sin and looked to the one true God for strength and guidance. The Book of Amos ends on a positive, optimistic note. Amos predicted that the people of Israel would be restored to their special place in Gods service after their season of judgement had come to an end (Amos 9:11-15). This note of hope is characteristic of the Hebrew prophets; they pointed to a glorious future for Gods people, even in the midst of dark times. Evaluation: The Book of Amos is one of the most eloquent cries for justice and righteousness to be found in the Bible. It came through a humble shepherd who dared to deliver Gods message to the wealthy and influential people of his day. Amos lived up to his name as he declared Gods message of judgement in dramatic fashion to a sinful and disobedient people. Amos message is just as timely for our world, since God still places a higher value on justice and righteousness. Amos spoke because the Lord had called him to deliver His message of judgement. This is one of the clearest statement of compulsion of the divine call to be found in the Bible. Conclusion: Amos is known as the great prophet of righteousness of the Old Testament. His book underlines the principle that religion demands righteous behaviour. True religion is not a matter of observing feast days, offering burnt offerings, and worshipping at sanctuary, but authentic worship results in changed behaviour, seeking Gods will, treating others with justice and following Gods command. A positive spirit, which issued from Amos deep faith in God sustained the prophet and gave him hope for the future. This great insight is summarized by these words from the prophet. Let justice run like water and righteousness like a mighty stream (5:24). Although Amos was a shepherd by occupation, his book gives evidence of careful literary craftsmanship. The technique which the prophet used was puns or plays on words to drive home his message. For example when the prophet talks about the summer fruit suggest the end of the kingdom of Israel; like ripe summer fruit, Israel was ripe for Gods judgement.

Falling Down Essay -- essays papers

Falling Down The 1993 film falling down provides a look into two separate men’s lives in the course of one day. Although the movie was highly acclaimed for it’s portrayal of the new human situation, the covert and overt racism, sexism, and classism leave a sour taste in this viewer’s mouth. The movie comes across as a lame attempt to show the â€Å"White man’s ever growing burden.† The audience is expected to feel a compassion for both lead characters. The message that is supposed to be portrayed is similar to films of today such as fight club and American beauty. All three pointing at what they see as specific flaws yet offering up no real solutions to these problems. With these flaws in this system pointed out Michael Douglas’ character William Foster is held up as a martyr. He is not portrayed as a real villain through out the story. Both men feel the strain of society the difference is the way each chooses to express this frustration. The first scene both main characters are stuck in a huge traffic jam. Sick of waiting William Foster leaves his car in search of a way to â€Å"come home† to his wife. After leaving his car the second main character, Detective Pendergast, is shown commenting that it is his last day on the force. The two are contrasted Pendergast is able to work within societies boundaries while Bill has rejected the society that has rejected him. In this time there is an obvious comparison between the two that will become reoccurring through out the ...

Alcohol and its Effects Essay -- Alcoholism Drinking Essays

Alcohol and its Effects Does the brain control all forms of behavior? Is everything we do, say, think and feel a direct output from nothing but the brain? Is it justifiable to think of the brain as interconnected box within box with inputs and outputs? The focus of this paper is on the input alcohol and how the processes generate a certain type of behavior output. This focus of alcohol input and behavior output will demonstrate that indeed brain is and does equal all forms of behavior. When alcohol is inputted into our brain, it induces many forms of typical behavior outputs such as impaired judgement, extreme emotion, and slowed behavior. Long-term effects include damage in cognitive behavior especially associated with the frontal lobes of the brain such as "slowed processing of information, difficulty in learning new material, deficits in abstraction and problem solving, and reduced visuospatial abilities." (1). The reason for this kind of damage in cognitive behavior can be explained the alcohols effect on the brain structure itself. Researchers have found that brains of alcoholics are smaller and have an increased number of brain tissue loss then the comparable nonalcoholic. Known as the premature aging hypothesis, alcohol is stated to "accelerate normal aging" and make the young alcoholics older then they really are. This kind of aging due to alcohol allows the younger non-alcoholics of the same age, faster and quicker in cognitive abilities. (1) So what is the underlying mechanisms of this kind of output behavior? What goes on inside the boxes within boxes that cause actions such as slow cognitive output? These behavioral outputs can be explained from alcohol's effects on the humans' smallest box, the neuron. Wi... ...me reactions going on in our brains. And what are those 'reactions' exactly? I don't know." (5). There are many 'reactions' that occurs in our brain which produce behavior. Alcohol is one example of them. Internet Sources: 1) Alcohol-Related Cognitive Impairments. An Overview of How Alcoholism May Affect the Workings of the Brain http://wilsontxt.hwwilson.com/pdfhtml/04716/N5AQW/ES6.htm" 2)Serotonin's Role in Alcohol's Effects on the Brain http://wilsontxt.hwwilson.com/pdfhtml/04716/N7AQW/6S8.htm" 3) Neurochemical Mechanisms Underlying Alcohol Withdrawal http://wilsontxt.hwwilson.com/pdfhtml/04716/N8AQQ/5SD.htm 4)Media Awareness Project, maintains an extensive Drugnews Index of drug-related news clippings http://www.mapinc.org/drugnews/v99/n910/a02.html 5)Neurobiology and Behavior http://serendip.brynmawr.edu/bb/neur/neuro00/topic1.html

The Road To Salvation Essay -- essays research papers

Dhanpat Rai Shrivastava was born on July 31, 1880 in the small village of Lamahi, located near the city of Banaras in India. Although born into the Hindu Kaystha caste, made up of professionals including writers, doctors and lawyers, his family was poor. His father was a low paid postal employee. His mother died when he was only eight years old. His father remarried, but Dhanpat Rai did not like his stepmother. He studied Urdu and Persian, languages used in literature and administration in 19th century North India at a nearby school. He recalles his childhood fondly in one of his stories, so it is fairly safe to assume that he was a happy and well cared for child. Dhanpat Rai was married at the early age of fifteen. This marriage did not last long, possibly because he was rushed into the marriage by his father. He later remarried a balavidhava, or childhood widow named Shivrani Devi. This marriage was a happy one, and they had several children together. She was said to be very supportive of him throughout their lives together. Dhanpat Rai graduated from school at the age of eighteen and began to teach around the countryside. He taught for a few years in various North Indian towns while earning a college degree. Dhanpat Rai began to write when he began teaching school. He took up the pen name Premchand when he began writing. His writing was more than just a past time for him; it was an attempt to change the social structure of India. Premchand died at the age of 56 on Oc...

Not Satisfied with School Canteen Food

TASK 4: You are not most satisfied with the food provided at your school canteen and would like to convince your principal or the school management to change the vendors or the food sold at the canteen. Imagine that you have been granted an interview with the principal. Prepare a speech to express your opinions to the principal. SPEECH: Introduction: Good morning principal. Today, I would like to raise an issue on the food in our school’s canteen. I have been in this school for 6 years and the food was delicious, however, recently, I have noticed some flaws in our school’s food system.Prices Too High: Firstly, I would like to bring up the issue of the food being too expensive for many children to afford. When I accompany my mother to shopping trips outside, and have noted that the food outside are much cheaper than the food sold in Nan Hua although they were the same. As supermarkets like â€Å"Sheng Siong† are big companies and our school is only a small school, it is expected that the prices in the markets should be cheaper than that in our school. However, I find the prices in our school really very outrageous.For example, once when I was in a supermarket, I saw a particular snack that our school sold. The price was S$0. 80 for 5 packets, however in our school the price was S$0. 40 for each packet. Another example is the cheese sausage sold at the â€Å"Chinese Cuisine† store. The price was S$1. 00 for one sausage while outside, it was sold as 5 in a packet for S$2. 50. The prices are outrageous in our school! S$1. 00 is the Primary Ones and Twos‘ pocket money for a day and they could not possibly spent all their money on one sausage! Bad Attitude To Children:The second issue is our school vendors’ attitude. Being in Primary Six, I seldom encountered someone scolding me or trying to cheat me of my money. However, I do often see lower primary pupils, especially the Primary Ones and Twos, being have to bear the vendorâ €™s temper when he or she was feeling not particularly well. Once, I was queuing at the snack store when I saw a Primary One girl. She handed up 50 cents for something that costs 70 cents. Out of the corner of my eye, I saw the store owner reply that the snack costs 70 cents and pointed to a sign behind the snacks that labelled â€Å"S$0. 0†. â€Å"Read! † the vendor had said impatiently, eyes bulging. The girl took back her money and backed away fearfully. I think that the vendor should not behave like that. Most likely, the girl did not learn to recognize money yet and could not count the amount. The vendor should have patiently told her that what she handed was 50 cents and not 70 cents and help her find the money. Slow Serving: The third problem is one that pupils of all levels come across, that the vendors are too slow at serving. Once, my friends and I were dismissed late.We tried to grab a chicken chop from the second stall. I did not want to eat anything el se. We queued for 15 minutes before we were served, and were almost late for class. I noted that the vendors, especially the new store number 2, â€Å"Asian Favorites†, was very casual in their movements. The second store so-called â€Å"aunties† often stopped what they were doing to talk to each other, and their movements were as slow as you can get. Conclusion: Perhaps the school could install â€Å"Satisfactory Testers† at the side of each stall.These machines comprise of two buttons, one smiley face and one sad face. If the number of smiley faces for the stall each month is above 50% of the total number replies, the stall could remain. If the stall had less than 50% smiley faces for two consecutive months, the school could change the vendor. This way, we would have included the whole school’s judgement. It is important that we count in everyone’s judgement. Having a good canteen gives us a more conducive learning environment and helps pupils to concentrate on their studies better.

Social Reflections of Slumdog Millionaire Essay

In the dramatis personae system in India. there is really small room for societal motion. It is really difficult for person born in a lower caste to travel up to a higher caste and get away the slums. Even if person who is born hapless plants hard and becomes monetarily affluent. they will still non be accepted by a higher caste. They may hold money but they will be populating in the same country with the same people as he or she has had to make their whole life. The increasing popularity of an American telecasting show in India. as portrayed in Slumdog Millionaire. is consistent with more and more citizens valuing pecuniary wealth over all else. It besides shows that the population doesn’t want to hold to work hard for their money. They want easy. fast money that involves really small attempt. Hence the popularity of the telecasting show. Who Wants to be a Millionaire? Not merely does a show like this promote pecuniary values over life experience and difficult work. but it besides makes Heroes out of people merely for going affluent. Many Indians were glued to their Television sets as they watched Jamal. a immature adult male from the Slums. drama to win six million rupees. They turned Jamal into a hero. merely for being affluent. They cheered him on as it is announced that he has won. non even cognizant that the money ne'er mattered to Jamal. He valued something much more cherished than physical wealth. He valued his life experience. hard-work and love above everything else. Society now yearss cheers person who did non hold to work for their money over person who has worked hard for what they have.

Individual learning goals Essay

1.1 Analyse the role of initial and diagnostic assessment in agreeing individual learning goal Gravells, (2012 p98), Initial assessment is a check on learners’ prior skill, knowledge or understanding which is carried out at the beginning of a programme or topic. In agreement with it could be formal, and mainly internal task which is produced by the school (ILP) to identify learners existing skills & achievements before the programme, gather information for course tutor, and individual background. In my practice, I carry out Individual Learning Plan (ILP) interviews to support the team and the Academy leader or to observe the new intakes as they complete their baseline work sheets which are part of requirements of the learning programme for individual or group of learners who have been admitted into the school on a long or short term contracts to set achievable targets, a realistic action plans and give teachers a starting point on each learner predicted grades. Also, I always carry out initial assessment at the start of each lesson to ascertain learner prior knowledge of the topic to be discussed using multiple choice questions, Oral Q&As, open and closed questions which motivates the learners and gets them engaged and to create an inclusive learning environment from the start of the lesson. In my practice, I facilitate the teaching and learning environment by planning for all individual leaners identified learning styles enhanced with appropriate resources like audio, video etc discovered by encouraging each learners to complete a self-evaluation questionnaire called a Learning Style Inventory (LSI) designed by Kolb (1984), while each learner chooses and develops an understanding of his or her learning preferences and use that understanding to enhance his or her own learning experience. Gravells (2012 p98) explained that diagnostic assessment could be used to ascertain information regarding practical/basic skills and minimum core like literacy, numeracy, ICT skills identified using learning or training needs analysis by observation and questioning to conform current competence, and understanding. It is a formal workplace assessment requirement in lifelong learning that helps to identify learners’ individual, support needs, preferred learning style. Diagnostic  assessment is an essential device in a teacher’s â€Å"tool kit†. It can be used to diagnose strengths and areas of need in all students. Diagnostic assessment involves the gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area. The data assist teachers to plan for appropriate pedagogy and targeted learning to more effectively scaffold the learning needs of their students. Consequently, diagnostic assessment is used ‘for learning’ where taking action to adjust teaching plays a significant role in improving learning outcomes for all students. Fig1. Diagnostic assessment flowchart. Adapted from the ‘decision-making loop’, Saubern,R (2010 Learners are required to complete questionnaire like The VARK Questionnaire; http://www.vark-learn.com/english/page.asp?p=questionnaire to help analyse, identify and meet individual learners needs, preferred learning style and support to allow the learners attain their aim on the programme. 2.3: Reflect on how teaching methods meet the needs of all learners Bloom’s Taxonomy (1956) promotes higher forms of thinking in education activities or learning like analysing and evaluating, rather than just remembering facts (rote learning) which includes three domains cognitive: mental skills (Knowledge), affective: growth in feelings or emotional areas (Attitude or self) and psychomotor: manual or physical skills (Skills). For example, it is summarised as KSA (Knowledge, Skills, and Attitude), DTF (Do, Think, and Feel). In my practice, I mostly apply the cognitive domain teaching method approach which is appropriate to all the learners and the subject being taught because it promotes individual and collaborative learning, lectures, team-teaching, practical, research, case studies, discussion, peer teaching, role play, games etc which help me to meet the learners’ diverse needs. The learners get fully involved in the lesson and apply their mental knowledge to develop their intellectual skills (Bloom, 1956), by recalling or recognising specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills which start from the simplest behaviour to more complex ones As laid out in the citizenship scheme of work, I assess the learners to meet the assessment objective in  the content and skills set by the awarding body AQA using the (Bloom, 1956) approach which meets all the learners needs in terms of KSA (Knowledge, Skills, and Attitude). In my practice, the learners are informed of the topic to be discussed (Child Abuse), they think and try to recall data on the issue in the community, they discuss amongst themselves which promote LTT and interaction takes place. Figure 2 Abstract from AQA 2012 p32 They are able to explain in their own words what they understand by the topic being discussed, apply relevant laws that they researched using the website with past and recent events on child abuse, thereby meeting VAK (2009) Visual-Auditory-Kinesthetic learning styles model as they move around and look to get the recent information. They also discuss and shout out researched examples that they know, revise and brainstorm by trying to suggest possible ways to stop the abuse by reporting, joining and advocating for charity organisations like NSPCC and so on and also suggest what the government needs to do in terms of increased punishment to offenders which promotes an inclusive class and meet the needs of all learners one way or the other. A four-stage cyclical theory of learning, Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behaviour.’ Figure 2. Kolb’s Experiential Learning Model Kolb believes â€Å"learning is the process where knowledge is created through the transformation of experience† (1984, p.38 cited in class Note 2014 pg. 5-7). The theory presents a cyclical model of learning, consisting of four stages shown above. One may begin at any stage, but must follow each other in the sequence: concrete experience (or â€Å"DO†), reflective observation (or â€Å"OBSERVE†), abstract conceptualisation (or â€Å"THINK†) and active experimentation (or â€Å"PLAN†). In my practice, I facilitate and lead the teaching and learning environment by planning for all individual learners’ identified learning styles, enhanced with appropriate resources like audio, video etc and discovered from learners’ completed self-evaluation  questionnaire called a Learning Style Inventory (LSI) designed by Kolb (1984), which promotes and encourages learner-centred and fun independent learning as each learner chooses and develops an un derstanding of his or her learning preferences and uses that understanding to enhance his or her own learning experience. In one of the lessons, the learners requested to seat in an informal manner like seating sideways or on the computer. After negotiating with them, they accepted to follow the seating arrangement in the physical classroom to accommodate their different learning styles, which is the traditional desk and chair, pair setting that allows them to perform and concentrate better and be engaged in the lesson as illustrated by Kolb’s Experiential Learning Model cited in the class note (2014).In agreement with Kolb, (1984), I plan and develop variety of learning activities that will accommodate the different learning styles of the learners (role plays, instructional games, reading, individual assignments, group discussions, brainstorming, online research, design a poster, etc.) which the most difficult, and time-consuming task. In conclusion, I believe that learning models facilitate the process of linking instructional activities to individual learning styles, thereby increasing the lea rner’s ability to acquire and retain knowledge after they’ve been armed with the knowledge of how they learn, they are able to select appropriate activities, allowing them to learn more quickly, and retain the new information, their study would be much more productive. 2.4: Identify ways in which session plans can be adapted to meet the individual need of the learners Schools awarding body, AQA, (2012 p20) explains in the GCSE specification handbook that diversity and inclusion are promoted by making arrangements for candidates with special needs to help them access the GCSE qualification and subject criteria assessments whether any of the skills or knowledge needed by the subject presented a possible difficulty to any candidates, whatever their ethnic background, religion, sex, age, disability or sexuality. In my practice, I plan to promote equality in the classroom to meet the needs of individual learners by differentiating my lesson. For example, in my starter activity, I set higher targets for the gifted & talented learners like level 4 learners to complete 5 questions & level 7 learners to complete 10 questions which keeps them  engaged and challenged to throughout the lesson. I always remember when planning to take a step back at some point of the lesson, by encouraging the G&T learners to record ideas, teach and model their writing or thinking on the smart board, as they demonstrate, explain answers/solution to a task to a neighbour or the class while the less able learners get engaged and consciously correct any error made. The Education Act (1996), Human Right Act (1998), The Special Educational Needs and Disability Act 2001 (SENDA), in agreement with The new Statutory Guidance on Inclusive Schooling from the Department for Education and Skills (DfES, 2001) gives clear and strong messages to LEAs, Schools and other bodies that the development of inclusion in schools is ‘principles of an inclusive ed ucation service’ which is cited in SCCD Note 2012 p20) 3.1: Review ways in which elements of the minimum core can be demonstrated in planning inclusive learning and teaching The minimum core includes literacy, numeracy, language & ICT. It is a current government requirement across the National Curriculum initiative (2002) which has now been implemented into each school and teachers need to enhance and provide opportunities for the learners to demonstrate appropriate knowledge in functional skills (Ellis, 2004 p92). For example, the Numeracy across the Curriculum initiative (2002) was adapted by each subject department especially maths by organizing, and designing a numeracy co-ordinate scheme of work to link using maths in the real world. It set out an agreed approach to the teaching of agreed numeracy skills, methods of calculations, and the use of calculators and ICT etc as explained in Ellis (2004 p94). In my practice, I created a starter in my lesson plan to identify learners’ prior knowledge and build upon the maths with whic h they have been exposed to and makes them feel confident. This allows me to identify learners who have particular difficulty with maths or with every other numeric issues as argued in Ellis, (2004 p97), allowing all the learners to interact positively and discuss as a group telling each other what they know and when they learnt it (mostly in their primary schools) which creates an inclusive learning and teaching atmosphere. In agreement with cross-curricular priorities (2002, cited in Ellis, (2004 p97), I ensured that I decided on SMART and differentiated learning objectives which focuses on and relates to accuracy, interpretation and  presentation and reasoning and problem solving which will normally involve consolidation of maths skills and application of the topic being taught. I recall use real life long multiplication problems to provide opportunities for the all the learners to interpret and apply just multiplying 2 or 3 digits numbers together to reasoning on how it is used on a daily basis without knowing which was fascinating to them. In my practice, I decide and plan several teaching and assessment strategies like questioning, worksheet, discussion, individual/group/ peer assessment etc which allows the learners to think and reflect on their knowledge of mathematics in order to decide by themselves what is expected of them. For example, in my last mathematics lesson, I handed out mental maths worksheet with 10 questions without explain to them what to do as a starter, they attempted all the questions and self-evaluate themselves. Also, the National Curriculum (DfEE/QCA 2000) and the Framework for Secondary English defined literacy as reading, writing and speaking and listening to maintain parity. Wray (2001), makes the point when discussing literacy in relation to teaching and learning that: â€Å"It is usual for secondary teachers to recognise that many of the processes involved in supporting literacy are also involved in developing learning† (Wray 2001, p50 cited in Ellis 2004, p83) In my practice, I plan to embed activities like literacy Skill activity to provide opportunities for the learners to demonstrate their reading, writing, listening etc skill in my lesson, in my literacy objectives (taken from the Strategy’s Framework), but I first of all identify, before I select the aspect of literacy that the learners needs to develop, which will blend in with the topic being taught, and decide the appropriate strategies that will help them to be able to meet the objectives in the lesson as mentioned by Ellis (2004, p83). As explained by Ellis (2004, p83), my school maths department, adapts the scheme of work from The Framework for Secondary English (2008) which includes literacy objective in combination with QCA’s scheme of work their publications Language for Learning (QCA 2000) and language at Work in lessons (QCA 2001) which demonstrate, through worked example, how literacy objectives can be employed effectively in planning the classroom practice. For example, I recall always asking the learners about their prior knowledge (Langer, 1981 cited in Ellis 2004, p83) at the start of each lesson on a topic to be discussed, which allows me to assess their knowledge as a basis for further  planning, allowing them to listen, speak and have a good interactive discussion amongst themselves which automatically creates an inclusive learning and teaching atmosphere. I also, plan to observe the learners as they read, write and compose, demonstrate, carry out individual/group activities etc as the main part of the lesson which is an idea derived from Vygotsky (1962). In plenary to reflect upon and take control of the learning which can develop their metacognitive intelligence, (one of seven different intelligences identified by Gardner, 1993 cited in Ellis, 2004 p85) ICT Across the Curriculum initiative (2004) was described as â€Å"the technical and cognitive proficiency to access, use, develop, create and communicate information appropri ately using ICT tools. Learners demonstrate this capability by applying technology purposefully to solve problems, analyse and exchange information develop ideas create models and control devices. They are discriminating in their use of information and ICT tools and systematic in reviewing and contribution that ICT can make to their work as it progresses† (DfES 2004, p.7 cited in Ellis 2004, p105). In line with write ups in Figure 10.1 cited in Ellis 2004, p105), and with the other cores, I firstly plan the activities like learning outcomes, assessment point, timing, and learners expectations in detail, I prepare support materials like interactive worksheets, displays, plan to assess and evaluate what I want the learners to achieve from the activity with the use of learning objectives, refer to the actual aspect of the activities that provided opportunities for the learner to demonstrate ICT, and discuss and get feedbacks from the learners in terms of access to the equipment and link, and students ca pabilities. In my practice, I plan to provide opportunities for the learners to demonstrate their ICT skills by introducing the topic and outlining the lesson objectives on the smart board, and instruct them to access the ICT and on the familiar world wide web links www.mathsisfun.com I plan for them to research the topic and study independently on it for few minutes before handing out the worksheet for them to check for their knowledge, have a group discussion and self/peer/ peer assessment. I plan for learners with ADHD to complete their work and access the maths game, which serves as a short break before returning to their work which always encourages all the learners to be engaged and complete their work and meet the set target for the lesson promoting  inclusive learning and teaching environment. REFERENCES 1. Anderson, L. W. et all (2013) Bloom’s Taxonomy of Learning Domains http://www.nwlink.com/~donclark/hrd/bloom.html 2. Chapman, A (2005-2012) free VAK learning styles test. â€Å"vak – visual, auditory, kinesthetic – learning styles model and free selftest† http://www.businessballs.com/vaklearningstylestest.htm (online) accessed 20/06/2014 @ 11.30 3. Ellis et al (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching Literacy across the curriculum (chapter 8) 4th Edn. Learning Matter 4. Ellis et all (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching Numeracy across the curriculum (chapter 9) 4th Edn. Learning Matter 5. Ellis et al (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching ICT across the curriculum (chapter 10) 4th Edn. Learning Matter 6. Fleming, N (2011) â€Å"VARK – A guide to learning style† The VARK Questionnaire-How Do I Learn Best? http://www.vark-learn.com/ english/page.asp?p=questionnaire accessed 19/05/2014 @ 12.00 7. Gravels, Ann. (2012) Passing PTLLS assessments 2nd Edn. Chapters10,11 12 sage publications, UK. 8. Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood, Cliffs, N.J. 9. SCCD Hand Notes (2012).†Developing Differentiation and lesson planning skills† What makes a good lesson (pg. 17-20) 10.SCCD Hand Notes (2012).†Developing Differentiation and lesson planning skills† What makes a good lesson (pg. 17-20) 11. SCCD Hand Notes (2014 pg.5-7 ) Learning-approaches-principles-and-theories-2011-09-12.pdf Division of Learning &Teaching Services 2011 12. SCCD Note (2014) â€Å"Chapter 1: Know Yourself — Socrates Kolb’s Experiential Learning Model† Unit 3: Foundations for Success Lesson 7: Learning Models accessed 21/06/2014 @ 01:00 B