Diffusion Essays - Membrane Biology, Cell Biology, Diffusion

Diffusion Essays - Membrane Biology, Cell Biology, Diffusion Diffusion 1. a) Bulk movement is the overall movement of a fluid. The molecules all move in the same direction. Diffusion however is the random movement of molecules which usually results in a fairly even distribution. In other words the movement is not guaranteed to move in one direction but the probability that it will move in the lower gradient is greater. Osmosis is similar to diffusion but is differentiated by the membrane's behavior. The cell membrane does allow water to move from higher to lower concentrations but does not allow solutes do that. b) Water potential is the capacity of water to move to a from a region where there is high water potential to low water potential. This action happens without the affect of outside forces. When outside actions due occur and they give water a high potential energy than the water will move to the region where less potential energy is. Hydrostatic pressure is the pressure required to stop water the movement of water. This is a method of measurement. The osmotic potential is the measure of tendency of water to move through a membrane which contains a solution. This occurs when a cell does not allow a hypertonic solution to leave the cell membrane. The cell begins to increase with water but the cell membrane can not release the solution and thus the water potential within the cell increases. This causes the water to no longer enter the cell. c) Hypotonic is less solute to a certain amount of water. Hypertonic is more solute to a certain amount of water. Isotonic is the equal amount of solutes in two different solutions. d) Endocytosis is the inward bulge causes by incoming molecules. Exocytosis is the expelling of a material outside a cell. e) Phagocytosis is the process where the cell obtains solid matter. This is different from the pinocytosis where the cell obtains liquid matter. These both are endocytic processes. Receptor-mediated endocytosis is the process where there are interactions between a material and receptor sites on the cell. In this process the cell accepts the material if it matches with the receptor sites. f) Coated pits are areas which peripheral proteins indent the membrane. This is where the vesicles for certain materials are formed. The vesicle which is formed is called the coated vesicle. g) Plasmodesmata are the links which hold two adjacent cells together. Gap junctions are the channels which allow materials to flow between cells. 2. The concentration gradient is the difference in the density of a material from one region to another region. The concentration gradient affects diffusion by allowing the substance to flow from high concentration to low concentration. The concentration gradient affects osmosis by the same manner it does in diffusion. The cell does not allow the solution to exit the cell when water is entering. This keeps the solution in the cell making the concentration high and thus no further penetration of water. 4. Diffusion is more rapid in gases because they are less dense than liquids. They repel each other more resulting in faster diffusion. Diffusion is greater at higher temperatures because of the greater kinetic energy among the molecules. They push each other more making them less dense. 5. The concentration of the solute is 1%. This happens because a 1% sugar solution is isotonic with that of the 1% sugar solution in the tubes. The 2% sugar solution was increased because the substance was hypertonic. The membrane did not allow the hypertonic solution to exit because the pressure from the hypotonic solution was forcing water in. This later reached an equilibrium when the hypertonic solution was gaining water potential and the water stopped rising. The vice versa happened in the distilled water solution.

50 Important Facts You Should Know About Teachers

50 Important Facts You Should Know About Teachers For the most part, teachers are undervalued and underappreciated. This is especially sad considering the tremendous impact that teachers have on a daily basis. Teachers are some of the most influential people in the world, yet the profession is continuously mocked and put down instead of being revered and respected. A large majority of people have misconceptions about teachers and do not truly understand what it takes to be an effective educator. The Silent Majority As in any profession, there are teachers who are great and those who are bad. When adults look back on their years in school, they often remember the great teachers and the bad teachers. However, those two groups only combine to represent an estimated 5% of all teachers. Based on this estimate, 95% of teachers fall somewhere in between those two groups. This 95% may not be memorable, but they are the teachers who show up every day, do their jobs and receive little recognition or praise. Misunderstood Profession The teaching profession is often misunderstood. The majority of non-educators do not have any idea what it takes to teach effectively. They do not understand the daily challenges that teachers across the country must overcome to maximize the education their students receive. Misconceptions will likely continue to fuel perceptions about the teaching profession until the general public understands the true facts about teachers. What You May Not Know About Teachers The following statements are generalized. Though each statement may not be true for every teacher, they are indicative of the thoughts, feelings, and work habits of the majority of teachers. Teachers are passionate people who enjoy making a difference.Teachers do not become teachers because they are not smart enough to do anything else. Instead, they become teachers because they want to make a difference in shaping young peoples lives.Teachers do not just work from 8 a.m. to 3 p.m. with summers off. Most arrive early, stay late and take papers home to grade. Summers are spent preparing for the next year and at professional development opportunities.Teachers get frustrated with students who have tremendous potential but do not want to put in the hard work necessary to maximize that potential.Teachers love students who come to class every day with a good attitude and genuinely want to learn.Teachers enjoy collaboration, bouncing ideas and best practices off of each other, and supporting each other.Teachers respect parents who value education, understand where their child is academically and support what the teacher does.Teachers are real people. They have lives outside of school. They have terrible days and good days. They make mistakes. Teachers want a principal and administration that support what they are doing, provide suggestions for improvement and value their contributions to their school.Teachers are creative and original. No two teachers do things exactly alike. Even when they use another teacher’s ideas, they often put their own spin on them.Teachers are continuously evolving. They are always searching for better ways to reach their students.Teachers do have favorites. They may not come out and say it, but there are those students, for whatever reason, with whom they have a natural connection.Teachers become irritated with parents who do not understand that education should be a partnership between themselves and their child’s teachers.Teachers are control freaks. They hate it when things do not go according to plan.Teachers understand that individual students and individual classes are different and tailor their lessons to meet those individual needs.Teachers do not always get along with each other. They may have personality conflicts or disagreements that fuel a mutual dislike, just as in any profession. Teachers appreciate being appreciated. They love it when students or parents do something unexpected to show their appreciation.Teachers generally do not like standardized testing. They believe it creates added unnecessary pressures on them and their students.Teachers do not become teachers because of the paycheck; they understand that they are usually going to be underpaid for what they do.Teachers dislike it when the media focuses on the minority of teachers who make mistakes, instead of on the majority who consistently show up and do their jobs on a daily basis.Teachers love it when they run into former students who tell them how much they appreciated what they did for them.Teachers hate the political aspects of education.Teachers enjoy being asked for input on key decisions that the administration will be making. It gives them ownership in the process.Teachers are not always excited about what they are teaching. There is usually some required content that they do not enjoy teachi ng. Teachers genuinely want the best for all of their students: They never want to see a child fail.Teachers hate to grade papers. It is a necessary part of the job, but it is also extremely monotonous and time-consuming.Teachers are consistently searching for better ways to reach their students. They are never happy with the status quo.Teachers often spend their own money on the things they need to run their classroom.Teachers want to inspire others around them, beginning with their students but also including parents, other teachers and their administration.Teachers work in an endless cycle. They work hard to get each student from point A to point B and then start over the next year.Teachers understand that classroom management is a part of their job, but it is often one of their least favorite things to handle.Teachers understand that students deal with different, sometimes challenging, situations at home and often go above and beyond to help a student cope with those situations.Teach ers love engaging in meaningful professional development and despise time-consuming, sometimes pointless professional development. Teachers want to be role models for all of their students.Teachers want every child to be successful. They do not enjoy failing a student or making a retention decision.Teachers enjoy their time off. It gives them time to reflect and refresh and to make changes they believe will benefit their students.Teachers feel like there is never enough time in a day. There is always more that they feel they need to do.Teachers would love to see classroom sizes capped at 15 to 20 students.Teachers want to maintain an open line of communication between themselves and their students parents throughout the year.Teachers understand the importance of school finance and the role it plays in education but wish that money was never an issue.Teachers want to know that their principal has their back when a parent or student makes unsupported accusations.Teachers dislike disruptions but are generally flexible and accommodating when they occur.Teachers are more likely to accept and use new technologies if t hey are properly trained on how to use them. Teachers become frustrated with the relatively few educators who lack professionalism and are not in the field for the right reasons.Teachers dislike it when a parent undermines their authority by denigrating them in front of their children at home.Teachers are compassionate and sympathetic when a student has a tragic experience.Teachers want to see former students be productive, successful citizens later in life.Teachers invest more time in struggling students than any other group and are thrilled by the â€Å"light bulb† moment when a student finally starts to get it.Teachers are often scapegoats for a student’s failure  when in reality it is a combination of factors outside the teacher’s control that led to failure.Teachers often worry about many of their students outside of school hours, realizing that they do not always have the best home life.

Fashion Marketing innovation idea Essay Example | Topics and Well Written Essays - 750 words

Fashion Marketing innovation idea - Essay Example The essay "Fashion Marketing innovation idea" presents the idea of using Pop-Up Stores to Boost Sales for Online Fashion Shop. Tackling the above stated problems in the online business may require a bit of innovativeness. Pop-up stores, also known as flash retail, stand as an ideal means to extend the online brand to consumers who are offline and consequently build the confidence of consumers to interact with the e-shop frequently. Consumers embrace and flock to the myriad manifestations of pop-up stands and it is thus an innovative and legitimate means of making a connection with consumer and extending online brands. The most recent iterations of pop-up spaces unearth high-end signage, decorative displays, cutting-edge mobile commerce capacities, and significant interactive experience that can benefit any online business to have meaningful connection with customers. This report elucidates how these innovations – pop-up stores – can help in increasing sales for online f ashion shops that are grappling with diffusing their new brands to the market. Further, pop-up stores are discussed in detail as a marketing mix to show how online fashion businesses can make the most out of something that is seemingly temporary. This report’s main aim is to depict how pop-up stores can make the most out of pop-up shops and off line spaces to revamp their brands and boost sales.The report will also show the short term and long term benefit of having an extra outlet for fashion product in terms of sales.

Web 2.0 and Beyond Assignment Example | Topics and Well Written Essays - 500 words

Web 2.0 and Beyond - Assignment Example Generally, these technologies were more users friendly and one could learn and at same time make contribution. One thing which I disliked about these technologies was their lack of privacy. Web 2.0 technologies assimilation has led to both positive and negative impacts in life. One of their advantages is the ease of access of information and communication. These technologies have made information easily accessible from variety of sources. They facilitate interaction at advanced levels through chatting in blogs, over social sites and video conferencing all of which have made communication nowadays more effective and efficient. The main disadvantage of web 2.0 technologies is over dependence amongst its users. This means that one is shut down in case of internet slow down or failure. Furthermore, there is lack of privacy and security of data shared due to susceptibility of hacking and plagiarism in case of literal information. Despite these disadvantages these technologies have currently been applied in fields like sales and marketing e.g. in second life and many others which have made life better. On the contrary many users have fallen prey to hackers and grown excessiv ely dependent on the internet. Thus it is inconclusive to state web 2.0 is a breakthrough. Web 3.0Â  refers to a proposed semantic web which will incorporate personalizations like. iGoogle, intelligent search and behavioral advertising with the objective of turning web into a database. Contrary to the past technologies it is infrastructural based. Web 3.0 will add more value to users since the technology will be with human capabilities of accurately and precisely determining information required, translating to more relevant information. In addition, this may lead to massive loss of employment since most activities unlike currently will be automated. This will be caused by the human intelligence to be applied in webs 3.0

Joyces treatment of Epiphanies Essay Example for Free

Joyces treatment of Epiphanies Essay Explore Joyces treatment of Epiphanies in some of the stories you have studied. In literally every of story of Joyce studied so far we could discover one or more epiphanies. This term is generally used as a description of any sudden moments of understanding or sense of revelation. Joyce himself once described them as sudden spiritual manifestations, whether in the vulgarity of speech or gesture or in a memorable phase of the mind itself. I will try to fathom these epiphanies and Joyces use of them in the following. The story I am going to start with is An Encounter, which happens to be at an early stage of Joyces chronological order in Dubliners childhood. It mainly deals with a bunch of younger school boys, who live a rather sheltered childhood in catholic Dublin, reading stories about the Wild West, playing Indian fights, and having parents who go to eight-oclock mass every morning. Inspired by the stories read in their Wild West booklets, Leo Dillon, Mahony and the narrator decide to have their own little adventure and plan a day out of school, playing truant and going to see the so called Pigeon House at the other end of Dublin. However, in the next morning they are starting their journey without Leo Dillon. Mahony freely comments: Come along. I knew Fattyd funk it. When the two boys, after a long voyage, still havent arrived at their destination, they agree to give up their initial plan and just to rest some time on a bench in a field. After a few calm minutes Mahony and the Narrator discover an older man approaching at the far end of the field, shabbily dressed and walking with one hand upon his hip and a stick in the other hand. Having arrived at the bench with the two young boys on it, he wishes a good-day and starts to talk about the weather. Suggesting the boys that the happiest time of ones life was undoubtedly ones schoolboy days, the bores Mahony and the narrator, who nevertheless keep silent. In the following, the old man talks, mainly to the narrator, about literature and, from there, changes the subject to totties. He expresses a very liberal point of view about young peoples lives Every boy, he said, has a little sweetheart. Silence follows a long monologue of the old man about young girls and other things the speaker admits not actually to understands, which implies us that it could be about sexual allusions as the two boys are still quite young. The man stands up and walks to the near end of the field. Arrived there, he does something that wakes Mahonys interest: I say! Look what he is doing and a bit later I say Hes a queer old josser which suggests us that the man might be, excited by two little boys, masturbating just a few meters away from them. Some minutes later, he comes back and again starts a monologue, but it seems he has forgotten his recent liberalism: In language influenced by sadism he states that school boys should be whipped and whipped again, especially if they told lies about their sweethearts, he would give them such a whipping as no boy ever got in this world. Calmly, the narrator departs, obviously worried by behaviour and stories of the old man, and joins Mahony who has gone away, into the field, earlier. Together they leave the place. Back to the epiphanies: the first one we can find is apparently the moment when Mahony finds the old man masturbating only a few meters off. No matter if the boys actually know what he is doing, it is definitely a so called sudden spiritual manifestation: they know that what the man is doing there is strange for them, and it abruptly changes the way they look at him. Although there is no physical threat for them at that moment, Mahony and the speaker feel worried and confused, and one of them even runs away after having seen this. Although directly related to the old mans behaviour linked to the first epiphany, we can find another one when he is back and talking again: the way he speaks and his opinions have changed so drastically that there must be another strange awakening in the speakers mind. We feel reminded of a definition of an epiphany mentioned earlier: It is a sudden spiritual manifestation in the vulgarity of speech and gesture. The third and last epiphany, I suggest, might be found at the very end of the story, when the boys are just about to leave, to finish their day off and start the journey back home: they now realize that they have really find out what their adventure was like: they have met a sexually sick bloke instead of having an exciting day in Dublin, visiting a sight and enjoying themselves. A second example for Joyces treatment of epiphanies could be the short story After the Race. Unlike An Encounter it deals with adolescence, and tells about what happens on a particular evening in paralysed Dublin. Four young people return to Dublin. They have just taken part in a car race, and have won the second place. The group is made up of a French man, a French-Canadian, a Hungarian and Doyle, a Dubliner. Through Doyle, Joyce shows the ambitions and aspirations of middle class Dublin. His father was a butcher, but had been fortunate enough to secure some police contracts and had become rich enough to be referred to as the merchant prince. The father has plans for his son Doyle is first sent to Cambridge, to study, where he first encounters international upper class lifestyle, not the one he knows from Dublin. Studies do not particularly interest him, and he returns to Dublin. Doyle could be called a typical rich son, and he is highly interested in music and motoring. He got to know a member of the racing team, and is now elated to be entering Dublin in the teams company. That evenings Dinner is a matter that causes great excitement in Doyles family, as it shows father and mother that the ir son has arrived arrived in the world of jet-set and international playboys, as they think. However, Joyce doesnt reject to admit that Dublin wasnt actually a metropolis as it seemed to be then: That night the city wore the mask of a capital. The company of the young men is heady. They talk loudly and gaily. And when they stroll along Stephens Green, people on the road make way for them. I think Joyce wants to imply here how much the odour of wealth and internationality are worshipped in Dublin another allusion on the paralysis he finds in Dublin in those times. They team makes its way to a yacht, where the go on celebrating themselves happily. The party continues with game where money is staked Doyle loses heavily, but who cares on such a night? The party ends up with the Hungarian, who unlike Doyle realized that this isnt his world, retired from the game, announcing Daybreak, gentlemen! In this story, we find another way of use of epiphanies: Joyce keeps it until the very end until he uses the epiphany with the Hungarian reminding the team that it is time to wake up and face the realities of a normal day. This shows Doyle that the last twelve hours were just an illusion and that he cant actually cope with the standard of these international jet-setters. He has lost far more money than he can afford and has to realize that he is just a Dubliner and that Dublin hasnt got its place in a line-up of the international capitals. Joyces use of the epiphany is remarkable, as it wasnt to the very end of the story that he effectively used it. For the whole time, Joyce left Jimmy Doyle and us in the imagination that the Dubliner could actually cope with his colleagues until he abruptly drops him out of his dream world. So far we could discover quite a different use of epiphanies in two of Joyces stories: used three times in An Encounter, opening different point of views for the boys of the day and of the old man, Joyce uses, in contrast, only one epiphany in After the Race, which in itself, however, is much sharper and more abrupt. While in After the race the epiphany is used at the very end only, they are spread wider in An Encounter. Both stories epiphanies have in common that they actually always are memorable phases of the persons minds themselves, or in Joyces words, these sudden spiritual manifestations I mentioned before.

Breast-Feeding: Just Do It! :: Breast-Feeding Essays

Breast-Feeding: Just Do It! Who is to say that breast-feeding is the best for your baby. For years, breast-feeding tactics have been used as the best way to feed your infant. There was never any debate as to how you should feed your child, until a few years ago when artificial baby formulas were made. Now, researches have set out to figure out which way is the best for your baby. Studies upon studies have been done in search of the answer. Finally it was proven that breast-feeding, the natural way, was superior over artificial formulas. Breast-feeding is the all-natural process in which young infants get the nutritional intake that they need to survive, grow, and develop. Researchers have established that breast milk is perfectly suited to nourish infants and protect them from illness. Breast fed infants have lower rates of hospital admissions, ear infections, diarrhea, rashes, allergies, and other medical problems than bottle-fed babies (Williams). Human mothers produce many nutrients that cannot be found in formulas. The female body was made by Mother Nature to ensure the survival of mankind. "There are 4,000 species of mammals, and they all make different milk. Human milk is made for human infants and it meets all their specific nutrient needs," said Ruth Lawrence, M.D.,professor of pediatrics and obstetrics at the University of Rochester School of Medicine in Rochester, N.Y., and spokeswoman for the American Academy of Pediatrics(Williams,p.1). Breast milk is one of the few substances that is completely sterile. It is made from inside the body and no environmental factors play a role in this process(Correa,1999). From the beginning of nursing, the infant receives and important body element called colostrum(Maher,1998). The word colostrum was derived from the bacteria know as Colostridium difficile. This microbe produces a toxin that bind to walls of the body causing diarrhea or swelling of the colon. Immunoglobulins, found in colostrum, coat the exterior walls and resist the binding of the microbes(Travis,322). Colostrum also stimulates substances in the body to promote gut maturation, facilitate digestion, and stimulate passage of meconium. Colostrum is extremely concentrated with the proteins that make up immunoglobulins and secretory IgA. IgA is the maternal-specific immunogobulins that are needed for protection against environmental antigens. These substances produced by the human breast can easily be absorbed by the human infant. Complete development of the brain and nerve tissue rely on these substances(Maher,1998).

Charles Perkins

Essay â€Å"The Tyger† by William Blake is a lyric poem that depicts the nature of the creator and his creations. The poem is more about the creator of the tyger than it is about the tyger. In contemplating the terrible ferocity and awe-inspiring symmetry of the tyger, the speaker is at a loss to explain how the same God who made the meek, innocent lamb could create a horrifying creature such as the tyger.This essay will provide a detailed analysis of William Blake’s â€Å"The Tyger† paying particular attention, firstly to the extended metaphor in stanza’s 2, 3 and 4, secondly, to the poetic significance of repetition, in particular to the phrase â€Å"fearful symmetry†, thirdly, to the role that the rhythm and metre play in creating an urgent need to address the succession of the questions and lastly, the evocation of the sublime emotion of terror in Blake’s depiction of the Tyger. Firstly, the extended metaphor in stanza’s 2, 3 and 4 , is comparing the creator and his creation of the Tyger to a blacksmith and his creations.A blacksmith that makes use of tools, such as the â€Å"Hammer,† â€Å"chain,† †furnace,† and â€Å"anvil† in creating objects out of hot metal. The blacksmith represents a conventional image of artistic creation; here Blake applies it to the divine creation of the natural world. This is evident in Line 5:†In what distant deeps or skies†, refers to an otherworldly (â€Å"distant†) place, perhaps a kind of hell (â€Å"deeps†) or Heaven (â€Å"skies†). The â€Å"distant deeps or skies† bring to mind the concept of hell being underground and heaven being in the sky.Since the Tyger may have been created in either hell (deeps) â€Å"or† heaven (skies), it remains ambiguous as to whether the Tyger is good or bad. Blake was essentially an artist. His Tyger is therefore a painting in words. The tyger in this poem is rather a magical, mystical creature. This is an artist’s impression of the animal, almost an alien creature with glowing eyes and stripes. Blake does not depict good and evil as opposites but rather different aspects of the nature of God. Good and evil are different and do matter in the natural world, especially in the way that men react with God’s creation.The very first words expressed by Blake suggests that this tyger has been a â€Å"forged† creation â€Å"In the forests of the night† nevertheless describes the dark, mysterious, cloaking and hiding fiery figure of the tyger. The â€Å"forging† of the tiger suggests a very physical, painstaking, and intentional kind of making; it emphasizes the remarkable physical presence of the tiger and precludes the idea that such a creation could have been in any way accidentally or haphazardly produced. The word â€Å"forge† means to create or form is a smith term as well as another name for a smithâ€⠄¢s furnace.The smith reference also ties into all the fire imagery associated with the Tyger, and emphasizes the energy and danger in the design of the Tyger. However the third stanza depicts a parallelism of â€Å"shoulder† and â€Å"art,† that it is not just the body but also the â€Å"heart† of the tiger that is being forged. Therefore, this is not merely a physical forgery but also a psychological. Hence â€Å"In what furnace was thy brain† moreover suggests that the mind of the tyger is also shaped and twisted under this extreme heat and energy the fire in the â€Å"furnace† kindles.In the process of constructing this tyger it therefore becomes the beast that it is thus is â€Å"framed† to be; both terrifying and similarly remarkably elegant. Therefore what this tiger symbolizes is not the typical, blood thirsty predator who possesses purely animalistic characteristics. Unfortunately Blake’s â€Å"tyger† is a symbol of th e darker side of life, the overwhelming struggle of mankind against the brute force of reality. With this struggle comes growth and maturity. The lamb and tyger, although opposites, are nevertheless each synonymous with the struggle of life, from innocence to harsh experience.The tiger symbolizing nature red in tooth and claw, the tiger poses the question of the origin of evil and the nature of its creator. The perennial problem of believing in a benign Creator while viewing a malign universe has been the most agonising of all dilemmas. The tyger is seen the ultimate terror, just as the lamb is the final reassurance for the child of innocence that the universe and its Creator are benign. The rhythm throughout the poem is one of stressed followed by unstressed syllables, creating the effect of the blacksmith beating the â€Å"hammer† onto the â€Å"anvil† and thereby forging his creation out of steel.There are also references made to â€Å"fire† throughout the po em: â€Å"burning bright†, â€Å"burnt the fire†, â€Å"seize the fire† and â€Å"furnace†. These words again are images of a supreme â€Å"immortal† being that the speaker compares to a black smith. In romantic poetry poets often contrast aspects of nature with the inventions of mankind. Lastly, the evocation of the sublime emotion of terror in Blake’s depiction of the tyger is offering good instance of how Blake himself stands somewhere outside the perspectives of innocence and experience he projects.Another poem is â€Å"The Lamb† which is by William Blake is a poem like child’s song, in the form of a question and answer. The first stanza of the poem is descriptive which makes it very easy to understand, while the second focuses on abstract spiritual matters and contains explanations and analogies. The poem connects religion with both the human and natural worlds, being associated with the rugged fields and valleys as well a s livestock. The Lamb portrays three main themes: childhood (innocents), human nature and spiritual truth. The Lamb begins with a child asking a little lamb a question.One must understand the innocents of the boy when reading, because at first when reading one could think that the boy’s question is naive. Especially when the child is talking to a lamb as if could understand him. But the child who narrates this poem clearly belongs to the world of innocence. The child is excited about everything around him. Which one can peace together when one reads: Gave thee clothing of delight, Softest clothing woolly bright; Gave thee such a tender voice, Making all the vales rejoice (5-8). The boy finds joy in natural creation. It does not matter that he is talking to a lamb.The child’s question is of the Lambs origins. William Blake makes it clear about this question when the child says: â€Å"Little Lamb, who made thee / Dost thou know who made thee† (1-2). Blake leaves n o room for speculation in this poem. The question expands open the timeless questions that all human beings have about their own origins. The story of the lamb's making is probably a distant illustration to the creation of the world talked about in the Book of Genesis in the Bible. After one takes the idea of human origin into account, it takes the child’s somewhat naive question and makes it profound per say.Who made thee is a question that many have asked. The question, of course, has taken different forms and has been the subject of philosophy. Blake would answer that a creature could only exist because a creator has made them. In this poem, Blake leaves no other answer but that somebody made everything. This is a great analogy to the Jesus Christ of the New Testament. Blake agrees with the church, that the God of the universe and everything in it, and who gave one life, food, and clothing is the Lamb. Christ was called the Lamb many times in the New Testament, one example is in Revelation 5:8-13: â€Å"Worthy is the Lamb who was slain . . Blessing and honor and glory and power Be to Him who sits on the throne, And to the Lamb, forever and ever (Rev. 5:8-13). † One can now see the connection of the Lamb to Jesus Christ. The Lamb is also a prominent figure in the church, not only representing Jesus but God's human children. One should also see the correlation of the Lamb, Jesus and the child. The child also says Jesus calls himself a lamb and how he came to earth as a child. The Boy points that out to the lamb on line 17 â€Å"He became a child. †Biblically Jesus who is part of the trinity of God, Jesus and the Holy Spirit, is sent as a part of God to be a child. In this poem as well, the Lamb becomes a child, to show purity and innocence from a child-like heart essentially the same as the innocence of Jesus. Blake makes the poem of The Lamb very descriptive and made a beautiful analogy of the lamb and Jesus Christ. Bake was able to conn ect region in a with humanity that made it very easy to understand. The Lamb is a great poem by William Blake with its themes of childhood (innocence), human nature and spiritual truth.A third poem is The Chimney Sweeper (Innocence), The speaker of this poem is a small boy who was sold into the chimney-sweeping business when his mother died. He recounts the story of a fellow chimney sweeper, Tom Dacre, who cried when his hair was shaved to prevent vermin and soot from infesting it. â€Å"The Chimney Sweeper† comprises six quatrains, each following the AABB rhyme scheme, with two rhyming couplets per quatrain. The first stanza introduces the speaker, a young boy who has been forced by circumstances into the hazardous occupation of chimney sweeper.The second stanza introduces Tom Dacre, a fellow chimney sweep who acts as a foil to the speaker. Tom is upset about his lot in life, so the speaker comforts him until he falls asleep. The next three stanzas recount Tom Dacre's somewh at apocalyptic dream of the chimney sweepers’ â€Å"heaven. † However, the final stanza finds Tom waking up the following morning, with him and the speaker still trapped in their dangerous line of work. There is a hint of criticism here in Tom Dacre's dream and in the boys' subsequent actions, however.Blake decries the use of promised future happiness as a way of subduing the oppressed. The boys carry on with their terrible, probably fatal work because of their hope in a future where their circumstances will be set right. This same promise was often used by those in power to maintain the status quo so that workers and the weak would not unite to stand against the inhuman conditions forced upon them. As becomes more clear in Blake's Songs of Experience, the poet had little patience with palliative measures that did nothing to alter the present suffering of impoverished families.What on the surface appears to be a condescending moral to lazy boys is in fact a sharp criti cism of a culture that would perpetuate the inhuman conditions of chimney sweeping on children. Tom Dacre (whose name may derive from â€Å"Tom Dark,† reflecting the sooty countenance of most chimney sweeps) is comforted by the promise of a future outside the â€Å"coffin† that is his life’s lot. Clearly, his present state is terrible and only made bearable by the two-edged hope of a happy afterlife following a quick death.Blake here critiques not just the deplorable conditions of the children sold into chimney sweeping, but also the society, and particularly its religious aspect, that would offer these children palliatives rather than aid. That the speaker and Tom Dacre get up from the vision to head back into their dangerous drudgery suggests that these children cannot help themselves, so it is left to responsible, sensitive adults to do something for them. The last poem is Chimney sweeper (Experience), When compared structurally to the companion piece from So ngs of Innocence, it is obvious that this poem is half as long as its counterpart is.In addition, many lines are much shorter by one or two syllables. The voice of the young chimney sweeper is similar to that of Innocence, but he clearly has little time for the questions put to him (hence the shorter lines). This poem starts with the AABB rhyme scheme characteristic of innocence and childhood, but as it delves deeper into the experience of the Chimney Sweeper, it switches to CDCD EFEF for the last two stanzas. The final stanza, in fact, has only a near rhyme between â€Å"injury† (line 10) and â€Å"misery† (line 12), suggesting an increasing breakdown in the chimney sweeper's world, or the social order in general.The entire system, God included, colludes to build its own vision of paradise upon the labors of children who are unlikely to live to see adulthood. Blake castigates the government (the â€Å"King†) and religious leaders (God’s â€Å"Priestâ₠¬ ) in similar fashion to his two â€Å"Holy Thursday† poems, decrying the use of otherwise innocent children to prop up the moral consciences of adults both rich and poor. The use of the phrase â€Å"make up a Heaven† carries the double meaning of creating a Heaven and lying about the existence of Heaven, casting even more disparagement in the direction of the Priest and King.

Assess the Value of the Chivalry Thesis in Understanding Gender Differences in Crime

Assess the value of the â€Å"chivalry thesis† in understanding gender differences in crime (21) The chivalry thesis is where women are treated more leniently than men by the criminal justice system. This is because of paternalism and sexism when it comes to male dominated police and courts. As a result of this, criminal statistics underestimate the true extent of female offending. This is because police officers are less likely to convict a woman of a less serious crime because it is a woman therefore are seen as more likely to just get a warning.Graham and bowling (1995) did a self-report study on 14-25 year olds and found that 55% of males and 35% of females admitted to offences in the last twelve months. This suggests that males commit more crime than women in general although this self-report study is based on the younger generations of males and females. Women are also more likely to admit to their offences, which concludes this figure is an accurate one and may suggest that the male figure could also be even higher. Another study would be the youth lifestyles survey (2000) where it was found that 11% females and 26% males committed serious crimes in the last twelve months.In general, women are seen to commit less serious crimes like shoplifting and are very rare for them to commit a violent crime. These statistics show that males are a lot more violent and are more capable of committing more serious crimes compared to women. Flood page et all (2000) found that one in eleven self-reported offences by women resulted in prosecution whereas one in seven did for males. This backs up what Allen (1987) says where women are less likely to be given custodial sentences for indictable motoring offences because they are able to talk their way out of it and apologise sweetly.This could also be the case when it comes to prosecution. As well as this, women are seen to be treated more leniently by law for example, first offenders are half as likely to be given a sentence of immediate imprisonment, where as if it was a man there is no doubt about it. Women are also seen by the police as a less serious threat compared to men and they seem to benefit from informal approaches to their offences such as just a caution or warning.Pollak (1961) states that men(including police officers) are protective towards women and are less likely to prosecute them because of this, especially if it is a typical crime that a women is seen to commit. Female defendants are treated more sympathetically unless it is a crime against children or a serious crime that is seen as a crime only men commit. Because of this protectiveness towards women and courts giving them sympathy this creates an invalid picture on crime rates.Another study would be the ministry of justice (2009) where 49% of females recorded of committing a crime received no more than a caution but in 2007 this figure was 30% which implies that this problem is getting worse year by year. On the other han d, studies by Graham and Bowling and Youth lifestyle study, both found that males tended to be involved in more serious offences, which would explain the higher proportions of men among the convicted and cautioned, also possible males are more likely than females to admit offences in self-report studies.Box (1981) did a self-report study in Britain and USA and found that statistics on gender and crime are fairly accurate. He found that women who commit serious offences are not treated more favourably than men; as well as this the lower rate of prosecutions of females compared to the self-report studies may be because the crimes they admit to are less serious and aren’t likely to go on trial. Women offenders also seem a lot more likely to show regret, which may help to explain why they are more likely to receive a caution instead of going to court instead of police and courts just being seen as protective.Buckle and Farrington (1984) found that men were twice as likely as wome n to shop lift even though official figures suggest men and women are equal. There could be many reasons for this, such as women could be a lot less subtle about it as they are seen as more innocent, whereas males hanging about browsing at things in a department store looks a lot more abnormal. Although women commit less serious crime, those who do are likely to face a serious punishment compared to the males that get convicted for the same crime.This is because it isn’t seen as an acceptable way for a women to act as it defies their feminine role of being caring and loving. Violent crimes are seen to be male crimes because it is scientifically proven that males are a lot more aggressive compared to females because of their levels of testosterone. So when women commit a violent crime, the courts come down on them like a tonne of bricks because of how unnatural it is. Carlen (1997) says that’s sentences given to women are based on the female role and the way that a cert ain female fulfils this role and her character.For example if she is an aggressive women, she will probably get a longer sentence as it strictly defies the female role, whereas if a women was very regretful about what she had done, the courts are more likely to give her sympathy and a softer sentence. If women commit a violent crime they are seen as doubly deviant because they aren’t just committing a crime they are defying their role as a women. Farrington and Morris (1983) did a study, which was the sentencing of 408 offences of theft in a magistrate’s court.They found that women were not treated any differently when it came to crimes men and women both committed as they were seen to end up with similar sentences no matter what their circumstances were. This suggests that the chivalry thesis doesn’t always apply and it may not apply at all. There is seen to be a clear divide in what is and isn’t a female crime. Crimes like shoplifting aren’t as s erious, which means that it may not always end up in court because bigger crimes come first which suggest looking at statistics from convictions and court sentences isn’t an accurate way of measuring the number of female criminals.This may be why the male statistics are always higher because they are usually the ones to commit the worse crimes. Overall I don’t think the chivalry thesis is very valid as it forgets to look at the crimes women commit that don’t get recorded as they get off with a caution. Just because it isn’t a prison sentence, doesn’t mean that the police are being lenient with women it just means that women don’t often commit as serious crimes, but they still do commit crime.

Curricular Models Essay

Curricular Models Essay Curricular Models Essay Purpose Statement: The purpose of this quantitative study is to measure the attitudes of experienced teachers’ willingness to change teaching strategies to achieve better results when comparing veteran teachers and new teachers’ achievement test scores at middle school XYZ. Explain how the data will be prepared for analysis. I will collect my data from teacher using surveys and questionnaires and I will preassign a numeric score or value to each response. Once I collect the data I will use summed scores to compute the overall attitudes of new and experienced teachers. Once I score the data I will use a computer program to analyze the data such as Microsoft excel where graphs and tables will be prepared for analysis. Explain how you will analyze the data. I will analyze my data by going back to my research questions and I will be looking for trends in the data to the attitudes of teachers. I will compare groups of the independent variables or just new teachers or just veteran teachers to answer questions that require inferential statistics in order to draw a conclusion. I will be utilizing measures of central tendency such as the mean, median and mode. Explain how you will report the results. I will report my results in the form of tables, figures in the form of bar charts, and line graphs and third I report the results utilizing detail explanations about the statistical results. These results will provide clarification to written information

About Form DD-214 Request Report of Separation

About Form DD-214 Request Report of Separation The DD Form 214, Certificate of Release or Discharge from Active Duty, generally referred to as a DD 214, is a document issued by the United States Department of Defense upon the retirement, separation or discharge from active duty of any service member who served in any branch of the U.S. Armed Services. The DD 214 verifies and documents the former service member’s complete military service record during both active and reserve duty. It will list items such as awards and medals, rank/rate and pay grade held on active duty, total military combat service and/or overseas service, and various branch-specific specialties and qualifications held. Persons who serve exclusively in the Air National Guard or Army National Guard will receive a form NGB-22 from the National Guard Bureau, instead of a DD 214. The DD 214 also includes codes describing the service members’ reason for discharge and their reenlistment eligibility. These are the Separation Designator/Separation Justification (abbreviated as SPD/SJC) Codes and Reenlistment Eligibility (RE) Codes. Why the DD 214 Might Be Needed The DD 214 is typically required by the Department of Veterans Affairs to grant veterans benefits. Private sector employers may also require job applicants to provide a DD 214 as proof of military service. In addition, funeral directors typically require a DD 214 to show a deceased person’s eligibility for burial in a VA cemetery with provision of military honors. Since 2000, the families of all eligible veterans have been allowed to request honors including the presentation of a folded United States ceremonial burial flag and the sounding of Taps, at no cost. Requesting a DD 214 Copy Online There are currently two government sources where copies of a DD 214 on other military service records can be requested online: The eVetRecs website maintained by the National Archives and Records Administration allows veterans or their next of kin to request copies of DD 214s and separation documents, as well as medical records, and replacement medals. Note that copies can be requested only by veterans or their next of kin defined as a surviving spouse that has not remarried, father, mother, son, daughter, sister, or brother.The eBenefits veteran’s benefits web portal managed jointly by the United States Department of Veterans Affairs and the United States Department of Defense. The service allows veterans to review, and print documents from their official Military Personnel File, including their DD 214. eBenefits claims to provide electronic copies within 48 hours. However, in order to request a DD 214, the veteran must have an eBenefits Premium Account. When requesting military records online via the eVetRecs service,  certain basic information will be requested. This information includes: The veterans complete name used while in serviceService numberSocial Security numberBranch of serviceDates of serviceDate and place of birth (especially if the service number is not known).If you suspect your records may have been destroyed in the 1973 fire at the National Personnel Records Center, also include: Place of discharge, Last unit of assignment; and place of entry into the service, if known. All requests must be signed and dated by the veteran or next-of-kin. If you are the next of kin of a deceased veteran, you must provide proof of death of the veteran such as a copy of death certificate, letter from funeral home, or published obituary. If You are Not a Veteran or Next of Kin If you are not the veteran or next of kin, you must complete the Standard Form 180 (SF 180). You must then mail it or fax it to the appropriate address on the form. The Defense Department issues to each veteran a DD-214, identifying the veterans condition of discharge - honorable, general, other than honorable, dishonorable or bad conduct. For complete instructions on how to apply for a copy of your DD-214, see Veterans Service Records from the National Archives and Records Administration. Be sure to download and complete BOTH SIDES of the SF-180. The back of the form contains important mailing addresses and instructions. The Standard Form 180 is formatted for legal size paper (8.5 x 14). Please print it that way if your printer can accommodate that. If your printer can only print on letter size paper (8.5 x 11), select shrink to fit when the Adobe Acrobat Reader Print dialog box appears. Costs and Response Time Generally there is no charge for military personnel and health record information provided to veterans, next-of-kin, and authorized representatives. If your request involves a service fee, you will be notified as soon as that determination is made. Response time varies dependent upon the complexity of your request, the availability of records, and our workload. Please do not send a follow-up request before 90 days have elapsed as it may cause further delays. National Archives and Records Administration

Calvinism and Ephesians Essay Example | Topics and Well Written Essays - 3750 words

Calvinism and Ephesians - Essay Example It stands for Total depravity, Unconditional election, Limited atonement, Irresistible grace and the Perseverance of the saints. These Five Points were adopted by the Synod of Dordt (or Dordrecht), each point the subject of a chapter or head of the Canons of Dordt. According to the followers of Calvin, the Five Points "set forth clearly the biblical teaching on the sovereignty and particularity of the grace of God in salvation."1 Total depravity" is often mistaken to mean that humans are all hopelessly, intensely sinful. Actually, it means something quite different: as a result of Adam and Eve's disobedience to God -- the Fall of Man -- sin has extended to all parts of every person's being: "his thinking, his emotions and his will." Sometimes, this has been called "Total inability." This is the concept that it is impossible for the ordinary "natural" human to understand the Gospel's message. They are spiritually helpless. First, God must first decide to intervene in the form of the third personality within the Trinity, the Holy Spirit. Otherwise, the person is lost forever. 2 This is seen in Romans 5:12: "Wherefore, as by one man sin entered into the world, and death by sin; and so death passed upon all men, for that all have sinned" and in Mark 4:11: "And he said unto them, Unto you it is given to know the mystery of the kingdom of God: but unto them that are without, all these things are done in parables."3 Unconditional Election is the concept of predestination: that God has divided humanity into two groups. One group is "the elected." It includes all those whom God has chosen to make knowledgeable about himself. The rest will remain ignorant of God, and the Gospel. They are damned and will spend eternity in Hell without any hope of mercy or cessation of the extreme tortures. God made this selection before the universe was created, and thus before any humans existed. The ground or grounds that God uses to select the lucky few is unknown. What is known is that it is not through any good works on the part of the individual. It is not that he extends knowledge to some in order to find out who will accept salvation and who will not. There is a degree of tension within the Bible concerning precise division of responsibility between God and humans on this matter. The Bible does not resolve this issue. Hyper-Calvinists believe that a person has zero responsibility for their own salvation; it is all up to God. Arminians teach that humans have free will and thus can accept or resist the call of God.4 This is supported by Romans 9:15: "For he saith to