The Importance of Music Education Essay - 951 Words

Why have creative skills been put on the back burner in today’s society? Some say that music education is a waste of valuable resources, takes time away from academic subjects, is noisy and distracting, when in reality this is false. Music is a valuable resource that every human being should enjoy. Although our economy has been failing lately, we should not let ourselves believe that the only way to be productive is in a field that makes us unhappy, like computers or science. In America’s recent economic downfall, music education is commonly one of the first programs to be cut in districts around the country; this should not be the case because it benefits students academically, socially, and physically throughout the rest of their lives.†¦show more content†¦Students involved in music are often more confident in their mathematical abilities and can also operate faster when problem solving. In the debate about importance of music programs, it is clear that musi c is just as important as core curriculum subjects. In society individuals who participated in music are more successful in their careers and are often more cultured. A career can be defined as the general progression of your working or professional lives. Individuals who are involved in music often obtain careers they love and also collect more money. Mastering the arts has been closely correlated with high earnings (MENC Staff 2), although to most people who embrace music money isn’t the most important thing in life. Music can unite people like no other activity and makes individuals want to help others and work together. Musically skilled people are often better problem solvers and perform more community service (Paige). They also enjoy it more than others. Chorus America found that choral singers are more likely to be involved in community service, 76% compared to 44% of those that aren’t, and twice as likely to be consumers of other arts, not just music (MENC Staf f 4). From personal experience, being involved in music has changed my life, I am happier and more well rounded the longer I stick with it, and many other people feel this way as well. Skills like creativity, flexibility, discipline and teamwork areShow MoreRelatedThe Importance of Music in Education1426 Words   |  6 Pages2015 Final Paper The Importance of Music in Education Whether we choose to believe it or not, music is a very present thing in one’s day to day lifestyle. From turning on the radio in the morning, to listening to it while grocery shopping, putting in our headphones while we study, music is always there. Music is also extremely underrated, which is why so many public schools are constantly threatening to take away music programs all the time. But why is music education so vital in the growth ofRead MoreThe Importance Of Music Education790 Words   |  4 PagesTime Music education is a subject in school that should be essential for all students. If students continued to expand their music education, they would have higher test scores in subjects such as math and English. Having a school system where everyone is able to benefit from a school wide requirement of music education. Music education will help improve student test scores and improve students language development. Students who take music classes have higher test scores. Music education helpsRead MoreThe Importance Of Music Education2171 Words   |  9 PagesThe Importance of Music Education Perhaps the largest distinction between humans and all other animals on earth is the ability to both create and appreciate fine art. The musical art form has existed for thousands of years, and has allowed different cultures to express themselves and connect with one another. The most primitive sounds were simply drum hits and clapping, but over time music has grown in sophistication. Now, complicated symphonies can be heard in halls all across the world, with aRead MoreEssay The Importance of Music Education1936 Words   |  8 Pagesinvigorating article, â€Å"Why Music Education? 2007† having so many atrocities pulling the world apart, music is a great way for bringing people together (9). Diagnosed with a severe case of autism and blindness at birth, Derek Paravacini is viewed as a music savant. He has the extraordinary ability to play a music piece after just hearing it. Derek has been engrossed by the piano since the age of two and has been performing around the world since the age of nine. From studying various music genres, at age 32Read MoreThe Importance of Music Education Essay885 Words   |  4 PagesImagine a world without music; it would be an extremely boring and quiet place to live. Music is found in every kind of culture and has been used for thousands of years as a means of expression. Music can deliver a message; it can be used as a vehicle for poetry; it can be appreciated for its aesthetic qualities, or it can serve as nothing more than entertainment. Recently, many studies have been conducted proving that music is vital to a childs education and development. However, many schoolRead MoreThe Importance and Effects of Music Education Essay examples1944 Words   |  8 Pages Music evaluated as a subjects that is many times overlooked. If a school seems to have financial trouble, then music and art programs are the first to get cut. Essentially, students do not need them to succeed and they are just hobbies. This is the mindset that many school boards have towards music education. I have had the pleasure of being involved in music from a young age. My schools did not offer music programs, but my parents saw an opportunity in music education so they decided to lookRead MoreEssay on The Importance of Music Education in the School Curriculum2336 Words   |  10 PagesMusic is all around us, yet many of us do not understand it. A simple man with an office job that you pick randomly off the street could most likely tell you the basic rules of American Football, and yet that same man could have never played football in his life before. If you asked that same guy the basics of the music he is listening to, I bet you would get a blank stare back. My argument relates directly to schools so many people can reason football is not technically taught in school, but whatRead MoreHigh School And The Neural And Scholastic Benefits Essay1626 Words   |  7 PagesGerald Ford said, â€Å"Music education opens doors that help children pass from school into the world around t hem a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.† Music can do so much for the youth of the nation because it encourages group cooperation, independent study, and a way to relax. It has often been debated whether the benefits of music in school are significantRead MoreLiterature Review on Music Education Essay1000 Words   |  4 PagesLiterature Review This complex problem of music education has been studied for many years. Some disciplines go off of one another to conduct studies and analyze one’s results. Music educators tend to study how music education came to be. They are huge advocators for music education because of the benefits that come with the programs. Psychologists have studies done around the world to see what the affects of having knowledge in the subject of music are. With so many studies done, there are so manyRead MoreSchools Should Provide Better Funding For Such Programs1734 Words   |  7 Pagesschool years. Do you remember going to music classes? Learning how to pluck out simple songs on the piano, a xylophone, or a recorder; or learning how to sing out a catchy tune? Did you have as much fun as I remember having? This fun is about to come to an end for the coming generations. Public schools are beginning to cut music programs from their budgets altogether, so our children may never know the sweet sol ace of scratching out a simple song. Generally, music programs-- as well as fine arts as a

Why Entrepreneurs Start Their Own Business - 1676 Words

Introduction The way in which individuals trade has changed; this change stems from the awareness of the way in which the modern man functions in this constantly developing society. The term ‘entrepreneur’ is becoming increasingly common amongst individuals in society. Living in a constantly developing world, with rapid technological, environmental and social changes that effect the way we live means the modern man is constantly seeking new and innovative ways to adapt to these changes. During this research paper I will discuss my findings of what the motivations are of an entrepreneur to start a business. Having interviewed an entrepreneur, I got a sense of how an entrepreneur works, their ambitions and ideas of starting a business. My research spans over three main themes, gender, personality and, success and failure. Throughout my research I found these three themes to be quite common when looking at why entrepreneurs start their own business. I also honed into how these themes effect different people around the world and, how cultural and societal values alter the way individuals take out entrepreneurship activities. 1.1 Gender There is a sparse amount of women entrepreneurs and numerous fields women are hesitant to get involved in. There is a large gender divide in certain industries, one of the biggest ones being in the technology industry. While the technology industry is not short of entrepreneurs, women entrepreneurs are said to be scarce in such fields.Show MoreRelated21200 Words   |  5 Pagesand businesses that have been in existence for less than three and one-half years. While the high rates of entrepreneurial start-up activities occur in low-income countries, where good jobs are not plentiful such as brazil, china, Argentina. Low rates occur in high-income countries, such as Germany, French, USA.   also identifies whether its respondents are starting a new business to take advantage of an attractive opportunity or because of necessity to earn an income. High-income countries——attractiveRead MoreWhat Did You Learn From This Video? Elaborate?942 Words   |  4 Pagesthe e-myth is. The E-myth is short for The Entrepreneurial Myth. This myth states that all people who open a small business are entrepreneurs. Also it states that people have a false ideology that just because the know how to perform the skill that they can run the business effectively. Michael Gerber states that these people know how to work on their business but not in their business†. Another thing that I made note of is the 7 disciplines of entrepreneurship. These disciplines are: 1) EnterpriseRead MoreThe Entrepreneurial Sequence Essay1082 Words   |  5 Pagesreinventing the way business is done. Each new company provides a different perspective as to how business should be handled. They also provide a very large portion of the new products that change the way we live our day-to-day lives. However, due to the risks involved in starting a new company it takes a certain entrepreneurial spirit to successfully launch a new business. This paper will step through the entrepreneurial process by examining two separate entrepreneurs and their reason forRead MoreDesigning A One Stop Shop For Aspiring Entrepreneurs918 Words   |  4 Pagesapplication for it. A virtual entrepreneur mobile application is a great application to bring into the mobile market. The idea behind the application is to create a one-stop shop for aspiring entrepreneurs who need assistance into building their business form the ground up. This application main task is to assist users in the steps of getting their business off the ground giving them access to tips, tools, and resources that will allow them to successfully start a business. The application will be calledRead MoreCustomer Segment : Funder ( Impact Investor1588 Words   |  7 PagesCustomer segment: Funder (impact investor philantrophist) Impact investors want to grow their money while they can still give impacts to the world via social companies. The reason about why impact investors do not invest in the normal profitable companies instead of social companies is because impact investors also aim for impacts to the world that they can give. It should be a good thing for the investor to be able to get a lot of profits, but also give positive impacts to the world or theyRead MoreThe Following Seven Key Lessons Are To Help Any Beginner1618 Words   |  7 Pageshelp any beginner entrepreneur strive for success with a little more ease than as if they were to tackle it without any guidance. This book will focus on seven key lessons to becoming a successful entrepreneur as well as examples of entrepreneurs that have become successful either following these methods or creating their own pathway through the battle of entrepreneurship. To become and entrepreneur there are the lessons, the theories, the playbook that exists fo r entrepreneurs to help them succeedRead MoreThe Teachability Dilemma of Entrepreneurship1296 Words   |  6 PagesEntrepreneurs are a very, or perhaps the most, important boost in our economy. They do not only take the risk for the sake of a business, but also they provide our economy with employment opportunities and culture. A society can only be prosperous only when it rewards and encourages entrepreneurial activity because in fact, it is the entrepreneurs and their activities that are the critical factor for success, prosperity, growth and opportunity in any given economy. Entrepreneurship is not easy andRead MoreFactors Assoicates with Increasing Entrepreneurship in the United Arab Emirates 1205 Words   |  5 Pageswhom are women with the majority being male employees (17). Another important GCC specific element to put in mind when discussing employment is the percentage of non-nationals who contribute to the working population. This explains why the majority of entreprene urs in the UAE are not Emirati nationals (18). With the high number of employment in the public sector given many incentives such as high salaries, job security, benefits and flexibility entrepreneurship remains the path less crossed dueRead MoreInternet Helps Women Entrepreneurs Overcome Hurdles1389 Words   |  6 Pagescom/tipsforsmallbusiness/internet-helps-women-entrepreneurs-overcome-hurdles.html The Internet may well be the best tool for women entrepreneurs as they seek increased opportunities, female mentorship, start-up capital, and perhaps even a way, if it exists, to let go of any mom guilt. From entrepreneurial websites designed just for women to crowdfunding and online-based small business financing, the Internet offers business-oriented women a wide array of start-up opportunities. Tamara Monosoff, a social entrepreneur and the ownerRead MoreThe Characteristics Of Survival Entrepreneurs1342 Words   |  6 PagesCharacteristics of Survival Entrepreneurs The environment of survival entrepreneurs is plagued by â€Å"overcrowded market ‘niches’, negligent or predatory government agents, and multiple but volatile sources of household income,† which results in a high level of uncertainty. Due to other emergencies that they are faced with, they are faced with the need to avoid unnecessary risks. Furthermore, relationships with patrons that result in some sort of reciprocity need to be fostered in order to have a pool

sonnys blues Essay Example For Students

sonnys blues Essay At its best, James Baldwins fiction is lyrical, intense, poetic, outrageous, improvisatory, brutal, and transcendent. The first time I read his short story, Sonnys Blues, I was sitting in one of those massive chain bookstores, drinking coffee and trying to block out the pabulum coming from the Muzak. Imagine my surprise when I suddenly found myself choking back tears. The last three pages of Sonnys Blues are as good as it gets: Sonny breaks into a blistering piano solo, finally finding a voice for his repressed pain. Baldwin follows suit capturing the rhythms, the longing, the give and take of the best jazz in some of the most stunning prose Ive encountered. Unfortunately, Another Country is not Baldwin at his best. In fact, its possibly the most frustrating novel Ive ever read. Here, Baldwin is so determined to explode the intersections of race, gender, and sexuality and judging by the variety of sexual relationships on display here, he must have plotted those intersections on graph paper before sitting down to write that he makes a fatal mistake: instead of being particularly insightful or even shocking, Another Country is preachy, sentimental, and, worst of all, boring. Rufus Scott is a young black man who makes his living playing drums in Harlem jazz clubs. When we first meet Rufus, he is wandering the streets, suffering from guilt over his treatment of Leona, a woman we later meet through flashbacks. Leonas and Rufuss relationship is based on a shared self-loathing: he feels unworthy of the love of a white woman; she has known only brutal relationships, having come to New York after escaping from an abusive marriage in the South. Rufuss brutality eventually sends her to an asylum, an event that plagues Rufus, leading him to jump from the George Washington bridge at the end of chapter one. The remainder of the novel charts the effects of Rufuss suicide on the lives of those closest to him. The most interesting relationship is between Ida, Rufuss younger sister, and Vivaldo, his best friend. Both are struggling artists: she a singer, he a novelist. In Baldwins hands, they become a platform for long discourses on the legacies of racism. Before meetin g Ida, Vivaldo has known black women only as sexual objects the cheap whores he frequented in Harlem. Ida has likewise known white men only as victimizers the men who leered at her and who broke her brothers spirit. At moments, Vivaldo and Ida come alive in Baldwins prose. The flashback to their first meeting, for instance, is handled gracefully. But too often they act as little more than mouthpieces, uttering sappy lines like, Hows one going to get through it all? How can you live if you cant love? And how can you live if you do? Baldwin wisely leaves their relationship in limbo at the end of the novel, offering some hope for reconciliation between the races, but promising nothing. Richard and Cass are another interesting couple. Married with children, they struggle to maintain their traditional roles amidst the sexual and social tumult (not to mention the heavy drinking) that surrounds them. Richard is also a novelist, but has sold out, making him a failure in his wifes eyes. She escapes to an affair with Eric, an actor friend who has recently returned from Paris, but it brings her little comfort. Im beginning to think, she gushes, that growing just means learning more and more about anguish. That poison becomes your diet you drink a little of it every day. Its perhaps in this relationship that Baldwin does the most moralizing. Near the very end of the novel he finally enters Richards point of view, giving voice to the character who, until this point, had been little more than a personification of failed artistic ambition. Richards pain, however, rings more true than that of others in the novel because Baldwin allows readers to experience it in the moment, ins tead of subjecting us to endless discussions of that pain. .u306c4e2a8914cb175f816349ceedb212 , .u306c4e2a8914cb175f816349ceedb212 .postImageUrl , .u306c4e2a8914cb175f816349ceedb212 .centered-text-area { min-height: 80px; position: relative; } .u306c4e2a8914cb175f816349ceedb212 , .u306c4e2a8914cb175f816349ceedb212:hover , .u306c4e2a8914cb175f816349ceedb212:visited , .u306c4e2a8914cb175f816349ceedb212:active { border:0!important; } .u306c4e2a8914cb175f816349ceedb212 .clearfix:after { content: ""; display: table; clear: both; } .u306c4e2a8914cb175f816349ceedb212 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u306c4e2a8914cb175f816349ceedb212:active , .u306c4e2a8914cb175f816349ceedb212:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u306c4e2a8914cb175f816349ceedb212 .centered-text-area { width: 100%; position: relative ; } .u306c4e2a8914cb175f816349ceedb212 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u306c4e2a8914cb175f816349ceedb212 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u306c4e2a8914cb175f816349ceedb212 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u306c4e2a8914cb175f816349ceedb212:hover .ctaButton { background-color: #34495E!important; } .u306c4e2a8914cb175f816349ceedb212 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u306c4e2a8914cb175f816349ceedb212 .u306c4e2a8914cb175f816349ceedb212-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u306c4e2a8914cb175f816349ceedb212:after { content: ""; display: block; clear: both; } READ: Handmaid's tale EssayMy frustration with this novel is fueled largely by its obvious, unrealized potential. Baldwin populates Another Country with artists of all sorts and provides them with fabulously romanticized lives in Greenwich Village and Paris. He sets out to deliberately create another lost generation, but never seems able to elevate his characters above the prescribed roles they play.

Underground Railroad Essays - Slavery In The United States, Slavery

Underground Railroad I know you're wondering, what railroad? Well the simple fact is that everybody has heard of the Underground Railroad, but not everyone knows just what it was. Firstly, it wasn't underground, and it wasn't even a railroad. The term Underground Railroad actually comes from a runaway slave, who while being chased swam across a creek and was out of the owner's sight. The owner said ...must have gone off on an underground railroad. That man was Tice Davids, a Kentucky slave who decided to live in freedom in 1831. The primary importance of the Underground Railroad was the on going fight to abolish slavery, the start of the civil war, and it was being one of our nation's first major anti-slavery movements. The history of the railroad is quite varied according to whom you are talking. Slavery in America thrived and continued to grow because there was a scarcity of labor. Cultivation of crops on plantations could be supervised while slaves used simple routines to harvest them, the low price at which slaves could be bought, and earning profits as a bonus for not having to pay hired work. Slaves turned to freedom for more than one reason. Some were obsessed with being free and living a life where they were not told how to live. Others ran due to fear of being separted or sold from friends and family. Then there were some who were treated so cruely, that it forced them to run just to stay alive. Since coming to America as slaves even back as far back as when the first colonies began, slaves wanted to escape. They wanted to get away from the situation they were forced into. Those who were free were the whites who were somewhat separated in values. The North, was a more industrialized area where jobs were filled by newly imported immigrants, making them less dependent on slave labor. The South, however had rich fertile land mostly used for farming. Huge plantations were cleared and needed to be worked. The people of the area tended to be more genteal, and seemed not quite adjusted to hard work, but more of giving orders. The idea of telling people how to do their work just seemed to fit all too well into this scenario. The railroad didn't have a certain location. Slaves had been running since the 1500's on their own. When the idea caught on amoung brave slaves, was when it started. Slave owners in the South certainly weren't happy about the loss of property. It seemed like too much money was being lost.This caused the South to pass the Fugitive Slave Act of 1793. This titled slaves as property of their owners and gave permission to the owners to retrieve runaways any where in the states, even those states that were free. The North was angry about the treatment of the slaves and was not happy about owners being allowed to come into their states to take the slaves back. Finally, the North decided to do something about it. To return the fire thrown at them by the South, they would take away something that the North thought was morally wrong,and the South's riches. They would help the slaves escape to freedom. The slaves were now angry, scared, and confused. Hearing of this Underground Railroad, they slowly began to run, more and more. By 1807 a law was passed to make it illegal to import anymore slaves. Agricultural improvements came along, and with the limited number of slaves left in the states, the value of the slaves went up very quickly. Abolition Societies began to form, and along with religious groups became active in helpin gslaves to freedom. The Railroad beggan to take shape. A shape that is to this day very hard to describe. Traks were laid to aide the slaves to freedom. People talked in secrecy to make safe paths for the slaves to run on. These were the tracks. Letters were sent that had terminology or code for the balcks. A lot of the terms come from things found along railroads. This is because real railroads at this time were the newest thing and happened to be the topic of choice for conversation.

Joan Of Arc Essays (1410 words) - Joan Of Arc, Charles VII Of France

Joan Of Arc Joan of Arc When Joan of Arc was born the Hundred Years War was over half way over. She was considered a French saint, a national heroine, and was called the Maid of Orleans. She was born to peasant parents in Domremy-la-Pucelle in France in 1412. Joan attended mass daily and visited the church on a regular basis. France was struggling because they were in need of a king who could get the country back together and keep it together. It was under these conditions that Joan of Arc grew up(www.millersv.edu). At a young age Joan of Arc confessed to hearing voices. The voices she heard were of St. Michael, St. Margaret, and St. Catherine (www.catholic.org). She was working on her fathers farm one day when she heard one of the voices say, Great things are expected of you. You must leave your native village and go to aid your king(www.mcs.drexel.edu). After she had heard the voices she said, I was thirteen when I heard a voice from God ask for my help and guidance. The first time I heard this voiced I was a young child, and I was much afraid. It seemed to come to me from lips I should reverence. I believe it was sent to me from God. These voices were advising her to help a Dauphin, later known as Charles VII of France (www.millersv.edu). They wanted her to help him reconquer France because at that time England was after the throne of France (www.catholic.org). The voices also told her to cut her hair and dress like a man (www.netsrq.com). When the voices told Joan to assist the Dauphin of France, Joan approached Robert Baudricourt about her mission to see the Dauphin(www.mcs.drexel.edu). He was captain of the Dauphins forces in Vaucouleur (www.millersv.edu). Baudricourt thought of her mission as silly and unnecessary. She returned home after this trip. The voices became more urgent. She heard them say, It is God who commands it. She then left Domremy and revisited Vaucouleur (www.mcs.drexel.edu). Joan acted as the mascot of Frances army. This boosted the morale of the French soldiers (www.millersv.edu). Because of doing this she got to meet the Dauphin and have an interview with him. She made the journey to meet him with six companions and she was dressed in male attire (www.mcs.drexel.edu). Joan arrived at the Castle of Chinon on March 6 and two days later she saw Charles VII (www.knight.org). Joan tells the Dauphin, Charles VII, that she was sent by God to help France and to take the dauphin to Reims to be crowned king (www.la-pucelle.de). She also says to him, I am Joan the Maid. Give me soldiers and I will raise the siege of Orleans (www.mcs.drexel.edu). He ordered that Joan be examined by the doctors at the University of Poitiers. It was suspected that she was possessed by the devil. She was taken to Tours after her examination to have armor made for her. She was given a banner of fleur-de-lis, French coat of arms, and an army was formed for her in Blois (www.la-pucelle.de). She was also given the rank of Captain of the army (www.netsrq.com). She took the army that she was provided with and marched towards Orleans (www.la-pucelle.de). With over three thousand soldiers and some Dauphins best men, Joan of Arc led the siege of Orleans (www.mcs.drexel.edu). The march to the city began on April 29th of 1429 (www.la-pucelle.de). In May 1429 she led the French to a miraculous victory over the English. Her army fought several battles along the Loire (www.netsrq.com). The French captured many of the English fortresses. The English army suffered much loss. Joan continued to motivate her troops by staying at the front of the fighting line and by displaying her courage. She was injured when she got *censored* with an arrow in the neck (www.la-pucelle.de). As soon as she realized she was hurt she pulled the arrow out of her neck, climbed on a horse, and went back to fighting (www.mcs.drexel.edu). The English army retreated on May 8, 1429. The French had taken Jargeau, Meung, and Beaugency, which are all English cities. The English army finally admitted defeat on June 18th in the Battle of Patay. She

The Red Room and The Monkeys Paw Compare and Contrast Essays

The Red Room and The Monkeys Paw Compare and Contrast Essays The Red Room and The Monkeys Paw Compare and Contrast Paper The Red Room and The Monkeys Paw Compare and Contrast Paper hospitable , brightly and condoled. It shows that the house was at peace and nothing bad was happening. However when the sergeant-major does arrive the atmosphere is instantly changed as words such as hastily , hush , presumptuous and magic. These words tell the reader that what the guest is going to say is not good and that it fills the reader with suspense. The language is similar because they are both written in old language and powerful vocabulary has been used by each other writers. The characters in The Red Room are the three old people and the young man. The three old people cause the reader to be afraid of them because of their actions and their body features for example the man with the withered arm, the man with the shade and her pale eyes wide open. These show that they are disabled and have problems. They also speak in an unfriendly manner to the man and each other for example the man with the withered arm gave this newcomer a short glance of dislike and to the man he says Its your own choosing. They cause the reader to feel that they are terrifying and that they raise the suspense and the tension of the story by warning the man over and over and try to dissuade the man from going into the room e.g. this nights of all nights trying to make the man feel scared. Even though the reader does not find what is so bad about this night they know that it is a warning. The old people affect the reader by making the reader feel uncomfortable in why they are unfriendly to each other and the man and they are trying to dissuade the man from going to the red room. The atmosphere they make is frightening A monstrous shadow of him crouched upon the wall. This makes the reader feel that the old people are trying to make the man feel scared. The man also describes them as the three of them made me uncomfortable. This explains that they are frightening him. The man describes their way of speech and their clothes as they seem to belong to a different age and an age when things were spiritual were different from this of ours. He describes their clothes as the cut of their clothing, fashions born in dead brains. This explains that their clothing is of an old fashion and they behave like old people of olden times. The man in The Red Room who is going to stay the night is not afraid of anything. When the man says it will take a very tangible ghost to frighten me the reader instantly finds out that this man is not afraid of anything and that he is proud and that he believes that he does not believe that ghosts exist. The way he speaks tells the reader that he is not scared and that he doesnt believe in ghosts as he says its my own choosing. The reader then knows that he is confident of going into the red room and also when he say you will show me this haunted room of yours, I will make myself comfortable there. The arrogance in this story suggests Hubris. Hubris is exaggerated pride or self-confidence. However that changes when he walks down the passageway to the red room as he says listening to a rustling. If he is so confident he shouldnt care about the rustling of whatever happening so this tells the reader he is afraid in his own way even though he doesnt show it. He also is afraid when he sees a shadow as it is crouching I stood rigid for half a minute. This tells the reader that he is afraid. This adds to the tension because the reader is in suspense about what is going to pop out from the shadows. He is also shown to be afraid when he enters the room closed the door behind me at once. This tells the reader he is afraid. When he is in the room he opens all the curtains and lights candle and the fireplace in the room I lit it. This shows that he is afraid of the dark. He starts to get very scared when he notices that all the candles seem to be going out on their own accord Whats up? I cried, with a queer high note getting into my voice somehow. This tells the reader that he is indeed petrified of the candles being snuffed out. He then in his confusion trying to light the candles hits his head and then loses consciousness. When he wakes up he is then regretful of his arrogance and this suggest Nemesis. Nemesis is an act of effect or retribution. He has been hit on the head because of his doubts in believing that the red room was not haunted. He then believes that the room is haunted as he says Yes said I the room is haunted. The characters in The Monkeys Paw are The White Family, Sergeant Major Morris and the business man from Herberts Workplace. The White Family lives in an isolated area and do not like it Paths a bog and roads a torrent. They are at first acknowledged as people who dont like getting into trouble and are friendly family father and son were at chess. When the sergeant major arrives they are eager to listen to his stories outside of the country. This makes the reader to think that they havent been out that much anywhere then where they are living. When they hear of the monkeys paw being able to grant wishes they immediately start laughing and this shows they are arrogant suggesting Hubris laughter jarred. They are also arrogant when they jest about what they want to wish for example Dont you think you might wish for four pairs of hands for me? This shows that they disbelieve in the magic. This causes the reader to believe that they are haughty. Then when Mr. White wishes for his wish he t hen sees faces in the fire and he begins to feel a little bit afraid e.g. with a little uneasy laugh. Also when it says with a little shiver. This adds to the tension of the story because it makes the reader wonder whether the wish was granted and fills the reader with suspense. When the business man shows up Mr. and Mrs. White are scared about what has happened to Herbert. When they are told that he was caught in the machinery and when they are then told that the money that they found for his death is à ¯Ã‚ ¿Ã‚ ½200 they are instantly shocked put out his hands like a sightless man and dropped a senseless heap to the floor. This tells the reader that the family that remains now believes that it was the monkeys paws doing. This also suggest Nemesis because they disbelieved in the monkeys paw they have paid for it. When one week pass the old man wakes up to find his wife crying by the window and then she suddenly exclaims that they should use the monkeys paw to bring back Herbert well have one more. This makes the reader believe that the woman now definitely believes in the magic of the monkeys paw. She is blinded by the love of her son that she does not realize the consequences of making the wish Do you think I fear the child I have nursed. When she says this the reader wonders what the dead body of Herbert will appear like. Mr. White realizes that when his son will appear it will not be the same person he knew as his son For Gods sake dont let it in. This makes the reader think that he believes in the stories of magic. When his wife rushes out to open the door the reader is eager to know what the thing that is coming into the house looks like. However Mr. White grabs the paw and makes his last wish before she opens the door making the reader feel that he believes in the magic of the monkeys p aw. Sergeant Major Morris is described as tall, burly man beady of eye and rubicund of visage. This tells the reader that he is intimidating. When he enters the house he tells them the story of the monkeys paw but he also fears for the familys safety when Mr. White wants the paw example But I warn you of the consequences. This tells the reader that he is warning them before hand of the paws abilities. When he mentions that he had the three wishes he says it with fear and suspense I have he said quietly and his blotchy face whitened. This makes the reader feel that the paw has created something bad in this mans life. This creates tension in the story by making the reader wonder why the mans face whitened when he mentioned that he had three wishes. When he says that before he came across the paw another man had three wishes and his last one was death the third was for death. Also when he says this, the family are silent his tones were so grave that a hush fell upon the group. This tells th e reader that the sergeant has much to hide about the paw. When Mr. White asks if the sergeant would have another three wishes the sergeant replies I dont know and he repeats this twice. This causes the reader to think that this man has had a lot of pain from the monkeys paw in his life. When he throws the monkeys paw into the fire he warns the family explicitly that if they keep it, it is not the sergeants fault if something bad befalls them If you keep it dont blame me for what happens and but I warn you of the consequences. This tells the reader that the sergeant, when he had wished, faced consequences for his wishes and that he warned the family about that they should be careful what they wish for. The man in The Red Room is similar to the family in The Monkeys Paw because they are both arrogant in believing in the haunting or curse that they are faced with and in they faced many consequences and retribution. The sergeant major and the three old people are similar because they are characters who warn the others of the consequences of their actions. The Plot is the story in a play, novel or film. The plot affects the novel, film and play because it is the structure of it. The plot builds up the story and keeps it together to make it more interesting and for the reader to understand what it is about. The plot relies on a deadline by making the reader feel more nervous as the story progresses for example when the man in the Red Room is walking through the passage to the Red Room making the reader fell suspense when he is walking to the room and the time of going to the room is very slow as lots of things happen very slowly when he approaches the room.

Evidence on learning contract Essay Example | Topics and Well Written Essays - 3500 words - 1

Evidence on learning contract - Essay Example Whether it had been a school project or a week of volunteer service at the hospital, I have always strived to improve my technical expertise rather than pay attention on the purpose for such things. This has resulted in a downside for me. I may have performed well in the start but over time I lost the zeal to be on the top. I did not perform as well as I had used to. For a person who used to graduate amongst the top ten in the class, I was suddenly facing falling grades. I could not understand my problem in the start. I used to ponder if it was the increasing difficulty of the course that I studied that was pulling me down. My falling grades discouraged me. I started to lose interest in studies. I did not have the same passion for improving my technical knowledge as I did so in the past. I also started to pay less attention to my studies. I would delay working on my assignments in contrast to the responsible behaviour I had shown in the past in submitting my assignments on time. Also , I became less attentive in my classes. This attitude continued for months and eventually years. It became an ingrained habit- one that I could not get rid of despite the negative impact that it had on me. It was not until I attended a class on self-motivation some time back that I came face-to-face with my demon. The class was an eye-opener for me. In the recent years, I had always struggled with deadlines and being punctual in my class work. Home assignments, for which we were given several days, and sometimes weeks, were done by me a day or so before their deadline. Whenever I set deadlines for the submission of my work, I defaulted them, mostly because I gave my social and family life priority over them. When I did not have a pressing deadline to meet, I used to slacken off and spend most of my time going to the cinema, hanging out with my friends, going out to eat and playing football. Studies were not my first

Final Stat Assignment Example | Topics and Well Written Essays - 2250 words - 1

Final Stat - Assignment Example Work: Since the Q3 for Quiz 1 is 95 and Q3 for Quiz 2 is 90. Quiz 2 has 25% of students 90 and above whereas the Quiz 1 has Q3 as 95 which means 90 starts even before Q3. So Quiz 1 has more students whose score is 90 and above. Work: Since the Q2 for Quiz 1 is 60 and Q2 for Quiz 2 is 50. Quiz 1 has 50% of students below 60 whereas the Quiz 2 has Q2 as 50 which means some students above this range has below score 60. So it is more than 50% Here n(A)=200 and n(B)=100 and n(Aï€  Ã¯Æ'‡B)=80; P(A)=n(A)/N=200/1000=0.2, P(B)=n(B)/N=100/1000=0.1 and P(Aï€  Ã¯Æ'‡B)=n(Aï€  Ã¯Æ'‡B)/N=80/1000=0.08. The probability that a randomly selected junior is taking at least one of these two courses is given by (a) Since the opponent’s serves which she is able to return is the no. of trials , it is 10 and she is able to return is treated as success it is 30% and p=0.3, the probability of success and q=1- probability of failure=1-p=0.7 Given that xïÆ'  N(10,2) and define a standard normal variable z=(x- ÃŽ ¼)/ÏÆ'=(x-10)/2 which follows N(0,1) so that the probabilities can be obtained form a standard normal table. P(10

The Social Security System today is one that Beveridge would Essay

The Social Security System today is one that Beveridge would recognise. Discuss - Essay Example Modern social security system is the Great Britain differs from its programs and implementations proposed during 1930s-1940s (Alcock & Craig, 2001). William Beveridge, an economist and social reformer, was one of those politicians who proposed a comprehensive social system aimed to support British population and improve conditions of life for millions of people. It is possible to say that Beveridge would resognise modern social security system because it meets the main principles and values proposed by Beveridge 70 years ago. Critics (Alcock & Craig, 2001) admit that the modern benefit system is still based on the Beveridge Report of 1942 (Siegfried 1963). Beveridge's model for a new system of social security envisaged a central role for universal and comprehensive social insurance, building on the national insurance scheme established by the 1911 Liberal Government (Aaron 1982). His intention was that the new system of insurance benefits would guarantee a subsistence level of income to cover the major causes of income loss, through unemployment, sickness, and old age, whilst individuals would be encouraged to provide a higher standard of living for their families by voluntary savings (Morgan, 1994). Beveridge hoped that such a scheme would satisfy the needs of most of the population, but accepted that a safety net of residual assistance would have to be available for those who failed to qualify under the contributory scheme (Alcock & Craig, 2001). According to the Beveridge Plan, such a social security system could not be implemented in isolation; the government also had to be committed to introducing family allowances and a national health service, and to maintaining full employment. In this way, Beveridge, like subsequent policy makers, recognized the interrelationship between social security and other areas of government policy. Today, to promote security, and particularly economic security, the Great Britain developed a variety of social security programs. Some have taken the form of "social insurance whereby contributions are made to a fund by workers, employers, self-employed persons, and governments, and payments are made to persons whose income has stopped for such reasons as old age, disability, unemployment, or death of the wage earner (Siegfried 1963). Other programs have taken the form of "social assistance" whereby persons in need receive public relief or pensions by virtue of age or for other reasons (Morgan, 1994). Still other social assistance programs have taken t he form of "social benefits" whereby all persons meeting certain qualifications such as attainment of a prescribed age and having a certain period of citizenship or residence receive benefits, without regard to any previous contributions or taxes paid or demonstration of individual need (Alcock & Craig, 2001). In contrast to previous models and programs proposed by the government, modern social security meets the basic principles and philosophy of Beveridge. As the most important, modern security system covers not only elderly people but unemployed, poor, old age, disabled and other categories. Each of the Government spends more than 1 billion on benefits and their administration (McKay & Rowlingson, 1999). Today social security benefits in Britain, as in most other developed countries, fall

Microorganisms Relevant To Bioremediation

Microorganisms Relevant To Bioremediation Introduction Bioremediation is a technology that utilizes the metabolic potential of microorganisms to clean up contaminated environments. One important characteristic of bioremediation is that it is carried out in non-sterile open environments that contain a variety of organisms. Of these, bacteria, such as those capable of degrading pollutants, usually have central roles in bioremediation, whereas other organisms (e.g. fungi and grazing protozoa) also affect the process. A deeper understanding of the microbial ecology of contaminated sites is therefore necessary to further improve bioremediation processes. In the past two decades, molecular tools, exemplified by rRNA approaches, have been introduced into microbial ecology; these tools have facilitated the analysis of natural microbial populations without cultivation. Microbiologists have now realized that natural microbial populations are much more diverse than those expected from the catalog of isolated microorganisms. This is also the case for pollutant-degrading microorganisms, implying that the natural environment harbors a wide range of unidentified pollutant-degrading microorganisms that have crucial roles in bioremediation. This article summarizes the results of recent studies of microbial populations that are relevant to bioremediation. Molecular ecological information is thought to be useful for the development of strategies to improve bioremediation and for evaluating its consequences (including risk assessment). Molecular tools are especially useful in bioaugmentation, in which exogenous microorganisms that are introduced to accelerate pollutant biodegradation need to be monitored. This article discusses recent examples of the successful application of molecular ecological tools to the study of bioremediation. Microorganisms relevant to methane oxidation Traditionally, studies on pollutant biodegradation have been initiated by the isolation of one or more microorganisms capable of degrading target pollutants; however, conventional isolation methods have resulted in the isolation of only a fraction of the diverse pollutant-degrading microorganisms in the environment. In addition, most isolated organisms have shown pollutant-degradation kinetics that differ from those observed in the environment. For example, laboratory-cultivated methanotrophs exhibit half-saturation constants for methane oxidation which are one to three orders of magnitude higher than those observed in soil. Using molecular phylogenetic analyses of isotope-labeled DNA, (Radajewski et al.) successfully identified two novel methanotrophs that actively degrade methane under environmental conditions. Molecular approaches that target the 16S rRNA gene (16S rDNA) and genes encoding enzymes involved in key metabolic steps (e.g. those encoding particulate methane monooxygena se) have been applied to the analysis of methanotrophs in rice field soil, lake sediments and forest soil. Methanotrophs are considered to be important for reducing the emission of methane, a greenhouse gas, from soil and sediment. In addition, methanotrophs co-metabolize trichloroethylene (TCE); therefore, TCE bioremediation often employs methane injection as a means to stimulate the TCE-degrading activity of indigenous methanotrophs (i.e. methane biostimulation). Methanotrophs which occurred at a methane biostimulation site were recently analyzed using denaturing gradient gel electrophoresis (DGGE) of polymerase chain reaction (PCR)-amplified 16S rDNA and soluble methane monooxygenase gene fragments. Marine petroleum hydrocarbon degradation Molecular ecological approaches have also been used to analyze bacterial populations that occur in petroleum-contaminated marine environments. Spilled-oil bioremediation experiments conducted at a sandy beach found that phylotypes affiliated with the subclass of Proteobacteria appeared in the DGGE fingerprints obtained for oiled plots but not in those for unoiled plots, suggesting their importance in spilled-oil bioremediation. Another oil-spill experiment conducted at a beach in the Norwegian Arctic showed that 16S rDNA types affiliated with the ÃŽÂ ³-Proteobacteria, especially those belonging to the Pseudomonas and Cycloclasticus groups, were abundant in fertilized oil sands. Microbial populations which occurred in seawater after supplementation with petroleum and inorganic fertilizers have been analyzed using rRNA approaches; it was reported that bacterial populations belonging to the Proteobacteria and the genus Alcanivorax showed accelerated growth. These studies have indicat ed that some groups of bacteria commonly occur in oil-contaminated marine environments, although other populations change under different environmental conditions. Anaerobic petroleum hydrocarbon degradation As petroleum hydrocarbons are persistent under anaerobic conditions, their contamination of groundwater is a serious environmental problem. The microbial diversity in a hydrocarbon- and chlorinated-solvent contaminated aquifer undergoing intrinsic bioremediation was assessed by cloning and sequencing bacterial and archaeal 16S rDNA fragments. This study detected phylotypes that were closely related to Syntrophus spp. (anaerobic oxidizers of organic acids with the production of acetate and hydrogen) and Methanosaeta spp. (aceticlastic methanogens), suggesting their syntrophic association. Phylotypes affiliated with candidate divisions (that do not contain any isolated organisms) were also obtained in abundance from the contaminated aquifer, although their physiology is completely unknown. A similar syntrophic association of bacteria and archaea has also been reported in a methanogenic enrichment that slowly degrades hexadecane. Likewise, a toluene-degrading methanogenic consortium was characterized by rRNA approaches. The consortium comprised two archaeal species related to the genera Methanosaeta and Methanospirillum, and two bacterial species, one related to the genus Desulfotomaculum and the other unrelated to any previously described genus. Fluorescence in situ hybridization (FISH) with group-specific rRNA probes was used to analyze a denitrifying microbial community degrading alkylbenzenes and n-alkanes; the Azoarcus/Thauera group was found to be the major bacterial group. Bacteria affiliated with the ÃŽÂ µ-Proteobacteria were found to grow in petroleum-contaminated groundwater which accumulated at the bottom of underground crude-oil storage cavities. Microbial communities associated with anaerobic benzene degradation under Fe(III)-reducing conditions in a petroleumcontaminated subsurface aquifer were also analyzed by DGGE analysis, and it has been suggested that Fe(III)- reducing Geobacter spp. have an important role in the anaerobic oxidation of benzen e. The available electron acceptors are the principal determinants for the types of microorganisms that occur in anaerobic environments, and microbial populations identified in the above papers are considered important for petroleum hydrocarbon degradation in subsurface environments under the respective conditions. On the basis of these results, future developments in anaerobic hydrocarbon bioremediation are anticipated. It is noteworthy that phylotypes that are only distantly related to known genera are often detected as major members of the anaerobic communities, suggesting that parts of anaerobic hydrocarbon biodegradation processes remain unidentified. Polycyclic aromatic hydrocarbon degradation Polycyclic aromatic hydrocarbons (PAHs) are compounds of intense public concern owing to their persistence in the environment and potentially deleterious effects on human health. A soil-derived microbial consortium capable of rapidly mineralizing benzo[a]pyrene was analyzed by DGGE profiling of PCR-amplified 16S rDNA fragments The analysis detected 16S rDNA sequence types that represented organisms closely related to known high molecular weight PAH-degrading bacteria (e.g. Burkholderias, Sphingomonas and Mycobacterium),although the degradation mechanisms have yet to be resolved. In soil environments, the reduced bioavailability of PAHs due to sorption to natural organic matter is an important factor controlling their biodegradation. Friedrich et al. reported that different phenanthrene-degrading bacteria occurred in soil enrichments when different sorptive matrices were present. It has also been shown that the application of surfactants to soil enrichments that degrade phenanthrene a nd hexadecane altered the microbial populations responsible for the degradation. These results have common implications for bioremediation; that is, nature harbors diverse microbial populations capable of pollutant degradation from which a few pollutant-degrading populations are selected according to bioremediation strategies. Metal bioremediation Because of its toxicity, metal contamination of the environment is also a serious problem. Recent studies have applied molecular tools to the analysis of bacterial and archaeal populations that are capable of surviving in metal-contaminated environments. Bacterial communities in soil amended for many years with sewage sludge that contained heavy metals were assessed using rRNA approaches, including FISH and cloning and sequencing. The study found that two sequence groups affiliated with the Proteobacteria and Actinobacteria were frequently obtained from clone libraries from the metal-contaminated soil, although most Actinobacteria sequences showed low similarity (

Chocolate History Essay

All chocolate starts with a seed called a cocoa bean that is grown on a small tree. Many countries in Central and South America produce cocoa beans. The history of chocolate starts in Latin America, where the cocoa bean was first discovered about 2,000 years ago on a tropical tree. The first people recognized to have used these beans to make any kind of chocolate were the Maya’s. They called it the kakawa bean, which is where the origin of the world chocolate began. They most often used the bean to make a spicy, foamy drink. Later, the Aztecs discovered the cocoa bean. Eventually this was introduced in Europe after the Spaniards came to Central America. When the Spaniards began experimenting with the bean, they began to add other spices to it, such as cinnamon and sugar, to give the chocolate a sweeter taste. Soon, the rest of Europe started drinking it and it became a popular drink that only the rich could afford. In the 1600’s the first chocolate house was opened and this flavor was able to reach the mouths of many other people. In the early 1800’s, solid chocolate was created. It became more affordable to everyone and throughout time more recipes were experimented with, creating many different types of chocolate. There are many different types of chocolate such as White, Dark (bittersweet), Milk, Semi-Sweet and even Baking Chocolate (unsweetened). White chocolate isn’t really considered chocolate because it has no cocoa solids in it, it is made of the fat from the cocoa beans known as cocoa butter. White chocolate has a creamy consistency and taste. It lacks flavor because it contains no chocolate liquor which gives chocolate the bitter strong chocolate flavor. White chocolate is not normally used in cooking unless it is a replacement for dark or milk chocolate. It is used mainly for decorating. Dark chocolate is the healthiest type of chocolate. This chocolate contains a large amount of disease-fighting flavonoids, anti-oxidants also found in red wine and lots of different fruit and vegetables. Its anti-oxidants can significantly improve blood pressure, prevent blood clots, slow the oxidation of low-density lipoproteins (LDL) cholesterol making it less likely to stick to artery walls and also reduce inflammation. Eating dark chocolate can also lower insulin resistance, the main problem behind diabetes. Milk chocolate does not contain as much chocolate liquor as dark chocolate, which gives it a softer chocolate flavor. This chocolate is much sweeter than any other. It is the most popular type of chocolate. Milk chocolate is more difficult to temper properly and more prone to overheating which would make it thick and lumpy if it comes into contact with water. Milk chocolate can be used in pretty much anything you want to be sweet. The difference between regular chocolate and baking chocolate is baking chocolate has less sugar and no fat and its bitter while regular chocolate is sweet and sugary. Tempering means improving the consistency, durability or hardness of a substance by heating and cooling it. Tempering is done by melting solid chocolate to a temperature high enough that the crystals in the cocoa butter break down. Once the chocolate is fully melted, it must be cooled to about 82F, a temperature at which crystals will start to form again so that the chocolate can eventually re-solidify. The chocolate’s temperature is then raised back to about 90F, where it is very smooth and can be poured into chocolate molds and used for other things. White, milk and dark chocolate can be tempered. Tempered chocolate is very glossy, has a firm finish and melts smoothly at around body temperature. Chocolate that has not been tempered or that has been improperly tempered will look flat or discolored. Tempering can be done in 2 ways by hand, or through a process called seeding. Tempering by hand can be done by tabliering where melted chocolate is poured onto a cool marble surface and worked with spatulas until it has cooled down sufficiently. More melted chocolate is added back and incorporated in to the tabliered chocolate to bring it back to the final working temperature. Through the process of seeding, chocolate is melted and a small amount of finely chopped solid chocolate is added into the melted chocolate and stirred in. Adding solid chocolate will lower the temperature of the melted chocolate and it will start to temper the melted chocolate. When it comes to baking, chocolate does not need to be tempered because it is being incorporated into another form. Tempering chocolate is good for dipping foods, for a more clean finish.

Agricultural biology

Agriculture is a branch of biology that studies the wide scope of crops like rice, corn, cassava, etc. and its practical applications. Enormous issues related to agriculture have been raised daily by the community and some analysts. The most controversial among these is the continuing struggle of every nation on food shortage.Just last May, the issue about â€Å"rice shortage† alarmed the entire world including the United States of America. Rice producers and manufacturers jacked up the price of rice as an immediate response to the crisis. It must be clear though that rice or food shortage is also a global concern, may it be caused by the unusual climate changes or even the agriculture itself.  In an audio podcast of â€Å"A Farmers View on Food Shortage†, the speaker emphasizes that the food crisis could be brought by global warming and industrialization.This global warming could produce inconsistent climate conditions which affect weather patterns that may prolong d rought and cool seasons leading to a massive starvation even in the United States because of food crisis.On the latter part of the podcast, David Rai advises that in order to sustain and survive from the food crisis that the people are now facing, they must learn to conserve the use of rice by means of eating fruits, vegetables, and the like although rice has been considered by many as a staple food, highly demanded.The issue of rice, an agricultural aspect of biology, catches the attention of the people at large since it has been considered as the food of life among the greater half of the population located anywhere in the world. But whether or not the problem is about rice shortage or food crisis, the ones to blame are the people themselves and are expected to respond to this problem.And in order to conserve the supply of an agricultural crop like rice, these people should be guided to increase the production of rice, and provide agricultural assistance to those who are in dire n eed of the basic food of life, â€Å"rice.†

Reflection Questions 4 †Education Essay question and answer (200 Level Course)

Reflection Questions 4 – Education Essay question and answer (200 Level Course) Free Online Research Papers Reflection Questions 4 Education Essay question and answer (200 Level Course) Q:What role, if any, does religion play in your philosophy of education? R:Religion plays an active role in my philosophy of education. For me, I believe that in order to personally teach and model character education ethics to others, I must have a faith which derives from God as a Supreme Being and creator of this universe. I believe that our social Morales derive from the Ten Commandments. Q:What do you think that superintendents and principals often ask teaching candidates about their philosophy of education? R:I would think that superintendents and principals would ask a teaching candidate specific questions about their philosophy of education i.e. what school of philosophy to you subscribe to and why? Q:And now, a really hard question: If you are learning toward eclecticism, in what areas of teaching and learning would you draw on the various philosophies presented? R:Through a combined eclectic view of philosophy and learning approach, I would draw on the views all the four schools of thought from the following ideas: from the view of Perennialism, I agree with the idea that schools should teach knowledge through the traditional subjects of history, language, mathematics, science and the arts, with the emphasis on using the Great Books approach. While the goals of the Essentialist are similar in view, to the Perennials, the concept in philosophy is to teach the learner know the essentials in order to live in a progressive and modern world: the above speak of educating the person for society. In view of the philosophy of Progressivism and Romanism, I agree with the ideas that people naturally explore and inquire their environment for solution to problems by using and applying problem-solving methods, in light of the idea that the Romantics consider the individual more important than the needs of society. Research Papers on Reflection Questions 4 - Education Essay question and answer (200 Level Course)Standardized TestingBook Review on The Autobiography of Malcolm XInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social andBringing Democracy to AfricaResearch Process Part OneCanaanite Influence on the Early Israelite ReligionEffects of Television Violence on ChildrenMoral and Ethical Issues in Hiring New EmployeesAnalysis Of A Cosmetics Advertisement

Improve your college paper writing with us!

Improve your college paper writing with us! Why Your College Writing is Not Getting Good Grades - Tips to Fix It Once you walk into your first college class, you are subject to much higher expectations for course work. Your reading assignments will be more frequent and lengthier; your assignments will be more challenging; and the type of college papers you must produce will be more complex and held to a higher standard than is typical for high school students. It is highly unlikely that your professors will do the following: Receive a rough draft, make corrections and suggestions for improvement, and then receive a final draft for ultimate grading. Assist you in improving your writing, unless it is a writing course with a lab component. It is highly likely that your professor will do the following: Read and assign a grade to an essay or paper that you submit Assign a poor grade if the piece of writing does not meet his/her expectations If your writing assignments result in poor grades, there may be a number of reasons, and there are also methods for fixing any of the issues you may have with your research and writing skills. Mis-understanding/Failing to Adhere to the Specifics of the Assignment This is one of the most common mistakes students make. When a college paper assignment is given, they fail to read carefully from their syllabi or listen to their professors’ specifications. Frequently, a details of a writing assignment will be contained in the syllabus, so be certain that you read them very carefully and stick exactly to what your professor wants. If the assignment specifies that you compare and contrast, then that is exactly what you must do; if you are to analyze an outside reading assignment, then you are to read it carefully, take it apart, summarizing the points the author is making and commenting on those points. If you are asked to evaluate, you are being asked to make a judgment – are the author’s points or opinions valid? Why or why not? If you are to write a book review discussing one of its themes, you will not be providing a plot summary. The Fix: Read the assignment very carefully and look for key words – compare, contrast, analyze, discuss, respond to, evaluate, describe, etc. If you do not understand the assignment, contact your professor of the TA. Do not do a thing until you know exactly what is expected of you. Too Broad or Too Narrow a Topic You will usually be given a minimum and maximum length for a writing assignment, ad your topic must be of a breadth and depth to â€Å"fit.† When you choose a topic that is too broad, you will become overwhelmed with the amount of information there is and may fall into a trap of leaving out crucial research and points, in order to stay within the length requirement. If your topic is too narrow, there will not be enough information to meet the minimum requirement, you may try to add â€Å"fluff† to fill pages, and your grade will definitely suffer. The Fix: If you have to choose your own topic within a broad area, select a couple that are of interest. Contact your professor or TA and ask for advice. They are usually happy to help! If your topic is too broad, you can probably narrow it down to one or more aspects; if it is too narrow, better pick something else. Part of writing a college paper is selecting a topic that is correct for the required length! Unsophisticated Research You are in college now, and Wikipedia is not a resource for research. You will be expected to find scholarly resources on your topic. If you use the same types of resources that you did in high school, or if you use resources intended for middle and high school levels, your professor will be angry, and you could easily end up with an â€Å"F.† The Fix: Once you have your topic, perform a simple â€Å"Google† search. For example, use â€Å"college level resources for eugenics movements in the United States.† You will get a long list, including one or two clearing houses of resource lists. Choose your resources from among these lists and be grateful you are not in college 4 decades ago when searches had to be conducted in the library, using the card catalogue! And if you do go to the campus library, you can search by topic and be comfortable knowing that resources housed there are at an appropriate level of sophistication. One note, however: Wikipedia does have its place, particularly as you are attempting to refine a topic, because the entries are almost always divided into sub-topics. Lack of a Thesis You may have been able to get away with this in high school, but never when writing college papers. Choosing a topic is one thing. Coming up with a solid thesis is quite another. The thesis statement tells your reader why you have researched this topic or presents your viewpoint or opinion on the topic. Without a thesis, your paper has no scholarly merit and will certainly earn an â€Å"F.† The Fix: Once you have a topic, ask yourself some questions about it. Is this something that most people don’t understand? Why is it important? What is your purpose in researching this – are you trying to enlighten, persuade, or analyze? When you answer one or more of these questions you will have your thesis statement. (And put it at the end of your introductory paragraph) Composition Issues If you lack good writing skills – organization, coherence, paragraph development, sentence structure, transitions, mechanics, you will always receive lowered grades, no matter for what course you are writing an essay or paper. The Fix: Unfortunately, correcting this issue is a process that takes times. You need to begin a self-taught program of grammar and composition, get a tutor, or spend a lot of time in the writing lab. Anyone can become a good academic writer, but it takes commitment and lots of practice. In the meantime, you may want to enlist the services of a reputable academic writing service that can provide you with original, custom writing while you develop your own skills.

Merits of Devaluation of The Currency. Mechanism of correcting Assignment

Merits of Devaluation of The Currency. Mechanism of correcting deficits - Assignment Example UK suffered a huge current account deficit in 2008, as high as 3% of its GDP. Later the deficit was corrected with proper implication of currency devaluation (Pettinger 2009). 2. Mechanism of sustainable investment. Devaluation requires a higher amount of domestic currency for any foreign transaction. This makes it difficult for existing investors of country to switch or transfer their investment from the country that has devalued its currency. Because switching investment to foreign country may worth considerably lesser as compared to the current worth of investment. This will make the existing investors less likely to switch their investment. Hence devaluation ensures sustenance of existing investment in the country. 3. Mechanism of economic growth As mentioned earlier, devaluation of country’s currency results in the soaring of exports and aggregate demand of country’s goods and services. This is likely to result in economic growth of the country at higher rates. 4. Increase in flow of capital A devaluing country facilitates foreign investors in terms of its now relative cheap labor and a country that will stimulate demand, due to its strong export potential, due to devaluation. Hence devaluation provides motivation of higher profitability o the foreign investors and this is likely to result in the increase of capital flow in the devaluing country. China has long been having a devalued currency. China has become home to many manufacturing firms due its export facilitations and inexpensive production. It is mainly due to Chinese devalue exchange rate (News n economics 2010) Demerits of Devaluation of Currency 1. Increase in... It is evident from the study that devaluation is largely believed to correct the trade deficit and balance of payment deficit. Decrease in exchange rate of a country’s currency will render its products and services relatively cheaper for foreign buyers. This is likely to increase demand for country’s goods in foreign market and hence its exports will increase. Moreover devaluation will make foreign goods relatively dearer for domestic buyers and their demand is likely to decrease. This will reduce the imports in that country. Increased exports and reduced imports are likely to correct the trade deficit. This will also improve the current account deficit in Balance of payment accounts and will consequently correct the balance of payment deficit of the devaluing country. UK suffered a huge current account deficit in 2008, as high as 3% of its GDP. Later the deficit was corrected with proper implication of currency devaluation. Devaluation of currency renders imports deare r to the buyers of devaluing country. Since a country cannot produce everything, imports cannot be avoided. However if a country is supposed to import raw material for production of its certain goods it will make the cost of production higher. As a result those goods may not compete efficiently in foreign market as well as their domestic demand will decrease. Devaluation increases country’s exports. This means that it affects badly on the exports of other countries by making its goods cheaper in foreign market.

THE BUSINESS PLAN Essay Example | Topics and Well Written Essays - 2500 words

THE BUSINESS PLAN - Essay Example We look at those management team who must have at least 10 or more years of experience on the field. The Island View Restaurant’s emphasis will be placed also on efficient management practices in almost all its functional areas of financing, directing, staffing and better decision making. Canvey Island is generally regarded to be in great need of friendly environment with excellent food and drinks. The restaurant will offer wide range of food ingredients and recipes from different countries food specialists. The Restaurant’s menu would be prepared considering wide range of food and drinks from different countries most marketed food and drinks. The restaurant would be a place where international food and drinks are provided to those who come from different areas of the world. So, our customers would be able to taste different international foods like Chinese food, Indian ingredients, Arabian meals etc. Moreover the staffs would be selected from both village and cities and will be given training programs so as to enable them prepare most quality foods and serve a friendly atmosphere within the restaurant. The target audience will be general public and rich people who generally need organic food and drinks. The targeted market includes Canvey Island population of more than 34,000 and more from other cities, islands, and even countries who visit Canvey Island. These keys of our mission will enable the restaurant achieve our mission goals. The business management primarily understand that any business can be successful only when it realizes why it is in the field concerned and what kinds of services it is supposed to provide to its customers. The priority is customer satisfaction. This customer satisfaction can be achieved by providing right service along with right information at right time and right place. We value this fundamental marketing principle. The mission is to provide great tasting food and drinks as well as to offer efficient

Sensory Perceptions Essay Example | Topics and Well Written Essays - 500 words - 12

Sensory Perceptions - Essay Example This brief overview will examine the sensory perceptions and the factors that affect the authenticity and believability of information from the sensory nerves. Several reasons make people trust their sensory information and believe this information to be true. For instance, in the event that one places his hand on a hot charcoal or pot, the feeling sense sends an impulse to the brain, and one removes the hand from the hot object before it is badly burnt (Miller, 2008). Further, the sense of smell is always accurate, and one can rely on that information to make informed decisions. The smell of smoke can indicate that an item is burning or that there is a fire burning somewhere. There is no reason for one to question the accuracy of the sense of smell. Furthermore, human sense of sight provides reliable information concerning the nature and appearance of the environment that surrounds people (Chaudhuri, 2011). For instance, if an individual sees a person running in the field, there is no doubt that indeed that person is running. Further, one cannot be doubtful of the fact that his eyes can see that there is a heavy down pour in the neighborhood. On the contrary, sensory information can be inaccurate in several ways. For instance, past experiences influence the interpretation of the sensory information and end up giving wrong information to the person who is observing a situation (Chaudhuri, 2011). It is possible for a person with past unpleasant experience of infidelity to misunderstand a woman she notices speaking to her husband. Further, the sensory nerves do not perceive hidden things, and if people rely on this information, they might end up in danger. For instance, the eyes might not spot a thug hiding behind a tree, and one might make wrong judgments that one can walk in the street at night safely (Miller, 2008). The final reason that makes sensory information inaccurate is that people never interpret data from the sensory organs accurately

Care Of The Older Adult Questions Essay Example for Free

Care Of The Older Adult Questions Essay a. Define Baby Boomers-(those born from 1946–1964) reach retirement age (as of 2011). They will make up the world’s largest part of society. In addition, the boomers will be the largest cohort of retirees ever. Also, the boomers may become the most-engaged cohort of older adults. The boomers will be the healthiest cohort of older adults. The boomers will be the best-educated cohort of older adults. First, the boomers will be the longest-lived cohort of older adults. b. List some of the age related changes that can affect communications-vision loss, hearing loss. Physical processes include listening, speaking, gesturing, reading, writing, touching, and moving. The psychological aspects involve cognitive processes such as attention, memory, self-awareness, organization, and reasoning. Vision, hearing, touch, smell, taste, movement, speech, c. Define AAC and the patients that would benefit from it. System is â€Å"an integrated group of components, including symbols, aids, strategies and techniques used by individuals to enhance communication†. Patients who have the ability to effectively use a prescribed communication system. d. What is the most commonly used hearing aid? Behind the ear hearing-aide e. Which hearing aid covers the entire range of hearing loss? Behind the ear hearing-aide f. What are the two major types of assistive devices used to improve hearing? Assistive listening devices and hearing aids. g. What are the four major types of assistive listening devices? Personal frequency modulation systems, infrared systems, induction loop systems, and one-to-one communicators. BTE (behind the ear) BTEs are about 1 inch long and worn behind the outer ear. A small tube connects with the amplification device behind the ear and delivers amplified sound into the ear canal. The device has an adjustable volume control and is battery powered. It is the most common style of hearing aid. These devices are suitable for the entire range of hearing loss. OTE (over the ear) This is a new style that is very small and sits on top of the outer ear. ITE (in the ear)  ITEs are custom-fitted devices molded to the contour of the outer ear. The device has an adjustable volume control and a battery; however, both are much smaller than ones used in a BTE device. Some users have difficulty  seeing or manipulating the control and battery. These devices are used for mild to moderate hearing loss. ITC (in the canal) ITCs are tiny devices that fit into the ear canal and are barely visible. They are customized to fit the size and shape of the ear canal. Although cosmetically appealing, their small size is a drawback for some individuals. CIC (completely in the canal) CICs are the smallest type of device in the in the ear class. The entire device fits within the canal. Although cosmetically flattering, the small size is a true disadvantage because of difficulty handling and positioning the device. This device is the most expensive model of hearing aid. Understand what can cause difficulties with communications-Physiological changes associated with aging or secondary to chronic illness and disease can pose a barrier to communication. Common physiological changes associated with aging that interfere with communication include high-frequency hearing loss, loss of dentition, reduced vital capacity, and reduced oral motor function. Chapter 6 provides more detailed information about these changes. Understand the environment that facilitates therapeutic communication-inviting (An invitation says to the other person that you are interested in them and sharing time with them.) Arranging the environment (The environment should be comfortable, provide privacy, and minimize distractions that could be barriers to communication, such as noise or poor lighting.) Maximize communication (The third principle is to use communication strategies that maximize the individual’s ability to understand the message. Communication is critical in health care, yet many consumers have difficulty understanding the language of health care due to language barriers, illiteracy, or limited literacy.) Maximize understanding (The next principle is to maximize understanding. The most important skill to help maximize understanding is to learn to listen. Learning to listen is essential to good communications. It is much easier to hear than it is to listen. Listening requires not only hearing the words spoken, but also understanding their meaning and the context in which they are spoken.) Following through (The final principle is to follow up and follow through.  Words backed by actions help develop trust. A relationship built on trust and concern for the welfare of others is critical to optimal health outcomes. These simple techniques can be applied to all of our communications.) What are the five As to tobacco cessation: The 5 As Ask about smoking status at each health care visit. Advise client to quit smoking. Assess client’s willingness to quit smoking at this time. Assist client to quit using counseling and pharmacotherapy. Arrange for follow-up within one week of scheduled quit date. What are the five Rs to tobacco cessation: The 5 Rs Relevance: Ask the client to think about why quitting may be personally relevant for him or her. Risks of smoking are identified by the client. Rewards of quitting are identified by the client. Roadblocks or barriers to quitting are identified by the client. Repetition of this process at every clinic visit. Most people who successfully quit smoking require multiple attempts. What is the criterion for the pneumococcal vaccine: Older adults, especially those with chronic illnesses or who live in nursing homes, are susceptible to pneumococcal pneumonia, which results in death in over one-third of clients over 65 years of age who acquire the disease. The emergence of drug-resistant strains of pneumococcal pneumonia underscores the importance of acquired immunization against the illness. Pneumococcal vaccine is given once for clients who are 65 years of age or older. In most cases of elder abuse who is the perpetrator: a family member In any situation where you suspect abuse, what is the first step: 1) report abuse and neglect to adult protective services or other state-mandated agencies; 2) ensure that there is a safety plan and assess safety; 3) assess the client’s cognitive, emotional, functional, and health status; and 4) assess the frequency, severity, and intent of abuse.

Inaccurate View of the Legal System Essay -- Law Jury System

Although often interpreted differently by individuals, legal rights, human rights and the jury system are essential features of the legal system. Nielsen believes that the main purpose of rights is to protect individuals, while Hajjar portrays the objective of the legal system as recognizing and respecting certain inherent human rights. Further, Dooley understands the jury system as essential for ensuring a democratic and fair trial procedure. As rights and the jury system are viewed according to these varying objectives, it seems there is a general assumption that the legal system is intended to protect individuals from the power of the government. However, individuals’ abstract idea of how the law works can be contrary to the actual workings of the legal system. Rights and the jury system create the expectation in people that they will be protected from the power of the government, and yet these expectations often remain unfulfilled, creating a disconnect between the idea of protection and the reality of the legal system. In her article â€Å"The Work of Rights and the Work Rights Do,† Laura Beth Nielsen asserts that â€Å"legal rights are important for protecting individual autonomy and resisting the arbitrary or tyrannical imposition of state power† (Nielsen 63). In the case of traditionally disadvantaged groups, rights have provided a sense of power as a direct result of their nature. Nielsen explains, â€Å"’Rights’ are said to apply equally to everyone, they are ‘neutral,’ and are backed by the legitimate authority of law and the state,† and that â€Å"Rights are often thought of as naturally inhering in persons† (66, 68). Because many minority groups view rights as inalienable, absolute, and supported by the government, they... ...ermining the very ideal that rights seem to stand for. The inconsistency between expectations and individuals’ lived experiences seems to show that rights and the jury system are fundamental to our democratic society, but only when the government feels they should be so. Works Cited MLA Citation Dooley, Laura Gaston. â€Å"Our Juries, Our Selves: The Power, Perception and Politics of the Civil Jury.† Before the Law: An Introduction to the Legal Process. Ed. John J. Bonsignore., et. al. Boston: Houghton Mifflin Company, 2006. pp. 450-453. Hajjar, Lisa. â€Å"Human Rights.† Reader: 55-62. Margulies, Joseph. â€Å"A Prison Beyond the Law.† The Virginia Quarterly Review. Reader: 119-128. Nielsen, Laura Beth. â€Å"The Work of Rights and the Work Rights Do: A Critical Approach.† Reader: 45-79. Toyosaburo Korematsu v. United States, 323 U.S, 214 (1944). Reader: 91-102.

Review of related literature about billing system Essay

Create editable sequence diagram with Rational Software Architect Create editable sequence diagrams with Rational Software Architect What’s new in Rational Software Architect 8.5 and Design Manager 4 beta Notice the wording in my statement above: â€Å"Adopted 2.0 Draft Specification of UML.† It is true that the specification is still in draft status, but the key is that the Draft Specification has been adopted by OMG, a consortium that does not adopt new standards until they become pretty solid. There will be some changes to the specification before UML 2 is completely adopted, but these changes should be minimal. The main changes will be in the internals of UML–involving features typically used by software companies who implement UML tools. The main purpose of this article is to continue our focus on the essential UML diagrams; this month, we take a close look at the sequence diagram. Please note, again, that the examples provided below are based on the new UML 2 specification. The diagram’s purpose The sequence diagram is used primarily to show the interactions between objects in the sequential order that those interactions occur. Much like the class diagram, developers typically think sequence diagrams were meant  exclusively for them. However, an organization’s business staff can find sequence diagrams useful to communicate how the business currently works by showing how various business objects interact. Besides documenting an organization’s current affairs, a business-level sequence diagram can be used as a requirements document to communicate requirements for a future system implementation. During the requirements phase of a project, analysts can take use cases to the next level by providing a more formal level of refinement. When that occurs, use cases are often refined into one or more sequence diagrams. An organization’s technical staff can find sequence diagrams useful in documenting how a future system should behave. During the design phase, architects and developers can use the diagram to force out the system’s object interactions, thus fleshing out overall system design. One of the primary uses of sequence diagrams is in the transition from requirements expressed as use cases to the next and more formal level of refinement. Use cases are often refined into one or more sequence diagrams. In addition to their use in designing new systems, sequence diagrams can be used to document how objects in an existing (call it â€Å"legacy†) system currently interact. This documentation is very useful when transitioning a system to another person or organization. Back to top The notation Since this is the first article in my UML diagram series that is based on UML 2, we need to first discuss an addition to the notation in UML 2 diagrams, namely a notation element called a frame. The frame element is used as a basis for many other diagram elements in UML 2, but the first place most people will encounter a frame element is as the graphical boundary of a diagram. A frame element provides a consistent place for a diagram’s label, while providing a graphical boundary for the diagram. The frame element is optional in UML diagrams; as you can see in Figures 1 and 2, the diagram’s label is placed in the top left corner in what I’ll call the frame’s â€Å"namebox,† a sort of dog-eared rectangle, and the actual UML diagram is defined within the body of the larger enclosing rectangle. Figure 1: An empty UML 2 frame element In addition to providing a visual border, the frame element also has an  important functional use in diagrams depicting interactions, such as the sequence diagram. On sequence diagrams incoming and outgoing messages (a.k.a. interactions) for a sequence can be modeled by connecting the messages to the border of the frame element (as seen in Figure 2). This will be covered in more detail in the â€Å"Beyond the basics† section below. Figure 2: A sequence diagram that has incoming and outgoing messages Notice that in Figure 2 the diagram’s label begins with the letters â€Å"sd,† for Sequence Diagram. When using a frame element to enclose a diagram, the diagram’s label needs to follow the format of: Diagram Type Diagram Name The UML specification provides specific text values for diagram types (e.g., sd = Sequence Diagram, activity = Activity Diagram, and use case = Use Case Diagram). Back to top The basics The main purpose of a sequence diagram is to define event sequences that result in some desired outcome. The focus is less on messages themselves and more on the order in which messages occur; nevertheless, most sequence diagrams will communicate what messages are sent between a system’s objects as well as the order in which they occur. The diagram conveys this information along the horizontal and vertical dimensions: the vertical dimension shows, top down, the time sequence of messages/calls as they occur, and the horizontal dimension shows, left to right, the object instances that the messages are sent to. Lifelines When drawing a sequence diagram, lifeline notation elements are placed across the top of the diagram. Lifelines represent either roles or object instances that participate in the sequence being modeled. [Note: In fully modeled systems the objects (instances of classes) will also be modeled on a system’s class diagram.] Lifelines are drawn as a box with a dashed line descending from the center of the bottom edge (Figure 3). The lifeline’s name is placed inside the box. Figure 3: An example of the Student class used in a lifeline whose instance name is freshman The UML standard for naming a lifeline follows the format of: Instance Name : Class Name In the example shown in Figure 3, the lifeline represents an instance of the class Student, whose instance name is freshman. Note that, here, the lifeline name is underlined. When an underline is used, it means that the lifeline represents a specific instance of a class in a sequence diagram, and not a particular kind of instance (i.e., a role). In a future article we’ll look at structure modeling. For now, just observe that sequence diagrams may include roles (such as buyer and seller) without specifying who plays those roles (such as Bill and Fred). This allows diagram reuse in different contexts. Simply put, instance names in sequence diagrams are underlined; roles names are not. Our example lifeline in Figure 3 is a named object, but not all lifelines represent named objects. Instead a lifeline can be used to represent an anonymous or unnamed instance. When modeling an unnamed instance on a sequence diagram, the lifeline’s name follows the same pattern as a named instance; but instead of providing an instance name, that portion of the lifeline’s name is left blank. Again referring to Figure 3, if the lifeline is representing an anonymous instance of the Student class, the lifeline would be: † Student.† Also, because sequence diagrams are used during the design phase of projects, it is completely legitimate to have an object whose type is unspecified: for example, â€Å"freshman.† Messages The first message of a sequence diagram always starts at the top and is typically located on the left side of the diagram for readability. Subsequent messages are then added to the diagram slightly lower then the previous message. To show an object (i.e., lifeline) sending a message to another object, you draw a line to the receiving object with a solid arrowhead (if a synchronous call operation) or with a stick arrowhead (if an asynchronous signal). The message/method name is placed above the arrowed line. The message that is being sent to the receiving object represents an operation/method that the receiving object’s class implements. In the example in Figure 4, the analyst object makes a call to the system object which is an instance of the ReportingSystem class. The analyst object is calling the system object’s getAvailableReports method. The system object then calls the getSecurityClearance method with the argument of userId on the secSystem object, which is of the class type SecuritySystem. [Note: When  reading this sequence diagram, assume that the analyst has already logged into the system.] Figure 4: An example of messages being sent between objects Besides just showing message calls on the sequence diagram, the Figure 4 diagram includes return messages. These return messages are optional; a return message is drawn as a dotted line with an open arrowhead back to the originating lifeline, and above this dotted line you place the return value from the operation. In Figure 4 the secSystem object returns userClearance to the system object when the getSecurityClearance method is called. The system object returns availableReports when the getAvailableReports method is called. Again, the return messages are an optional part of a sequence diagram. The use of return messages depends on the level of detail/abstraction that is being modeled. Return messages are useful if finer detail is required; otherwise, the invocation message is sufficient. I personally like to include return messages whenever a value will be returned, because I find the extra details make a sequence diagram easier to read. When modeling a sequence diagram, there will be times that an object will need to send a message to itself. When does an object call itself? A purist would argue that an object should never send a message to itself. However, modeling an object sending a message to itself can be useful in some cases. For example, Figure 5 is an improved version of Figure 4. The Figure 5 version shows the system object calling its determineAvailableReports method. By showing the system sending itself the message â€Å"determineAvailableReports,† the model draws attention to the fact that this processing takes place in the system object. To draw an object calling itself, you draw a message as you would normally, but instead of connecting it to another object, you connect the message back to the object itself. Figure 5: The system object calling its determineAvailableReports method The example messages in Figure 5 show synchronous messages; however, in sequence diagrams you can model asynchronous messages, too. An asynchronous message is drawn similar to a synchronous one, but the message’s line is drawn with a stick arrowhead, as shown in Figure 6. Figure 6: A sequence diagram fragment showing an asynchronous message being sent to instance Guards When modeling object interactions, there will be times when a condition must be met for a message to be sent to the object. Guards are used throughout UML diagrams to control flow. Here, I will discuss guards in both UML 1.x as well as UML 2.0. In UML 1.x, a guard could only be assigned to a single message. To draw a guard on a sequence diagram in UML 1.x, you placed the guard element above the message line being guarded and in front of the message name. Figure 7 shows a fragment of a sequence diagram with a guard on the message addStudent method. Figure 7: A segment of a UML 1.x sequence diagram in which the addStudent message has a guard In Figure 7, the guard is the text â€Å"[pastDueBalance = 0].† By having the guard on this message, the addStudent message will only be sent if the accounts receivable system returns a past due balance of zero. The notation of a guard is very simple; the format is: [Boolean Test] For example, [pastDueBalance = 0] Combined fragments (alternatives, options, and loops) In most sequence diagrams, however, the UML 1.x â€Å"in-line† guard is not sufficient to handle the logic required for a sequence being modeled. This lack of functionality was a problem in UML 1.x. UML 2 has addressed this problem by removing the â€Å"in-line† guard and adding a notation element called a Combined Fragment. A combined fragment is used to group sets of messages together to show conditional flow in a sequence diagram. The UML 2 specification identifies 11 interaction types for combined fragments. Three of the eleven will be covered here in â€Å"The Basics† section, two more types will be covered in the â€Å"Beyond The Basics† section, and the remaining six I will leave to be covered in another article. (Hey, this is an article, not a book. I want you to finish this piece in one day!) Alternatives Alternatives are used to designate a mutually exclusive choice between two or more message sequences. [Note: It is indeed possible for two or more guard conditions attached to different alternative operands to be true at the same  time, but at most only one operand will actually occur at run time (which alternative â€Å"wins† in such cases is not defined by the UML standard).] Alternatives allow the modeling of the classic â€Å"if then else† logic (e.g., if I buy three items, then I get 20% off my purchase; else I get 10% off my purchase). As you will notice in Figure 8, an alternative combination fragment element is drawn using a frame. The word â€Å"alt† is placed inside the frame’s namebox. The larger rectangle is then divided into what UML 2 calls operands. [Note: Although operands look a lot like lanes on a highway, I specifically did not call them lanes. Swim lanes are a UML notation used on activity diagrams. Please refer to The Rational Edge’s earlier article about Activity Diagrams.] Operands are separated by a dashed line. Each operand is given a guard to test against, and this guard is placed towards the top left section of the operand on top of a lifeline. [Note: Usually, the lifeline to which the guard is attached is the lifeline that owns the variable that is included in the guard expression.] If an operand’s guard equates to â€Å"true,† then that operand is the operand to follow. Figure 8: A sequence diagram fragment that contains an alternative combination fragment As an example to show how an alternative combination fragment is read, Figure 8 shows the sequence starting at the top, with the bank object getting the check’s amount and the account’s balance. At this point in the sequence the alternative combination fragment takes over. Because of the guard â€Å"[balance >= amount],† if the account’s balance is greater than or equal to the amount, then the sequence continues with the bank object sending the addDebitTransaction and storePhotoOfCheck messages to the account object. However, if the balance is not greater than or equal to the amount, then the sequence proceeds with the bank object sending the addInsuffientFundFee and noteReturned Check message to the account object and the returnCheck message to itself. The second sequence is called when the balance is not greater than or equal to the amount because of the â€Å"[else]† guard. In alternative combination fragments, the â€Å"[else]† guard is n ot required; and if an operand does not have an explicit guard on it, then the â€Å"[else]† guard is to be assumed. Alternative combination fragments are not limited to simple â€Å"if then else† tests. There can be as many alternative paths as are needed. If more alternatives are needed, all you must do is add an operand to the  rectangle with that sequence’s guard and messages. Option The option combination fragment is used to model a sequence that, given a certain condition, will occur; otherwise, the sequence does not occur. An option is used to model a simple â€Å"if then† statement (i.e., if there are fewer than five donuts on the shelf, then make two dozen more donuts). The option combination fragment notation is similar to the alternation combination fragment, except that it only has one operand and there never can be an â€Å"else† guard (it just does not make sense here). To draw an option combination you draw a frame. The text â€Å"opt† is placed inside the frame’s namebox, and in the frame’s content area the option’s guard is placed towards the top left corner on top of a lifeline. Then the option’s sequence of messages is placed in the remainder of the frame’s content area. These elements are illustrated in Figure 9. Figure 9: A sequence diagram fragment that includes an option combination fragme nt Reading an option combination fragment is easy. Figure 9 is a reworking of the sequence diagram fragment in Figure 7, but this time it uses an option combination fragment because more messages need to be sent if the student’s past due balance is equal to zero. According to the sequence diagram in Figure 9, if a student’s past due balance equals zero, then the addStudent, getCostOfClass, and chargeForClass messages are sent. If the student’s past due balance does not equal zero, then the sequence skips sending any of the messages in the option combination fragment. The example Figure 9 sequence diagram fragment includes a guard for the option; however, the guard is not a required element. In high-level, abstract sequence diagrams you might not want to specify the condition of the option. You may simply want to indicate that the fragment is optional. Loops Occasionally you will need to model a repetitive sequence. In UML 2, modeling a repeating sequence has been improved with the addition of the loop combination fragment. The loop combination fragment is very similar in appearance to the option combination fragment. You draw a frame, and in the frame’s namebox the text â€Å"loop† is placed. Inside the frame’s content area the loop’s guard is placed towards the top left corner, on top of a  lifeline. [Note: As with the option combination fragment, the loop combination fragment does not require that a guard condition be placed on it.] Then the loop’s sequence of messages is placed in the remainder of the frame’s content area. In a loop, a guard can have two special conditions tested against in addition to the standard Boolean test. The special guard conditions are minimum iterations written as â€Å"minint = [the number]† (e.g., â€Å"minint = 1†) and maximum iterations written a s â€Å"maxint = [the number]† (e.g., â€Å"maxint = 5†). With a minimum iterations guard, the loop must execute at least the number of times indicated, whereas with a maximum iterations guard the number of loop executions cannot exceed the number. Figure 10: An example sequence diagram with a loop combination fragment Larger view of Figure 10. The loop shown in Figure 10 executes until the reportsEnu object’s hasAnotherReport message returns false. The loop in this sequence diagram uses a Boolean test to verify if the loop sequence should be run. To read this diagram, you start at the top, as normal. When you get to the loop combination fragment a test is done to see if the value hasAnotherReport equals true. If the hasAnotherReport value equals true, then the sequence goes into the loop fragment. You can then follow the messages in the loop as you would normally in a sequence diagram Back to top Beyond the basics I’ve covered the basics of the sequence diagram, which should allow you to model most of the interactions that will take place in a common system. The following section will cover more advanced notation elements that can be used in a sequence diagram. Referencing another sequence diagram When doing sequence diagrams, developers love to reuse existing sequence diagrams in their diagram’s sequences. [Note: It is possible to reuse a sequence diagram of any type (e.g., programming or business). I just find that developers like to functionally break down their diagrams more.] Starting in UML 2, the â€Å"Interaction Occurrence† element was introduced. The addition of interaction occurrences is arguably the most important innovation in UML 2 interactions modeling. Interaction occurrences add the  ability to compose primitive sequence diagrams into complex sequence diagrams. With these you can combine (reuse) the simpler sequences to produce more complex sequences. This means that you can abstract out a complete, and possibly complex, sequence as a single conceptual unit. An interaction occurrence element is drawn using a frame. The text â€Å"ref† is placed inside the frame’s namebox, and the name of the sequence diagram being referenced is pl aced inside the frame’s content area along with any parameters to the sequence diagram. The notation of the referenced sequence diagram’s name follows the pattern of: sequence diagram name Two examples: 1. Retrieve Borrower Credit Report(ssn) : borrowerCreditReport or 2. Process Credit Card(name, number, expirationDate, amount : 100) In example 1, the syntax calls the sequence diagram called Retrieve Borrower Credit Report and passes it the parameter ssn. The Retreive Borrower Credit Report sequence returns the variable borrowerCreditReport. In example 2, the syntax calls the sequence diagram called Process Credit Card and passes it the parameters of name, number, expiration date, and amount. However, in example 2 the amount parameter will be a value of 100. And since example 2 does not have a return value labeled, the sequence does not return a value (presumably, the sequence being modeled does not need the return value). Figure 11: A sequence diagram that references two different sequence diagrams Figure 11 shows a sequence diagram that references the sequence diagrams â€Å"Balance Lookup† and â€Å"Debit Account.† The sequence starts at the top left, with the customer sending a message to the teller object. The teller object sends a message to the theirBank object. At that point, the Balance Lookup sequence diagram is called, with the accountNumber passed as a parameter. The Balance Lookup sequence diagram returns the balance variable. Then the option combination fragment’s guard condition is checked to verify the balance is greater then the amount variable. In cases where the balance is greater than the amount, the Debit Account sequence diagram is called, passing it the accountNumber and the amount as parameters. After that sequence is complete, the withdrawCash message returns cash to the customer. It is important to notice in Figure 11 that the lifeline of theirBank is hidden by the interaction occurrence Balance Lookup. Because the interaction occurrence hides the lifeline, that means that the theirBank lifeline is referenced in the â€Å"Balance Lookup† sequence diagram. In addition to hiding the lifeline in the interaction occurrence, UML 2 also specifies that the lifeline must have the same theirBank in its own â€Å"Balance Lookup† sequence. There will be times when you model sequence diagrams that an interaction occurrence will overlap lifelines that are not referenced in the interaction occurrence. In such cases the lifeline is shown as a normal lifeline and is not hidden by the overlapping interaction occurrence. In Figure 11, the sequence references the â€Å"Balance Lookup† sequence diagram. The â€Å"Balance Lookup† sequence diagram is shown in Figure 12. Because the example sequence has parameters and a return value, its label —lo cated in the diagram’s namebox—follows a specific pattern: Diagram Type Diagram Name Two examples: 1. SD Balance Lookup(Integer : accountNumber) : Real 2. SD Available Reports(Financial Analyst : analyst) : Reports Figure 12 illustrates example 1, in which the Balance Lookup sequence uses parameter accountNumber as a variable in the sequence, and the sequence diagram shows a Real object being returned. In cases such as this, where the sequence returns an object, the object being returned is given the instance name of the sequence diagram. Figure 12: A sequence diagram that takes the parameter of accountNumber and returns a Real object Figure 13 illustrates example 2, in which a sequence takes a parameter and returns an object. However, in Figure 13 the parameter is used in the sequence’s interaction. Figure 13: A sequence diagram that uses its parameter in its interaction and returns a Reports object Larger view of Figure 13. Gates The previous section showed how to reference another sequence diagram by  passing information through parameters and return values. However, there is another way to pass information between sequence diagrams. Gates can be an easy way to model the passing of information between a sequence diagram and its context. A gate is merely a message that is illustrated with one end connected to the sequence diagram’s frame’s edge and the other end connected to a lifeline. A reworking of Figures 11 and 12 using gates can be seen in Figures 14 and 15. The example diagram in Figure 15 has an entry gate called getBalance that takes the parameter of accountNumber. The getBalance message is an entry gate, because it is the arrowed line that is connected to the diagram’s frame with the arrowhead connected to a lifeline. The sequence diagram also has an exit gate that returns the balance variable. The exit gate is known, because it’s a return message that is connected from a lifeline to the diagram’s frame with the arrowhead connected to the frame. Figure 14: A reworking of Figure 11, using gates this time Figure 15: A reworking of Figure 12, using gates this time Combined fragments (break and parallel) In the â€Å"basics† section presented earlier in this paper, I covered the combined fragments known as â€Å"alternative,† â€Å"option,† and â€Å"loop.† These three combined fragments are the ones most people will use the most. However, there are two other combined fragments that a large share of people will find useful à ¢Ã¢â€š ¬Ã¢â‚¬Å" break and parallel. Break The break combined fragment is almost identical in every way to the option combined fragment, with two exceptions. First, a break’s frame has a namebox with the text â€Å"break† instead of â€Å"option.† Second, when a break combined fragment’s message is to be executed, the enclosing interaction’s remainder messages will not be executed because the sequence breaks out of the enclosing interaction. In this way the break combined fragment is much like the break keyword in a programming language like C++ or Java. Figure 16: A reworking of the sequence diagram fragment from Figure 8, with the fragment using a break instead of an alternative Breaks are most commonly used to model exception handling. Figure 16 is a  reworking of Figure 8, but this time Figure 16 uses a break combination fragment because it treats the balance < amount condition as an exception instead of as an alternative flow. To read Figure 16, you start at the top left corner of the sequence and read down. When the sequence gets to the return value â€Å"balance,† it checks to see if the balance is less than the amount. If the balance is not less than the amount, the next message sent is the addDebitTransaction message, and the sequence continues as normal. However, in cases where the balance is less than the amount, then the sequence enters the break combination fragment and its messages are sent. Once all the messages in the break combination have been sent, the sequence exits without sending any of the remaining messages (e.g., addDebitTransaction). An important thing to note about breaks is that they only cause the exiting of an enclosing i nteraction’s sequence and not necessarily the complete sequence depicted in the diagram. In cases where a break combination is part of an alternative or a loop, then only the alternative or loop is exited. Parallel Today’s modern computer systems are advancing in complexity and at times perform concurrent tasks. When the processing time required to complete portions of a complex task is longer than desired, some systems handle parts of the processing in parallel. The parallel combination fragment element needs to be used when creating a sequence diagram that shows parallel processing activities. The parallel combination fragment is drawn using a frame, and you place the text â€Å"par† in the frame’s namebox. You then break up the frame’s content section into horizontal operands separated by a dashed line. Each operand in the frame represents a thread of execution done in parallel. Figure 17: A microwave is an example of an object that does two tasks in parallel While Figure 17 may not illustrate the best computer system example of an object doing activities in parallel, it offers an easy-to-understand example of a sequence with parallel activities. The sequence goes like this: A hungryPerson sends the cookFood message to the oven object. When the oven object receives that message, it sends two messages to itself at the same time (nukeFood and rotateFood). After both of these messages are done, the hungryPerson object is returned yummyFood from the oven object.