The American Dream By Frederick Douglass - 1664 Words

Name Professor Class Date Frederick Douglass The American Dream rejoices with the stories that begin with humble beginnings and end with prosperity and success; the Narrative of the Life of Frederick Douglass is a story of upward social success and increased affluence and freedom. Douglass narrates his own life and tells of his failures, thoughts, and accomplishments over the span of his life. He began his life at the bottom of society as a slave. Through hard work, an insatiable thirst for knowledge, and the ability to maintain and fight for his beliefs, Frederick Douglass attained the goal of the American Dream and eventually became a free man. Douglass’s transition from uneducated slave to free citizen was slow, and began when he would pay children in his neighborhood with bread to learn how to read. As a child Douglass recognized the value of education and would sacrifice so much to be able to learn to read, in part to spite his slave owners. With this foundation, he knew he could become accomplish ed. He used his self-taught education to encourage other slaves to learn and become literate. This foundation and bank of knowledge allowed Douglass to escape from slavery and become a free man. The early scenes in Douglass’s life prove to influence and encourage his success throughout his lifetime, which, in turn, provides further support of the value of the American Dream. The scene that began Douglass’s future success occurred when Douglass worked for Mr. Hugh Auld’sShow MoreRelatedThe Narrative of the Life of Frederick Douglass and its Illustrations of the American Dream1474 Words   |  6 PagesThe American dream can be defined as the promise of living in America with opportunities for all, regardless of social class, and according to their ability and effort (Schnell, 2010). Proponents of the American dream believe that there is equal opportunity for all in the American society to achieve success. Success is not pegged on social status, race, or creed, bu t rather on an individual’s own efforts. The definition of the American dream has unique interpretations to different people. The mostRead More American Dream in Song of Solomon, Narrative Frederick Douglass, Life of a Slave Girl, and Push1924 Words   |  8 PagesAmerican Dream in Song of Solomon, Narrative of Frederick Douglass, Incidents in the Life of a Slave Girl, and Push   Ã‚   In an era where knowledge is power, the emphasis on literacy in African American texts is undeniable. Beginning with the first African American literary works, the slave narratives, through the canons more recent successes such as Toni Morrisons Song of Solomon and Sapphires Push, the topic of literacy is almost inextricably connected to freedom and power. A closer investigationRead MoreThe Life And Accomplishments Of Frederick Douglass1201 Words   |  5 Pagesspeaking of how African Americans evolved from being slaves to becoming free, one must not fail to mention the life and accomplishments of Frederick Douglass. The actions taken by Frederick Douglas and others that pave the way were perceived as huge achievements then and now. Negros, as they were called in the 17th and 18th century where considered nothing more than slaves. Being a slave did not grant human rights to anything at any time or any place. But Frederick Douglass had different plans otherRead MoreMartin Luther King s Speech1188 Words   |  5 PagesMartin Luther King’s speech, I Have a Dream, rallied a historic march on August 28, 1963 to Washington, to show the importance of solving the United States racial problems. A large crowd of people gathered and listened to his uplifting and amazing words, (Garrison, 1831, pg. 2577). â€Å"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today!† (Garrison, 1831, p. 2581) Read MoreFrederick Douglass And Why Was Important African American History974 Words   |  4 PagesWho is Frederick Douglass and why was he important to African American History? Frederick Douglass born February 1817 the exact date of his birth was unknown. His mother who was a field slave was separated from her son at birth. Never knew his father it could have been possible of his mother’s master of being his father. Fredrick Douglass was born into slavery and didn’t have much of a childhood and was forced to work hard and to be treated cruel. Then he moved into the Auld home a northern familyRead MoreKing And Douglass Similarities723 Words   |  3 PagesHave you ever heard of the speech â€Å"I Have a Dream† from the late Martin Luther King Jr.? You’d be pretty sure many people have heard of it, but has anyone ever really read it and thought about it? This could be like â€Å"The Hypocrisy of American Slavery,† a piece of work produced by Frederick Douglass. â€Å"They both argued that African-Americans have a natural right to equality† (Renfro 1). Douglass once said, â€Å"The white mans happiness cannot be purchased by the black mans misery.† Here is just anotherRead MoreThe Life Of Frederick Douglass And F. Scott Fitzgerald959 Words   |  4 PagesWhat is the American dream? The American Dream to me would be a family, loyal husband, good paying job and most of all my health. But my perspective of the American Dream and other people/authors perspective could be viewed very differently. Frederick Douglass and F. Scott Fitzgerald both have very different views of their American Dream. Narrative of the Life of Frederick Douglass was published in 1995 by Frederick Douglass himself, his book walks through his life as a slave. Douglass was born inRead MoreThe Intelligent Civil Rights Activist By Frederick Douglass1084 Words   |  5 PagesThe intelligent civil rights activist Frederick Douglass was born into slavery in Maryland on February 1818. His born given name, Frederick Augustus Washington Bailey, seemed to be a fairytale name to an unusual life because his father was a white planation owner who was most likely Douglass s first slave master, named Captain Anthony. Possibly it was Harriet Bailey who gave her son Frederick such a distinguished name wishing that his life would be superior than hers. His mother couldn’t imagineRead More Frederic Douglass Essay1305 Words   |  6 Pagesidea is not always true. Frederick Douglas, who was born a slave, did not have the privelege of this aforementioned freedom, liberty, and social mobility. Even though he was an exceptionally bright man, he was enslaved and persecuted because of his skin color. His life represents both the failure and success of the American dream, with the failure being the extremely more dominant, because of the color of his skin. amp;#9;The most fundemental of aspect of the American dream is that of freedom andRead MoreMartin Luther King s Speech932 Words   |  4 PagesMartin Luther King Speech contrasted to Frederick Douglass Speech â€Å" I Have A Dream’† (King) Speech made by Martin Luther King, shows significant passion for freedom and for a future among different nationality. What To The Slave Is The 4th Of July?† (Douglass) Speech made by Fredrick Douglass expressed his will to make a difference in the world, before slavery was abolished by Abraham Lincoln. Both were striking speech on discrimination. Slavery was present in the beginning years of our

Analysis Of The Book Angles And Outcasts - 1445 Words

The book, Angles and Outcasts, is compiled of works by hearing authors from the nineteenth-century and the twentieth-century, as well as a chapter of works by authors who themselves are Deaf. Each of these stories provides a unique perspective on deafness and how the Deaf people are seen by the rest of the world. There is a common theme present through the nineteenth and twentieth-century works; exaggerated qualities of the Deaf person and a misfortune so great, that it overshadows anything good or human about the person. In the nineteenth-century, the Deaf people have exaggerated qualities such as beauty or strength that are built to be something greater than human ability, but their deafness is such a misfortune, that it negates those exaggerated qualities and often shows the deaf people as being something other than human, an object of pity. In the twentieth-century, the main theme of misfortune being so strong that the deaf people are no longer seen as human equivalent, but rathe r a spectacle to dump pity onto. In both centuries, Deaf people are written about in ways which portray them with traits that could not be possible and shows their deafness as something deserving of such grand pity. This is a form of oppression which we still see today, but it was much more prevalent in years past. In the nineteenth-century stories, the examples of extraordinary qualities is present in the theme of every story. In the first and second story, â€Å"Pierre and Camille† and â€Å"DoctorShow MoreRelatedAnalysis Of Pariah, Directed And Written By Dee Rees Essay1420 Words   |  6 Pagesand misunderstood because of the misconception that being gay is different and deserves different treatment. However, there are efforts being made daily by the community in order to educate people and ease their fears. The purpose of the following analysis is to deconstruct how people who fought back while growing up realizing they are apart of community help shaped and/or will s hape them to become strong roles for LGBT people around the world. In this paper, I will examine how women of colorRead MoreThe Civil Court Case Of Baker V. Nelson1898 Words   |  8 Pagesthis privilege for an opportunity to force their preferred practices and beliefs on anyone they choose. However, that does not prohibit some state legislatures from refusing medical care and employment opportunities to homosexuals. From a positive angle, many states have in fact passed laws that shield LGBTQ members, but the amount that have neglected to do so is shocking. According to National Conference of State Legislatures, 54% of states in the United States lack nondiscrimination laws that protectRead More Analysis of Silas Marner by George Eliot Essay2475 Words   |  10 PagesAnalysis of Silas Marner by George Eliot At the beginning of the novel Silas says There is not a just god that governs the Earth righteously, but a god of lies that bares witness against the innocent At the conclusion of the novel he says Theres good I this world Ive a feeling o that now What makes Silas change his mind, and what are the events leading up to his regeneration. Silas Marner is a novel based on the ups and downs of the main character, Silas and his friends, neighboursRead MoreThe Fallout After World War 1 And The Great Depression2535 Words   |  11 Pagesthey are missing, their sense of fragmentation or lack of completion- He looked down the slope...he saw some human figures lying. Those venal and furtive lovers filled him with despair. He gnawed a the rectitude of his life; he felt he had been outcast from life s feast. (James Joyce- Dubliners ; A painful case ) This moment evokes the familiar notion of the cycle of life that runs through Dubliners; two unidentified human figures renders the scene universal and reminds Mr. Duffy of his selfRead MoreSecurity Is The Most Imperative Venture Toward Better Security2320 Words   |  10 Pagescruising orders for a bearer, and absolutely not to bring about the discharging of a rocket or the outfitting of an atomic weapon. Furthermore, mystery is imperative in business applications: budgetary and work force data must not be revealed to outcasts. In any case, the distinction in accentuation remains. A security strategy has both a positive and negative viewpoint. It may say, Organization private data should be available just to legitimately approved representatives. This implies two things:Read MorePuritianism and Literary Techniques in The Scarlet Letter Essay2812 Words   |  12 Pagesthe following six months. Since then the book has never been out of print. It has always been a favorite book both with readers and critics. Man of the early readers and critics find the book too gloomy and somber but they were pleased that here finally was a work by an American author that could stand with the best thing produced in England. The neatness of its organized structure has attracted the attention of a large number of readers and critics. The book has been found useful in a study of romanticRead MoreEssay on Romanticism4035 Words   |  17 Pagesregard for the physical body. In Roberts confessions, the second section of the book, he admits that during a delirium he felt that George was one half of his hallucinated split self. This is a further implication that they are complementary fragments of a divided personality. However the divisions between characters in the first section are really only reinforcements of the principal psychological crisis in the book which comes in the exploration into Roberts troubled psyche reveled in his MemoirsRead MoreEssay on The Gothic Genre and What it Entails6177 Words   |  25 Pagesshared the same motifs. The best Gothic texts are not necessarily subversive but do all address some form of socio-political division. There is a cogent body of criticism claiming Frankenstein as a radical text and an equally cogent analysis that posits it in a conservative pigeonhole, especially plausible considering Mrs Shelleys eventual distaste for nineteenth century radicalism. Davenport-Hines quotes her as writing, I have no wish to ally myself to the radical - theyRead MoreThe Positive and Negative Effects of Video Games3383 Words   |  14 Pagesmultiple objectives. In strategy games, for instance, while developing a city, an unexpected surprise like an enemy might emerge. This forces the player to be flexible and quickly change tactics. o Quick thinking, making fast analysis and decisions. Sometimes the player does this almost every second of the game giving the brain a real workout. According to researchers at the University of Rochester, led by Daphne Bavelier, a cognitive scientist, games simulating stressful eventsRead Moredreams of vision9899 Words   |  40 PagesA Thesis ANALYSIS ON TRAGIC CHARACTER IN THE MAYOR OF CASTERBRIDGE By ANDRI HERMANSYAH 102026024515 ENGLISH LETTERS DEPARTMENT FACULTY OF ADAB AND HUMANITIES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2009 APPROVEMENT ANALYSIS ON TRAGIC CHARACTER IN THE MAYOR OF CASTERBRIDGE A Thesis Submitted to the Faculty of Adab and Humanities In Partial Fulfillment of the Requirements For the Degree of Strata (S 1) By ANDRI HERMANSYAH 102026024515 Advisory: INAYATUL

Health Care Policy in Australia Samples †MyAssignmenthelp.com

Question: Discuss about the Health Care Policy in Australia. Answer: Australian Healthcare Policy The health care facilities in Australia are distributed by both the government and private hospitals. The national policy of health is operated by the state governments in Australia due to which the policy is regulated and monitored properly in the country. Along with medication facilities the state government also provides facilities assisting the medical sector such as ambulance services, awareness programs, full body check-up etc. Further the features of the health care system in Australia are explained below: As governance of the heath policy is monitored by the state government due to which there is intervention of many participants in the performance of functions. Thus aspect makes the system more complex and difficult to manage. (Source: AIHW 2017) Thus aspect of the Australian health care system is that it has a wide variety of service providing network. Private as well as public both the services are managed by the government therefore, it is easy for the people to receive such facilities. Also there is a web services are also defined so as to initiate the healthcare services and make it approachable by all. Another role performed by the Australian government is that the government provides addition benefits to the doctors and medical service provider to maintain quality in their work and products. The funds are allocated to them for the benefit of whole community including them as through this they will also earn incentive above salary due to which they will urge themselves to provide more efficiency in their services. Also the government has initiate health insurance named Medicare which is free for the whole community including doctors and physicians. References Australian Government. (2017). Australias health system. Viewed on 20 July 2017 from https://www.aihw.gov.au/australias-health/2016/health-system/ Australian Government. (2017). Health. Viewed on 20 July 2017 from https://www.australia.gov.au/information-and-services/health AIHW. (2017). Data sources for monitoring health conditions. Viewed on 20 July 2017 from https://www.aihw.gov.au/data/monitoring-health-conditions/

The New Zealand International Business

Table 1: strategic characteristics of the industry playersAdvertising We will write a custom case study sample on The New Zealand International Business specifically for you for only $16.05 $11/page Learn More Company (market share) strategy price frequency Quality/styling Number of fleet Advertisement ($M) Pacific Blue Low cost Below average limited high 50 1.5 Air New Zealand 10% Low cost below average extensive good 14 6 Qantas airline Low cost Below average limited good 4 6.2 New Zealand market is very competitive with most of the industry players competing on the limited passengers. Some of the airlines which are not competitive enough are likely to be trounced out in future, with one of the most helpless being Air New Zealand, given that its strongest competitors can absorb losses for quite some time due to their financial superiority. These eventualities herald enormous menace to the company’s profits or its survival at the wor st (Kaynak, 1993). Air New Zealand is a monopoly supplier of many equipments and ground handling equipments, which requires new entrants to enter into agreements with them, especially due to New Zealand’s geographical isolation. Furthermore, Air New Zealand has established a strong hold on the industry such that it becomes easy to negotiate better airport charges (Evans and William, 1999). Air New Zealand has established strong customer royalty as many New Zealanders support foreign owned firm’s particularly the ones from Australia (Shiques, 2007). Additionally, Air line New Zealand has extensive net works that extends both in the domestic and the international market of airline routes. To further pursue its low cost strategy, Air New Zealand reduced its fare by 26 percent which increased its domestic passenger growth by 23 percent, which counterbalances the reduction in profits. This shows that its strategy has been a great success, despite strong competition from Qan tas and Pacific Blue Airlines, resulting from better pricing and similar level of frequency compared to airline New Zealand (Bemowsky, 1992).Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The company intends to increase its competitiveness against Air New Zealand by increasing its frequency and capacity. Qantas’ strong financial base and its size is significantly competitive. It offers superior quality and level of services, and its network coverage is extensive and covering many parts of the world (De Wit and Meyer, 2004). Pacific blue runs a low cost strategy coupled with high quality services which includes friendly and professional crew. In addition, in-flight meals which can be purchased on board are offered to further strengthen its image. The company intends to introduce more planes to help achieve its growth strategy. Pacific blue’s low cost strategy is likely t o face Air New Zealand very competitively because â€Å"its cost base is much lower due to a greater capacity to outsource ground handling, engineering, crew support and infrastructure such as hangars† (Lindblom, 1959, p. 212). Fig 1.Perceived differentiation vs. competitive brands Competitive condition of Glasses Direct in regard to Porter five forces Some of New Zealand major competitors seem to be Qantas and pacific blue Airlines. On the other hand, New Zealand’s extensive frequency and strong position enables it to win sizeable customer royalty from all corners of the world. In this regard, porter five forces model can be used to discuss these issues (Berdell, 2002). Competitive rivalry: high Air New Zealand is a monopoly supplier of many equipments and ground handling equipments, which requires new entrants to enter into agreements with them, especially due to New Zealand’s geographical isolation. Furthermore, Air New Zealand has established a strong hold on the industry such that it becomes easy to negotiate better airport charges (Evans and William, 1999).Advertising We will write a custom case study sample on The New Zealand International Business specifically for you for only $16.05 $11/page Learn More Nonetheless, Air New Zealand risks losing substantial share of its market to its closer competitors if they continue using their strong position to offer even lesser prices to their customers while retaining high quality in their services. This is especially possible because the economic recession makes many customers desire to optimize the value for their money (Needham, 1999). The threat in substitution: high The threat in substitution may affect market prices since the customer can prefer a different substitute to the company’s goods or services. This threat may affect the company’s marketing power. The threat of substitution may affect market prices since the customers can switch to s ubstitute services in case of a price increase. This may weaken the company’s bargaining power considerably (Johnson and Scholes, 1999). Supplier bargaining power: moderate In assessing supplier power, the company needs to identify the ease in which suppliers drive up prices. There is also a need to analyze the product’s difference and their uniqueness (Walton, 1986). It is important to know the number of suppliers per input and the advantage they will have over others because of the differences in material requirements. Due to limited number of suppliers who can supply some specific inputs, Air New Zealand may not be able to select the suppliers hence increasing their power. However, the company has been able to maintain close relationship with the most trusted suppliers, hence avoiding unnecessary exploitation (Hill and Jones, 2007). Threat of new entry: moderate Air New Zealand operates a low cost strategy with frequent flights and quality services. Start-up airline companies find it hard to enter the industry since â€Å"new entrants must gain access to terminal facilities which are largely monopolized by air new Zealand† (Godfrey et al., 1997, p.56). While it is possible to concur that it is not possible for fresh new entrants to invade its territory due to its competitive strength, it would not be possible to ignore an entry threat by stronger players such as Pacific Blue and Qantas who have substantial capital (Godfrey et al., 1997). Buyer Power: moderate Air New Zealand uses good customer service and low price strategy to woo its customers; however that does not preempt possibility of brand switching by some customers. If product the quality of its services is not adequate enough, some customers may switch to other company’s services which are offered at lesser prices (Armstrong and Kotler, 2008).Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Fig 2. Michael Porter’s Five-Forces Model Sovereign States Attractiveness of investing in Glasses Direct The nature of the New Zealand market has revealed that the number of passengers is limited and hence the competition is rife. Some of the airlines which are not competitive enough are likely to be edged out in future, with one of the most vulnerable being Air New Zealand, since its strongest competitors can absorb losses for quite some time due to their financial supremacy(Spangengerg, 1992). These eventualities portend great threat to the company’s profits or its existence at the worst (Kaynak, 1993).Nonetheless, Air New Zealand strong position and greater frequency can be used competitively to minimize the impact of Qantas and pacific Blue, which will again send the two companies struggling, and making the company worth investing in (Babette, Bensoussan, and Fleisher, 2008). References Armstrong, G., and Kotler, P., 2008. Principles of Marketing. University of C alifornia: Pearson/Perentice Hall. Babette, E., Bensoussan,C., and Fleisher, k., 2008. Analysis without paralysis: 10 tools to make better strategic decisions. New Jersey. FT Press. Bemowsky, K., 1992.The quality glossary. Quality Progress, 25(2), pp. 18-29. Berdell, J., 2002. International trade and economic growth in open economies: the classical dynamics of Hume, Smith, Ricardo and Malthus. Cheltenham: Edward Elgar Publishing. De Wit, B. and Meyer, R., 2004. Strategy Process, Content and Context. International Perspective. London: Thomson. Evans, J. R., and William, M. L., 1999. The Management and Control of Quality. 4th ed. Cincinnati: South-Western. Godfrey, G., Dale, B., Marchington, M. and Wilkinson, A., 1997. Control: a contested concept in TQM research. International Journal of Operations Production Management, 17(6), pp. 558-573. Hill, L.W.C., and Jones, R. G., 2007. Strategic Management an integrated approach. New York: Cengage learning. Johnson, P., and Scholes, k., 199 9. Exploring Corporate Strategy: Test and Cases. London: Prentice Hall. Kaynak, E., 1993. The Global Business: four key marketing strategies. London: Routledge. Lindblom, C., 1959. The science of muddling through, Business Strateg. Penguin Books: Middlesex. Needham, D., 1999. Business for Higher Awards. Oxford: Heinemann. Shiques, P., 2007. Marketing Strategies Solutions. Web. Spangengerg, O., 1992. A systems approach to performance appraisal in organizations, the 25th International Congress of Psychology. London: International Thomson Business Press. Walton, M., 1986. The Deming Management Method. New York, NY: Perigee Books. This case study on The New Zealand International Business was written and submitted by user JoantheMouse to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Gamification in Education

Gamification in Education Often the term â€Å"gamification† is met with controversy, resistance and confusion, as it is not completely clear what is meant by its implementation into education. If you strip away all of the additional information that has been added over the years, gamification is simply adding elements that are usually related to games or game-like activities into the classroom. Some examples of these features include: points, a focus on competition and a clear set of rules. This does not just mean games that are used in the classroom but rather activities or tasks that have game-like features added to them. This is an important difference to note. It seems like a straightforward concept but it is usually poorly implemented within education. This misuse can range from gamification being a mild yet useless distraction right to transforming an educational program into a farce of games masquerading as learning opportunities. In this article we will look at the best use of gamification and how it can increase the overall retention of information. We will also provide a range of methods to successfully bring gamification into everyday classroom activities without it becoming a waste of the student’s time.   More Complex Than Playing Games Often students, teachers and parents make the mistake of thinking that gamification is simply adding games to the classroom. There is a famous range of games that are considered educational but this is not the same as the concept of gamification. This is explained further in a great article by Steven Isaacs. To better understand the key differences between games, game-based activities and gamification, here are some points to consider: Win or Lose? In gamification there is not always a built-in chance of losing. The purpose is to motivate the students to learn or to take action and therefore there shouldn’t be any form of demotivation. This is why the focus is always on achievement and the attainment of new goals. Content – The game features are added to the educational system rather than the focus being on content, such as with traditional games or game-based learning. This is why gamification usually has in-depth storylines, which makes it an easier and less time-consuming system to implement. Objective – The main aim for gamification is for the participants to collect points as a form of reward. This is in direct contrast with games or game-based learning, as these forms of education have strictly defined learning objectives or even no objective at all. Gamification, therefore, has a wider and more flexible learning style that means students can develop knowledge rather than immediately stopping once a certain goal has been reached. For more details there is a useful infographic that shows the major differences between gamification, games and game-like activities. In More Detail   By now you will have a better picture and understanding of what gamification really is in a general sense. This is a good start and will now allow us to shift the focus to not what it is, but rather why it is important and significant in education today. Before we look at why gamification has become widely used and what the benefits are, we must first examine a brief history of this theory. The first example of gamification came in 1896 when stamps were sold to retailers and then used to reward loyal customers. This was all put into motion by marketers that claimed great success and results in reinforcing buying behavior and company engagement. In the 70s the theory began to form with Thomas Malone publishing, â€Å"What Makes Things Fun to Learn: A Study of Intrinsically Motivating Computer Games† in 1980. After this work was published companies, such as American Airlines, Holiday Inn and National Car Rental, began implementing reward systems for their customers. While gamification has been present ever since, it was not until Nick Pelling coined the official term in 2003. For businesses, consumers and lifelong learners, gamification is now a mainstream approach and a way of life with support and funding from many official bodies. To put things simply, the growth of gamification has established a place in both the workforce and education because it has been proven to be successful, whether it is with consumers gaining rewards for flying frequently or students achieving better test results. The reason for this success is due to the fact that this approach makes any task more interactive and essentially playful. This includes: Providing Goals. This offers the consumer or the student a step or a level to get to. This means that there is a visual progress throughout the process. Keeping The Participant Motivated. Having goals is a good way to stay motivated. This, paired with being able to get rewards, keeps the learner or the consumer interested and motivated to continue to focus on the task. Constant Rewards. What is better than getting rewards for your work or for your loyalty? This gives real value to any progress that is being made.   In these ways, gamification can make anything more enjoyable and hook users into a process of learning. This means that consumers will be more likely to buy from one company or buy more often as they are being rewarded for doing so. Students will reap different educational benefits. What Teachers Can Expect From Gamification The same principles that are applied to gamification in any setting can be successfully used in the classroom. The strength of this theory in schools is something that can create synergy between classroom learning as focused on by the teacher and classroom learning becoming a focus for students. Few students would say that the normal classroom setting is playful or enjoyable. Gamification is something that changes that by giving students the goals and rewards as previously mentioned, but this can also have lasting positive effects in other areas. This process will: Motivate students to become more involved, Give teachers better tools for teaching and for giving out appropriate rewards, Encourage students to present their full capacity for learning at all times. Gamification shows students that learning can be more interactive, they can receive rewards to give value to their work and that formal and informal educational settings can combine for great results. Teachers can expect their students to be more self-motivated in the classroom. Rather than pulling teeth to get students to sit down and work through problems, they will want to work towards goals and reach those achievements on their own. Removing some aspects of having a formal learning environment can be extremely beneficial in the sense that students will not necessarily view the gamification aspects as uninteresting but rather will participate in active learning. While immediate benefits are regularly seen by teachers in the way students view the classroom, in their approach and their results, there are other advantages to consider that will follow the students throughout their learning career and life. These include: Modern Life Skills It is especially important for students to gain the skills necessary for them to enter into the 21st century as successful citizens. This means giving students access to technology and programs that will show them the real life situations. Students will develop a new framework for understanding the tasks around them and their school environment through gamification and being able to work within a reward system similar to many work situations. Deeper Understanding This theory will promote a better understanding of issues and solutions. Gamification helps students understand which problems need to be fixed, create systems of thinking that will promote a solution and maintain the effectiveness of those solutions. Students will be able to be creative throughout this process and this is actively encouraged. Promote Creative Thinking Students are able to experiment more as they learn. By testing the rules and the roles they are a part of, students will be able to understand the boundaries of the situation and of their learning. This promotes more awareness of the student’s self and abilities. Love of Learning The encouraged lifelong pursuit of learning is another side effect of introducing gamification and using it as a tool in the classroom. Students will no longer find learning a dull experience but rather something to be approached with the intent to achieve a goal and become a better person overall. Engaging the Learner Gamification, if implemented correctly, makes education more engaging and enjoyable. The learning environment can be more creative, playful and free as students have the game-like features of their education promoting a subject in a more digestible manner. The potential for gamification in practice and the results can be endless depending on how it is used and implemented. If these reasons are not enough for you to become invested in this method then we have included examples of specific learning programs and procedures that have been proven to be effective in the classroom.   The Success Stories   Gamification can be a useful classroom tool that will encourage a student’s natural desire to learn by presenting them with interesting materials and tasks with aspects of games built into them. The effectiveness of this education method has been proven time and time again. Here are some noteworthy examples: The World Peace Game. This is a political simulation for the classroom that is game-based but is more of a scenario task for students to carry out. Created by John Hunter in Virginia, this version of gamification is designed to teach the children about being a part of the global community and the complexity of relationships between different nations around the world.How does it work? The teacher introduces the information students need to interact. This is generally a scenario with details about the resources of a country, their political positions, issues they face and various other important pieces of information. The students use these facts and achieve cooperation and positive relationships. While this specific case of gamification is marketed as a game, the details give students focus and goals while they work. Pai’s Class. This is a digitally assisted learning environment for students. In this kind of classroom, students use various devices to access games, programs and the Internet in conjunction with their studies. This means that students will be learning about a particular subject or many subjects and be introduced to basic concepts using technology. This use of technology and age-appropriate graphics has increased interest and improved overall test scores. Students can reach different levels and get rewards for their success within the technology that they use. This is a school of gamification that can be used across many different age groups and with a wide range of subjects and topics. Coursera. This is an educational technology that operates collaboratively with leading universities to make their courses available to students for free. This is an example of gamification that applies to higher-level learning rather than the more commonly thought of elementary school environment. This program requires students to watch videos on their subjects of choice and then submit assignments and tests for evaluation. In this process students can level up and receive badges and rewards for their achievements. There is also a level of interaction between students to enhance the overall learning experience and create a community feeling. Bringing The Theory Into The Classroom We Haven’t Been Properly Introduced It is very difficult to immediately include a full range of gamification techniques into the classroom. Some of the most challenging aspects are: Getting students to the idea of a constant reward system, Fully understanding a potentially complex system before putting it into place, Creating the unique style of gamification that suits the specific group of students. When first starting to use gamification, it is a good idea to focus on educational games. Many classrooms have game-related activities built into the daily routine but not all focus on the concept of being rewarded, beyond the student being able to enjoy the process of learning. Including gamification concepts in the classroom is easy by gently adapting existing games that students are familiar with. By including badges, achievements, points and other aspects of the theory, any game-based activity becomes a starting point for implementing the theory as a whole. Here are some classic games that are easily transformed into tools for gamification. Scheduled Doses – A common issue with this theory is choosing the right time to include it in the daily timetable of a classroom. It is a huge task for students to go from nothing to absolutely everything they do being point-based. By selecting activities that will have a system based on points and building from there, the atmosphere will become implemented slowly and it will quickly spread to other activities, usually at the student’s request. It is important to not try to make gamification an all-or-nothing system and to integrate it into a full curriculum. One of the best places to start are grades. Instead of using the traditional system you can equate these to terms that remind students of games. This includes concepts such as: Achievements, XP points, Badges, Lives, Levels, If you are creative, then it is fun to invent all of the ways that your class’ favorite video game references can be implemented into the grading system. For some inspiration there are fantastic suggestions here. Foster Competition – It is a common theme in education to not create too much competition between students but this is crucial for gamification to be successful. There has to be a desire for points and this is important to foster, especially at the beginning. There are several ways that the teacher can encourage competition including: Leaderboards – Making the number one spot publicly means that students will know what they need to do to get higher on the board. Prizes – Whether this is something relatively small or more coveted, having a prize to reflect the achievements will help develop a competitive nature in the students. Having more of a focus than simply points has a great overall benefit on the energy levels in a classroom and the desire to achieve more through the education system. It is, however, still important to keep a balance between a cooperative and a competitive classroom. To see how to do this more effectively you should definitely check out this article.   Equalize The Playing Field It is a common misconception that gamification is only suited to extroverts. By introducing the aspects of gamification into quieter more introverted activities you will be able to level the playing field and provide the benefits to the entire class. One of the greatest tools for this is the range of apps available for quieter quizzing. The use of the app is on an individual level but the points or XP can be easily tracked and added to a collective leaderboard. This research is indispensable when you are trying to better understand how to implement gamification for both introverts and extroverts.   Common Mistakes To Avoid It is often said that the use of gamification can be potentially harmful. There are several reported reasons for this but it should be noted that the most common cause of gamification failing is due to mistakes made with the implementation of the theory. Here are some of the most common errors made by educators. They are not necessarily made by those new to gamification but they can also develop over time as the original idea becomes stale with the students in the educational system. Focusing on the successful implementation and the maintenance of that focus can really make a difference in the results observed in the classroom. Winning Isn’t Everything – One of the most common errors that educators make is crafting the classroom to be too focused on achieving points. Having students too focused on winning means that the educational value of the tasks will be lost.   The reason that this happens is almost always because the stakes are too high or the prizes are too desirable. It is the duty of the teacher to put themselves in the mindset of their student and choose prizes that are desirable enough without them becoming the main focus. This issue might seem contradictory to the push for prizes and points mentioned previously, but it should be considered how exactly this has to be done for your specific class. A good way to avoid this from happening is to keep the focus on: â€Å"Does this result in learning?† This will ensure that winning is always secondary to a learning objective. Too Much Reward – The concept of gamification is often oversimplified when it is put into place. It is a common belief that it is the achieving of goals that drives the students forward and this means they create systems that awards points or achievements almost arbitrarily. If the success is not meaningful and consistent then the students will quickly lose interest. Students need to feel like they are really progressing whilst they are earning points and getting rewards.   At first this can be a very laborious task of continually checking the reward system and keeping to strict rules, but once the students get a hang of the system it will start to regulate itself.   Not Integrating The System – Whether this is treating gamification as an isolated learning technique or not following up on a natural process, not bringing it fully into the daily schedule means it is usually a waste of time. It should be a solid part of a larger curriculum that gives students a chance to get to know the system and fully benefit from it.   This should be balanced when you first introduce this theory into the classroom so that it is not overwhelming. In the end, however, the theory should be a normal part of the overall educational approach.

Charge Definition and Examples (Physics and Chemistry)

Charge Definition and Examples (Physics and Chemistry) In the context of chemistry and physics, charge usually refers to electric charge, which is a conserved property of certain subatomic particles that determines their electromagnetic interaction. Charge is a physical property that causes matter to experience a force within an electromagnetic field. Electric charges may be positive or negative in nature. If no net electric charge is present, the matter is considered to be neutral or uncharged. Like charges (e.g., two positive charges or two negative charges) repel each other. Dissimilar charges (positive and negative) attract each other. In physics, the term charge may also refer to color charge in the field of quantum chromodynamics. In general, charge refers to a generator of continuous symmetry in a system. Charge Examples in Science By convention, electrons have a charge of -1 while protons have a charge of 1. Another way of indicating charge is for an electron to have a charge of e and a proton to have a charge of e.Quarks possess what is known as color charge.Quarks may possess flavor charges, including charm and strangeness.Although hypothetical, magnetic charge has been postulated for electromagnetism. Units of Electric Charge The proper unit for electric charge is discipline-dependent. In chemistry, a capital letter Q is used to indicate charge in equations, with the elementary charge of an electron (e) as a common unit. The SI derived unit of charge is the coulomb (C). Electrical engineering often uses the unit ampere-hour (Ah) for charge.

TORT LAW Essay Example | Topics and Well Written Essays - 1500 words

TORT LAW - Essay Example Considering the fact that the question mentions Fred being surprised of the large bill from the Inland Revenue for capital gains tax, I suppose that he has listened to Paul’s advice and sold some of his stocks and shares. Fred’s selling some of his stocks and shares and later on, receiving a large bill for capital gains tax is a direct consequence of Paul’s advice which stated that selling some shares and stocks would help Fred avoid this tax. Due to the untrue information, Fred sold his shares and stocks and still received a large bill, which caused financial losses to him The rules of breach of duty are appropriate. Breach of duty occurs when the defendant owed a duty of care and his actions were lower than the reasonable standard. Smith &Keenan (2010, p.464) state that the test of a reasonable man should be applied to individuals â€Å"who have held themselves out as possessing a particular skill†2 as to average specialist in that domain. For example, a s in Fred’s case, Paul – recommending himself as returning a small accountancy firm, which specializes in tax and other investment matters– was expected to act as an average accountant. ... In Hedley Byrne v. Heller (1963), the Court held that â€Å"the relationship between the parties was "sufficiently proximate" as to create a duty of care. It was reasonable for them to have known that the information that they had given would likely have been relied upon †¦ This would give rise to a "special relationship", in which the defendant would have to take sufficient care in giving advice to avoid negligence liability.†3 In this case, Paul’s advice, as coming from a professional was equivalent to a statement upon which the customer (in this case – Fred) would rely on. In Rowley & Ors v Secretary of State for Department of Work and Pensions (2007) the Court held that â€Å"a solicitor owes a duty of care in tort because, like any professional person, he or she voluntarily assumes responsibility towards an individual client†4, which applies to the case of Fred v. Paul. If we were to apply the test established in Caparo v Dickman (1990), it would be clear that the facts of Fred’s situation do fall within this case: 1. â€Å"The adviser was aware that the advice was required for a purpose† 5 - Paul was aware that the advice was necessary in order for Fred to fill his tax forms and avoid large bills 2. â€Å"The adviser knew that the advice was to be communicated to the advisee†6 - 3. â€Å"It was known that the advice will be acted upon by the advisee without independent injury†7- generally, such kind of professional advice is necessary in order for the person who asks for it to act upon it 4. â€Å"It was acted upon the advice† 8 - relying on Paul’s advice, Fred sold his shares and stocks. Even when applying this test, â€Å"There must be a limit to liability and no duty will be imposed unless it is just in all the circumstances.†9 According to Winfield &

Political Power in France 1780-1815 Essay Example | Topics and Well Written Essays - 1250 words

Political Power in France 1780-1815 - Essay Example The period 1780-1815 was marked by various happenings in France. In the years before the French Revolution, France was experiencing difficult times. The cost of necessities had gone up tremendously. Bread, which was the staple food of the French, had its cost sky rocketing. The reason behind the price of bread going up was that a severe drought and extreme winter hit France. These conditions affected wheat yield which consequently affected bread production. Due to the law supply of bread and the high demand for the same from people, the prices went high. The poor Frenchmen could not afford bread. During the same period, King Louis XVI was in reign. He was weak and could not make decisions in time. He married Marie Antoinette with whom they lived lavishly at the expense of their countrymen. France was in huge debts following the policies of rulers before Louis XVI. Louis XIV and XV had used foreign policies that led France to costly wars. France was driven into deeper debts with the r oyal family and the nobility living lavishly. A taxation system that exempted the Nobility and Clergy was put in place. This was unfair since these were the well off people in society yet they were not to pay these taxes. All these and more factors that will be discussed in the paper will explain the unfolding that took place in France during the period 1780 to 1815. As mentioned earlier, the wars that were initiated by Louis XVI had put France in serious debts. Food scarcity was also becoming a very big problem. Economic problems were on the rise during this period. Suggestions by some ministers to tax the nobility were met with contempt. The problem of the serious debts was not going to be sorted if the nobility and the clergy continued to be exempted. By 1788, the attempts to salvage France from these debts were registered a failure. A meeting of the Estates-General was called by the King. The First Estate was made up of church members or the clergy. The second Estate constituted of the nobility, then the third Estate constituted of the remaining Frenchmen. The issue of classism was not uncommon during meetings. The third Estate, which constituted mostly of the Bourgeoisies, had the majority of members. The last meeting of the Estates-General had been held in 1614. Being the majority, the third Estate demanded greater representation in the house. Their demands were not met which led to their breaking away and forming the National Assembly. This group was the voice of the whole nation thereby challenging the King and the two orders. Liberalism that was fueled by the spirit of Enlightenment led to liberal-minded members of the clergy and nobility joining the National Assembly. The members of the National Assembly accentuated the need for the parliament in France being similar to that in Britain. These people swore to see to it that a constitution was written and sanctioned. The Tennis Court Oath as it came to be known was the movement by the National Assembly in their bid to get a new constitution for France. King Louis XVI, rallied up his troops against the supporters of the National Assembly, as well as, on the National Assembly members. Paris and Versailles were besieged by the King’s defense force. However, the king vacillated bringing the first act of the movement come to a stand. For the first time in the history of the French monarchy, Louis capitulated some of the power that was held absolute. This power had been considered absolute for over two centuries and many say that Louis XVI surrender jeopardized his authority over France. When France’s finance minister, Jacques Necker was dismissed, many were displeased. During the severe climatic conditions, food

Field trip example for developing questions Essay Example for Free

Field trip example for developing questions Essay Listed below are some sample questions that were asked about a hand plow used in the 1800s that one group of students saw in a museum. These might give you some ideas for developing questions: †¢ What function do you think this object had? †¢ When do you think it might have been used? †¢ Who might have used it? †¢ What materials were used to make it? †¢ How do you think it was made/manufactured? †¢ Imagine using this plow all day. How would you feel? †¢ How do farmers plow their fields today? †¢ Do you think they feel any differently than the farmer using this plow did at the end of the day? Explain. †¢ Do you think there are people in the world today who still use tools like this? Explain. ACTIVITY TO BE DONE: FIELD TRIP TO A OLD-TIMECRAFT MUSEUM Questions: †¢ Are the crafts carefully made to show the culture and beliefs of the people who made them? †¢ Basing from the craft materials that you’ve seen, how might you describe the ancient generation of humans? †¢ How are you able to connect the past with the present through the crafts that you have seen? †¢ Are there any depictions of the past that you could identify to characterize the present human society today? †¢ Do you think these crafts could still be improved through the usage of modern technology? †¢ How would technology actually affect the presentation of the said crafts? Appendix 23. 07c Sample Pre-, During- and Post-Field Trip Activities for a Field Trip to a California Mission Grade Level: 4 Pre-Trip Activity: Who Built the Missions? I will read sections from â€Å"Missions of the Southern Coast† by Nancy Lemke (1996) to my students. After reading the story, we will record information learned about who built the missions on a wall chart. We will discuss how the life of many native Indians changed after the Spanish padres taught the natives Indians to speak Spanish, make adobe bricks, sing Spanish religious songs, and change their religious beliefs, etc. I will set up a computer station for students to explore the site: http://library. thinkquest. org/3615/index. shtml, which describes the layout of the missions and how the structures were built. Students will record their findings for later use in their creative story writing. During the Trip Activity: Mission Architecture At the site I will gather students around me at the entrance to the mission. Here we will take a close look at the basic architectural design of the building and compare it to the photos we examined in class, looking for similarities and differences. Students will sketch three architectural features that they see. As we walk through the mission building (using the mission’s map to navigate our route), students will make a list of the different rooms and make note of several objects or architectural design elements in each room that are similar to items in use today. We will also discuss items that are no longer used. Post-Trip Activity: Travel Brochure for the Mission After the trip, students will summarize their learning by working in pairs to design a travel brochure inviting tourists to visit the mission. Students will need to include the following information: mission name, date built, brief history about why missions were founded, a brief story unique to this mission, a statement that explains to the tourist why missions are an important part of California’s history. Brochures will also include students’ decorative artwork. Per-trip Activity: Sharing the Goals of the Trip with the Students This activity shall help the instructor outline the reasons for the fieldtrip thus guide the students with the necessary learning that they are supposed to receive from the activity that they are to encounter in the field. It is expected that through this particular activity, the students would have a logical understanding of how much they are supposed to be benefited by the said activity. During the trip activity. It is simply through the actual field trip that the understanding of the gist of the activity shall be realized by everyone involved in the project. Thus, through the activity itself, the students would realize the real impact of the process within their learning and personality as well. With the realization of the students with regards the benefit of the trip to their learning process, they are then expected to apply in themselves whatever it has been that they have learned from the trip. Post-Trip Activity Recollection of the things learned is a primary focus of the instructor after the trip is over. It is through this after activity meeting that the educators as well as the coordinators of the trip would naturally measure the success of the activity thus scale it for further pursuance during the following years of operation. Appendix 23. 07b Field Trip Planning and Implementation Form 1. Decide where you are going and record the pertinent information, including: †¢ site address †¢ relevant telephone numbers †¢ admission costs; group rates; group size limitations †¢ hours of operation †¢ content of the exhibits †¢ facilities (bathrooms, area to eat, etc. ). †¢ availability of food concessions, gift shops †¢ requirements for reservations †¢ availability of guided tours (Are they required? Costs? ) †¢ availability of curriculum materials for teachers †¢ special requirements (walking shoes, binoculars, warm clothing, etc. ) †¢ handicapped accommodations, and other relevant information (brochures, handouts) Enter Step 1 information here: 1. Craft Museum in Los Angeles: features the exhibit of the works of the families and cultures of both ancient and modern America. 2. Schedule of Tour: Wednesday or Saturday in the afternoon beginning 1pm. 3.time length of tour: 3hours 4. Exhibit Content: family crafts of the ancient and modern American civilization. 5. Facilities: With comfort rooms and lobby for resting purposes 6. Ground Rules: No eating within the premises of the showroom during the tour activities. 7. No Reservation Payment; but there is an enlisting process before the tour begins. 8. school uniforms for quick identification is required due to the continuous tours taking place in the museum. 2. Educational and other considerations for the field trip. †¢ How does taking a field trip relate to your classroom studies? †¢ What are your objectives for the field trip? †¢ What information will tell you if your students have achieved your objectives? †¢ Visit the museum/site before your field trip. †¢ Which exhibits would you like to use? †¢ Are there any special conditions you will need to accommodate? †¢ What are the rules and procedures for group visits? Lunch plans? †¢ Do you have a map of the museum/site? †¢ Do you have some pictures, slides or postcards of the site that you can use with your students? †¢ Do you know your way around the museum/site? Enter Step 2 information here: 1. The field trip is expected to enhance the knowledge of the students with regards how much ancient America connects with the modern generation of people of the country today. 2. This field trip is rather pursued to help the students see the actual display of intellect of both the ancient and modern Americans whether with the aid of technology or those others that were created without the said utilization of modern technology. 3. to ensure safety of the whole class, it is advised that the instructor sees the museum first for security measures and assessment of the place whether it would be feasible for the subject or the students the like. 4. Souvenirs are given to the students visiting there and several brochures which could later on be used for classroom discussions. The said brochures are accompanied by maps showing the interiors of the museum. 3. Make Advance Arrangements †¢ What are your school’s procedures for field trips? Do you need special permission? †¢ Have you made reservations at the site for your trip? †¢ What transportation arrangements do you need to make? †¢ Have you kept copies of forms, requests, reservations, etc.? †¢ Have you sent out and received permission slips from parents? †¢ Can you anticipate any student behavior problems? Do you have a plan to cope with them? †¢ Have you arranged for payment of field trip expenses? †¢ What is your policy about visits to the museum/site gift shop? Tell students in advance! Enter Step 3 information here: 1. Parental permission must be first received before a student is to be joined in with the group for field trip. 2. Hiring a bus is a necessary step for getting the students safe into the museum. 3. The transportation is supposed to fetch the students back and forth from the school within at least five hours time difference. 4. To avoid unruly behaviors, the instructor is to have three appointees per group who would serve as group leaders thus making the trip much more controllable and the students easier to accompany with. 5. Snacks are to be served to the students in the bus after the three-hour field-trip. 6. all ground rules are to be discussed during the pre-trip meetings with the students. 4. Pre-Trip Activities: Introduce Museum/Community Site †¢ What pre-trip activities have you planned to introduce your students to the field trip site? †¢ What pre-trip activities have you planned to enable your students to try out and practice perceptual skills? (touch-boxes, sounds, smells, same-different, matching, sketching, color) †¢ What pre-trip activities have you planned that pertain to the subject matter of your field trip? (vocabulary, experience chart, artifacts, speakers, research groups, developing worksheets) †¢ Design six questions to ask your students that will help them think about something that they will see on the trip. Enter Step 4 information here: 1. Each student is advised to bring short note pads where they could take down their notes for review purposes in class. 2. Questions: †¢ Are the crafts carefully made to show the culture and beliefs of the people who made them? †¢ Basing from the craft materials that you’ve seen, how might you describe the ancient generation of humans? †¢ How are you able to connect the past with the present through the crafts that you have seen? †¢ Are there any depictions of the past that you could identify to characterize the present human society today? †¢ Do you think these crafts could still be improved through the usage of modern technology? †¢ How would technology actually affect the presentation of the said crafts? 5. Plan Field Trip Activities †¢ Will your students be participating in a site-led program or tour? †¢ If so, have you talked to the guide about your students’ background and preparation for the trip? †¢ Will your students be using worksheets you’ve developed as a basis for their site activities? †¢ What other activities will your students do at the site (beyond a guided tour)? †¢ Have you planned the work in small sections (in case some children finish sooner than others)? †¢ Are the activities varied intellectually? †¢ Review field trip plans with chaperones. †¢ When will you meet with chaperones to review your plans for the trip? †¢ Have you recruited the chaperones you need? Do you have a back-up plan if a chaperone fails to show up? †¢ Have you prepared an information packet about the trip for each chaperone? †¢ Do the chaperones clearly understand what they can do to support the educational objectives of your trip? Enter Step 5 information here: Each group leader is assigned with a name of list in their groups who they would be appointed to check on time and again. Nevertheless, after the three-hour tour, everyone is expected to be intact in their groups as their grade on the said activity shall well depend on how well they behave during the tour activities. Making necessary pre-announced quizzes about the trip would also help the students more attentive and interested in the discussions presented to them during the tours and keep them safe with their groups as well. 6. Field Trip Day †¢ Review plans and schedule with students and chaperones. †¢ Give the bus driver a map, parking information and a schedule. Get the bus number. †¢ Bathroom stop before boarding the bus. †¢ Give a brief orientation to the site upon arrival; review what to do if anyone gets lost. †¢ Conduct at-site activities and adjust pace as needed. †¢ Finish activities and stop at the gift shop if planned. †¢ Move to the exit, do headcounts and board the bus. †¢ Notify the school office when you return. †¢ Discuss the trip with students. Enter Step 6 information here: Headcounts are to be performed, before, once during, and after the tours. The headcount is supposed to be a security check on the whereabouts of the students. If incase anyone gets lost, the enlisting before the entrance of the students in the museum shall be a great help thus alerting the museum securities of the said lost student. Once the trip begins to pursue, the administration should be notified as well as when it is already over. This would give the administration less frustration in handling activities as such in the future. 7. Post-Trip Activities †¢ What activities have you planned to continue your students’ learning back in the classroom? (murals, dioramas, newspaper, letters, tape recordings, posters, plays/skits, creative writing, travel brochure, museum memory capsule) Enter Step 7 information here: Poster making and role playing shall be the main activity inside the classrooms once the activity is over; so as to help the children recover about what they have learned from the touring activities held. 8. Evaluation of the Field Trip †¢ Does the kind of feedback you received from your students allow you to tell if you met your objectives for the trip? †¢ Did you meet your trip objectives? †¢ How did your students evaluate their trip? †¢ What were your students’ reactions to the trip? †¢ What did they learn from their worksheets or other activities? How do you know? †¢ Were there any problems you could avoid next time? Surprises? †¢ What improvements or changes would you make next time? †¢ Have you recorded your thoughts for future reference? Enter Step 8 information here: It should be understood that part of the activity is the assurance that each student is given the careful attention that they need, simply for them to benefit well from the activity. Through post-activity class discussions and presentations, the said matter could be then well measured as to how the activity applied well for the development of the students with regards their learning as considered within the curriculum that they are to discuss along with the integrated goals of the field trip within the development of the lesson. (Adapted from: â€Å"Teach the Mind, Touch the Spirit A Guide to Focused Field Trips† Field Museum of Natural History, Chicago) †¢ Describe your class, their interests, cultural backgrounds, SAT9 profiles, English language levels, reading abilities and special needs levels. The class to be dealt with is comprised of multicultural population that ranged from the fast and the slow as well as the average learners the like. This particular diversity on the part of the class make up actually makes the instruction of integrated lessons quite a challenge for the instructor. Moreover, the ways by which the instructor should deal with the situation should integrate both lecture and practical implication of the lessons as well. Seeing the cultural differences of the students, the instructors are rather required to have a quality that needs to be handled to the said specific types of students. It is understood that with a multicultural population in class, it is needed that the educational instructors utilize the different strategies to approach the learning diversity of all the students catered through the lessons presented in class. †¢ Profile your school culture, family involvement and home/school communication. Because of multiculturalism, the need for long understanding is required. For this reason, it is understood that the instructors could not be able to be expected to do the entire job. The cooperation of the parents and guardians of the students is highly regarded for the treatment within this particular situation. The communication between the parents/guardians and the instructors is to be treated as a primary source of success in this process. Thus it is encouraged that updating the parents/guardians with the development of their students as well as the extra needed attention that the young learners require be made known to the individuals needing the information. Doing so would give the instructors and the parents as well as the guardian of the students give full focus to the advancement of the young learners as primary receivers of the education that they are due. B: Learning Goals †¢ Select goals that are developmentally appropriate, culturally responsive, student-interest-based and drawn from the California academic content standards. There are numerous academic goals that actually outlines the need of increasing the capability of the students to deal with the challenges of life in a more practical process that would be most beneficial for their own good. Among the said goals is to teach them to become reliable at almost all the times needed. With regards this, it could be noted that understanding the primary issues that are related to life and the challenges that it offers shall give the students the real and right motivation to advance further with their learning. It is through this that they become motivated to hone their capability of being reliable at most especially during the times that their support and understanding are highly needed. Another goal is to help the students relate their school lessons with their real life situations. Being practical in dealing with real life situations could be stressed out during classroom discussions that are expected to be presented during class. Handling this particular responsibility is of utmost need for the instructors to consider during class operations. References: Shapiro, B. L. (1994). What Children Bring to Light: A Constructivist Perspective on Childrens Learning in Science; New York. Teachers College Press. Helm, J. H. , Katz, L. (2001). Young investigators: The project approach in the early years. New York: Teachers College Press.

Frankenstein: Shelley Use of Mascuine and Feminine Roles :: Free Essay Writer

Frankenstein: Shelley Use of Mascuine and Feminine Roles Shelley began writing ‘Frankenstein’ in the company of what has been called ‘her male coterie’, including her lover Percy Shelley, Lord Byron and his physician John Polidori. It has been suggested that the influence of this group, and particularly that of Shelley and Byron, affected her portrayal of male characters in the novel. As Ann Campbell writes: ‘[The] characters and plot of Frankenstein reflect . . . Shelley’s conflicted feelings about the masculine circle which surrounded her.’ Certainly the male characters in ‘Frankenstein’ are more developed that those of the females. Elizabeth Fay has suggested that the female characters are ‘idealised figures’ in much of Shelley’s work, particularly in the descriptions of Caroline and Elizabeth, the two mother figures in the novel. Caroline is, on surface value, a perfect parent, together with her husband, which renders Victor’s irresponsibility in abandoning the creature more unforgivable. She ‘possessed a mind of uncommon mould’ which was also ‘soft and benevolent’; she is compared to a ‘fair exotic’ flower which is sheltered by Alphonse; she drew ‘inexhaustible stores of affection from a very mine of love to bestow’ on Victor, and her ‘tender caresses’ are some of his ‘first recollections’. She is the idealised mother, a figure that Shelley viewed wistfully, as her own mother died when she was ten days old to be replaced by a disinterested stepmother. Caroline’s parenting provides the care that Frankenstein might well have lacked, had he been left to his father alone – his father dismisses Agrippa’s work without explanation, thereby setting Victor on his course towards ‘destruction’. This is the first introduction of a theme that continues throughout the book, that of the necessity for female figures in parenting and in society. Without a mother figure and left only with Frankenstein who subsumes both parental roles, the creature’s life is blighted by his imperfection and lack of companionship. However, Caroline is also the trigger to Alfonse’s chivalry, thus presenting him in an improved light and allowing his character to develop at the expense of her own weakness. This is a feminist comment from Shelley, whose mother Mary Wollenstonecraft was a notorious feminist and an important influence. Justine, too, is an ‘idealised figure’, described during the trial as having a countenance which, ‘always engaging, was rendered, by the solemnity of her feelings, exquisitely beautiful.’ She is the archetypal innocent, being beautiful, weak and entirely accepting of her fate to the point of martyrdom.

African Slavery

The following essay will describe the historical case study of African Slavery and also the basic human rights that were exploited from the African people between the 17th and 19th centuries. For five centuries Europeans went to Africa, took people by force then sold them to other European people in their countries. The Africans were captured in warfare or raids and loaded onto ships that traveled mostly over the Atlantic Ocean. They were forced to work as slaves to break the land and to labour on sugar, tobacco, coffee and cotton plantations. The slaves were kept chained together in the ship’s hold. They were put in very fine spaces and unable to move about. Disease was common aboard the ship in the unhealthy conditions where people were unable to go to the toilet. When slaves died they remained chained up until the crew took them away. Many Africans committed suicide instead of facing the brutal life as a slave. Most Africans captured this way were taken to the Americas. Africans that knew each other or spoke the same language were split up and all given European names. It was sheer luck whether the slave would be bought by a kind or a cruel master. They were either placed in the harsh work of a field slave or as a household slave doing the easier tasks. The younger the slave was the more money he or she would cost. They worked from dawn till dark and some would die from exhaustion. The women would sometimes have abortions or kill their babies to prevent their child from suffering the life of a slave. In the southern states, plantation owners explained to their slaves that they were free. Many chose to stay with their masters and work as paid labourers. Back then freedom did not mean equality or fair treatment so blacks kept fighting for human rights but struggled. Europeans quickly made laws that restricted and controlled the lives of black people and made necessary another century of struggle for civil rights. Slavery ended in 1838 by the British who had made it illegal. Human rights back then compared to nowadays is changed dramatically for the better and we need to appreciate that.

Community Living Covenant Essay

Upon beginning a new chapter in my life and entering my first year of college, I have a strong desire to attend a school in which my Christian values will be respected, and also where I can learn and grow in my faith. Because my life already parallels the expectations set forth in the covenant, I do not feel living up to these standards will be difficult. In fact, I embrace the idea that I will be surrounded by others who hold the same morals and values that I do. In that sense, it will make the transition into college life a much easier one. I look forward to learning academically, as well as spiritually through the chapel services and Bible studies. Attending religious classes and mission trips is also an exciting prospect for me. Perhaps the only challenge that I can anticipate at this time is that of leaving the covenant upon graduation and entering into a secular world that does not always support my Christian way of life. However, I feel that the knowledge I gain from attending Point Loma will equip me with the skills necessary to contribute to society as well as maintain my relationship with Christ.

Pharmaceutical Industry essays

Pharmaceutical Industry essays A Look Into Pharmaceuticals:Phases of Drug Development and Career Options New medicines are always being discovered and developed. Their benefits are felt by people all over the world. But, while you can clearly see the improvements they make to millions of peoples lives, theres a lot more to the pharmaceutical industry than most people realize. Finding new cures and treatments for disease is just the beginning for new medicines. Before they make it to hospitals, or the shelves of local pharmacies, the pharmaceutical industry must make sure theyre as safe and effective as possible. Only then can companies let doctors know about their benefits. Its hard to imagine a world in which there are no antibiotics, no relief from common illnesses like asthma and diabetes, or hope of new treatment for fatal diseases. In 2000, pharmaceutical companies in the United States alone spent 2.9 billion dollars on pharmaceutical research and development thats an investment of around 8 million every day. To put it in context, one fifth of all US industry-supported research and development comes from the pharmaceutical industry. Money is nothing without the right talent to back it up though. But were also lucky enough to attract many highly motivated and skilled individuals. Theres a huge range of areas in which to pursue a career in the pharmaceutical industry: from drug discovery through to sales and marketing with vital functions throughout the development process such as clinical trials, IT (innovations in technology) and human resources. I will tell you about all of them. By the conclusion of this paper you will see which specific roles contribute to the overall success of pharmaceuticals as an industry. As an opportunity its breathtaking. As the career I choose its life giving. Being in the sales and marketing role of this wide range of positions available throughout th...

Habits and Traits of Box Elder Bugs

Habits and Traits of Box Elder Bugs Box elder bugs go relatively unnoticed most of the year. In fall, however, these true bugs have an annoying tendency to aggregate on peoples homes. As temperatures drop, box elder bugs make their way inside houses and other structures, seeking warmth. Then they get noticed, as worried homeowners try to battle the bug invaders. Should you find box elder bugs in your house, dont panic. Theyre completely harmless to people and property. All About Box Elder Bugs Adult box elder bugs measure about 1/2 inch long. Like several other red and black true bugs, box elder bugs are flat-backed and elongate. Behind its black head, a box elder bug has three lengthwise red stripes on its pronotum; these markings are characteristic of box elder bugs. Each wing is outlined in red on the outer edge and bears a diagonal red marking as well. Newly hatched box elder bug nymphs are bright red, with rounded abdomens. As they molt and age, black markings start to appear. Box elder bug eggs, laid in clusters, are golden or reddish brown. Classification of Box Elder Bugs Kingdom - AnimaliaPhylum - ArthropodaClass - InsectaOrder - HemipteraFamily - RhopalidaeGenus - BoiseaSpecies - trivittatus The Box Elder Bug Diet Adult box elder bugs feed on the sap of box elders, as well as other maple varieties, oaks, and ailanthus. They use piercing, sucking mouthparts to draw the sap from leaves, flowers, and seeds of these host trees. Box elder bug nymphs feed primarily on the seeds of box elder trees. The Box Elder Bug Life Cycle Box elder bugs undergo incomplete metamorphosis in three stages: Egg:Â  Females deposit clusters of eggs in bark crevices, on leaves, and on seeds of host plants in spring. Eggs hatch in 11-19 days.Nymph:Â  Nymphs go through five instars, changing from bright red to darker red with black markings as they molt.Adult: By mid-summer, the box elder bugs reach adulthood. In some areas, this new population of adults may then mate and lay eggs, resulting in a second generation before fall. Special Habits and Behaviors of Box Elder Bugs Box elder bugs aggregate in sunny places for warmth during fall. Adults overwinter in buildings, often in attics or inside walls. On sunny winter days, they may become active and cluster near windows or other warm areas of the home. Adults do not reproduce while overwintering in buildings. Like many other true bugs, box elder bugs produce a foul odor when crushed, so the worst thing you can do is try to squash them. Indoors, they may leave fecal stains on walls and draperies. Where Do Box Elder Bugs Live? (Besides Your House) Box elder bugs live in forests or other areas with deciduous trees, especially places where box elder trees grow. Boisea trivittatus, also known as eastern box elder bug, lives east of the Rocky Mountains in both the U.S. and southern Canada. The similar species Boisea rubrolineatus, western box elder bug, inhabits areas west of the Rockies. Other Common Names for Box Elder Bugs Box elder bugs are also known by the names: eastern box elder bug, boxelder bug, maple bug, democrat, politician bug, and populist bug.

The Commercial Overhype Surrounding the Music Industry Article

The Commercial Overhype Surrounding the Music Industry - Article Example Various electronic dance music festivals around the world have managed to draw the attention of other media that has helped propagate the popularity of electronic music. The major festivals attract over a hundred thousand people and create endorsement opportunities for major record labels, distributors, and promoters. This has helped fuel massive investment into this genre, giving it quick commercial success. In the past, music was real and was played by real musical instruments. Such instruments included drums, sticks and pianos that were used to accompany the smooth natural voice. However with the commercialization of music, an artificial sense of superiority has been created. Most of the music played in clubs and everywhere else is not the real music rather it is just the use of electronics to create a certain type of music that is similar to the natural music but sounds superior to the natural music. This kind of creation has made it almost impossible for natural music to make it in the market as it very inferior to the EDM. There is a worry that the future generations will not have the taste of any natural music due to the current trend. EDM is currently receiving much attention in the field of music. Lots of endorsements are given to EDM while few or no events are organized to appreciate the value of natural music and voice. This is making the talent to fade away from the earth. For example, the MTV award is held each year to appreciate the talent that young musicians have. However this is not done based on their voices rather by the beats that they create (Jense 67). Few of the talented musicians and bands remaining in the world have to change with the trend and try to adopt their music and style to sound as the EDM which is much appealing to the audience. For example, the common Kenyan Orutu band had change their music style and start using Pianos and computer generated beats so as to cope with the changing market. This is so since the group was in fear of being extinct yet they had the talent. Few people get to attend the shows of talented bands because their music does not sound as they know it. The bands therefore have to add in a little bit in their music so as to help move the crowd and create something that the people want. In the past, gospel artist sang for God with their natural voice and masses were held with the priests own natural voice. People in the church rarely used any musical instrument to go with their music. However the trend has changed and currently most churches do things differently now. Priest hold their masses and use musical Keyboards to go with their voices while church choirs also use musical beats generated by musical Keyboards and computer accompany their music that they used to do with their natural voices. The Wanted, a very good local rock band started as a normal band and was liked by many due to the unquestioned talent. However with the continuous changes, these bands had to change so as to get acceptance from the consumer of their music’s. Their latest released music was done by computer generated beats and after this, they saw an increase in the number of fans they had by almost 200%. This shows how people are madly in love with EDM as opposed to natural music. It is because of all these that this paper discusses the main questions; The incessant rise of commercially hyped music today poses a threat to other genres in the

Analysis of John Adams Quincys Quote about a Leader Essay - 16

Analysis of John Adams Quincys Quote about a Leader - Essay Example In the contemporary work settings, what fails most of the businesses is not lack of finances or assets. It is the lack of an effective leader who can inspire the followers to visualize success and lead them through as they pursue the company’s goals and objectives. John Adams’ Quincy’s quote indicated above touches on the core of leadership; inspiration. As Adair (2009) puts it, to lead effectively is not just to be at the forefront. Good leadership is evaluated based on various parameters including the ability to inspire and bring out the best from the followers. Quincy says to become a leader one must be able to inspire other people to dream more; to imagine great things. A good leader stimulates their team to set goals and objectives that may sound ridiculous. The leader should instil confidence and a sense of belief amongst the followers. This makes the team develop the resilience that no matter what challenges they go through, they never lose focus and determination on their set goal. For example, in a situation where workers have virtually no substantial plans other than working for the company in the same capacity for years, a Human Resource Manager (leader) may inspire such staffs not only through the words they speak but also actions. In the end, the staff may feel rejuvenated after they are challenged to seek for more out of their lives (Northouse, 2010). Consequently, Quincy talks about learning as an art of demonstrating leadership. A learner is both a learner and a teacher. The behavioral theory of leadership maintains that leadership is as a result of behavior learning. The theory posits that good leaders can be trained and inspired by their mentors (Hoffmann, 2007). The behavioral theory bases its arguments on the ability of humans to learn through observation, hearing or even modelling. This means that leaders can be a source through which followers retrieve skills and knowledge of how to do or how not to do. An influential person with a strong ego is likely to influence learning and behavior change than others.

Proliferation of Date Rape Drugs Essay Example | Topics and Well Written Essays - 1000 words

Proliferation of Date Rape Drugs - Essay Example Sex must be consensual by two rational beings, yet society has long since muddied the reality of this point. As a result, it is important to now understand the proliferation of date rape drugs that are rampant in society. In so doing, we need to better comprehend how the drugs are most often delivered into the body, understand the current trends in rape being committed in such a manner. and work to eliminate this threat from much of larger of society. That is the focus of this paper. Drug Delivery Methods To comprehend what types of delivery methods are employed for date rape drugs, one must first understand the nature of the concept in the first place. The more technical term for date rape is drug facilitated sexual assault. Such assaults take place primarily because of the ingestion of one of many substances into the body that alters an individuals ability to make wise and rational choices, particularly when it comes to sexual activity. There are numerous ways that a predator might accomplish this in his or victim. Perhaps the most common delivery method is through the use of alcohol. Alcohol is both legal and readily available. As such, it presents itself as the perfect way to get a victim to become uninhibited and become an easy target of sexual abuse. For these reasons, and others, alcohol is believed to be the most common form of date rape ‘drug’ used in such forced sexual encounters. The typical sequence of events for such an occurrence would be the encouraging of a women to continue drinking far past what would be considered safe limits. Over time, the victim will tend to lose consciousness, and then the rape will be much easier to perpetuate. In nearly all legal jurisdictions, sexual intercourse with someone who is unconscious is considered to be rape. The use of various forms of tranquillizers are are also becoming an increasingly common delivery vehicle. Such drugs typically come in the form of Valium, Librium, Xanax, or Ativan. A predat or using this particular delivery mechanism will typically slip the drug into the victim’s drink without them being aware. The effects can of taking the drug will be noticed within 15 to 20 minutes. Within two hours, the victim will become very relaxed and sleepy, and their reaction times will be severely diminished (Weir, 2001). As such, their ability to make sound decisions is severely hampered, causing them to submit to sexual actions that they would never agree to when not under the effects of a date rape drug. Current Trends Many predators committing date rape today have gotten so advanced at the practice that the victims often do not realise what has happened to them until it is far too late to prove any allegations. Recent studies have indicated that more than 38% of individuals who believe they have been victims of date rape test positive for excessive alcohol in their system, even hours after the attack. A full 8% test positive for some form of drug being administere d into their blood stream, while 40% actually have no noticeable date rape drug in their system at all (Peatfield and Villalon, 2013). It is disturbing to note that many people who believe that their drinks have been spiked test negative for any date rape drugs. This indicates that the current trend in this area is towards a more crafty predator that can quickly overpower the victim, cause them

Heat of Fusion of Ice Discussion of Theory

Heat of Fusion of Ice Discussion of Theory Measuring the specific latent heat of fusion of water (ice): Introduction In our daily lives, heat can be found in everywhere. Cooking food heat is needed, it also makes people feel warm and produce more energy. Therefore to know the specific latent heat of fusion of water, both we need to know process of the heat was transferred and kinetic energy.The aim of this experiment was to find out the specific latent heat of fusion of water and steam. First of all, heat is a kind of energy, which transfers from one object to another because of their different temperatures. The SI unit of the specific latent heat is joule per kilogram (J kg-1). The specific latent heat of fusion which is the unit used to calculate the energy need to change unit mass of a substance from a solid into a liquid without in temperature. The equation Q=ItV=ML was used to calculate the energy needed from solid to liquid. Where Q is the heat supplied; m is the mass of the solid, L stands for the specific latent heat of fusion. However, in this process, first to be calculated the energy sup plied to the heater and divided it by the mass of ice melted by the heater to find the specific latent heat of fusion of ice. Next is the specific latent heat of vaporization, which was used to calculate how much heat energy for a substance need to change units of mass from liquid into vapour without in temperature. It also defined as the equation is Q=m lv +h â€Å"where lv represents the specific latent heat of vaporization of the liquid and h is the heat lost from the ‘jacket in time t†. Duncan (2000: 69). Finally, calorimeter is just a kind of equipment which uses to measure heat. There are some equations were use in the result calculation. The basic theory of the simple experiment is as above.MethodsPart.1 the specific latent heat of fusion of iceThe equipment of this experiment was two funnels and two barrels, an ammeter and a voltmeter supplied. Firstly, two funnels were filled with crushed ice, and then the heater was put in one of the funnels and left them both for five minutes. During these, the heater reached the temperature of the ice in order to change the ice to water quickly. Next, while turned on the heater, the value of voltage and current were recorded. After recording the values, the mass of water was measured that caught from each funnel in five minutes. Finally, after getting the values of masses, voltage and current, the calculation was done.Figure 1, more ice melts in the side with the beaterPart.2 the specific latent heat of vaporization of waterFinding lv can be done using the equipment below in figure 2. First of all, put a measuring cylinder on a top pan balance and surround the cylinder with lagging. The inside aluminium metal container was measured by electronic balance and the lid keep open. After the measuring cylinder was filled with water, the power was turned on to supply. Then wait the moments until the water came back to the boil. After the water was boiling, the mass of water was recorded and the clock was started. Thirdly, the p ower supply was connected and the power was set to 1100w. Finally, a little of the water in cylinder was emptied to become steam and the mass of water also was recorded. The apparatus in this experiment as in figure 2.Figure 2, the boiling water in measuring cylinderResultsPart 1. The specific latent heat of fusion of ice.Table.1 The measurement of latent heat of fusion of ice.The ice with heaterFunnel without heaterMass of cup (g)7373Mass of cup with water (g)9383Mass of water (g)2010Table.1 shows the measurement of latent heat of fusion of ice. The masses are measured by electronic balance; the current of the circuit is 1.5A and the voltage of the circuit is 6V.The error of mass:  ± 1gThe error of heat:  ± 10JPart.2 the specific latent heat of vaporization of water.M1 ( the boiling water)M2 ( after 3 minutes)100049Table.2 The data of the specific latent heat of vaporization of water.Table.2 shows the data of the specific latent heat of vaporization of water which is the difference of the masses of water. In the experiment, the mass of the balance is 79g; the temperature of the water is 100â„Æ';the power of cylinder is 1100W; the time is 3 minutes. And the error of the mass is  ± 1g.DiscussionThe specific latent heat of fusion of ice and the specifi c latent heat of vaporization of water are calculated by the measurement in the tables of result section. The calculation of the specific latent heat of fusion of ice is as follows. Heat lost by water is equal to the mass times the specific latent heat of fusion and the equation is VtI=ML, M is mass of water in difference, t stands for the time taken for heat the ice and L is the latent heat of fusion of ice. ThereforeL ==∠µ=2700J ∠´L=2.7Ãâ€"105Jkg-1 and it is not very similar to the exact value of the latent heat of fusion of ice, which is 3.3Ãâ€"105 Jkg-1. Next part is the specific latent heat of vaporization of water. The heat gained to the water and the cylinder is equal to the work down by the circuit which is 1100W, E=W Ãâ€" t=M lv, which E is the energy gained to the water and the cylinder, M is mass of balance, lv represents the specific latent heat of vaporization of water. From the equation just above, therefore Lv= => and then Lv =2.5Ãâ€"106 Jkg-1. It is also not very similar to the exact value of the specific latent heat of vaporization of water, which is 2.3Ãâ€"106 Jkg-1.According to Duncan (2000:68) â€Å"the kinetic theory sees the supply of latent heat to a melting solid as enabling the molecules to overcome sufficiently the force between them for the regular crystalline structure of the solid to be broken down. And when vaporization of a liquid occurs a large amount of energy is needed to separate the molecules and allow them to move around independently as gas molecules†.

Internal Combustion Engines Essay -- Engine Cars Mechanics Essays

Internal Combustion Engines An internal-combustion engine is a heat engine that burns fuel and air inside a combustion chamber located within the engine proper. Simply stated, a heat engine is an engine that converts heat energy to mechanical energy. The internal- combustion engine should be distinguished from the external- combustion engine, for example, the steam engine and the Stirling engine, which burns fuel outside the prime mover, that is, the device that actually produces mechanical motion. Both basic types produce hot, expanding gases, which may then be employed to move pistons, turn turbine rotors, or cause locomotion through the reaction principle as they escape through the nozzle. Most people are familiar with the internal-combustion reciprocating engine, which is used to power most automobiles, boats, lawn mowers, and home generators. Based on the means of ignition, two types of internal-combustion reciprocating engines can be distinguished: spark-ignition engines and compression-ignition engines. In the former, a spark ignites a combustible mixture of air and fuel; in the latter, high compression raises the temperature of the air in the chamber and ignites the injected fuel without a spark. The diesel engine is a compression-ignition engine. This article emphasizes the spark-ignition engine. The invention and early development of internal-combustion engines are usually credited to three Germans. Nikolaus Otto patented and built (1876) the first such engine; Karl Benz built the first automobile to be powered by such an engine (1885); and Gottlieb Daimler designed the first high-speed internal- combustion engine (1885) and carburetor. Rudolf Diesel invented a successful compression-ignition engine (the diesel engine) in 1892. The operation of the internal-combustion reciprocating engine employs either a four-stroke cycle or a two-stroke cycle. A stroke is one continuous movement of the piston within the cylinder. In the four-stroke cycle, also known as the Otto cycle, the downward movement of a piston located within a cylinder creates a partial vacuum. Valves located inside the combustion chamber are controlled by the motion of a camshaft connected to the crankshaft. The four strokes are called, in order of sequence, intake, compression, power, and exhaust. On the first stroke the intake valve is opened w... ... energy within the muffler before the exhaust gases are permitted to escape. The power capacity of an engine depends on a number of characteristics, including the volume of the combustion chamber. The volume can be increased by increasing the size of the piston and cylinder and by increasing the number of cylinders. The cylinder configuration, or arrangement of cylinders, can be straight, or in-line (one cylinder located behind the other); radial (cylinders located around a circle); in a V (cylinders located in a V configuration); or opposed (cylinders located opposite each other). Another type of internal- combustion engine, the Wankel engine, has no cylinders; instead, it has a rotor that moves through a combustion chamber. An internal-combustion engine must also have some kind of transmission system to control and direct the mechanical energy where it is needed; for example, in an automobile the energy must be directed to the driving wheels. Since these engines are not able to start under a load, a transmission system must be used to "disengage" the engine from the load during starting and then to apply the load when the engine reaches its operating speed.