Global Warming Is An Issue That Scientists And All People...

Many folks have heard of global warming which is also known as the Greenhouse effect, but don’t know if it’s real or not, well the answer is that it is real and hopefully by the end of reading this people will understand why. There are numerous thoughts about whether global warming is truly an issue that scientists and all people should be concerned with. Some people feel that climate change is not a threat at all, but at the same time others feel that global warming is a huge threat to people and to the environment. People have mixed feelings on whether global warming is truly a concern, while some also have disagreeing ideas when it comes to what degree the Earth is being affected by these changes. Many studies are being done to further†¦show more content†¦They are beginning to agree that global warming must be kept under control in order to avoid a major disaster. Not only is global warming just an issue in the United States, but it is becoming a very impo rtant international issue as well (Newton 181). Some scientists are beginning to promote the idea that everyone can help to slow the speed of global warming because it is becoming such a pressing issue. Due to the rapid pace of global warming, people must take action now to preserve the world as humans know it today. Global Warming is one of the more controversial topics in the world today. Some people feel that it is a big issue, while others don’t think as much about it. However, global warming has already proven itself to be a major problem we are encountering. A lot of people believe that this ‘warm spell’ is just that, a spell that’s going to pass with time. They think that the trends we are seeing are only part of a cycle and we have experienced them before. But if looked at the data, as well as the projected data scientists are now beginning to publish, they would see the degree of this ‘warm spell’ is many times worse than any people have ever had in the past. Global warming might be a new topic that causes people to react differently, but all large topics start out this way. As time goes on and humans continue to see the effects of global warming, it will become more accepted in our society because it won’t just be a controversial issu e that we talk

Odds of Earning a Career

tion: "Whose odds are better at earning a career in their profession ---a person who wishes to become a professional athlete in one of Major League Baseball, National Basketball Association, National Football League or National Hockey League or a person who wishes to become a Medical Doctor in Canada or the United States?". Answer: Introduction Professional athletes have a deep rooted role in the society. They are considered to be the modern ay heroes and are idolized by the aspiring young athletes. We can say that the purpose of the business in sports is for entertainment. But the role of medical doctor is to perform miracles in real life. They are considered to be the real heroes by saving lives of people. In a society the phenomenal works of a doctor or a surgeon is left ignored because people are often obsessed with being entertained. It is evident from surveys and studies that the works of a doctor or a surgeon is much more strenuous and laborious for a medical doctor than professional athletes. (Directessays.com, 2015) Odds Of Earning A Career Let us suppose the prospect of a person who wants to become a professional athlete either in Major League in Baseball or in National Basketball Association or National Football league or National Hockey League in the United States. United States Employment-to-Population ratio for persons aged 15-64 years for the year 2014 was 59.2% (Data.bls.gov, 2015) Employment-population ratio (percent) in The United States 2014(Stats.oecd.org, 2015) Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 2014 58.8 58.8 58.8 59.0 58.9 58.9 59.0 59.0 59.0 59.2 59.2 59.2 Source: U.S. Bureau of Labor Statistics The data and the chart reveal that The US has witnessed an upward trend in the employment-population ratio but for January 2015 the rate is around 59.2 per cent. But the structure of the employment and the distribution of occupation is something that is question. Now coming back to the occupation in sports, for a high school player or a college player to play these sports professional is in question. The NCCAs official estimates regarding athletes in six major sports reveal that only in Baseball more than 2% of NCAA players go professional. Here are the relevant statistics: (Manfred, 2012) Sports College Players High School Players Baseball 11.60 0.6 Football 1.7 0.08 Men's Ice Hockey 1.3 0.1 Men's Basketball 1.2 0.03 Men's Soccer 1 0.04 Women's Basketball 0.9 0.03 Source: Business Insider The only distinguishing feature in this data is that baseball is the only sport where the count for professionalism is high for the college players. Now let us analyze the odds for becoming a doctor in the US. The US Bureau of Labor Statistics has project a growth in the employment of doctors, physicians and surgeons by 18 percent from 2012 to 2022. The primary reason for such growth is the expansion in the healthcare industries. The employment in 2012 was 691,400 and the projected employment for 2022 is 814,700. (Bls.gov, 2015) A study depicted that around 0.25 percent of all people in the US are doctors. But the aspiration of becoming a doctor is quite high right from elementary school which can be around 10-30 percent of all people. But however the percent drops with changing preference of occupation to around 2.5% so it can be said that around 0.8 percent to 2.5 percent of all people really become a doctor. (Facts, 2015) Conclusion Thus, whose odds are better depends upon the job openings and the occupational scenario. When most parents want their children to pursue medical courses, there are few parents who actually let them children be professional athletes. But aspiring to be a professional athlete and to turn the dream into reality is portraying a different picture. Economically, an athlete has a sound career but with the expansion of the health industries the prospect of becoming a doctor has opened up. References Bls.gov, (2015).Physicians and Surgeons : Occupational Outlook Handbook: : U.S. Bureau of Labor Statistics. [online] Available at: https://www.bls.gov/ooh/healthcare/physicians-and-surgeons.htm#tab-6 [Accessed 26 Feb. 2015]. Data.bls.gov, (2015).Bureau of Labor Statistics Data. [online] Available at: https://data.bls.gov/timeseries/LNS12300000 [Accessed 26 Feb. 2015]. Directessays.com, (2015).Essay on Professional Athletes vs. Doctors and Surgeons. [online] Available at: https://www.directessays.com/viewpaper/100384.html [Accessed 26 Feb. 2015]. Facts, U. (2015).Topic: Physicians. [online] www.statista.com. Available at: https://www.statista.com/topics/1244/physicians/ [Accessed 26 Feb. 2015]. Manfred, T. (2012).Here Are The Odds That Your Kid Becomes A Professional Athlete (Hint: They're Small). [online] Business Insider. Available at: https://www.businessinsider.com/odds-college-athletes-become-professionals-2012-2?IR=T#baseball-116-of-college-players-play-professionally-06-of-high-school-players-do-1 [Accessed 26 Feb. 2015]. Stats.oecd.org, (2015).LFS by sex and age - indicators. [online] Available at: https://stats.oecd.org/Index.aspx?DatasetCode=LFS_SEXAGE_I_R [Accessed 26 Feb. 2015].

Pre-Eclampsia or Pregnancy - Induced Hypertension

Question: Discuss the causes, risk factors, detection, treatment and complications? Answer: Introduction: Preeclampsia also referred as toxemia or pregnancy-induced hypertension (PIH), is a multisystem disorder which is characterized by de novo hypertension and proteinuria or superimposed maternal hypertension or nephropathy in pregnant woman (Kanasaki Kalluri 2009), (Bell, 2010). This disease affects both the mother and the fetus usually beyond 20 weeks of gestational age. Although the reason behind this disease is not clear till date, but the disease is known to be recognized nearly 200 years ago (Kanasaki Kalluri 2009), (Bell, 2010) Preeclampsia is known to affect 2-5% of pregnancies. The rate exceeds to an approximate of 10-18% in some developing countries. According to a study, UK is one of the leading countries affected with this disease. One out of twenty (5%) women suffers from severe pre-eclampsia or eclampsia causing significant number of maternal deaths in UK. (NICE Clinical guideline). Statistical data reveal that every minute, somewhere in the world death occurs during pre gnancy or childbirth. This amount to an approximate of 1400 number of women death per day; more that 500,000 death every year. Additionally, maternal and fetus mortality is estimated to 13% worldwide in case of undetected preeclampsia (Scazzocchio Figueras 2011), (Marik and Plante, 2008). This multisystem disorder may be categorized into early-onset and late-onset preeclampsia. Early-onset preeclampsia shows fetal-growth restriction (FGR), abnormal uterine and umbilical artery. Doppler waveforms and adverse maternal and neonatal outcomes (Verlohren et al., 2014).Whereas, the late-onset preeclampsia is characterized with lower rate of maternal involvement and favorable perinatal outcomes. Abnormal placental implantation along with endothelial dysfunction is the main features of preeclampsia. Both the renal and vascular systems are affected altogether (Kanasaki Kalluri 2009),(Karumanchi et al., 2005). Causes: The exact cause of preeclampsia is unknown. Experts believe it begins in the placenta the organ that nourishes the foetus throughout pregnancy. In women with preeclampsia, these blood vessels don't seem to develop properly and limits the flow of blood (Redman, 2005), (Segers et al., 2007), (Karumanchi et al., 2005). Recent research show that the causative agent behind the pathogenesis of this disease is maternal endothelial dysfunction, which is mediated be the excess placenta derived soluble VEGF receptor 1 (sVEGFRI or Sflt1) (Venkatesha et al., 2006), (Luft, 2006), (Foidart et al.; 2010). Causes of this abnormal development may include: Insufficient blood flow to the uterus (Redman, 2005), (Karpov, 2010). Damage to the blood vessels (Karumanchi et al., 2005). A problem with the immune system (Segers et al., 2007) Mutation of certain genes likethe prothrombin (Factor II) and the Factor V Leiden (FVL) clotting factor (Karpov, 2010). Risk Factors: Pre-eclampsia develops only as a complication of pregnancy. Risk factors include: History of preeclampsia.A personal or family history of preeclampsia significantly raises your risk of preeclampsia (Jacquemyn, Y. Zemtsova, O., 2010), (Portelinha et al., 2010). First pregnancy.The risk of developing preeclampsia is highest during your first pregnancy (Jacquemyn, Y. Zemtsova, O., 2010), (Nirmalan, 2013). New paternity.Each pregnancy with a new partner increases the risk of preeclampsia over a second or third pregnancy with the same partner (Jacquemyn, Y. Zemtsova, O., 2010), (James, 2013). The risk of preeclampsia is higher for pregnant women older than 40 (Jacquemyn, Y. Zemtsova, O., 2010). (Sibai et al., 2005) The risk of preeclampsia is higher if you're obese (Jacquemyn, Y. Zemtsova, O., 2010). (Sibai, Dekker and Kupferminc, 2005), (Karumanchi et al., 2005). Multiple pregnancies.Preeclampsia is more common in women who are carrying twins, triplets or other multiples (Jacquemyn, Y. Zemtsova, O., 2010), (Nirmalan, 2013). Interval between pregnancies.Having babies less than two years or more than 10 years apart leads to a higher risk of preeclampsia (Jacquemyn, Y. Zemtsova, O., 2010), (Nirmalan, 2013). History of certain conditions.Having certain conditions before you become pregnant such as chronic high blood pressure, migraine headaches, type 1 or type 2 diabetes, kidney disease, a tendency to develop blood clots, or lupus increases your risk of preeclampsia (Jacquemyn, Y. Zemtsova, O., 2010), (KIVEL, 2010). Detection: In the majority of cases, symptoms of preeclampsia aren't noticeable. Women may experience headache, blurred vision, upper abdominal pain and unexplained anxiety. Serious cases of preeclampsia may result in seizures (Tuovinen et al.; 2010). Abnormalities of the liver, kidneys and blood clotting mechanisms may also be present. Dramatic weight gain, a decrease in urine output, blurry vision, nausea, and abdominal pain maybe reasons to watch more closely for the development of preeclampsia. (Sibai et al., 2005). Typically, preeclampsia occurs in the late 2nd or 3rd trimesters of pregnancy (Young, B.C. et al., 2010), (Tuovinen et al.; 2010), (Wood, 2013). Treatment: The only effective treatment for preeclampsia is delivery. Doctors will take into consideration gestation of the fetus in terms of development before inducing labor. If a woman has a good support system in her home, she can manage mild preeclampsia with bed rest and frequent visits to her obstetrical care provider. She may also need to monitor her blood pressure at home on a regular basis. Serious cases of preeclampsia may require admission to the hospital for more intensive monitoring of both the mother and unborn baby. If tests indicate that the health of either of the mother or fetus is at risk, an obstetrician may recommend inducing labor early or performing a caesarean section (Downing, 2010). A study by the Magpie Trial Collaborative Group in June of 2002 found that magnesium sulfate (MgSO4) can ease the symptoms of preeclampsia and has reduced seizures stemming from eclampsiaby56% when given intravenously in a controlled environment by trained staff (Tukur, 2009). Magnesium su lfate has been a standard treatment option in the U.S. since the1950s; however, it is not widely used internationally (Kenny, L.C. et al., 2010), (Tukur, 2009). For women at high risk of pre eclampsia may be detected by the application of ultrasound markers (Mace et al., 2012). Complications: Lack of blood flow to the placenta.Preeclampsia affects the arteries carrying blood to the placenta. If the placenta doesn't get enough blood, your baby may receive less oxygen and fewer nutrients. This can lead to slow growth, low birth weight, or preterm birth. Prematurity can lead to breathing problems for the baby (Jacquemyn, Y. Zemtsova, O., 2010). Placental abruption.Preeclampsia increases your risk of placental abruption, in which the placenta separates from the inner wall of your uterus before delivery. Severe abruption can cause heavy bleeding and damage to the placenta, which can be life-threatening for both you and your baby (Jacquemyn, Y. Zemtsova, O., 2010), (Keiski-Nisula et al., 2009), (Wood, 2013). HELLP syndrome.HELLP which stands for haemolysis (the destruction of red blood cells), elevated liver enzymes, and low platelet count syndrome can rapidly become life-threatening for both you and your baby. Symptoms of HELLP syndrome include nausea and vomiting, headache, and upper right abdominal pain. HELLP syndrome is particularly dangerous because it represents damage to several organ systems. On occasion, it may develop suddenly, even before high blood pressure is detected (Jacquemyn, Y. Zemtsova, O., 2010) (Pourrat et al., 2012), (Clarke and Nelson-Peirsey, 2008). When preeclampsia isn't controlled, eclampsia which is essentially preeclampsia plus seizures can develop. Symptoms that suggest imminent eclampsia include upper right abdominal pain, severe headache, vision problems and change in mental status, such as decreased alertness. Because eclampsia can have serious consequences for both mom and baby, delivery becomes necessary, regardless of how far along the pregnancy is (Jacquemyn, Y. Zemtsova, O., 2010). Cardiovascular disease.Having preeclampsia may increase your risk of future heart and blood vessel (cardiovascular) disease. The risk is even greater if you've had preeclampsia more than once or you've had a preterm delivery. To minimize this risk, after delivery try to maintain your ideal weight, eat a variety of fruits and vegetables, exercise regularly, and don't smoke (Jacquemyn, Y. Zemtsova, O., 2010), (Kajantie et al., 2009). References 1. Bell, M. (2010). A Historical Overview of Preeclampsia-Eclampsia. Journal of Obstetric, Gynecologic, Neonatal Nursing, 39(5), pp.510-518. 2. Clarke, S. and Nelson-Piercy, C. (2008). Pre-eclampsia and HELLP syndrome. Anaesthesia Intensive Care Medicine, 9(3), pp.110-114. 3. Downing, J. (2010). Sildenafil for the Treatment of Preeclampsia. Hypertension in Pregnancy, 29(2), pp.248-250. 4. Felfernig-Boehm, D. et al., 2000. Early detection of preeclampsia by determination of platelet aggregability. Thrombosis Research, 98(2), pp.139146. 5. Foidart, J., Munaut, C., Chantraine, F., Akolekar, R. and Nicolaides, K. (2010). Maternal plasma soluble endoglin at 11-13 weeks' gestation in pre-eclampsia. Ultrasound in Obstetrics and Gynecology, p.n/a-n/a. 6. Jacquemyn, Y. Zemtsova, O., 2010. Risk factors and prediction of preeclampsia. Acta Clinica Belgica, 65(1), pp.112. 7. James, W. (2013). Change in paternity, pre-eclampsia, fetal growth retardation and maternal testosterone concentration. J Obstet Gynaecol, 33(2), p.217. 8. Kajantie, E., Eriksson, J., Osmond, C., Thornburg, K. and Barker, D. (2009). Pre-Eclampsia Is Associated With Increased Risk of Stroke in the Adult Offspring: The Helsinki Birth Cohort Study. Stroke, 40(4), pp.1176-1180. 9. Kanasaki, K. Kalluri, R., 2009. The biology of preeclampsia. Kidney international, 76(8), pp.831837. 10. Karpov, Y. (2010). Book Review: Haywood, H. C., Lidz, C. S. (2007). Dynamic Assessment in Practice: Clinical and Educational Applications. New York: Cambridge University Press. Journal of Psychoeducational Assessment, 28(2), pp.163-166. 11. Karumanchi, S., Maynard, S., Stillman, I., Epstein, F. and Sukhatme, V. (2005). Preeclampsia: A renal perspective. Kidney International, 67(6), pp.2101-2113. 12. Kenny, L.C. et al., 2010. Robust early pregnancy prediction of later preeclampsia using metabolomic biomarkers. Hypertension, 56(4), pp.741749. 13. Keski-Nisula, L., Heinonen, S., Remes, S. and Pekkanen, J. (2009). ORIGINAL ARTICLE: Pre-Eclampsia, Placental Abruption and Increased Risk of Atopic Sensitization in Male Adolescent Offspring. American Journal of Reproductive Immunology, 62(5), pp.293-300. 14. KIVEL, T. (2010). Diagnosis of adult ophthalmic tumours: role of clinical history, symptoms and signs. Acta Ophthalmologica, 88, pp.0-0. 15. Luft, F. (2006). Soluble endoglin (sEng) joins the soluble fms-like tyrosine kinase (sFlt) receptor as a pre-eclampsia molecule. Nephrology Dialysis Transplantation, 21(11), pp.3052-3054. 16. Mac, G., Cynober, E. and Carbonne, B. (2012). Ultrasound markers for the detection of women at risk of developing pre-eclampsia. Clinical Chemistry and Laboratory Medicine, 50(6). 17. Marik, P. and Plante, L. (2008). Venous Thromboembolic Disease and Pregnancy. New England Journal of Medicine, 359(19), pp.2025-2033. 18. Nirmalan, P. (2013). Risk for Recurrence of Pre-eclampsia in the Subsequent Pregnancy. JCDR. 19. Portelinha, A., Belo, L., Cerdeira, A., Braga, J., Tejera, E., Pinto, F., Pinto, A., Areias, M., Patrcio, B. and Rebelo, I. (2010). Lipid Levels Including Oxidized LDL in Women with History of Preeclampsia. Hypertension in Pregnancy, 29(1), pp.93-100. 20. Pourrat, O., Neau, J. and Pierre, F. (2012). Bell's palsy in pregnancy: underlying HELLP syndrome or pre-eclampsia?. Obstetric Medicine. 21. Redman, C. (2005). Latest Advances in Understanding Preeclampsia. Science, 308(5728), pp.1592-1594. 22. Scazzocchio, E. Figueras, F., 2011. Contemporary prediction of preeclampsia. Current opinion in obstetrics gynecology, 23(2), pp.6571. 23. Segers, K., Dahlbck, B. and Nicolaes, G. (2007). Coagulation factor V and thrombophilia: Background and mechanisms. Thromb Haemost. 24. Segers, K., Dahlback, B., Bock, P., Tans, G., Rosing, J. and Nicolaes, G. (2007). The Role of Thrombin Exosites I and II in the Activation of Human Coagulation Factor V. Journal of Biological Chemistry, 282(47), pp.33915-33924. 25. Sibai, B., Dekker, G. and Kupferminc, M. (2005). Pre-eclampsia. The Lancet, 365(9461), pp.785-799. 26. Tukur, J. (2009). The use of magnesium sulphate for the treatment of severe pre-eclampsia and eclampsia. Annals of African Medicine, 8(2), p.76. 27. Tuovinen, S., Rikknen, K., Kajantie, E., Pesonen, A., Heinonen, K., Osmond, C., Barker, D. and Eriksson, J. (2010). Depressive symptoms in adulthood and intrauterine exposure to pre-eclampsia: the Helsinki Birth Cohort Study. BJOG: An International Journal of Obstetrics Gynaecology, 117(10), pp.1236-1242. 28. Tuuli, M.G. et al., 2011. Perinatal outcomes in women with preeclampsia and superimposed preeclampsia: Do they differ? American Journal of Obstetrics and Gynecology, 204(6). 29. Venkatesha, S., Toporsian, M., Lam, C., Hanai, J., Mammoto, T., Kim, Y., Bdolah, Y., Lim, K., Yuan, H., Libermann, T., Stillman, I., Roberts, D., D'Amore, P., Epstein, F., Sellke, F., Romero, R., Sukhatme, V., Letarte, M. and Karumanchi, S. (2006). Soluble endoglin contributes to the pathogenesis of preeclampsia. Nat Med, 12(6), pp.642-649. 30. Verlohren, S., Melchiorre, K., Khalil, A. and Thilaganathan, B. (2014). Uterine artery Doppler, birth weight and timing of onset of pre-eclampsia: providing insights into the dual etiology of late-onset pre-eclampsia. Ultrasound Obstet Gynecol, 44(3), pp.293-298. 31. Wood, A. (2013). Second trimester hyperemesis gravidarum is associated with increased risk of preterm pre-eclampsia, placental abruption and small for gestational age birth. Evidence-Based Nursing, 17(3), pp.74-74. 32. Young, B.C., Levine, R.J. Karumanchi, S.A., 2010. Pathogenesis of preeclampsia. Annual review of pathology, 5, pp.173192.

Should I Use a College Essay As a Writing Sample?

Should I Use a College Essay As a Writing Sample?How should I use a college essay as a writing sample? This is a question that I hear from many people, usually college students. One of the main reasons for this is that it is a fun experience, which can be rather enjoyable. However, when writing a college essay, you may find that you need to improve your writing skills in order to make it interesting.It may sound like a good idea to write an essay, then actually read it out loud so that it sounds good. However, in my opinion, this is not the best way to go about this. Using a college essay as a writing sample is important, but writing an essay alone does not mean that you will be able to present the ideas you want to convey to your reader.The second reason why you may want to use a college essay as a writing sample is because it can be done with or without notes. When writing an essay without notes, you are limited to what you can learn from those notes, which may be very limited. By using a college essay as a writing sample, you will have the opportunity to use notes and make notes from your own thoughts. This will help you make sure that your writing does not sound rushed and that you are free to express your ideas and concerns without being held back by having to add notes after your initial ideas.If you have no plans of working with notes but would still like to use a college essay as a writing sample, I suggest that you put together your own notes before you begin. This is a very personal process that requires you to do some thinking before you even start writing. Writing a college essay in this manner will allow you to do this.Writing a college essay is a very difficult process. Often times, a college student will forget something about their college essay that was the most important. By putting together your own notes, you will know exactly what you need to remember. By putting all of your thoughts down, you will allow yourself to keep track of what you w rote and when you wrote it.These are all reasons why you may want to use a college essay as a writing sample. By taking notes on the piece of paper, you will be able to utilize everything that you learned. By making notes at the end of the piece of paper, you will be able to look back at it and use that information.As long as you remember to take notes when you work with a college essay, you will be able to make it more than just a fun experience. Using a college essay as a writing sample can help you sharpen your writing skills while improving your style and presentation.

Positive learning enviroment Essay Example

Positive learning enviroment Essay To be effective in analyzing and evaluating strategies I will require to establish and maintain a positive learning environment (PEEL) within my lessons, I will first establish what constitutes a PEEL through my own understanding including further research. I will then go on to analyses and evaluate the strategies I will use, focusing on the overarching ideas of behavior management (MM) and expectations, safety and assessment. I will link these to the Teachers Standards (TTS) throughout. A PEEL, echoing the words of Jacques and Holland (2007,104), has attractive displays based on hillsides work is tidy has a purposeful atmosphere when children are working promotes children self esteem. This is by no means a definitive list explaining how to create a PEEL, but addresses the important strategies I will use to create a PEEL and discuss throughout this essay. Behavior for learning (FL) must be addressed when discussing how to create a PEEL. Both are high on the agenda of myself as a trainee teacher, the government and teaching unions. The government has given the role of shaping FL to the head teacher of individual schools who is required by the Department for Education (UDF) (2014, 4) to produce a school behavior policy effective as a strategy for establishing and maintaining a PEEL, which sets out procedures to promote good behavior, self-discipline and respect prevent bullying ensure that pupils complete assigned work and which regulate the conduct of pupils. These concepts must be included within each schools behavior policy to create an established expectation of behavior within the school. We will write a custom essay sample on Positive learning enviroment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Positive learning enviroment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Positive learning enviroment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Looking at the behavior policy of Twofold Junior School (TTS), the school motto is Be proud to shine (TTS, 014,2), this has been developed by the children into a code of conduct summarized by the words Learn, Safe, Happy, Respectful (TTS, 2014, 2), echoing the requirements from the UDF for FL. The TTS behavior policy is vast and encompasses an amalgamation of ideas including behavior management and expectations, reward systems and inappropriate behavior management which will equip me as a trainee teacher to establish and maintain a PEEL within my lessons. Teaching unions to an extent, agree with the concepts outlined above from the UDF. Their interest in FL also aligns itself with the protection of pupils learning and teachers careers. In the National Union for Teachers charter Learning to Behave A Charter for Schools (no date,3) Any behavior that prejudices teaching and learning within schools is unacceptable For some teachers it can be the trigger for leaving the profession. Young people who exhibit unacceptable behavior diminish their own chances as well as those of their peers. Thinking how FL must be established through a government led school behavior policy and how it affects the Jobs of teachers, pupils and their learning through teaching unions it becomes clear how FL must first be established before a PEEL can exist. This is why I will begin with addressing BUM and expectations for a PEEL within this essay. In accordance with TTS of the Teachers Standards (TTS), teachers are to Manage behavior effectively to ensure a good and safe learning environment (UDF,2011,12). Therefore BUM as a strategy for a PEEL is of utmost importance. TATS highlights the need for clear rules and routines accordance with the school behavior policy (UDF,2011,12) rules and routines create and shape the learning environment the way I want it to be. Having experienced how classrooms operate with and without a set rules and routines those with established lassoer rules having a quicker and more resolute way of dealing with inappropriate behavior I understand their need as a BUM tool within the classroom. I have also found through covering classes with a set of classroom rules on the wall, when asking the pupils my expectation of their behavior, they are quick and well equipped to respond. I will begin my teacher training creating a set of rules and routines with the pupils in agreement with Cicadas and Overall (1998,199) that Routines will work better if there is a shared and agreed understanding about them better if the children have helped to set them up. Through creating a set of rules and routines with my pupils, there will be a classroom behavior expectation which reflects the school behavior policy, promotes positive behavior and a feeling of security for the children of what to expect and what my expectations as a teacher are of them. As per Toss behavior policy Children know the consequence of breaking the rules TESTS supports this process which will encourage children to take a responsible and conscientious attitude to their own work and study (UDF,2011 , 10) to own their behavior. Classroom rules and routines are extremely useful to maintain PEEL they have been constructed together and can be referred back to throughout the year to reinforce positive behavior. BUM strategies to aid and enforce classroom rules and routines are in great supply from differing praise and rewards systems, to strategies of dealing with inappropriate behavior which are vital in constructing FL and a PEEL. TTS has a long list in its behavior policy to support BUM rewarding positive behavior includes merit marks, stickers, golden time and many more which I can utilize as strategies for FL for a PEEL. I have observed one strategy use throughout Year 3 at TTS of the brick move which highlights good and inappropriate behavior. It is a BUM strategy, which leads to golden time on a Friday afternoon where children can play with toys and sports equipment of their choice a reward for working hard throughout the week. The brick move reward strategy is similar to that of a traffic light system using more Jumps from start to finish. This strategy can be used in a number of ways, moves forward for correct behavior expectations and praising courteous behavior as expressed in TATS, but also moves backwards to highlight inappropriate behavior. One of the most effective uses I have seen and used of the brick move strategy is its use for positive discipline and reinforcement of behavior. Toss behavior policy for dealing with incidences of inappropriate behavior includes tactically ignore, acknowledge on-task behavior and privately and openly encourage positive behavior (TTS,2014,4) all focus on deferring negative behavior and reinforcing positive behavior through a brick move. I have used this within classes, rewarding the pupils showing expected behavior and have found it very effective as a BUM tool. I know positive discipline is a fantastic aid to establishing and maintaining both BAL and a PEEL and agree with Rogers, positive discipline isomer than ones use of language it is about creating the best environment and social climate for teaching and learning. (Rogers ,2007,52). The TTS state the classroom should be a safe and stimulating environment for pupils, rooted in mutual respect (UDF,2011,10). Teeming with ideas, this extract requires breaking down into three parts safety, stimulation and respect. I will address these in the next paragraphs to discuss strategies I will use to create a PEEL. Abraham Mascots Theory of Human Motivation (1943) is an influential theory when thinking about the importance of safety within a classroom to establish a PEEL. Mason spoke about a hierarchy of needs required by humans to succeed in fulfilling their potential something which has been debated time again by those working in schools. Mason states There are at least five sets of goals, which we may call basic needs. These are briefly physiological, safety, love, esteem, and self- actualization. (Mason,1943). It is widely agreed that Mascots basic needs must be met for a PEEL to be established, children learn more effectively when they feel better bout being in this group and coping with this work, when fundamental needs are being met. (Rogers,1998,226). Greenhorns discusses strategies for a safe atmosphere within schools in his publication The classics are hard to beat (2012), including, clear expectations around behavior, supported by consistent sanctions. I have already discussed BUM through rules and routines these are also fundamental to feel safe children know what to expect, therefore feel secure. Its also necessary for children to know what to expect from myself as a teacher, It is important for teachers of all ages ND experience to be clear about exactly who they errand what they expect from their pupils. (Dixie,2007,8). When I first covered classes, I didnt introduce myself or state any expectations of rules or behavior BUM was difficult and I was inconsistent with it I know the children didnt feel they were in a safe or secure environment. Through observing lessons, it became clear an established expectation and consistency from teachers was expected by the children this is what I will aim to project throughout my teacher training, Young people want certainty from the adults in their lives. They need you to create and enforce boundaries to give them a feeling of security. (Cooley,2010,9). Creating a safe environment within a classroom to establish a PEEL requires using the strategy of inclusion. Inclusion provides a feeling of safety and security through the idea that children feel comfortable in the knowledge that as a teacher I will ensure that they have full access to the curriculum, Lessons should be planned to ensure that there are no barriers to every pupil achieving As a teacher, I am required to ensure Inclusion means enabling pupils to participate in the life and work of mainstream institutions to the est. of their abilities, whatever their needs (Dixie,2011 , 14), which suggests to create a PEEL inclusion must be linked with differentiation to create a safe environment. Differentiation maintains ITS B children are challenged within their own abilities and I should set high expectations for every pupil and plan stretching work for pupils whose attainment is significantly above the expected standard (UDF,2013,8). Inclusion and differentiation as strategies to establish a PEEL is a huge and varied group of ideas, from SEEN to GET children, deploying support staff effectively through focus roofs and one-to-one help as needed by ATSC, they are key tools which will able me to create a PEEL through engaging appropriate support systems. I will address ideas of stimulation within the classroom within the next paragraphs. As explored earlier, its important for children to feel safe and secure within a classroom to establish a PEEL my classroom will need to be a space that provides pupils with adequate light, heat and seating space and the opportunity to drink fluids, will hellhole pupils feel safe, secure, happy and ready to learn. This refers to Mascots idea that Asia needs of a person must be met a PEEL established, before they can fulfill their potential. The layout of a classroom is also important for BUM to create FL and a PEEL throughout wider reading I know there are many ways to structure a classroom I have thought about all as a strategy to create a PEEL and believe putting desks in groups in my Year 3 training year will be most effective. I will use rewards systems through table points, differentiate levels and set targets more effectively by grouping children of a similar ability together I will also be arranging my classroom so that I can get to ACH student quickly and easily without disturbing or moving others. Positive stimulation for a PEEL also comes through the effective use of displays within a classroom they are an invaluable tool and strategy for a teacher to promote positive messages that can be transmitted through the medium of effective collapsibility. (Dixie,2011 ,31). Classroom displays, if used effectively, suggest to pupils academic ideals, a positive attitude towards work and a reinforcement of an authority of rules, they can as TESTS states Encourage pupils to take a responsible and conscientious attitude to their own work and study (UDF,2011 , 10). Displaying established classroom rules and routines will provide me as a trainee teacher, a tool and strategy to refer back to throughout the course of the year to ensure positive FL to maintain a PEEL. Stimulation within the classroom is also created through displays of children work by putting their work up on the wall I will be displaying exemplary work to be followed, bettered and create high expectations which children want to attain as per ITS. I will be setting targets for them to aspire to where They feel valued, they feel a sense of belonging, which in turn makes them feel happier about school. A happy child is a child who is less likely to cause disruption. (Dunn,2012,49), therefore a valuable strategy to create and maintain FL and a PEEL. Respect is the final part of the extract from the TTS I will look at, the idea that The development of a positive classroom climate depends on this relationship being two-way, your respect for pupils should be reciprocated in their respect for you, (Caribou,1998,70). Respect must be mutual for a PEEL to exist, as per DOTS At its heart, good behavior management is about good teacher/student relationships. I know as a teacher I am required to be knowledgeable about my students as stated by TESTS wrought educational means by having appropriate expectations and planning the correct level of work, but also understanding that behavior always has a reason and is quite often routed in the history of the child. I also believe that respect leads to a PEEL through consistent and fair teaching which takes us back to BUM and children knowing what to expect and what the teachers expectations are. Establishing a PEEL through respect should also be taught in the classroom, Students have to learn to accept that they are responsible for their behavior and its effect on others and the classroom environment. Rogers ,2008,153). Through being a respectful classroom, you can see that FL becomes positive, which in turn creates a PEEL. To close, I will address the idea of maintaining a PEEL through utilizing assessment effectively. Formative assessment as a strategy for PEEL can be seen in learning objectives, learning expectations, targets and many other means. Formative assessment links Joins the idea that in creating high expectations for pupils, a PEEL will be established as set out in ITS and the National Curriculum Teachers should use appropriate assessment to set targets which are deliberately ambitious. Targets also help your less able children feel a sense of achievement. (Cooley,2010,50) thus embedding the concept of a PEEL. As set out in ATSC, formative assessment can be used as a strategy to guide pupils to reflect on the progress they have made (UDF,2011,10). Both self, peer and teacher assessment through feedback, are amazing tools to create a PEEL through giving the responsibility of learning to the children, therefore Mascots idea that the creation of self esteem (through assessment) as a basic need allows children to fulfill their potential, The need to foster pupils self-esteem as learners is monumental to establishing a positive classroom climate, (Caribou,2008,73), therefore, The purpose of self- and peer-assessment is to help children to have a better understanding of assessment and therefore what constitutes progress and success.

Specific Heat Capacity Essay Example

Specific Heat Capacity Essay Example Specific Heat Capacity Paper Specific Heat Capacity Paper In this experiment, we are going to use a calorimeter (a solid metal block of aluminium). And we are going to expose it to different temperatures and measure the difference in temperature over time.  We will also measure the changes in electric properties from the heater over time: Volts and Amperes. In order to get more precise data, we are going to repeat this experiment twice with different power and the second trial will use stronger voltage. The reason that we are going to perform two trials is to try to minimize the error due to heat lost. The value that we get is 528 J Kg-1K-1. Theoretically, the Specific Heat Capacity of Aluminium is 897J g-1  ½K-1. I presume that we may have lost some of the heat to the air as well as to metal expansion. In order to minimize the error due to heat, we repeated the same experiment with different levels of power. This allows us to minimize the uncertainties due to heat loss by isolating them from the original equation.  Even though we were tried to lower the value of error, it was difficult to minimize it without completely insulating the calorimeter. There are some doubts about the fact that the heater is sometimes warming the calorimeter quickly, whilst it sometimes takes a longer period. I am not sure about the reason for this phenomenon. Sensible variations were detected during the experiment. A suggestion would be to use a more accurate heater or digital thermometer for further testing.  In order to get more precise data, we should definitely insulate the calorimeter to minimize its heat lost to the surroundings. For instance, we may place bubble wrap, foil or Styrofoam around the calorimeter.  To obtain more accurate results in the future, a good idea may be to perform the experiment more than twice. Even if the heat loss variable is set aside after more than one experiment, we might get more reliable data by overcoming the variations we have observed in heat transmission between the heater and calorimeter. The specific heat capacity of the objects can be calculated because the heat gained in the reaction is equal to the heat lost during the reaction. Due to the concept of thermal equilibrium we know that when objects of differing temperatures are in contact with each other, in this case the block, the water and Aluminum calorimeter they will eventually transfer heat to the point at which they are the same temperature. By measuring the temperature before the blocks were added to the water and then again when the temperature remains constant indicating equilibrium temperature the change in temperature was able to be calculated and using this along with the mass of the objects and water and calorimeter the specific heat capacity could be calculated using the Q=mc?T formula. For the How cold is it in the freezer compartment? question an aluminum block was placed in the freezer and then placed into the water in the calorimeter of which the temperature had been recorded. The temperature of the water with the Aluminum block was recorded until the constant temperature was reached. With this we can calculate the initial temperature of the aluminum block which gives us the temperature of the freezer. Evaluation: There were several limitations in the equipment used to carry out the procedure.  The scale used to measure the mass of the aluminum calorimeter and water only measured up to 200g this was a major limitation as it only allowed for a small amount of water to be added to the calorimeter which may have affected the heat transfer as the submerged block may not have been fully submerged therefore some heat may have been lost to the air. In moving the heated block from the boiling water to the calorimeter the block could have lost heat but this would be minimal due to the relatively high Specific heat capacities of the blocks.  When the block was moved into the calorimeter it was dropped into it and this caused some water to splash out which would decrease the mass of water in the calorimeter which could affect the overall temperature change.  The value for the specific heat capacity (shc) of object one which was Iron was compared to the theoretical value for the shc of Iron and gave a 17.6% difference this value is relatively high and could be due to uncertainties in the measurements and errors produced from the procedure. The % difference of object two was very large at 31.3% this could be due to random error but more likely due to the block not being fully submerged as I mentioned earlier.  The value of the percentage difference for Object3 which was Copper was relatively high at 17.2%,  In order to improve upon the experiment a scale that measures up to a higher mass such as 500g. Another method to improve the experiment would be to add more water to the calorimeter in order to insure the block was fully submerged. Another improvement that could be made would be to not drop the blocks into the calorimeter and therefore minimize the risk of losing water after the mass was taken.

Modularity of Mind Essay Example | Topics and Well Written Essays - 1000 words

Modularity of Mind - Essay Example The notion of modularity has also taken part in the role in modern debates in epistemology, philosophy of language. Among other core areas of philosophy more evidence of its utility as a tool for thinking about the mind. The notion of modularity has taken part in a recent argument in epistemology, philosophy of language, and other main areas of philosophy further evidence of its utility as a tool for thinking about the mind. This research creates present information from the variety of fields of cognitive science in sustenance of a new and stimulating theory of mind. Most psychologists consider horizontal processes as resembling memory and flow of information; Fodor proposes for a vertical and modular psychological organization triggering biologically logical behaviors. The view of mental architecture is constant with the historical institution of faculty psychology at the same time as integrates a computational method to mental processes (Fodor et.al, 17).  The first two items of Fodor’s account of modularity-localization and characteristic breakdowns-are closely related. The claims that mental faculties are localized supported by the fact that focal brain liaisons cause selective mental shortage. Additional proof of localization is reached from neuroimaging studies that assert in identifying the brain areas that are lively when healthy persons perform mental responsibilities.   The evidence for anatomical localization appears overwhelming at first, but problems appear on closer analysis.