Salt Marshes essays

Salt Marshes essays Salt marshes are coastal wetlands rich in marine life, which are covered by water at least once per month. They are found in the intertidal zones along low-energy coastlines, forming along the margins of estuaries, where freshwater from the land mixes with seawater. These marshes can be found near the Great South Bay and the Long Island Sound. The entire south shore of Long Island is considered to be a salt marsh important to the health of the marine life. Beginning in Jamaica Bay and extending to Montauk Point, Long Islands salt marches help remove toxic chemicals that are caused by pollution, thus making them a vital part of the eco-system. The Salt Marshes contain different types of grasses that grow out of the water and along the water's edge. This grass can be seen when the tide is low and is covered by water when the tide comes in. This grass helps hold the soil together by dispersing any wave energy and creating a breeding ground for many important marine animals. Also, the plants act as a natural filter, removing any chemicals that might be in the seawater. Some of the plants that are found in salt marshes are: Salt Marsh Grass or Spartina Alterniflora and Cord grass as well as reeds, sedges and golden rod. At low tide, nutrient-rich water flows from the marsh back into the sea, feeding the plankton upon which all other life depends. Peat, which is what the march is mostly made of, is very absorbent. In some areas, it limits coastal flooding by containing the water that comes in during a very high or storm-driven tide. Peat also acts as a filter, cleaning water by removing various compounds and either storing or breaking them down. The salt marsh is also an important breeding ground for many species of marine life. These animals use the marsh and its tall grasses for protection from predators. Some of the marine life is: clams, mussels, shrimp, oysters and small fishes such as killi ...

Biography of Anne Neville, Queen of Richard III

Biography of Anne Neville, Queen of Richard III Anne Neville (June 11, 1456- March 16, 1485) was first married to the young Edward of Westminster, Prince of Wales and son of Henry VII, and later became the wife of Richard of Gloucester (Richard III) and thus Queen of England. She was a key figure, if more or less a pawn, in the Wars of the Roses. Fast Facts: Anne Neville Known For: Wife of Edward, Prince of Wales, son of Henry VI; wife of Richard of Gloucester; when Richard became King as Richard III, Anne became Queen of EnglandBorn: June 11, 1456 at Warwick Castle in London, EnglandParents: Richard Neville, Earl of Warwick and his wife Anne BeauchampDied: March 16, 1485 in London, EnglandSpouse(s): Edward of Westminster, Prince of Wales, son of Henry VI (m. 1470–1471); Richard, Duke of Gloucester, later Richard III, brother of Edward IV (m. 1472- 1485)Children: Edward, Prince of Wales (c. 1473–1484) Early Life Anne Neville was born June 11, 1456, at Warwick Castle in London, England, and likely lived there and in other castles held by her family while she was a child. She did attend various formal celebrations, including the feast celebrating the marriage of Margaret of York in 1468.   Annes father  Richard Neville, Earl of Warwick, was called the Kingmaker for his shifting and influential roles in the Wars of the Roses.  He was a nephew of the  Duke of Yorks  wife, Cecily Neville, mother of Edward IV and Richard III. He came into considerable property and wealth when he married  Anne Beauchamp. They had no sons, only two daughters, of whom Anne Neville was the younger, and Isabel (1451–1476) the elder.  These daughters would inherit a fortune, and thus their marriages were especially important in the royal marriage game. Anne as Goods for Alliances In 1460, Annes father  and his uncle, Edward, Duke of York and Earl of March, defeated Henry VI at Northampton. In 1461, Edward was proclaimed King of England as Edward IV. Edward married Elizabeth Woodville in 1464, surprising Warwick, who had plans for a more advantageous marriage for him. By 1469, Warwick had turned against Edward IV and the Yorkists and joined the Lancastrian cause promoting the return of Henry VI. Henrys queen, Margaret of Anjou, was heading the Lancastrian effort from France. Warwick married his older daughter, Isabel, to George, Duke of Clarence, a brother of Edward IV, while the parties were in Calais, France.  Clarence switched from the York to the Lancaster party. Edward, Prince of Wales The next year, Warwick, apparently to convince Margaret of Anjou that he was trustworthy (because he had originally sided with Edward IV in unseating Henry VI), married his daughter Anne to Henry VIs son and heir apparent, Edward of Westminster. The marriage was held in Bayeux in mid-December of 1470. Warwick, Edward of Westminster accompanied Queen Margaret as she and her army invaded England, Edward IV fled to Burgundy. Annes marriage to Edward of Westminster convinced Clarence that Warwick had no intention to promote his kingship. Clarence switched sides and rejoined his Yorkist brothers. York Victories, Lancastrian Losses On April 14, 1471 at the Battle of Barnet, the Yorkist party was victorious, and Annes father, Warwick, and a brother of Warwick, John Neville, were among those killed. Then on May 4, in the Battle of Tewkesbury, the Yorkists won another decisive victory over Margaret of Anjous forces, and Annes young husband, Edward of Westminster, was killed either during the battle or shortly after. With his heir dead, the Yorkists had Henry VI killed days later.  Edward IV, now victorious and restored, imprisoned Anne, widow of Edward of Westminster and no longer Princess of Wales.  Clarence took custody of Anne and her mother. Richard of Gloucester When siding with the Yorkists earlier, Warwick, in addition to marrying his older daughter, Isabel Neville, to George, Duke of Clarence, had been trying to marry his younger daughter Anne to Edward IVs youngest brother, Richard, Duke of Gloucester. Anne and Richard were first cousins once removed, as were George and Isabel, all descended from Ralph de Neville and Joan Beaufort. (Joan was the legitimized daughter of John of Gaunt, duke of Lancaster, and Katherine Swynford.)   Clarence tried to prevent the marriage of his wifes sister to his brother. Edward IV also opposed the marriage of Anne and Richard.  Because  Warwick had no sons, his valuable lands and titles would go to his daughters husbands at his death. Clarences motivation likely was that he didnt want to divide his wifes inheritance with his brother. Clarence attempted to take Anne in as his ward in order to control her inheritance. But under circumstances that are not fully known to history, Anne escaped Clarences control and she took sanctuary at a church in London, probably with Richards organization. It took two acts of parliament to set aside the rights of Anne Beauchamp, mother of Anne and Isabel, and a cousin, George Neville, and to divide the estate between Anne Neville and Isabel Neville. Anne, who had been widowed in May of 1471, married Richard, Duke of Gloucester, brother of Edward IV, perhaps in March or July of 1472.  He then claimed Annes inheritance.  The date of their marriage is not certain, and there is no evidence of a papal dispensation for such close relatives to marry.  A son, Edward, was born in 1473 or 1476, and a second son, who did not live long, may have been born as well. Annes sister Isabel died in 1476, shortly after her birth of a short-lived fourth child. George, Duke of Clarence, was executed in 1478 for plotting against Edward IV; Isabel had died in 1476. Anne Neville took charge of raising the children of Isabel and Clarence.  Their daughter, Margaret Pole, was executed much later, in 1541, by Henry VIII. The Young Princes Edward IV died in 1483. On his death, his minor son Edward became Edward V. But the young prince was never crowned. He was put into the charge of his uncle, Annes husband, Richard of Gloucester, as Protector. Prince Edward and, later, his younger brother were taken to the Tower of London, where they disappeared from history. Its presumed that they were killed, although its not clear when. Stories have long circulated that Richard III was responsible for the deaths of his nephews, the Princes in the Tower, to remove rival claimants for the crown. Henry VII, Richards successor, also had motive and, if the princes survived Richards reign, would have had the opportunity to have them killed. A few have pointed at Anne Neville herself as having the motivation to order the deaths. Heirs to the Throne While the princes were still being held under Richards control. Richard had his brothers marriage to Elizabeth Woodville declared invalid and his brothers children declared illegitimate on June 25, 1483, thereby inheriting the crown himself as the legitimate male heir. Anne was crowned as Queen and their son Edward was made Prince of Wales. But Edward died on April 9, 1484; Richard adopted Edward, Earl of Warwick, son of his sister, as his heir, probably at Annes request. Anne may have been unable to bear another child due to her ill health. Annes Death Anne, who reportedly was never very healthy, fell ill in early 1485 and died on March 16. Buried in Westminster Abbey, her grave was unmarked until 1960. Richard quickly named a different heir to the throne, his sister Elizabeths adult son, the Earl of Lincoln. With Annes death, Richard was rumored to be plotting to marry his niece, Elizabeth of York, to secure a stronger claim to the succession. Stories soon circulated that Richard had poisoned Anne to get her out of the way. If that was his plan, he was foiled. Richard IIIs reign ended on August 22, 1485, when he was defeated by Henry Tudor at the Battle of Bosworth. Henry was crowned Henry VII and married Elizabeth of York, bringing to an end the Wars of the Roses. Edward, Earl of Warwick, the son of Annes sister and Richards brother whom Richard adopted as heir, was imprisoned in the Tower of London by Richards successor, Henry VII, and executed after he attempted to escape in 1499. Annes possessions included a book of the  Visions of St. Matilda  which she had signed as Anne Warrewyk. Fictional Representations Shakespeare: In Richard III, Anne appears early in the play with the body of her father-in-law, Henry VI; she blames Richard for his death and that of her husband, the Prince of Wales, son on Henry VI. Richard charms Anne, and, though she also loathes him, she marries him. Richard early reveals that he does not intend to keep her long, and Anne is suspicious that he intends to kill her. She conveniently disappears as Richard begins a plan to marry his niece, Elizabeth of York. Shakespeare takes considerable creative license with history in his story of Anne. The time of the play is much compressed, and motives are likely also exaggerated or changed for literary effect. In the historical timeline, Henry VI and his son, Annes first husband, were killed in 1471; Anne married Richard in 1472; Richard III took power in 1483 soon after his brother, Edward IV, died suddenly, and Richard ruled for two years, dying in 1485. The White Queen: Anne Neville was a major character in the 2013 miniseries The White Queen, which was based on the novel of the same name (2009) by Philippa Gregory. Recent fictional representation: Anne was the subject of  The Rose of York: Love War by Sandra Worth, a 2003 work of historical fiction. Another Anne Neville A much later Anne Neville (1606–1689) was a daughter of Sir Henry Neville and Lady Mary Sackville.  Her mother, a Catholic, influenced her to join the Benedictines. She was abbess at Pointoise. Sources Gregory, Phillippa. The White Queen: A Novel. New York: Touchstone, 2009.  Hicks, Michael. Anne Neville: Queen to Richard III. Gloucestershire: The History Press, 2011.  Licence, Amy. Anne Neville: Richard IIIs Tragic Queen. Gloucestershire: Amberley Publishing, 2013.

Criminal Justice 1 Essay Example | Topics and Well Written Essays - 500 words - 1

Criminal Justice 1 - Essay Example A delicate balancing act of this high speed pursuit is necessary because a lot is usually at stake. On one hand is the police wanting to prevent fleeing criminals from the authority and from facing their criminal charges and on the other hand is the fact that these high speed chases put many individuals at risk as mentioned earlier (Stevens, 2011). Police teach people to be law abiding and face up to their crimes but not flee from the law. This therefore necessitates them to engage fleeing criminals in high speed vehicular pursuits. Failure to engage them may lead to other fleeing criminals following suit and fleeing in high speed after committing crimes because they know the police will not pursue them. This will decrease the apprehension rate while at the same time encouraging more criminal activities that end up in the criminals fleeing at high speed from the crime scene and maybe even from the country. The other balance needed is to ensure that innocent citizens that are caught up in this vehicular pursuit are not in any way harmed. This also includes ensuring safety measures for those police officers involved directly in the high speed pursuit. Some of the measures the police have to put are preventative by educating the public about the potential risks of being caught up in such a pursuit and what they are expected to do immediately they realize that such a pursuit is ongoing. This may however not prove to be easy because most people do not realize about the high-speed chase until it is too late for them to prevent accidents and even shoot-outs from the criminals or the police. Some people also do not seem to think that this involves them or is their problem in any way and hence put themselves and others at risk (Peak, 2012). The cost of the pursuit is also an issue of debate in the balancing act. The costs involved include the traffic that will snarl up as a result of the chase and

The Effects of Media on Juveniles in Today's Society Research Paper

The Effects of Media on Juveniles in Today's Society - Research Paper Example In this regard, the current essay aims to explore the effects of media on juveniles in contemporary society. The term media is explicitly defined as â€Å"communication channels through which news, entertainment, education, data, or promotional messages are disseminated. Media includes every broadcasting and narrowcasting medium such as newspapers, magazines, TV, radio, billboards, direct mail, telephone, fax, and internet† (Business Dictionary, 2012). Due to the expansive channels within which various kinds of information, promotions, public announcements, campaigns and propaganda available, it is inevitable that people from all age groups could be influenced by them. However, due to the nature of juveniles’ development stage where curiosity and the need to explore is predominantly manifested, media provides significant effects both on the positive and negative side on juveniles in today’s society. According to Clay (2003), â€Å"no electronic mediums effects are all good or all bad; its the content that makes all the difference† (p. 40). Television, for example, has been widely researched in terms of its negative impact on children’s development. The Media Awareness Network (2010) has noted that â€Å"how much impact TV has on children depends on many factors: how much they watch, their age and personality, whether they watch alone or with adults, and whether their parents talk with them about what they see on TV† (par. 2). The impact of television ranges from exposure to violence that increases preponderance to aggressive behavior; decreased learning performance due to excessive watching; contributory factor to obesity due to lack of time spent for physical activities; and exposure to sexual content (Media Awareness Network, 2010). On the other hand, the most prolific medium used by juveniles today, the internet through social networking sites provide the following effects: increased tendencies for Internet

Computer Crime Essay Essay Example for Free

Computer Crime Essay Essay Computer crime is an ongoing issue that we continuously see, and a major problem with this is that most people do not realize the harm that computer crime can cause. Computer crime is also a niche that continues to grow. This is based on the fact that there are many different perceptions about what computer crime is, and the harmful effects it can have. Because there is a gap between traditional views of what cyber crime is and the actual realities of these crimes, it is a criminal offense that will continue to happen. A major issue within this industry is the fact that citizens, law enforcement officials, prosecutors, and the government don’t put cyber crime at the top of their list of dangerous crimes is because the actual act of computer crime is not in itself viewed as being dangerous. This is a traditional view of computer crime, and the book goes on to explain that, â€Å"many [stereotypical] computer criminals are non-threatening, socially challenged individuals, and 36.3% of officers believe that investigation of computer crime interferes with their ability to concentrate on ‘traditional’ crimes† (Britz, 7). Because police tend to not look too seriously at these crimes, the general public will form their own, similar opinions on the matter. This gives people an inaccurate belief about the effects of cyber crime. In fact, computer crime can and many times is violent today. One area of computer crime that has become particularly dangerous, especially for younger generations is cyber bullying. In recent years, we have seen more and more suicides related to cyber bullying then ever before. An example of this can be seen in the case of the United States v. Lori Drew. Lori was an older woman who pretended to be a teenaged boy and began to talk and soon after started an online relationship with a 14-year-old girl. The girl eventually began to fall for the fake 16-year-old boy that Lori Drew created. After a series of conversations, their â€Å"relationship† ended with a message from Drew telling the girl that nobody actually liked her and she should instead kill herself. Unfortunately, the 14-year-old girl, being highly impressionable and because of her feelings for this fake teenage boy, took the advice and ended up killing herself. A big issue we have seen with lawmakers imposing laws to prevent cyber crime is that, it is  such an advanced form of crime that many times it is unclear if there was an actual crime committed and if so where/when it happened. In past situations, â€Å"legislative bodies and judicial authorities have been slow to respond† (Britz, 5). This slow response allows for those committing crimes in cyber space to avoid punishment and lets these criminals continue their illegal operations. Another problem within this criminal sector is the gray area between, â€Å"someone who accesses information without authorization and someone who is actually committing an act in cyberspace meant to harm someone or destroy property† (Webster). Another traditional view when it comes to cyber crime that is probably the most commonly thought, is that â€Å"it would never happen to me†. The average American does not think that they could be a computer criminal’s targets. These people believe that because they aren’t millionaires and instead an average income American, cyber criminals won’t go after them. This unfortunately is not the case, and because these people aren’t taking the proper steps to protect themselves, they are becoming easier to target. In 2004, 54 million Americans were subject to email attacks by â€Å"phishers† looking to steal financial information from people. Roughly 4% of these 54 million people gave away their financials including credit card numbers, addresses, phone numbers, etc—that is almost 1.7 million people! In the year 2003, 1.2 billion dollars were generated in cyber attacks on average Americans. But computer criminals are not just using this phishing approach to steal information and money. They are practicing using key logging and spyware to steal passwords and other private information that can allow these people to go unnoticed while spending your money. Despite the fact that we see more and more security be put in place to avoid these issues, it continues to happen because so many people in our society believe it will not happen to them. But what is instead happening, is more of these average people are being targeted because they are essentially making it easier for these criminals to steal their personal information. While these criminals certainly could steal more money from millionaires, going after these more average Americans is easier and safer (Wilson). With how technology dependent our society has become, we see more and more  hacking crimes today. There even exist groups out there that have members from all over the world that collectively hack different websites. For example, Anonymous is probably the most well known hacking collective in the world. Parmy Olson’s book We Are Anonymous: Inside the Hacker World, she discusses the history of the group and the attacks that they have done. This group would like us to believe that they are an activist group that seeks freedom for all people, but has hacked financial institutions such as PayPal, MasterCard and Visa. They want us to believe that they are freedom fighters and simply believe in an unregulated Internet, but they tend to go after websites and companies that simply disagree with their message. It is kind of a double-edged sword, because while they are preaching about freedom of speech, they then in turn go after people who disagree with their message. Olson even discusses the fact that the group went after her because of the books she was writing about this organization. People are definitely becoming more aware of the dangers of computer crime, many Americans still do not see the detrimental effects that cyber crime can have on society. These people that are blinded by traditional views of computer crime, have become the target of attacks. Their lack of preparations have allowed cyber criminals to go after them and gain money through their computer skills. Works Cited Britz, M. T. (2013). Computer Forensics and Cyber Crime and Introduction (3rd ed., Vol. 3). Upper Saddle River, NJ: Pearson. Olson, Parmy. We Are Anonymous: Inside the Hacker World of LulzSec, Anonymous, and the Global Cyber Insurgency. New York: Little, Brown and Company, . United States v. Lori Drew. (Feb. 2008): California . 2 Jul. 2012. news.findlaw.com/wp/docs/cyberlaw/usdrew51508ind.pdf. Webster, S. C. (2013, June 20). Lawmakers Propose Cyber Crime Reforms. Retrieved from Raw Story website: http://www.rawstory.com/rs/2013/06/20/lawmakers-propose-cyber-crime-reforms-inspired-by-aaron-swartz/ Wilson, T. (n.d.). How Phishing Works. Retrieved June 30, 2013, from How Stuff Works website: http://www.howstuffworks.com/phishing.htm

Hamlet the Play and the Movie Essay -- Shakespeare Hamlet Compare Cont

Hamlet the Play and the Movie Hamlet by William Shakespeare is a story about a king that was murdered by his brother and the prince has been asked by his father?s ghost to avenge his murder. The original story line has been altered a few times since it has been written. The original Hamlet the play and the altered Hamlet the movie are shown differently in many different ways. Hamlet the movie with Mel Gibson shows different things than the play, but there are three major differences between the two. The three major differences are in the way both of the productions start out, differences in the scene that the players put on a play, and differences in the way the productions end. The first difference is in the way the play and the movie begins. The play starts out with guards standing guard at the castle with Horatio, Hamlet?s friend. The guards and Horatio are waiting for the ghost of Old Hamlet to arrive so they can find out why he is there. The ghost does arrive twice but does not speak. The scene ends with the guards and Horatio discussing that they should get Hamlet to try to speak to the ghost. Hamlet the movie starts out differently. It starts out with the funeral for King Hamlet with Gertrude standing beside the coffin. Hamlet sprinkles dust over his father?s dead body. The coffin is then covered and Claudius, Old Hamlet?s brother, places his sword over the coffin and Gertrude cries. The second difference is the way the scene is with the player?s putting o...

Stay at Home Mom

â€Å"Because I am a woman, I must make unusual efforts to succeed. If I fail, no one will say, â€Å"She doesn't have what it takes. †Ã‚   They will say, â€Å"Women don't have what it takes. †Ã‚  Being a stay at home mother has its benefits but it most definitely has its flaws. In the old days women had no choice but to stay at home; cooking, cleaning, making sure dinner was ready on time. They had no say if they wanted to work or finish school. Just imagine living day to day in the same routine. Visualize waking up at 6:30 am making the beds, then breakfast and that kiss goodbye before he went to work.At first this must feel amazing spending all this time with your child bonding and not missing a moment. But where’s your me time? 4 out of 5 mothers are happier when they work. They can have adult conversations and take a sick day. Being a stay at home mom is a 24-hour, 7-day-a-week job with no pay. What woman wants to feel financially dependent of her spouse? â€Å"I see my husband once a week. But since he is making the bulk of the income, I can't really be resentful about that. At the same time, I feel like we have two separate lives. † In this day and age budgets are tighter than usual. Why add on to your stress with bills and payments.It’s true that you might miss out on your child’s first word or first steps but absence makes the heart grow fonder. You can’t be a stay at home mom forever. What will you do with your free time when your child starts school? In most cases the child grows too attached to their mom and doesn’t have enough communication skills to share with other kids. Daycare has evolved because you can go to work and your child learns how to play others. Children become more independent and self-reliant when they don't have you there to do everything for them, which is better for both of you in the long run.You lose a lot of your freedom because your child has to go everywhere with you even the bathroom. When you need time to cook or just take a breather who’s to say you won’t just place your child in front of the TV for an hour. Women fought for the opportunity to be as equal as men especially in the job area. We are not less of a mother for thinking of ourselves a little. This shows your child to be strong and independent. Your child will grow attached to you but you will also be more attached to your child. What happens when college comes along and your baby is leaving you. What will you do with all that time, Knit, bake, read.You’ll go mad and feel abandoned. You won’t have the skills you did when you were working. Not to say that one is easier than the other they both take a lot of effort. After you work you’ll be exhausted and trying to find time for your kid and husband. You will feel pressured to make the time you do have with your kid’s quality time, so you can actually overwhelm them. As a stay at home mom you w ill have time to clean and more time with friends and family. But overall the extra effort is worth it. Woman will feel more accomplished in their life’s and have a sense of purpose.

Importance of Art Education during Childhood Essay

Since more than two decades researchers have been discovering affirmative relationships between arts education and cognitive improvement in children. Gardner (1983) has claimed an affirmative relationship between arts and intellectual (Clark & Zimmerman, 2004). There are multiple advantages of arts education that range from the improvement of vocabulary and math competence, to the improvement of spatial reasoning. Today arts education is given much more importance than previously, when it was thought to be a lot of fluff. Art is not simply an extra subject in education; it is necessary to learning. When students learn about the visual arts, they get a view of the rich and fascinating world around them. This teaches them theirs as well as others history and customs. Art leads to a cultivation of expressiveness, imagination and originality along with critical thinking and analytical competence. It has been stated by the art educators that children as young as three years of age consistently use their imagination in different ways (Golbeck, 2001). The children studying about art expand their capabilities to consider meanings and to make assessments and decisions. Through comprehending and creating art, a student can learn how to work collaboratively with others and also how to put in effort to attain an objective. Also, art education helps in making a major contribution to the enhancement of the child’s capabilities to tackle with the abundance of visual indications obtainable to him and to comprehend and utilise these visual indications (Anway & McDonald, 1971). The enhancement of such competencies and qualities allows for making children better learners along with helping them to feel good; that is, it creates self-worth. It is a world where concepts and data are usually conveyed visually, and the children are required to learn the way they can consider and ascertain the sense of the pictures and also how they can use them so as to convey their own concepts. These talents and qualities are considered essential for individual success as well as America’s improvement.   In spite of this several schools have reduced their budget in art programs since the last decade and this has resulted in some schools providing with almost no art education (Prentice, 2000). These schools are not offering their students with the chance to improve their talents that are so essential if they are to succeed in a competitive fiscal setting in such an ethnically varied, visually adjusted world. Teaching Art Enid and Laura Zimmerman say that there are three standpoints of art teaching that have affected art education for youngsters since the last five decades. The first point is that a child’s piece of art is an expression of the natural internal procedures of improvement. The second point is established on a cognitive improvement attitude, and it concentrates on children’s building of general knowledge concerning the world. The third point is that art education leads to a promotion of self-improvement in order to allow the children to absorb themselves relative to the community they live in. According to Gardner (1980) when adults offer the youngsters with the kit, materials and support, their natural art capabilities develop. The adults should not be directly interfering with the children so as to develop their natural capabilities (Schaffer-Simmern, 1948). Infants and preschool children rather prefer to explore colors, feel and type of materials and express thoughts, concepts and insights. These are fine objectives for them. They value the procedure more than the end result. After completion of the work by a child, the teacher or parent should talk to him about it instead of simply praising him. This allows for learning more about the artwork and how the child thinks. Also, the instructor can put down points on paper and, if the child allows, fix it to the child’s work. Plus, the artwork should be dated. That allows the instructor to keep a track of the youngster’s improvement. Visual arts can be a source of advantage to children of all ages. From a kid’s first rate motor skill development to a teen’s expressive enhancement, the arts can prove to be a much efficient training and managing means. A person does not have to be absolutely knowledgeable on each and every procedure or have to purchase extremely costly equipment in order to bring in the arts to a kid’s life. Straightforward product selection and child focused examination can direct initial creative attempts. Children’s Motivational Beliefs about Art Art classrooms offer with distinct motivational tests. Even though kids usually take pleasure in the hands-on exercises which are part of most of the curriculum and they without reluctance involve themselves in the delegated projects, it is quite often hard to get them to put in all their efforts, to make their â€Å"hurried production† more detailed and improved. Many a times young students are overheard talking about who is good at art and who is not, which is mostly themselves. Usually with age kids become pessimistic concerning their art capability (Flannery & Watson, 1991; Gardner & Rosenstiel, 1977). The necessity of motivation in order to maintain children’s interest in art is accentuated by the usual weakening in self-esteem and interest in art which the kids start displaying during middle childhood. This weakening is linked with the children’s idea that their production should fulfil the principles of traditional practicality and that they do not possess the abilities of accomplishing this (Flannery & Watson, 1991). Nevertheless, comparable deteriorations in self-assessments of capabilities are commonly perceived in various subjects (Stipek & Maclver, 1989), and also the progressive weakening of student’s encouragement as they advance through school. In goal theory the advice is implied that teachers motivate students to follow individual imaginations of mastery more willingly than to work to impress outside assessors. This is a problem for regions like visual art where students should bear in mind the ultimate receiving of their performance (imaginative production) by an audience even as they try to focus on self-enhancement and mastery. This matter poses a problem to the art teachers who should make every day choices concerning the degree to which they will try to motivate students by emphasizing grades and the chance for exhibit of work. Art teachers are also caught up with the fact about whether art contests raise children’s concentration on spirited performance to the disadvantage of their assignment involvement and ability improvement. Parents and Art Education Parents can help their children in art education and not just rely on the institutions. They can encourage the children’s involvement in art when at home which can be done by encouraging art programs in the nearby society and also by assisting in making a decision as to how the school can teach the art. Parents can also turn out to be important speakers for developing art programs at schools. Parents can work along with the school staff, with the members of art societies, and also with other people. In this way they can ensure that art is being given a significant position in their children’s education plus in the society. There can be PTA meetings held that would emphasize on the importance of art education. In this way parent awareness concerning art education will be built. A very significant step that parents, and even rest of the people, can take is to back up education leaders and officers so as to sponsor the addition of art education in the syllabus. Every person can lead to a difference if he contacts these persons.

Aqueous Solution Chemical Reaction Problem

Aqueous Solution Chemical Reaction Problem This worked chemistry example problem demonstrates how to determine the amount of reactants needed to complete a reaction in an aqueous solution. Problem For the reaction:Zn(s) 2H(aq) → Zn2(aq) H2(g)a. Determine the number of moles H that are required to form 1.22 mol H2.b. Determine the mass in grams of Zn that is required to form 0.621 mol of H2 Solution Part A: You may wish to review the types of reactions that occur in water and the rules that apply to balancing aqueous solution equations. Once you have set them up, balanced equations for reactions in aqueous solutions work in exactly the same way as other balanced equations. The coefficients signify the relative number of moles of substances participating in the reaction.From the balanced equation, you can see that 2 mol H is used for every 1 mol H2.If we use this as a conversion factor, then for 1.22 mol H2:moles H 1.22 mol H2 x 2 mol H / 1 mol H2moles H 2.44 mol HPart B: Similarly, 1 mol Zn is required for 1 mol H2.To work this problem, you need to know how many grams are in 1 mol of Zn. Look up the atomic mass for the zinc from the Periodic Table. The atomic mass of zinc is 65.38, so there are 65.38 g in 1 mol Zn.Plugging in these values gives us:mass Zn 0.621 mol H2 x 1 mol Zn / 1 mol H2 x 65.38 g Zn / 1 mol Znmass Zn 40.6 g Zn Answer a. 2.44 mol of H is required to form 1.22 mol H2.b. 40.6 g Zn is required to form 0.621 mol of H2

Elizabeth Garrett Anderson

Elizabeth Garrett Anderson Dates: June 9, 1836 - December 17, 1917 Occupation: Physician Known for: first woman to successfully complete the medical qualifying exams in Great Britain; first woman physician in Great Britain; advocate of womens suffrage and womens opportunities in higher education; first woman in England elected as mayor Also known as: Elizabeth Garrett Connections: Sister of Millicent Garrett Fawcett, British suffragist known for her constitutional approach as contrasted to the radicalism of the Pankhursts; also a friend of Emily Davies About Elizabeth Garrett Anderson: Elizabeth Garrett Anderson was one of ten children. Her father was both a comfortable businessman and a political radical. In 1859, Elizabeth Garrett Anderson heard a lecture by Elizabeth Blackwell on Medicine as a Profession for Ladies. After she overcame her fathers opposition and gaining his support, she entered medical training as a surgical nurse. She was the only woman in the class, and was banned from full participation in the operating room. When she came out first in the exams, her fellow students had her banned from lectures. Elizabeth Garrett Anderson then applied to, but was rejected by, many medical schools. She finally was admitted this time, for private study for an apothecary license. She had to fight a few more battles to be allowed to actually take the exam and get a license. The reaction of the Society of Apothecaries was to amend their regulations so no more women could be licensed. Now licensed, Elizabeth Garrett Anderson opened a dispensary in London for women and children in 1866. In 1872 it became the New Hospital for Women and Children, the only teaching hospital in Britain to offer courses for women. Elizabeth Garrett Anderson learned French so that she could apply for a medical degree from the faculty of the Sorbonne, Paris. She was granted that degree in 1870. She became the first woman in Britain to be appointed to a medical post in that same year. Also in 1870, Elizabeth Garrett Anderson and her friend Emily Davies both stood for election to the London School Board, an office newly opened to women. Andersons was the highest vote among all the candidates. She married in 1871. James Skelton Anderson was a merchant, and they had two children. Elizabeth Garrett Anderson weighed in on a medical controversy in the 1870s. She opposed those who argued that higher education resulted in overwork and thus reduced womens reproductive capacity, and that menstruation made women to weak for higher education. Instead, Anderson argued that exercise was good for womens bodies and minds. In 1873, the British Medical Association admitted Anderson, where she was the only woman member for 19 years. In 1874, Elizabeth Garrett Anderson became a lecturer at the London School for Medicine for Women, which was founded by Sophia Jex-Blake. Anderson stayed on as dean of the school from 1883 to 1903. In about 1893, Anderson contributed to the founding of the Johns Hopkins Medical School, with several others including M. Carey Thomas. The women contributed the funds for the medical school on the condition that the school admit women. Elizabeth Garrett Anderson was also active in the womens suffrage movement. In 1866, Anderson and Davies presented petitions signed by more than 1,500 asking that women heads of household be given the vote. She was not as active as her sister, Millicent Garrett Fawcett, though Anderson became a member of the Central Committee of the National Society for Womens Suffrage in 1889. After her husbands death in 1907, she became more active. Elizabeth Garrett Anderson was elected mayor of Aldeburgh in 1908. She gave speeches for suffrage, before the increasing militant activity in the movement led to her withdrawal. Her daughter Louisa also a physician was more active and more militant, spending time in prison in 1912 for her suffrage activities. The New Hospital was renamed the Elizabeth Garrett Anderson Hospital in 1918 after her death in 1917. It is now part of the University of London.

American Political Thought Essay Example | Topics and Well Written Essays - 1250 words

American Political Thought - Essay Example Ever since Cain killed Abel, it became necessary to protect future Abels, and to restrain the Cains. And after the concept of private property became established, it became crucial to protect that as well. Thus was born the 'state'. The government is the manifest spirit of the state - constituted by a group of people who represent it. The legitimacy of the state and its government is thus based on the interests of the people it serves; and this dictum holds true for even the most autocratic state governed by the most despotic of rulers. Is the role of the government, one of mere maintenance - of peace and security, and private property, or should it concern itself with much more than that Let us examine this question, with reference, primarily, to the views of Henry David Thoreau (1817-1862) a naturalist and 'philosopher cum political theorist' (perhaps the term reminds us of the Platonic, 'Philosopher-King Though Thoreau himself would have been quite appalled to have himself be compared to any 'king', despite the addition of the title 'philosopher'!) Thoreau's views on the state, which are set down in his work Civil Disobedience, influenced not only Mohandas Gandhi and Martin Luther King, but also those who struggled for the abolition of apartheid in South Africa, and more recently into the '70's and till today - those (especially in America) who have taken an ethical stand against war. Thoreau unequivocally rejected the right of the state to impose taxes, and stated that "that government is best which governs the least" (website thinkexist.com) The immediate reason for Thoreau's writing, summarily rejecting the authority of the state was on account of his being imprisoned (this was only for a day, as he was bailed out by his family, much to his discomfiture!). He had refused to pay a poll tax, and his refusal was a deliberate act of defiance, as he stated that the government had no right to tax him. He declared that it was against his conscience to pay taxes to a government, which indulged in acts he did not approve of. Although the government, especially in a democracy, represented the voice of the people, Thoreau stated that it also stood for the interests of elite politicians, which he was in no way ready to support. He went to the extent of arguing that even if the government did right, and followed the will of the majority, those who chose to disagree with the majority also had their right to not follow the diktats of this majority as expressed through the government; they (the minority) should be permitted to live on their own, unconnected with the state. (McElroy) He was, in fact, recommending a situation of peaceful and constructive anarchy, where each individual could choose to dwell within or without the 'confines' (in the abstract and not a physical sense) of the state, as he pleased. What did Thoreau find so repugnant with the government of his day He objected to the government's support and continuance of slavery and also the Mexican-American war. Thoreau wrote his Civil Disobedience roughly fifteen years before slavery was abolished in the US, and the debate over its abolition was just gaining momentum. Apart from this, the government had embarked on a policy of expansion, based on a common perception that it was the "Manifest Destiny" (McElroy) of America to expand and bring under control the native populations. In this process, Texas was annexed, and this led to a