Cosmos Episode 1 Viewing Worksheet

Universe Episode 1 Viewing Worksheet Once in for some time, it is important to have a film day in class. Maybe you have a substitute instructor and need to ensure your understudies are as yet learning and fortifying ideas youve been contemplating. Different occasions require a prize of a film day or as an enhancement to a unit that might be especially hard to get a handle on. Whatever the explanation, an extraordinary show to watch on these film days is Cosmos: A Spacetime Odyssey with have Neil deGrasse Tyson. He makes science available and energizing for all ages and levels of learning. The principal scene of Cosmos, called Standing Up in the Milky Way,â was a review of science from the earliest starting point of time. It addresses everything from the Big Bang Theory to the Geologic Time Scale to Evolution and Astronomy. The following are questions that can be duplicate and glued into a worksheet and altered as important for understudies to fill in as they watch Episode 1 of Cosmos. These inquiries are intended to check comprehension of probably the most significant parts while ideally not detracting from the experience of watching the show.  Universe Episode 1 Worksheet                           Name:___________________  Bearings: Answer the inquiries as you watch scene 1 of Cosmos: A Spacetime Odyssey  1. What is the name of Neil deGrasse Tyson’s â€Å"spaceship†?    2. What is answerable for making wind and keeping everything in the close planetary system in its grasp?    3. What lies among Mars and Jupiter?    4. How huge is the hundreds of years old typhoon on Jupiter?    5. What must be concocted before we could find Saturn and Neptune?    6. What is the name of the shuttle that has ventured to every part of the farthest away from Earth?    7. What is the Oort Cloud?    8. How a long way from the focal point of the Milky Way Galaxy do we live?    9. What is the â€Å"address† of Earth in the universe?    10. Why do we not know yet in the event that we live in a â€Å"multiverse†?    11. Who composed the restricted book that Giordano Bruno read that gave him that the Universe was boundless?    12. How since a long time ago was Bruno imprisoned and tormented?    13. What happened to Bruno after he would not adjust his perspective on his convictions of an endless Universe?    14. Who had the option to demonstrate Bruno right 10 years after his passing?    15. How numerous years does one month represent on the â€Å"cosmic calendar†?    16. What date on the â€Å"cosmic calendar† did the Milky Way Galaxy show up?    17. What date on the â€Å"cosmic calendar† was our Sun conceived?    18. What day and time did human precursors initially advance on the â€Å"cosmic calendar†?    19. What do the most recent 14 seconds on the â€Å"cosmic calendar† speak to?    20. How numerous seconds back on the â€Å"cosmic calendar† did the two parts of the world locate one another?    21. How old was Neil deGrasse Tyson when he met Carl Sagan in Ithaca, New York?    22. What is Carl Sagan generally renowned for?

Like A Flag in the Wind We are One

Stop. Advise the driver to delay and order the tires to be quiet. Ensure everybody is peaceful and not squirming. Direct the individuals who are waving to stop swaying their hands and let them look for a brisk second at this still second in-time and think. Look. Inspect the image. For what reason is everybody bidding farewell? Is it since waving is a worthy folkway that has now become clich㠯⠿â ½ and is only a simple way out when separating? For what reason are the individuals who have lifted hands crying? What is making such feeling be blended in such a significant number of at the same time? For what reason do I feel a similar way? Camp comes once every year. Multi week recently evenings, talking, partnership with different devotees and close experiences with God. Camp is a different universe; a spot not at all like home. Nonetheless, that yellow school transport consistently takes us back to the real world, advising us that this desert garden is just impermanent. However notwithstanding camp's curtness, its recollections will consistently abide in the rear of my psyche, continually moving, breathing, living. They are converted into ink and spread out onto paper however they are enlivened in my psyche †circling in my memory. I am immersed in the memory of their countenances. They are here with me. Presently I sit. I sit taking a gander at these photographs without anyone else, however this one sticks out. It was the latest day of camp and a dim day at that. Everybody was stating their last farewells. We previously missed each other. At that point, I don't think we understood that we would be together soon; camp would just be a year away and the winter retreat an insignificant a half year. Yet, who thinks about that at that point? Who thinks about such subtleties when so defeat with feeling? That is the thing that photos are for: to think back and reexamine circumstances, to clear your head and to return to and comprehend past conditions. Presently thinking back I comprehend and am settled †I will see them soon. This acknowledgment energizes me; the idea of seeing their appearances enthuses me like the idea of a warm summer day. By and by we will get the opportunity to discuss and adore Jesus and not keep anything down. It is only here and there that I find the opportunity to have friendship with different Christians and to be in a domain where everybody's emphasis is on God. Circumstances such as these I enjoy; gradually snacking a bit of chocolate †sweet and smooth - letting it dissolve on my tongue. Yet, similar to any bit of chocolate, there is a conclusion to it. Farewell waves and garages are in inescapable. Be that as it may, when we return home, our relationship with our God remains the equivalent; we are still supporters of Jesus †just currently swimming up stream. However we do this together; we may not be next to each other yet we as a whole love our God all the while. I can at present recall the warm kiss of the sun moving on my arm; the vibe of unwinding and solace descended from the sky and embraced me, covering the internal bitterness I had gushing inside. However, glancing back at this image, I would now be able to recall likewise an incredible feeling of certainty, realizing I was and am not the only one in sharing the good news of Jesus Christ; those on the ground I was waving farewell to and those whom I was sitting with on the transport all have a similar reason. This image is a landmark †enduring proof, an update and a case of an incredible and eminent occasion in my life: camp. It was where I turned out to be nearer to God and made numerous superb companions. I will miss my brethren however in spite of the truth of our detachment, there is comfort. There is comfort in realizing I will see them soon and up to that point we share a similar reason in solidarity. We don't need to be genuinely together so as to be siblings and sisters in Christ. We are associated by a shared factor: God. So advise the individuals who are waving to stop†¦ pause†¦ realize†¦ We may not be joined in nearness, however like a banner in the breeze we are one.

I who have nothing

I who have nothing DID YOU KNOW? In Renaissance Spain, when white skin was cultivated as a sign of royalty, princesses drank water from clay vases and then ate the clay, which would absorb all of the water in their bodies and give them a pale appearance. History has not recorded what happened to these princesses a few hours later. So this will be my last MITblog entry from Europe. Probably forever. Im just chilling here in my air-conditioned (!) hostel room, listening to the dude above me snore, and I thought that rather than reading all the entries at smashbros.com some for the bajillionth time, I should make good on my promise to write something from Spain in my last entry. I wanted to title this entry Now Im a little boy in Spain playing pianos filled with flames but it messed up the formatting on the MITblogs website, and also Ive been thinking a lot about the song I who have nothing, by Jordin Sparks, because Im totally done with all this MISTI reporting business. I have nothing! I mean, Im not done with the parts that involve getting all the videos off of the video camera, or organizing them, or summarizing all my data, or editing the video into good five-second quotes that can pop up dynamically when you roll over wienerschnitzel on the new Flash-enabled MISTI website or whatever. But, I mean, the actual taking pictures and videos of people, Im done with! Which is both good and bad. For one thing, it means I wont get to go around Europe hearing about peoples awesome jobs and taking pictures like this one of MISTI France intern Anjali 09, standing along the original Prime Meridian in the Observatory of Paris or this one, of MISTI Spain interns Sohrab 08 and Inessa 09 enjoying tapas at a Spanish tapas bar. I for one was shocked to discover that tapas actually exist outside of my eighth-grade Spanish textbook. Cacahuetes! However, being done with my MISTI reporting also means that I can stop living out of a 40-pound suitcase with a broken wheel, and start interacting with people on a real, personal basis again, instead of my conversations going something like, Oh, thats great that youre working with entamoeba histolytica! Is this your first time in Europe oh, wait, can I get a picture of you pipetting that? Or, I mean, with this microscope; whatever looks more science-y. I also have nothing in terms of money anymore. Im sort of going with the whole leave Europe with zero euros, that way you wont get screwed by airport exchange rates plan. So I have 6 euro-cents right now, and thats about it. Well, actually, I have about $20.58 in my pockets right now, but 50 cents of that are in Czech kroner and the other 20 are in US dollars, so, counting currency that Western Europe actually uses, I have 6 cents. And a Sub Klub card that I picked up at a Subway in Berlin. You know, I got Sub des Tages and Sub del Dia on this trip, but not Sub du Jour. Next time, Gadget. But I think Ive been rationing my money pretty carefully. After my last dinner with MISTI Spain interns last night, I gazed into my wallet to find a total of 6.86 in Euro. Then, in reference to the quote, When I get a little money, I buy books; and if any is left over, I buy food and clothing, which I saw on somebodys facebook profile, I spent my first three euros this morning at the Museo del Prado. I didnt even know what was at the Prado, I just thought it would be cool. But I kind of guessed that Las Meninas would be there, and it was, and I learned a lot about it eavesdropping on three separate English-language guided tours, and the museum also had a special exhibition on Patinir, who invented landscapes. After walking around the museum for five hours I was hungry, because six pieces of buttered toast at the hostels free breakfast just couldnt cut it, so I headed to the nearest Döner Kebap stand I could find, figuring that it would be a cheap way to get my last Döner fix for a long, long time. Thankfully, 3.00 euros is just about the universal standard price for Döner in Western Europe, so I was able to get a tasty sandwich with a slight Spanish flavor, but unfortunately drinks were a bank-breaking 1.20. Blast. So I went to a convenience store with no prices labeled. When the owner was done speaking in an unknown Asian language on his cell phone, I asked him how much a can of soda cost. After three attempts, I finally understood that he was saying ochenta. Perfecto. So I gave him a fifty, two tens, and two fives, and hoped that two years of MATLAB hadnt diminished my capacity for simple math too much. And then I had six cents left. OH MY STARS AND GARTERS, I just found out that the I buy books, then food quote is attributed to Desiderius Erasmus. Could this entry have any more organic unity? So, six cents. Six cents and a snoring roommate. I mean, I could use my credit card or something, but, well, ITS FREAKING SPAIN and even if I somehow find somewhere that takes a credit card and isnt touristy and overpriced, Ive still got extra charges for using it in a foreign country. Which, I mean, Im more ideologically opposed to than anything, because with what theyre paying me for this trip, I think I can spare 60 cents in extra charges. Theres also the possibility of finding a Deutsche Bank ATM, which is free for Bank of America customers, where I could pick up a quick 20 euros. But the catch is that I get free breakfast tomorrow (eight pieces of toast, two bowls of cornflakes, no questions asked), and then after checking out of my hostel and heading to the Madrid airport, I get my 15 euro key deposit back. So, while 15.06 is a little light for two days in Europe (Ive got a one-night layover in Frankfurt), I think that 35.06 might be a little too much. Oh, like a high school seniors relationship status after graduation, its complicated. Anyway, Ive gotten hungry since I started writing this entry, so its time to go do something about that. I cant wait to get home, and I promise to write tons of informative entries as a lame duck blogger from the US, both here and on my MISTI blog. Its been a long, crazy, exhausting ride here in Europe, but when you wake up and say to yourself, Hmmm I have an hour or two before work, I think Ill go take pictures of myself in front of Sacre Coeur. well, its hard to complain too much.

I who have nothing

I who have nothing DID YOU KNOW? In Renaissance Spain, when white skin was cultivated as a sign of royalty, princesses drank water from clay vases and then ate the clay, which would absorb all of the water in their bodies and give them a pale appearance. History has not recorded what happened to these princesses a few hours later. So this will be my last MITblog entry from Europe. Probably forever. Im just chilling here in my air-conditioned (!) hostel room, listening to the dude above me snore, and I thought that rather than reading all the entries at smashbros.com some for the bajillionth time, I should make good on my promise to write something from Spain in my last entry. I wanted to title this entry Now Im a little boy in Spain playing pianos filled with flames but it messed up the formatting on the MITblogs website, and also Ive been thinking a lot about the song I who have nothing, by Jordin Sparks, because Im totally done with all this MISTI reporting business. I have nothing! I mean, Im not done with the parts that involve getting all the videos off of the video camera, or organizing them, or summarizing all my data, or editing the video into good five-second quotes that can pop up dynamically when you roll over wienerschnitzel on the new Flash-enabled MISTI website or whatever. But, I mean, the actual taking pictures and videos of people, Im done with! Which is both good and bad. For one thing, it means I wont get to go around Europe hearing about peoples awesome jobs and taking pictures like this one of MISTI France intern Anjali 09, standing along the original Prime Meridian in the Observatory of Paris or this one, of MISTI Spain interns Sohrab 08 and Inessa 09 enjoying tapas at a Spanish tapas bar. I for one was shocked to discover that tapas actually exist outside of my eighth-grade Spanish textbook. Cacahuetes! However, being done with my MISTI reporting also means that I can stop living out of a 40-pound suitcase with a broken wheel, and start interacting with people on a real, personal basis again, instead of my conversations going something like, Oh, thats great that youre working with entamoeba histolytica! Is this your first time in Europe oh, wait, can I get a picture of you pipetting that? Or, I mean, with this microscope; whatever looks more science-y. I also have nothing in terms of money anymore. Im sort of going with the whole leave Europe with zero euros, that way you wont get screwed by airport exchange rates plan. So I have 6 euro-cents right now, and thats about it. Well, actually, I have about $20.58 in my pockets right now, but 50 cents of that are in Czech kroner and the other 20 are in US dollars, so, counting currency that Western Europe actually uses, I have 6 cents. And a Sub Klub card that I picked up at a Subway in Berlin. You know, I got Sub des Tages and Sub del Dia on this trip, but not Sub du Jour. Next time, Gadget. But I think Ive been rationing my money pretty carefully. After my last dinner with MISTI Spain interns last night, I gazed into my wallet to find a total of 6.86 in Euro. Then, in reference to the quote, When I get a little money, I buy books; and if any is left over, I buy food and clothing, which I saw on somebodys facebook profile, I spent my first three euros this morning at the Museo del Prado. I didnt even know what was at the Prado, I just thought it would be cool. But I kind of guessed that Las Meninas would be there, and it was, and I learned a lot about it eavesdropping on three separate English-language guided tours, and the museum also had a special exhibition on Patinir, who invented landscapes. After walking around the museum for five hours I was hungry, because six pieces of buttered toast at the hostels free breakfast just couldnt cut it, so I headed to the nearest Döner Kebap stand I could find, figuring that it would be a cheap way to get my last Döner fix for a long, long time. Thankfully, 3.00 euros is just about the universal standard price for Döner in Western Europe, so I was able to get a tasty sandwich with a slight Spanish flavor, but unfortunately drinks were a bank-breaking 1.20. Blast. So I went to a convenience store with no prices labeled. When the owner was done speaking in an unknown Asian language on his cell phone, I asked him how much a can of soda cost. After three attempts, I finally understood that he was saying ochenta. Perfecto. So I gave him a fifty, two tens, and two fives, and hoped that two years of MATLAB hadnt diminished my capacity for simple math too much. And then I had six cents left. OH MY STARS AND GARTERS, I just found out that the I buy books, then food quote is attributed to Desiderius Erasmus. Could this entry have any more organic unity? So, six cents. Six cents and a snoring roommate. I mean, I could use my credit card or something, but, well, ITS FREAKING SPAIN and even if I somehow find somewhere that takes a credit card and isnt touristy and overpriced, Ive still got extra charges for using it in a foreign country. Which, I mean, Im more ideologically opposed to than anything, because with what theyre paying me for this trip, I think I can spare 60 cents in extra charges. Theres also the possibility of finding a Deutsche Bank ATM, which is free for Bank of America customers, where I could pick up a quick 20 euros. But the catch is that I get free breakfast tomorrow (eight pieces of toast, two bowls of cornflakes, no questions asked), and then after checking out of my hostel and heading to the Madrid airport, I get my 15 euro key deposit back. So, while 15.06 is a little light for two days in Europe (Ive got a one-night layover in Frankfurt), I think that 35.06 might be a little too much. Oh, like a high school seniors relationship status after graduation, its complicated. Anyway, Ive gotten hungry since I started writing this entry, so its time to go do something about that. I cant wait to get home, and I promise to write tons of informative entries as a lame duck blogger from the US, both here and on my MISTI blog. Its been a long, crazy, exhausting ride here in Europe, but when you wake up and say to yourself, Hmmm I have an hour or two before work, I think Ill go take pictures of myself in front of Sacre Coeur. well, its hard to complain too much.

China’s Olympic Torch Controversy Free Essays

In a world where media are able to put a glaring spotlight on certain events, actions done by ordinary individuals gain greater attention from other people. The internet further amplifies the magnitude of these events because people from other countries can immediately know what is happening. This enables them to draw their own conclusions regarding the actions that were just covered. We will write a custom essay sample on China’s Olympic Torch Controversy or any similar topic only for you Order Now Such is the case of the controversy surrounding the on-going Olympic Torch relay. What was supposed to be a journey that could promote peace and understanding among different cultures has turned into a fiasco. Protesters have come in full force to disrupt this event. From Paris to London, the world has to come to witness several people trying to grab the Olympic Torch. The protesters targeted this event as a venue to ventilate their sentiments regarding China’s treatment of the unrest that had erupted in Tibet last month where China sent its paramilitary forces to crackdown on the Tibetan protesters (â€Å"China’s View of the Olympic Torch†. 09 April 2008. TIME Magazine online). This has led to protest calls from various sectors especially in Western countries. Some clamor by asking China to stop its heavy handed treatment of dissenters in Tibet while others like Hillary Clinton have asked their governments to boycott the Beijing Olympics opening ceremonies as a strong disapproval of Beijing’s standing policy with regard to Tibet. This issue can be seen as part of a long standing question in international relations (â€Å"Clinton urges Bush to boycott Beijing Olympics†. 7 April 2008. Yahoo News). The question being, should individuals from other countries be involved in another country’s problems? To be able to generate an answer to this question, one must define the parameters for the terms individuals, involvement and problems. In the case of the individuals, there are two kinds that are pertinent to this discussion. These are the private citizens and the public officials. The ordinary citizens include those who try to disrupt the proceedings by attempting to wrest the Olympic torch and by displaying the Tibetan flag are examples of what are known as private citizens. Public officials refer to politicians in other countries that are expressing their dissent over the policies of other countries. Involvement is defined here as the actions done by the identified individuals. This may include cajoling, beseeching or pressuring officials through such acts disrupting the events or by issuing officials statements condemning the policies of the country in question. Problems, due to space constraints and timeliness, would be limited to issues on human rights. This issue is one of the most important points of contention between Western countries especially the United States and other nations such as China and Russia in recent years. This paper argues that involvement in issues such as human rights should be limited to the actions done by private citizens and that public officials should refrain from issuing official statements that criticizes the policies of other government’s with regard to human rights. Why is this so? If one is to look at the recent track record of the US government regarding the issue of human rights, one would find sufficient ammunition to fire back to the US side of the fence. The well-documented infamous cases of Abu Ghraib and Guantanamo prison camps highlight the abuses that are also taking place within the backyard of the United States. Theses cases have led some officials from both China and Russia to criticize the alleged double standards being practiced by the United States in its dealings with other countries. China and Russia often challenge the US claims made through official State Department reports regarding their respective human rights record (Cody A14). In a nutshell, they argued that before the US issues such official statements it should first see to it that its own house is in order. One could also consider the lack of efficacy of these official calls on these countries to reform. It had only infuriated them and their existing policies on human rights have not changed despite these repeated calls. Also, these official statements have contributed to making negotiations in other important areas such as security and trade even more difficult at best and highly contentious at worst. Now if one is to engage in involvement, one can argue that it would be best left in the hands of private citizens. This is warranted for several reasons. In an era where there have been numerous cases of human rights of abuses, there is a recognizable need to highlight this particular issue. The private citizens at this point are in the best position to do it for two reasons. One is that they are not burdened by the labels of hypocrisy and lacking in moral authority that have been attached to the US government in the aftermath of its prison camps fiasco. When an individual like Steven Spielberg protests by declaring himself unavailable to be a technical consultant for the Beijing Games he is not labeled as hypocrite and his message is delivered to the public. Two, private citizens who exhibit involvement; especially in the form of very dramatic forms of protests can get their much desired media mileage. They consequently derive public sympathy for their respective causes as well. One could cite the case of Olympic medalist Sebastian Coe who was manhandled by the paramilitary forces assigned by Beijing to protect the Olympic torch(â€Å"China’s View of the Olympic Torch†. April 2008. TIME Magazine online). The incident involving him generated substantial media attention on the protest against the Chinese government’s action on Tibet while not causing any direct problems among government officials. The protests done by ordinary citizens if carried by major news outfits can generate support from around the world wit hout exactly obliging their governments to issue officials statements that can adversely affect immediate and long-term relationships with countries whose policies are being questioned. How to cite China’s Olympic Torch Controversy, Papers

Who is May Welland free essay sample

The following paper critically analyzes and follows the development of the character of May Welland in The Age of Innocence by Edith Wharton. This paper contends that our impressions of May Welland are filtered through Newlands consciousness. The writer suggests that it is difficult to examine her character without taking into account Archers view of her. However, as Archer himself eventually realizes, his sense of May is incomplete. This essay follows the development of the novel and shows how there is more to May than initially meets the eye. From the paper: From the beginning, May is portrayed as the picture of innocence: she wears white, has a rosy glow, and is constantly carrying the Biblical lilies-of-the-valley. The descriptions Archer uses for her emphasize youth, athleticism, purity. He compares her, in her dress of white and silver, with a wreath of silver blossoms in her hair, to a Diana just alight from the chase (58-59). We will write a custom essay sample on Who is May Welland? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In another instance, in weather to call out Mays radiance, he sees her burning like a young maple in the frost (71).

Benedict Arnold Essays (1108 words) - Benedict Arnold, John Andr

Benedict Arnold annon No other American is remembered quite the same as Benedict Arnold. He was a brave soldier, a patriot- and a traitor. Benedict was born in Norwich, Connecticut, on January 14, 1741. When he was 14 years old, Benedict ran away from home to fight in the French and Indian War, but he was brought back by his mother, who apparently was driven insane later in her life. If I had a son like Benedict, I might have gone insane too! After his mother insisted that he return home, he ran away for a second time. After he was finished playing boy hero for awhile, he learned the apothecary (pharmacy) trade and then in 1762, he opened a book and drug store in New Haven. Benedict was also involved with trade in the West Indies. By 1774, he was one of the wealthiest citizens in New Haven. It's a good thing that he had money, because he was one of those people who like to ride around in their Mercedes and wear expensive clothes, even if he couldn't afford them. Benedict then got hooked up with the sheriff's daughter Margaret Mansfield, and they hit it off. They decided to get married in 1774. But this marriage was short lived because the next year Margaret caught a disease and died. When the Revolutionary War began that year Arnold was already an experienced soldier. He had helped Ethan Allen capture Fort Ticonderoga. Then Benedict came up with a great idea to capture Quebec. This idea failed, but Benedict had already proven his bravery. He was then commissioned as a colonel in the patriot forces. He was one of General George Washington's most trusted officers. Benedict led his troops to the siege of Boston and Valcour Island and proved once again to be a bold and skilled officer. At the battle of Valcour Island he was wounded severely in his leg. His bravery won him the respect of many people. He was promoted to the rank of brigadier general. Arnold felt that his services were not properly rewarded. In 1777, Congress promoted five officers, who were junior to Benedict, to major general. Only a personal plea from General George Washington kept him from resigning. He did receive a delayed promotion to major general, but he was still angered that he was not promoted to a rank above the junior officers promoted earlier. Then to top things off, a fellow officer charged Arnold with misconduct, but Congress found the charges groundless and dismissed them. In late 1777, Benedict fought at Saratoga. Before the final battle Arnold quarreled with his superior, General Horatio Gates, and was relieved of his command. Despite his relief of command, Benedict led his troops into battle. He charged from place to place, rallying Americans and was again wounded in the leg. He received much of the credit for this American victory. In 1778 Benedict married Peggy Shippen, the daughter of a wealthy Loyalist when he was assigned to military commander of Philadelphia. Life in Philadelphia was pleasant but very costly. Before he knew it, Arnold was deeply in debt. In 1779 he was charged with using his position for personal profit and charged with using the soldiers in his command as personal servants. A court martial cleared him of most of the charges, but had General Washington reprimand him. Washington issued the reprimand, but softened it with the promise of a high promotion in the future. But Arnold had already sold his services to the British. Since May of 1779 he had been supplying them with valuable military information. He did this because he was still upset with the Continental Congress for not giving him the promotions that he thought he deserved. He was also very desperate for money because of his extravagant lifestyle. In 1780 Benedict was given command of the fort at West Point in New York. He decided that he would give this strategic post to the British. In return he was to be made brigadier general in the British Army. He was also promised money. On September 21, Benedict met with Major John Andre of the British army to discuss and arrange the details. Two days later, Andre was captured when he attempted to return to the British lines. Some American soldiers stopped and searched him and found incriminating papers hidden in his stockings and the plot was revealed. Andre was executed as a spy. Arnold learned this news in time for him to escape. He fled to a British ship that took him down the Hudson River

How to Write a School Essay

How to Write a School Essay The word ‘Essay is derived from the old French word ‘essai meaning attempt. An essay is an attempt or effort at writing something about or on something. Essay is an ordered compilation of thoughts about literary tasks adequately written and efficiently presented. In other words, the essay must be well prepared and presented in a way that the reader finds easy to pursue and clear. Essay has to look neat and not present any obstacles. Essay must have an understandable clear attractive approach. But, most of all, an essay must consist of writers thoughts about literary texts. Some essay writing tips will surely help answer  questions like: How to write a school essay? and How to write a good school essay?. The school essay has in general three portions, Introduction, Main body and Conclusion: In introduction we in general introduce the significant issue on which we want to write the school essay along with the focuses on certain parts on the subject we also deal with the general detail about the subject of the essay in the first paragraph. In the main body write some paragraphs about the subject of the school essay. You may write one or more paragraphs about each main point. Write about some points only. Try to discuss the predominant issue in your school essay. You may write some paragraphs in favor of the subject and some against it, but only if the subject or topic permits. The main body of the essay can be taken as a soul of the essay it includes all the points which were introduced in the essay with less detail in the introduction part of the school essay. The main body of the school essay in general deals with all the points of the essay so it is no doubt the most informative and the comprehensive part of the essay. In the last paragraph write something as a conclusion. The conclusion stated in the school essay should be the ones own idea about the issue it must deal with that what one feels about the overall topic what are the arguments in the favour of the essay and what are the arguments that are running against them. You may write something general about the subject assuming the main body. In the essay sequence of essay and grammar, and spellings should be used in a right way. Use of phrases can make a school essay more efficient. To write a school essay on any topic you should follow the instructions above and bear in mind that only creativity, imagination and good essay writing skills will turn your essay into masterpiece.

Comparing Byzantine and Ottoman Empires Essay Example | Topics and Well Written Essays - 1500 words

Comparing Byzantine and Ottoman Empires - Essay Example Comparison between the Byzantine and Ottoman economies Ottoman economy Economic history of the Ottoman Empire can be traced back for the period 1299-1923. The first phase of the economic history is referred as the classic era, which is known for it vast enlargement. Much of the activities that highly contributed to this growth include agriculture. The second period is referred as the reformation era. Its main focus was on state organized reforms, which begun with administrative and political realignment. This was followed by military reforms and their associates. It is believed that the military reforms were viewed as the key source of wealth. On the other hand, agriculture was considered to be more important than manufacture and commerce. Although the Ottomans continued with the trajectory of territorial expansion, conserving their land and agriculture, as well as sticking to their traditional monopolies was prioritized. By 1800, the population started to grow. Population densities were higher in several areas of the European provinces than those in Anatolia. In 1700-1922, urbanization increased due to developments in railroads. At this period, there were improvements in health and sanitation. This is also the period that saw economic and political migrations, which are argued to have made great impact across the empire.1 Improvements in land and sea transport were also another factor that facilitated economic growth across the empire. However, the situation is argued to have been better in the 16th century than in the 18th century in terms of infrastructure development. Nevertheless, in the 19th century, the empire experienced enormous economic growth mainly due to increased agricultural production. However, after a short period, the situation started to deteriorate due to scarcity of labor. In addition, although the land was rich, there was a problem with large scale farming due to lack of capital. In fact, majority of the people earned their living from sma ll scale farming. This led to low levels of taxes for the empire.2 Byzantime economy In the whole of Mediterranean, Byzantime economy was the most stunning for many centuries. Constantinople was the major center in for trading. However, trading network extended to other areas almost reaching Eurasia and North Africa.3 Until to the arrival of Arabs in the 17th century, the empire is argued to have been the most powerful economy across the world. In the 12th century, the empire was filled with luxury life, something that led to many visitors being impressed by the lifestyle. Comparison between the Byzantine and Ottoman religions Ottoman religion Between 14th and 19th centuries, the Ottoman Empire was tolerant towards Christians and Jews. The Ottoman religion formulated policies that sort out religious problems. It recognized the concept of clergy and its entire link with religion institution.4 In the past, Christian missionaries were seen to work together with colonialists. At the sam e time, Islam was not controlled in spreading at different areas under controlled by Ottoman Sultan. In fact, voluntary conversion to Islam was endorsed by the Ottoman authorities. In addition, there were no special rules regarding Christians that converted to Muslims. The empire had also the Muslim courts and non muslin courts. Byzantine religion Byzantine Empire is also referred to as Roman

Transport Essay Example | Topics and Well Written Essays - 1750 words

Transport - Essay Example Overall, the air travel industry provides an opportunity, which is facilitated by more than tourism. It also incorporates economic development, global trade and international investments, thus being one of the best investment opportunities (Brennan, 2009, p. 212). As a small-scale entrepreneur, the number of tourists entering France provides any investor with the opportunity of establishing a low cost international or local flight service. In Europe, the connection between the UK and France presents a lucrative venture for business. The route that I choose as an investor is between the Heathrow, London and Charles De Gaulle, Paris airports. One of the strongest reasons why this choice makes economic sense to me is that the two stations represent the hubs of business in the regions (Doganis, 2001, p. 90). The two airports are located within two of the busiest cities in Europe. These cities have an intricate transportation network in which the passengers can get to the airports in a nu mber of transportation choices. One of the most preferred choices of transport happen to be the train, closely followed by the cab. Transport between the centers and the airport has some merits as well as demerits. One of the challenges that the surface transport modes face is the case of jams. In both the UK and Paris, traffic congestion is a common occurrence, especially during the rush hours (Fleisher. and Bensoussan, 2007, p. 62). The jams are common in the railway stations as well as the motor ways. These characteristic is one that lowers the convenience of this mode of transport. This is however, it is an occurrence prominent in certain hours, but the intricate network is quite useful when there is little traffic on the road and rail networks. The car, either in a private or cab company capacity provides another choice of transport in the centers to the airports routes. As the preferred choice of transport, the car is one of the best choices in transportation, when convenience is involved, but this is dependent on the profile of the passenger. Where luggage is involved, the car might be the best operational choice, since it provides a better means of transport from the house to the terminal as opposed to public transportation. The train, though high speed faces an inconvenience in that it is public transport and is located at strategic points for a community (Frechtling, 2001, p. 31), in which the travellers have to walk or take a car to the service stations as well as from the terminals to the airports. With the train and buses being restricted to certain routes, the inconvenience lays mostly in the distance between the public terminals and the airport terminals, for they are not the same though close, in some instances. Another challenge with the public surface transport is the challenge introduced by the complexity of the transport network, especially for a nonlocal (Duncan, 2012, p. 134). Some of the competitors in the route chosen include the Eurost ar. The train is one of the modes of transport between the two centers i.e. Paris and London. There are several favorable elements associated with the train such as speed, lower costs and the interactive nature of the travel. The car is another competitor to the mode of transport between the two terminals, since the intricate transport network provides a motorway that links the

Theories of Models of Health and Well-being

Theories of Models of Health and Well-being Health is Wealth: Did you know? â€Å"A wise man should consider that health is the greatest of human blessings, and learn how by his own thought to derive benefit from his illnesses.† Hippocrates, The Anthropology of Health and Healing Many people do not realise the significance of good health, and even if they do, they may still disregard it, whether at home or at work. When people talk about health, they usually refer to the condition of the body. However, health does not simply mean being free from pain or the symptoms of disease, it is everything that keeps us alive. The purpose of this essay is to expand the boundaries of our knowledge by exploring some relevant facts and figures relating to the different models of health. In this paper, it will tackle on two models of health the lifestyle theory model and the biomedical model. Biomedical model focuses on the physical processes, for instance biochemistry, pathology and physiology of a disease. It does not involve the role of social thing or individual subjectivity while lifestyle theory model is composed of three interlocking models: the structural model, the functional model, and the change model. In the next section, it will differentiate and contrast the two models of health. Lifestyle basically means the usual way a person goes in daily living. Most people, however, describe it in terms of wealth, this doesnt hit the mark. When all the aspects that truthfully compose a lifestyle are considered, the all-encompassing nature of this term becomes clear. A lifestyle does, of course, involve habits but it also covers such things as family status, wealth, careers and a lot more. No matter what a persons lifestyle happens to be, there are ways to improve upon bothersome areas. Everyone has their own typical lifestyle that cover up their distinctive actions on a daily basis. Some of the things that go into making ones lifestyle distinct include: habits it is everything a person does on a normal basis which makes up their unique lifestyle, from diet and the pursuit of a good  family fitness  to bad habits such as smoking, drinking etc. (Webster Online), careerit is the employment opportunities a person pursues it also help define lifestyle, financial means it isnt necessarily the most important facet of a lifestyle but it does help define the manner in which an individual might live and Emotional well beingit is also a state of mind. When personal peace and satisfaction are a part of everyday living; wealth wont necessarily matter in the creation of a healthy and happy lifestyle. In simpler words, the definition of lifestyle covers just about everything a person is and does on a regular basis. From personal wealth to bad habits, they all go into the big picture. The biomedical model focuses purely on biological factors, and excludes psychological, environmental, and social influences. This is considered to be the popular, modern way for health care professionals to diagnose and treat a condition in most Western countries (Merriam Webster Online). Most health care professionals do not first ask for a psychological or social history of a patient; instead, they tend to analyze and look for biophysical or genetic malfunctions. The focus is on objective laboratory tests rather than the subjective feelings or history of the patient (Dutta, 2008). The biomedical approach to disease has its roots in biology. It is mostly concerned with objectively classifying the natural deviations that a disease presents from a biological norm (Walsh, 2004). The biomedical model has played a major role in the strategies used to deliver health and human services in the world. It argues the pathology in human beings that has a biological or molecular basis. As for a treatment approach, the biomedical model has been very successful at curing many diseases. With this achievement, the professionals in a number of fields have been to a great extent influenced by the biomedical model in the assessment and treatment of both physical and emotional problems. The biomedical model being used today is supported by the combination of clinical findings with laboratory data and pathology findings. This model created a structure to examine, classify and treat disease. From this, basically pathologist, health is defined as absence of disease. Thus the world is divided between healthy and sick, with what the medical condition to recognize, demonstrate, and sort by procedures based on this method. Both of these models of health are different from most of the aspects. Though both promote health, their understanding and objective are different. Biomedical model of health explanatory frameworks for disease are not straight forward. Medical model and the associated assumption about the illness distinction and lay distinction indicate some of the major characteristics of the medical approach to disease: that it claims legitimacy and process from science; that is primarily focused on the biological; that is a universalistic and individualist framework: and that it is constructed and presented in opposition to other approach toward disease. Lifestyle theory on the other hand is an ambiguous concept which can be altered to account for a of range different situations; also provides doctors to construct explanatory narratives which draw on everyday language to describe daily practices (Hansen, Easthope, 2007). In addition to this, Lifestyle theory is also composed of three interlocking models: the structural model, the functional model and the change model. Structural model is to operationally define a lifestyle, and show how it fits within a larger classification system. Functional model accounts for lifestyle development in a person’s fear and belief system and divides developmental factors. Change model, it is held that a natural self-altering process exist in all living beings which can be capitalized upon to encourage desistance from lifestyle behavior (Walters, 2006). An example of biomedical model of health would claim that lung cancer is caused by smoking, while lifestyle model of heath may suggest that passive smoking or hereditary disposition to the disease can be causes of it. Pursuing this further, Blaxter (2004) yet suggest that bio medical model of heath does not promote a healthy lifestyle, as it could be thought if you are smoking, excessively drinking and eating unhealthily but not feeling ill, then it is acceptable to carry on with that. Controversially, lifestyle model of health is looking at it differently, by encouraging people to lead a healthy lifestyle and prevent illnesses and diseases (Blaxter, 2004). In conclusion, this essay helped to further understand and to think broader the significant facts and figures relating to the different health models. Despite the immense amounts of research studying statistical relationships among lifestyle factors and disease very little known about the way medicine in general or doctors in particular speak about lifestyle or apply theory related to it when explaining health and disease. To pay off the lack of knowledge about medical understandings of lifestyle we draw together what is known about such understandings and report on our experimental research on the topic. In short, exploring the way that lifestyle is visualized and applied within medicine. In it we talk to a number of unanswered questions about medical understanding of lifestyle. Reference List Biomedical, Habit, Lifestyle. InMerriam Webster Online,Retrieved March 20, 2014, from http://www.merriam-webster.com/dictionary Blaxter, M. (2004). Health, Wiley Dutta, M. (2008). Communicating Health: A Culture-centered Approach, Polity  Hansen E., Easthope G. (2007). Lifestyle in Medicine, London: Routledge Walsh, M. (2004). Introduction to Sociology for Health Carers, Nelson Thornes Walters, G. (2006), Lifestyle Theory:Past, Present, and Future, Nova Publishers Womack, M. (2010). The Anthropology of Health and Healing, Almira Press

Semiotics and Instructional Technology Essay -- Signs Writing Symbols

Semiotics and Instructional Technology Abstract The purpose of my paper is to define and discuss semiotics and relate it to instructional technology. Discussing Semiotics Huyghe says that if you are a semiologist, then you study systems of signs (Huyghe, 1993, p.1). This area of discussion can cover a broad range of topics from hieroglyphic writing to "Masks and the semiotics of identity." "In semiotic terms, an icon is a variety of sign that bears a resemblance to its object; a diagram, for example, is an icon of that which the diagram represents (Pollock, 1995, p. 1). In Bourland-Davis’ article, she draws from Johnson and Hackman to discuss semiotics as a form of symbolic communication (Bourland-Davis, 1998, p. 2). In Bourland-Davis’ article (Bourland-Davis, p. 2), Johnson and Hackman state that ‘human (symbolic) communication †¦ generates new and relevant combinations of associations of existing elements (materials, words, ideas, facts, sounds, movements, colors, lines, mathematical notations, procedures, etc.) through lateral (divergent) thinking’ (as cited in Johnson and Hackman, 1995, p.15). Sometimes the most effective way to represent an abstract problem is by using symbols, as students learn to do in high-school algebra (Matlin, 1998, p. 347). Often by comparing an idea to an object that can be symbolically related somehow, the level of understanding is increased, and then that object can later be used as a trigger mechanism for recalling the specifics of that concept (Matlin, 1998, p. 351). "†¦a visual image can let us escape from the boundaries of traditional representations. At the same time, however, the visual image is somewhat concrete; it serves as a symbol for a theory that has not yet bee... ...of identity. Journal of the Royal Anthropological Institute: Vol. 1 (pp. 581-597). Scott, Robert Ian. (1995). Messages and meanings: An essay/review – Messages and Meanings: An introduction to semiotics by Marcel Danesi. Et Cetera: Vol. 52 (pp. 482-486). Winn, William. Toward a rationale and theoretical basis for educational technology. ETR&D: Vol. 37 (pp. 35-46). Zenger, Weldon F. & Zenger, Sharon K. (1999). Schools and curricula for the 21st century: Predictions, visions and anticipations. NASSP Bulletin: Vol. 83 (pp. 49-60). Textbooks Used: Anglin, Gary J. (1995). Instructional Technology: Past, Present and Future. (2nd ed.). In Barbara L. Grabowski, Message Design: Issues and Trends. (pp. 222-225). Colorado: Libraries Unlimited, Inc. Matlin, Margaret W. (1998). Cognition. (4th ed.). Texas: Harcourt Brace College Publishers.

The Impact of Sociological Theories in Education

The Impact of Sociological Theories in Education Crystal Taylor-Johnson SOC101: Introduction to Sociology Professor Christine Henderson November 22, 2010 Education is the most important part of a person’s life. Without a good education people would struggle in everyday life just to be able to get by. There are three theories that help understand education. Even though most people feel theories are just someone’s opinions, education has many different theories that support it because these theories help people understand education better and these theories are all different but yet they help identify what education really is.The three theories that are important for people to know are Functionalism, Conflict, and Interactionism. These three theories play an important role in helping to understand education and why education is important. These theories are not just one man’s opinion; they give a prime meaning of what education is really about. Martin Luther King J r. once said â€Å"the function of education is to teach one to think intensively and to think critically†¦. intelligence plus character-that is the goal of true education. Without sociological theories to help understand what education is all about and why education is important, we would not get the true identity of education. Education does not just help you with a better career, it also helps you with your social skills, your ability to understand things better, and most importantly it helps you to be able to identify yourself. Functionalism â€Å"Functionalist perspective is a sociological approach that emphasizes the way in which the parts of a society are structured to maintain its stability. (Richard Schaefer, 2009) Functionalists will focus on ways that universal education can serve the needs of society. The first thing that functionalist do is see education in its manifest role. They believe that education conveys knowledge and skills to the next generation. Emile D urkheim was the founder of functionalist theory. He identified the latent role of education, which was identified as one of socializing people into society’s mainstream. He called it â€Å"a moral education†, and it helped form a more-cohesive social structure.It did this by bringing people together from diverse backgrounds. The other latent roles of education that functionalist point to are transmission of core values and social structure. Core values reflect the characteristics that support political and economic systems that had originally fueled education in American education. This means that children in America will receive rewards for following schedules, directions, meeting deadlines, and obeying their authority figures. A benefit that functionalists see in education is something they call sorting.This means they separate students on the basis of merit. They feel that society’s needs demands that the most capable people get channeled into the most import ant occupations. Schools are capable of identifying the most capable students early. They do so by seeing who scores highest on classroom and standardized tests. The students who score high on these tests are put into accelerated programs and college preparation courses. Many sociologists like Kingsley Davis, Wilbert Moore, and Talcott Parsons referred to this as social placement. They felt this was a beneficial function in society.Functionalists believe that education plays an ironic dual role in both preserving and changing culture. There have been studies that have shown that as student’s progress through college and beyond, they are usually able to become increasingly liberal as they encounter a variety of perspectives. People who are more educated are generally more liberal, but people who are less educated are conservatism. â€Å"Heavy emphasis on research at most institutions of higher education put them on the cutting edge of changes in knowledge, and, in many cases, changes in values as well.Therefore, while the primary role of education is to preserve and pass on knowledge and skills, education is also in the business of transforming them. † (CliffNotes. com, 2010). Conflict â€Å"Conflict perspective is a sociological approach that assumes that social behavior is best understood in terms of tension between groups over power or the allocation of resources, including housing, money, access to services, and political representation. † (Schaefer, 2010). These theorists see the purpose of education as maintaining social inequality and preserving the power of those who dominate society.Conflict theorists and functionalists examine the same functions of education. â€Å"Functionalists see education as a beneficial contribution to an ordered society; however, conflict theorists see the educational system as perpetuating the status quo by dulling the lower classes into being obedient workers. † (CliffNotes. com, 2010). Both of the se theories agree that the educational system practices sorting, but they disagree on how the educational system enacts that sorting. Functionalists believe that the schools sort based on merits; whereas conflict theorists believe that schools sort based on distinct class and ethnic lines.Conflict theorists believe that schools train those who are in the working class to accept their position as a lower-class member of society. This role of education is called â€Å"hidden curriculum†. Conflict theorists have several key factors that defend their position. They feel because property taxes fund most schools, schools in affluent districts have more money. The students who live in these kinds of areas are more likely to get into the best colleges and have a better chance of being tracked into higher-paying professions.Students who are in less affluent neighborhoods do not have these kinds of advantages. They are less likely to go to college and more likely to go to a vocational school or technical training. â€Å"Employers routinely use education as a selection tool. Jobs with a high social status such as executives, Wall Street Lawyers, and politicians at the national level are almost exclusively recruited from elite universities. While employers looking for middle management and other white-collar workers, require certain levels of education that indicate sufficient motivation and social experience. (Jason Todd, n. d. ) Interactionism â€Å"Interactionist perspective is a sociological approach that generalizes about everyday forms of social interaction in order to explain society as a whole. † (Schaefer, 2010) Interactionists are primarily concerned with relations and transactions in the school house. Interactionists are more concerned with the daily grind of the students and the transactions that occur between the students and the teachers or any other person that is involved with the student.Because they are concerned with this they disregard t he basic physical factors, which are whether the schools are urban or rural, a large educational complex or a small one, or if the schools have a highly bureaucratic system or not. For example, interactionists would be more concerned with the roles that other people play in the students’ education. They are concerned with the efficiency of a student’s education and the quality of a child’s academic experience. Interactionists believe that it is important for students and teachers or any other person who is involved in that student’s life.Every student needs to know that their voice is being heard. It is very important for a teacher to understand every one of their students, because every student is different. I think that is what interactionists are trying to get at with their theory. Before a student can really learn, they need to be able to listen. And before they will listen they have to know whether they can trust that person or not. In the beginning a teacher’s primary goal should be to gain the trust of their student’s. When a teacher is able to gain the trust of their student’s, then the student’s will listen.The theories that have been discussed here are very different from one another, but they are not far from the truth. Unfortunately we see these things every day. Functionalists and Conflict theorists believe that if you live in a high profile neighborhood then you will go to a high profile school, and when you go to a high profile school you will get noticed by the best colleges and you will have a very wealthy successful career. If you live in a lower-class neighborhood you will have a more difficult time getting into a great college and living the life that upper-class people live. Although we do not like this, it is true.There are many people that face this unfairness every day. Interactionists believe a more delicate theory. They believe that a good social communication between students an d peers, teachers, family members, or any other person that comes in contact with the student on a daily basis is the most important part of a student’s ability to learn and succeed. Even though most people feel theories are just someone’s opinions, education has many different theories that support it because these theories help people understand education better and these theories are all different but yet they help identify what education really is.Education is what you make of it. I leave you with a quote by Booker T. Washington that felt as though it does not matter where you came from in order to be successful, but how hard you worked is the key: â€Å"Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed. †ReferencesCliff Notes. com. (2010). Theories of Education. Retrieved November 22, 2010 from http://www. cliffsnotes. com/study_guide/topicArticleId-26957,arti cleId-26914. html King Jr. , M. L. (n. d. ).Education Quotes to Impart knowledge, Wisdom, and Deepen Understanding In All Arenas of Life Arenas of Life. Retrieved November 22, 2010 from http://famousquoteshomepage. com Shaefer, R. T. (2009).Sociology: A Brief Introduction 8th Edition. McGraw-Hill, New York, New York. Page 422, 420 and 423 Todd, J. (n. d. ). Functional and Conflict Theory: Point of View. Retrieved November 22, 2010 from http://www. helium. com/items/779460-functional-and-conflict-theory-a-point-of-view Washington, B. T. (n. d. ).Inspirational Educational Quotes for Students. Retrieved November 22, 2010 from http://www. successcds. net/student_quotes. htm

Elizabethtown College Admission SAT Scores, Admit Rate