Tuesday, February 25, 2020
History - Assignment Example 1. Totalitarian State: Totalitarian state is the government which holds a strict control over the citizens of the state and monitors all aspects of their life giving them very less freedom. In such a form of government people possess less freedom to act by themselves and they put them in a condition of suffering and suffocation. 2. Mein Kampf & Lebensraum :Mein Kampf is the book written By Adolph Hitler in which he describes about the GermanÃ¢â¬â¢s need for Lebensraum .Lebensraum Means habitat or space for living and the raw materials needed for life. 3. Shutzstaffel/the S.S. : S.S or Shutzstaffel was a group of people who was formed to protect the Nazi leader Adolf Hitler, and in other terms it was a unit of personal guards to secure him from danger. This Unit was found in 1925 under the leadership of Heinrich Himmler and this guards were infamous for their atrocities as they work for the worst dictator the world have ever seen called Adolf Hitler. 4. Battle of Midway & Ã¢â¬Å"island hoppingÃ¢â¬ : Battle of Midway was a significant naval battle occurred during the World War II in June 1942.This battle took place in Central Pacific Island in Midway in which Japanese wanted to capture Midway region to attack US. While Island Hopping is the strategy used by US to move closer to Japan by hopping islands which was useful to them for war
Tuesday, February 11, 2020
Polsky's "Presidency at War" - Essay Example Through case studies of inhabitants of the White House, Polsky confirms that no result of a war has satisfied a wartime presidents ambitions. Another important point that Polsky puts across is that the constitution is unclear concerning such clauses as Article IV, which does not specify which branch is responsible to repel invasions. In lieu to this, the constitution fails to provide a coherent definition of concepts such as Ã¢â¬ËinvasionÃ¢â¬â¢, and hence one cannot know whether it means armed conflict and a formal state of war (Polsky 559). Polsky evidences President Abraham LincolnÃ¢â¬â¢s Civil War era who famously asserted that events controlled his actions, rather than his actions controlling events. In addition, he exemplifies Barrack Obama, George W. Bush, Richard Nixon, Abraham Lincoln, Woodrow Wilson, Franklin D. Roosevelt, and Lyndon Johnson and their overestimation of power as commander-in-chief. Polsky points out that presidential leadership during times of war requires guidance from varied policymakers, failure of which they put Americans at risk of the associated disadvantages of war. This calls for a change in strategy and an integration of congressional, judicial, and public opinion in
Sunday, February 9, 2020
World History of the 18-19th century - Essay Example GandhiÃ¢â¬â¢s view on the meaning of civilization was particularly shaped by the socio-economic events of the 19th century. Some of the events included the period of Enlightenment, American Revolution, and Industrial revolution and Western imperialism. Having undergone his education in London, Gandhi understood the western culture and consequently his views tended to compare between the Western civilization and the Indian civilization (Hardiman, 45). Throughout the book, Gandhi argues that the stability and development of a civilization, it should be free from any state of isolation. Unlike other Asian scholars of the time, Gandhi was opposed to the perception that Western civilization was superior to other civilizations and argued that it is a process that every culture must gradually go through. He also believed that civilization destroys morality and religion and came to the conclusion that Ã¢â¬Å"Immorality may sometime be taught in the name of moralityÃ¢â¬ . Generally, the n arrative best captures the general perceptions of the events such as the Industrial revolution during the 19th century.As evidenced in the changes in English economic and social life after the industrial revolution, the revolution was more of a causatory factor than a co-relative factor for the changes witnessed in the 19th century. The transition after the industrial revolution caused a number of changes in the British society. For example as production becomes mechanized, many people migrated to the urban centers leading to increased urbanization. On the other hand, the quick urbanization in turn caused a number of social problems such as increased crime rates and poor sanitation. Generally the industrial revolution that was first witnessed in Britain significantly resulted in the conversion of the socioeconomic order of the time and some of the changes that took place eventually led the way for the industrialization in other parts of Europe and North America. Consequently industr ialization was not a co-relative factor but was a major causatory factor for most of the socio-economic changes witnessed in the 19th century.Ã
Friday, January 31, 2020
Three Day Diet Analysis Essay There will be two term exams, a final exam and one written assignment for this course. In addition to the three written exams, you will be required to carry out a 3 day diet analysis of you own diet. Details of this are provided below, but briefly, you will be required to record everything you eat for three days. Your nutrient intake will then be determined using a computer program Ã¢â¬Å"Diet Analysis + 8Ã¢â¬ which will be available on computers in Science SN 3000 for all students. If you bought a new copy of the text this year, you can access a web version of the software (access information is provided with the text). You will then be required to write an evaluation of your diet, discussing its strengths and weaknesses and what you might do to improve it.. Both the computer analysis and the evaluation must be turned in. This diet analysis will count for 10% of your course mark. The analysis is due on Friday March 9 in class. Analyses not turned in when due will have their mark reduced by one-half. That is, they will count for only a maximum of 5% of the course mark. Assignments not turned in by the last class of the semester will receive a mark of 0 (zero). Summary of Evaluation: Due DateValue Term Exam 1Fri Feb 820% Term Exam 2Fri Mar 1520% Final ExamDuring Final Exam Period50% Diet Analysis (10%)Fri, Mar 810% Total100% Policy on missed exams: Marks from missed exams, regardless of reason, will be applied to the final exam. This applies to all students. All students have the option of not writing one or both of the term exams. If you miss one term exam, the final exam will be worth 70%, if you miss both term exams the final exam will be worth 90%. Supplementary Exam: A student who has clear or conditional standing may write a supplementary examination in Biochemistry/Kinesiology 2600 if the course grade obtained is 45-49 F and if his or her term mark is at least 50%. Students who wish to write a supplementary exam must apply in writing to the Biochemistry Department within one week of release of grades. Diet Analysis You are to record all the food you eat for three consecutive days, one of which must be a weekend day. That is you must record what you eat for Thursday, Friday and Saturday or Sunday, Monday, and Tuesday. Be sure to record portion sizes as well as what you ate. You will need to have a labnet account in order to print out your analysis. If you do not have one be sure to set it up before starting your data entry. Using the diet analysis+ software you are to analyze your intake for the three days. You can access this software in the Biochemistry Department Computer Lab, SN 3000 OR if you bought a new copy of the text this year, you can access a web version of the software (access information is provided with the text). You can also purchase access to the online version of the software. See the textbook information files on the D2L site. When you use the diet analysis software, you should store your data on the H drive or on a memory stick. If you do not, if you return to the computer you used, your data will not be there and you will have to start the data entry process again. By saving to the H drive or a memory stick, you can enter your data in pieces rather that all at once and you can easily go back to edit any mistakes. To do this, insert the memory stick in the computer before starting the program. It is important that you enter your personal profile information BEFORE you enter foods. If you do not you will have to re-enter the foods after you create your personal profile. Then you must evaluate your diet based on your intake relative to recommended intakes for all nutrients for which you believe your intake is high enough or low enough relative to the RDA that you need to do something about it. Note that your intakes may be more than recommended, equal to the recommended or less than the recommended. Your evaluation must include your evaluation of the adequacy of your diet. Once you have evaluated your diet, you should suggest what, specifically, you would do to correct any problems with your diet, that is what foods need to be replaced and with what. Note that your evaluation should be based on your average intake for the three days, not based on any one dayÃ¢â¬â¢s intake. When you turn in your assignment it must include: 1. the list of foods and amounts eaten for each day from the printout, 3 lists, one for each day 2. The computer evaluation of your diet. That is the printouts that show the percentage of recommended intakes for the 3 day average intake, not for each individual dayÃ¢â¬â¢s intake. 3. The printout of recommended intakes for your age, sex and activity level. 4. The printout of the pyramid or MY PLATE which will provide you with guidance for how you might change your diet 5. Your written evaluation of your diet. 6. Your suggestions for improvement / changes if any is needed. You can print all this information by choosing print 3 day analysis in the software after you have entered all your intake information. Undergraduate Access Hoursto SN 3000, Biochemistry Computer Lab are posted on the door of the lab and will be available on the course D2L site once they have been determined.
Thursday, January 30, 2020
Mary Shelley vs. Frankenstein Essay In the novel Frankenstein by Mary Shelley, the author relates her life to the events that happened in the book. Certain events in her life led her to write the horror story that eerie, rainy night at Lord Byrons mansion in London. Mary Shelley experienced many tragedies and losses. Writing a novel like Frankenstein was her way of mourning and dealing with her grief. Her environment also had an effect on her for it inspired her to write the way she did, why she did, and why she wrote it in the first place. Mary Shelley had a desire, a wish, a craving for something she hasnt experienced and probably never will motherhood. Writing Frankenstein made her feel the power of creation and that she can take care of others. She spreads the lesson that if we dont take care of something that needs that attention, it can lead to things we dont like. From the beginning, it was a failure. When Mary Shelley was born, her mother, Mary Wollestonecraft the well-known woman who wrote A Vindication of the Rights of Woman died during labor. Mary Shelley never really had a mother figure around. Her father, William Godwin, on the other hand, was always busy with business and writings that all she would do is sit around whenever her father had meetings with his fellow writers. Mary Shelley grew up in the dawn of the British Industrial Age. Britain was one of the first nations to industrialize. It was a time for the advance in technology and new things. This era could have had an effect on Mary Shelley by influencing her to use electricity and water to create the monster that Frankenstein created. It wasnt only technology that was affected during the Industrial Revolution. Social patterns started changing too. The population boomed and new social classes appeared. There were gaps between levels of society and the upper class usually looked down on everyone else. Reading Wollenstonecrafts Maria and The Rights of Woman, Godwins Memoirs of her mother or his Political Justice, undoubtedly provided intellectual justification for Mary Shelleys defiance of social values. 1 Mary Shelley was surrounded by workers for reforms, philosophers, a changing social climate, and even the feminist movements that her own mother started, and this caused her to write the social gaps between characters in her novel, Frankenstein. Women werent allowed to write before either. Her mother and other feminists who worked to be as equal as the men in society had influenced her and made her try to show the world that she, too, like any other men, can write a good novel. Mary Shelley ran away with a married man, Percy B. Shelley, to France when she was only 19 years old. Percy B. Shelley was one of her fathers friends and doing this caused her father to refuse to communicate with her for the next two and a half years. She traveled all around Europe, seeing many people and things. Percy B. Shelley impregnated her, and there was times that he left her all alone since had business to do. Mary Shelley wrote many journals. She was excited to have a baby. In February of 1815, she finally gave birth to her first child, Clara. She was two months premature and soon died early the following month. Later on after that, Mary Shelley kept attempting to have children but they kept dying. She longed to be a mother but all her attempts failed. She became depressed because of this. One summer night in 1816, Mary Shelley and many other philosophers and writers came to Lord Byrons house in London. They couldnt go outside because of the heavy rain so Lord Byron decided to have a contest on who can write the best horror story. Later that night, Mary Shelley had a dream. She wrote in her journal, I saw the pale student of unhallowed arts kneeling beside the thing he had put together. I saw the hideous phantasm of a man stretched out, then, on the working of some powerful engine, show signs of life His success would terrify the artist; he would rush away hope that this thing would subside into dead matter he opens his eyes; behold the horrid thing stands at his bedside, opening his curtains 2 This of course, is the main concept of her novel which she called, Frankenstein. There are many events in Frankenstein that are related to Mary Shelleys own life. For example, she named the first child to die in the novel William. Mary Shelley had a son who died from malaria when he was only three years old. His name was also William. Coincidence? Maybe. But there were more of these relations. During inclement weather on a family vacation, Frankenstein happens upon the writings of Cornelius Agrippa, and is immediately fired with the longing to penetrate the secrets of life and death. Similarly it was during a wet, ungenial summer in Switzerland that Mary, Shelley, Byron and several others picked up a volume of ghost stories and decided to write [ ]3 It took Victor Frankenstein a while and first researched about how to create a life. He gathered many materials and received information from many of his professors. His mother was dying and he couldnt accept the fact that one day life just passes someone by. He wanted to create life and this was what Mary Shelley desired also. She had suffered many losses and tragedies; first and foremost she lost her mother, then all those babies she lost. She wanted to create life also play God. Mary Shelley had radical views and strict outlooks on society. She saw that leaving a person alone just because they were different was wrong. Mary Shelley was a caring person and she wanted to show love to all. When she eloped with Percy B. Shelley, she was misunderstood and became an outcast for she was seen as one of those. She understood how the monster in her novel felt and she could relate a lot to it. The monster in the novel says that all he wanted was some love and he would have been better. It seemed as if Mary Shelley spoke through the monster in the novel. Frankenstein, in other words, can be read as the story of the experience of writing Frankenstein. What is at stake in Marys introduction as well as in the novel is the description of a primal sense of creation. 4 Writing Frankenstein was more like writing an autobiography of Mary Shelleys life. She put so many evens in her life into the novel that it could have been her own life story, except that she made it more interesting and more horrific. She expressed her grief and pain through the words of the novel. Citations Page 1. Poovey, Mary. My Hideous Progeny: The Lady and the Monster. Page 81 2. http://www. kimwoodbirdge. com/maryshel/summer. shtml 3. Johnson, Barbara. My Monster / My Self. Page 62 4. Johnson, Barbara. My Monster / My Self. Page 63Ã Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.
Thursday, January 23, 2020
What is a Child? Discuss how a scientific, a social constructionist and an applied approach attempt to answer this question. This essay will attempt to discuss how sociologists have attempted to answer the question. Childhood is viewed differently, depending on the country being considered, the period of time being studied or a personal viewpoint. According to the UN convention, a child is anybody under the age of eighteen. Several studies have been undertaken by sociologists to examine childhood. This essay will attempt to discuss three major approaches: 1) a scientific approach tries to study this objectively by observation and experimentation to prove a theory. This essay will discuss KohlbergÃ¢â¬â¢s theory of Ã¢â¬Å"Moral developmentÃ¢â¬ . It will not include PiagetÃ¢â¬â¢s theory as KohlbergÃ¢â¬â¢s theory used PaigetÃ¢â¬â¢s theory as a building block to his theory. 2) A social constructionist approach studies this by exploring social and cultural beliefs. The two discourses are the Romantic and Puritan discourses. 3) And an applied approach draws on both the scientific and social construction ist theories and uses the studies to understand the practicalities of ChildrenÃ¢â¬â¢s rights through law, policies, and professional practices and the children themselves. The models used are the justice and the welfare model. The Scientific theory researches and endeavours to establish objective facts by using experimentation and observation. It follows mainly three stages of activities, 1) forming a concept that explains the facets of child development. 2) Formulates predictions from these concepts and then finally 3) tests these predictions through research, explanation and assessments. One such scientist was Kohlberg and his theory of Moral development. Kohlberg based his ideas on PiagetÃ¢â¬â¢s theory of cognitive development. He categorised these into three main levels with two stages at each level. Ã¢â¬ ¢Ã Ã Ã Ã Ã PRECONVENTIONAL 1.Ã Ã Ã Ã Ã Punishment Ã¢â¬â obedience Ã¢â¬â When you do wrong you are punished and when you obey you are rewarded 2.Ã Ã Ã Ã Ã Self-gratification Ã¢â¬â Doing good or bad is to do with satisfying your requirements Ã¢â¬ ¢Ã Ã Ã Ã Ã CONVENTIONAL 1.Ã Ã Ã Ã Ã Interpersonal concordance - being good is about being loyal to people who love and care for you. 2.Ã Ã Ã Ã Ã Law and ... ...es offer insight into the complex question of what is a child? But no single approach can be used independently into answering the question. Although the first two studies are linked and use research, theory and studies of growing, development, and socio-economic status and culture, the third is not a distinctive academic method. Where the Scientific approach endeavours to give simplicity and direction to professionals, the Social Constructionist tries not to reduce childhood simply to stages of development and the applied uses the both the above approaches to tackle the reality of childhood. The question itself means diverse things to different people male and female. The answer can be distinct depending on the society, cultural background, traditional beliefs and the various points in history. Word Score Ã¢â¬â 1378 words References Open University Ã¢â¬â Book 1 Childhood, Woolfolk, A. E. (1993). Educational Psychology. Needham Heights, MA: Allyn & Bacon. Gillian, C. (1982) In a different Voice; Psychology Theory and WomenÃ¢â¬â¢s Development, Cambridge (Mass), Harvard University Press. Asquith, S (1996) Ã¢â¬ËWhen Children kill children: the search for justiceÃ¢â¬â¢, Childhood,3(1) pp.99-116
Tuesday, January 21, 2020
What Is Constructivism Watching a young child grow from infancy to toddler hood, we marvel at the amount of learning that has allowed her to understand her expanding environment. Those early years provide the basis for language, physical dexterity, social understanding, and emotional development that she will use for the rest of her life. All of this knowledge is acquired before she even sets foot in school! This child has taught herself by gathering information and experiencing the world around her. This is an example of constructivism. Constructivism emphasizes the importance of the knowledge, beliefs, and skills an individual brings to the experience of learning. It recognizes the construction of new understanding as a combination of prior learning, new information, and readiness to learn. Individuals make choices about what new ideas to accept and how to fit then into their established views of the world (Brooks & Brooks, 1995). If you are a parent or plan to be a parent, Do you want your child to sit in a desk all day while the teacher lectures them on information that they need to know for life or would you rather have your child learn constructively? Constructivism has been labeled as the philosophy of learning that proposes learners need to build their own understanding of new ideas (Constructivism and the Five E?s,2001). Learning something new, or attempting to understand something familiar in greater depth, is not a linear process. The purpose of this research paper is to explain the theoretical foundations of the constructivist approach to teaching and learning, and to provide concrete examples to show the effectiveness of the constructivist approach with respect to student learning. The latest ... ...Received September 13, 2002 from Internet. http://www.artsined.com/teachingarts/Pedag/Constructivist.html. Jerome Bruner. (2002). Received September 13, 2002 from Internet. http://oaks.nvg.org/wm1ra2.html. Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html. Chen, Irene. Cognitive Constructivist Theories. Received September 13, 2002 from Internet http://pdts.uh.edu/~ichen/ebook/ET-IT/cognitiv.htm. Chen, Irene. Social Constructivist Theories. Received September 13, 2002 from Internet. http://pdts.uh.edu/~ichen/ebook/ET-IT/social.htm. Martin, K. (2000). Alternative Modes of Teaching and Learning. Received September 13, 2002 from Internet. http://www.csd.uwa.edu.au/atmodes/to_delivery/discovery_learing.html. What Is Constructivism Essay -- Teaching Learning Learn Teacher Essays What Is Constructivism Watching a young child grow from infancy to toddler hood, we marvel at the amount of learning that has allowed her to understand her expanding environment. Those early years provide the basis for language, physical dexterity, social understanding, and emotional development that she will use for the rest of her life. All of this knowledge is acquired before she even sets foot in school! This child has taught herself by gathering information and experiencing the world around her. This is an example of constructivism. Constructivism emphasizes the importance of the knowledge, beliefs, and skills an individual brings to the experience of learning. It recognizes the construction of new understanding as a combination of prior learning, new information, and readiness to learn. Individuals make choices about what new ideas to accept and how to fit then into their established views of the world (Brooks & Brooks, 1995). If you are a parent or plan to be a parent, Do you want your child to sit in a desk all day while the teacher lectures them on information that they need to know for life or would you rather have your child learn constructively? Constructivism has been labeled as the philosophy of learning that proposes learners need to build their own understanding of new ideas (Constructivism and the Five E?s,2001). Learning something new, or attempting to understand something familiar in greater depth, is not a linear process. The purpose of this research paper is to explain the theoretical foundations of the constructivist approach to teaching and learning, and to provide concrete examples to show the effectiveness of the constructivist approach with respect to student learning. The latest ... ...Received September 13, 2002 from Internet. http://www.artsined.com/teachingarts/Pedag/Constructivist.html. Jerome Bruner. (2002). Received September 13, 2002 from Internet. http://oaks.nvg.org/wm1ra2.html. Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html. Chen, Irene. Cognitive Constructivist Theories. Received September 13, 2002 from Internet http://pdts.uh.edu/~ichen/ebook/ET-IT/cognitiv.htm. Chen, Irene. Social Constructivist Theories. Received September 13, 2002 from Internet. http://pdts.uh.edu/~ichen/ebook/ET-IT/social.htm. Martin, K. (2000). Alternative Modes of Teaching and Learning. Received September 13, 2002 from Internet. http://www.csd.uwa.edu.au/atmodes/to_delivery/discovery_learing.html.