55 B.C. - 450 A.D. Roman British Timeline

The American Revolution Was A Political Revolution

In the 1700s, Great Britain was the strongest empire economically; she had established many colonies as well as rivals in the New World.Most important was Britain s rivalry with France as it led to the Seven Year War. The war had drained the empire economically, causing it to place taxes on the colonies in the New World. In turn rebellions arose and led the colonies to declare independence. For the thirteen colonies the American Revolution began with its Declaration of Independence. The American Revolution was indeed a revolution, because its conclusion brought change. However, the American Revolution was a political revolution and but not a social revolution. The American Revolution was a political revolution because the values of†¦show more content†¦Finally the colonists were represented. The second form of Republicanism is defined by perceiving the nation as an organic whole composed of people nobly sacrificed for the common good for an individual s pursuit of rational self-interest. This form of republicanism depicts the idea of nationalism in the colonies. The creation of a nation created patriotic pride within the colonies and a sense of equality. This was a change in value because the colonist were initially subjects of the king and now every colonist is a citizen and equal. Lastly, the third form of Republican government was more liberal since men who advanced towards this form wanted government to respond directly to the needs of ordinary folk, rejecting any notion that the lesser sort should automatically defer to their betters. This shows how common people had gained a say in government through voting. This is a chan ge in value because before the colonist didn t have a say in the parliament. The American Revolution was a political revolution because it resulted with change in the way government was organized. In May 1776, before the adoption of the Declaration of Independence, the Second Continental Congress met and decided to create a constitution before creating a new government. The creation of the constitution placed limitations on the fundamental structure of the government. The

What personal factors can affect your success in school Free Essays

Place Great news! Your answers show that having a place to study is not really a once for you. You understand that your study environment will significantly impact your academic success, and it’s vital to invest in a dedicated, appropriate location to study along with investing in yourself. Now, the next steps are to clearly communicate your intended study plan of times and places so that your family and friends can provide support. We will write a custom essay sample on What personal factors can affect your success in school or any similar topic only for you Order Now We’re here to see you succeed, so please contact us or ask your advisor for suggestions and resources. Meantime, here are some helpful tips below. Reason Bravo! You have well-defined, strong reasons for going back to school. To pep this fierce focus, we suggest that you write down the ways that this course will transform your life. Then, occasionally review this list to stay motivated. While attending classes, either online or at the local campus, we encourage you to build a network with other students for motivational support (Tip: our new Phonetician is an ideal first step. Meantime, your advisor can provide valuable resources needed to successfully complete your educational goals. Resources Bravo! You have a solid level of resources and support and recognize that in addition to enrolling in school, you need to enroll people in your life who can e your â€Å"cheerleaders† and motivate you on your academic journey. Let them know you appreciate and need their support. When an issue crops up (e. G. , childcare) explore your network for every possible solution so that an issue wo n’t stop your educational progress. Also, providing your advisor with a clear picture of your educational goals will ensure that you are consistently encouraged and supported. When you need additional help, your advisor can help guide you to resources and provide other support. Students like you Often share their experiences and tips with their academic network, so that others can learn by example. Skills You appear reasonably concerned about the academic skills needed to go back to school. That’s k. We recognize and applaud students who can now bring life experience to the classroom and who have different learning styles. We want you to be successful, so we offer access to various workshops, tutoring, and other resources. Developing a dedicated study plan with clear objectives, plus proactively seeking resources and support, will build your skills and confidence to help overcome future obstacles. Take a moment to talk with your advisor about all the options (I. E. , online or local campus courses) that will best fit your needs. How to cite What personal factors can affect your success in school, Papers

Hot noir Essay Example For Students

Hot noir Essay In Native Speech, On the Verge and In perpetuity Throughout the Universe, Eric Overmyer manifested a extraordinary command over the tools of language: sound, syntax and image. None exhibited much control over, or interest in, the more mundane devices of the playwrights art. In Dark Rapture, which premiered at Seattles Empty Space Theater in May, Overmyers verbal dexterity is acute as ever, but this time its harnessed to a plot delivered by characters who seem driven by purposes of their own. Its by far Overmyers most satisfying play. Dark Rapture may not, however, earn its author the critical praise it deserves it certainly didnt in Seattle because it adheres so strictly to the rules of a genre. In the written arts, in film, in dance, in pop music, a creative artists submission to such rules earns no disrespect. In theatre, it seems we honor work created within rigid conventions only if the conventions are someone elses kabuki or kathakali, wayang or noh. Escape from the ordinary Dark Rapture is noir, the genre which crystallized in the 1940s novels and screenplays of Raymond Chandler and has intermittently borne fruit ever since in the hands of artists as various as Richard Condon and Wim Wenders. Good noir is rare on stage Overmyers own early In a Pigs Valise is congested, prankish hommage, dead on arrival. But his Dark Rapture is the most succesful stage essay in the form since Len Jenkinss marvelous, poetic Five of Us. Like many noir fictions, Dark Rapture is about escape: from the self, from the sane, from the ordinary. This time the escape hatch is offered by a fire that leaves the Berkeley Hills home of Ray and Julia Gaines a pile of smoldering rubble with a charred and unrecognizable corpse beneath it. Whose corpse is it: Rays, or a looters? Just where was Julia when the house burned down? And what happened to the brown-paper parcel Julia says she left in Rays custody? Did it go up in flames, too, with or without him? Any number of sinister people want to know. In classic noir manner, the story advances tableau by moody tableau from Baja bedroom to Key West bar deck to Tampas kitchenette, each offering its sharply etched character cameo, its fragment on information, its new complication, straight to a conclusion redolent with irony. Patsies and sleazeballs The performances were utterly attuned to the material. As a lifelong schlepper grabbing that one big chance, Peter Silbert made Ray a loser worth rooting for. As the froms obligatory good bad girl, bad good girl, and bad girl, Sally Smythe, Jessica Marlowe and Katie Forgette gave their archetypical roles individual flair. Particularly notable among those playing assorted gunsels, patsies, sleazeballs, wise-asses and loons were Rex McDowell as a mad Armenian hit-man, Robert Wright and David Pichette (poisonous lizard and rabid pekinese, respective) as businessman trafficking in non-standard merchandise, and David Mong as the mysterious Babcock, Rays sunnily implacable doom. The design was equally supportive. Peggy McDonalds supple arrangements of screens and Paul Chi-ming Loueys matte costumes under Michael Wellborns chiaroscuro lighting heightened Overmyers torrid imagery through contrast. David Pascals sound design holocaust and hurricane and all shadings between put a final polish on Empty Space artistic director Kurt Beatties perfectly paced staging. Few productions of new plays especially ones mounted on a minuscule budget by an artist heretofore best known as an actor-playwrigh are as assured as this one. Dark Rapture was commissioned and staged as part of the Empty Space ensemble project put together by Beattie to test a long-held conviction that authoritarian structures are ill-designed to produce first-rate theatre; that true extended collaboration is a lot more likely to produce a cultural artifact that has some lasting value for the society that produced it than any one-shot wiring together of egos, however brilliant individually. After only four months of concentrated work and just two productions, Beatties theory already seems amply confirmed in practice. .uc0eb56fd192aa17564c3458d6e3a44bb , .uc0eb56fd192aa17564c3458d6e3a44bb .postImageUrl , .uc0eb56fd192aa17564c3458d6e3a44bb .centered-text-area { min-height: 80px; position: relative; } .uc0eb56fd192aa17564c3458d6e3a44bb , .uc0eb56fd192aa17564c3458d6e3a44bb:hover , .uc0eb56fd192aa17564c3458d6e3a44bb:visited , .uc0eb56fd192aa17564c3458d6e3a44bb:active { border:0!important; } .uc0eb56fd192aa17564c3458d6e3a44bb .clearfix:after { content: ""; display: table; clear: both; } .uc0eb56fd192aa17564c3458d6e3a44bb { 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; } .uc0eb56fd192aa17564c3458d6e3a44bb:active , .uc0eb56fd192aa17564c3458d6e3a44bb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc0eb56fd192aa17564c3458d6e3a44bb .centered-text-area { width: 100%; position: relative ; } .uc0eb56fd192aa17564c3458d6e3a44bb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc0eb56fd192aa17564c3458d6e3a44bb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc0eb56fd192aa17564c3458d6e3a44bb .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; } .uc0eb56fd192aa17564c3458d6e3a44bb:hover .ctaButton { background-color: #34495E!important; } .uc0eb56fd192aa17564c3458d6e3a44bb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc0eb56fd192aa17564c3458d6e3a44bb .uc0eb56fd192aa17564c3458d6e3a44bb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc0eb56fd192aa17564c3458d6e3a44bb:after { content: ""; display: block; clear: both; } READ: Mozart: Cosi fan tutte EssayRoger Downey is a theatre critic based in Seattle.

Maria Full of Grace and De Nadie Immigration in Terms of Shots and Angles

Environmental Law Midterm Exam 2 Essays - Free Essays, Term Papers

Environmental Law Midterm Exam 2 Essays - Free Essays, Term Papers Environmental Law Midterm Exam 2 PLST 35001 Amanda Webb March 28, 2017 Sovereignty in general means authority or supreme power. Sovereignty exists in environmental law within the powers that control and regulate environmental law. State and National governments' hold authority over environmental law with the Supreme Court being the ultimate arbiter of the inter-sovereign relations. One way that sovereignty exists within environmental law is through the state police power. The state police power is the traditional body that regulates health, safety, and welfare, which includes environmental matters. The state police hold their power in environmental law by regulating the resources themselves and regulating the harms caused by pollution and environmental externalities. Generally, the states' environmental quality was the main province of the states through their police power, but has switched between the federal and state government. Before the states the full purpose sovereigns in the United States are displayed through preemption. A state law that affects intersta te commerce must be tested under the Pike test. First the state law is evaluated to determine if the statute holds a legitimate local public interest. If a legitimate local purpose is found, then n ext the burden on interstate commerce must be weighed against local benefits. This is a complex calculus that seeks to account for the importance of the local benefits and the extent of the bur den on the interstate commerce and whether this could be promoted as well with a lesser impact on interstate activities. An example of this test being applied is shown in Minnesota v. Clover Leaf Creamery Co. , 449 U.S. 456 (1981). Minnesota created a statute that restricted plastic milk containers that arguably favored pulpwood manufacturers (a Minnesota industry) and disfavored plastic manufacturers (a non-Minnesota industry). The Court found that the statute was not discriminatory and proceeded to measure the burdens on inter state commerce. The Court concluded that even if the out of state plastics industry was burdened, the burden is not clearly excessive considering the substantial state interest in promoting conservation of energy and other natural resources and easing solid waste and disposal problems. Although the Snail Darter case is not widely known it is widely recognized as classically illuminating. This case was the Supreme Court's first encounter with ESA 7. This case has held a highly significant impact on the country's interpretation on laws regarding endangered species. ESA 7 became a significant regulatory program in the years immediately following the snail darter decision resulting in substantial increases in its annual budget allocations and a new degree of respect for its regulatory potency from agency bureaucrats and industrial lobbyists. Scientific surveys for endangered species impacts became an accepted part of agency project planning and permit application processes. Since this case the courts have been more attentive to the Act's requirements. The courts have strictly interpreted this act without reference to the significance of the species concerned. The Clean Air Act's standards for regulating hazardous air pollutants first step involved the EPA identifying the air pollutant levels consistent with the goal of the air throughout the country being safe to breathe. Next the states would choose the means of achieving the goal of clean air. Mobile sources would be regulated primarily by the federal government and the stationary sources would be regulated primarily through the states. The harm-based approach dealing with hazardous air pollutants was substituted by a technology based approach that called for the employment of MACT. The legislation called for 180 substances to be regulated by that method. Technology based standards can be costly for the industry to comply with and adopt. One inadequacy of the harm based standards was the EPA was required to compile a list of HAPs and promulgate emission standards directly applicable to sources that emitted the hazardous pollutants in question. The harm based approach was not easily applicable to the problems of HAPs. The agency was limited by the availability of adequate scientific studies on which to propose standards and dogged by judicial challenges to those standards that they did propose.

The influence of senior management involvement on the effectiveness of Essay - 1

The influence of senior management involvement on the effectiveness of management training in selected Saudi Arabia (KSA) SMEs - Essay Example rpose of this study the effectiveness of the transfer of training within organization is defined by factors such as consensus between training participants and their senior management, better communication, team work, high spirit, move involvement of their work and faster decision making and problem solving. These factors are used as indicators of the effectiveness of the transfer of learning, because they are the ultimate aims of the management. It is important to note however that this research is based on the effectiveness of training in the workplace and effectiveness is not measured with a cost effective approach. Factors given above are used to define the effectiveness of training. From a cost effectiveness point of view, a counter argument will arise: will the senior management attending training program lead to reduced efficiency and effectiveness in their job, as they have less time to devote to their other roles. Some may suggest analyzing the cost-and-benefit of the action taken by the senior management. However this research is to study the effectiveness of training programs with or without the senior management participation. The reasons for the researcher to leave out cost-and-benefit factor are: firstly, the aim of the research is to study the human behavior after attending training; secondly, the researcher presumes the cost incurred by the whole group members of an organization is probably larger than the cost incurred by the senior management. Further complementary research could be conducted into a full cost-benefit analysis. This research concerns the relationship between the senior management and the transfer of management training effectiveness to the workplace of selected small and medium sized enterprises (SMEs) in Saudi Arabia (KSA). In this country, â€Å"SMEs† mean manufacturing companies provide manufacturing related services with annual sales revenue not greater than Saudi Arabian Riyal (SAR) 25 million and with full-time employees

'In Defense of Food An Eater's Manifesto' By Michael Pollan Essay

'In Defense of Food An Eater's Manifesto' By Michael Pollan - Essay Example We are weak in a sense that we need to consult doctors and therapist to know what we must eat and follow the logo that processed food containers hold. We go by mob psychology without giving any judgment to what actually is the truth. Other animals and organisms do not have such requirements, they are capable of making a decision what they should eat and they eat what nature has offered them. Our story is different as we need a variety of different things to eat to stay fit and healthy. The author has thrown light upon the biased nature of human beings regarding what to eat, how much to eat and what sequence to follow. We have set certain parameters regarding with what a particular food item will go. This tendency came in picture because of a lot of variety has captured the market with guiding and misguiding food-labeling rules. Genetically modified food and all the variety of processed food has taken us away from our roots. What we are eating today is totally different from what our ancestors have eaten and most probably what our mothers have eaten. Food comes with various logos some are stating that they may protect against cancer but actually it has no such role. Some of the food items presented in the market are the result of vague kind of research that has been carried out in the market, for e.g. the genetically modified food are gaining much prominence these days. "Genetically Engineered" food is grown, manufactured, created, developed or changed by utilizing the techniques that brings changes in molecular or cell biology of an organism. This technique cannot be exploited in nature or under natural conditions. These techniques are mostly based on recombinant DNA technology, cell fusion, micro- and macroencapsulation, gene deletion or duplication, introduction of any gene from other organism through microinjection or by the process of transgenesis where the desired foreign gene is inserted in the early sates of development and also the techniques based on altering the position of the genes. The process does not include propagation, conjugation, fermentation, hybridization, in vitro fertilization and tissue culture method (Grubesic, 2005). These marketed food products are highly advertised in the TV, newspapers and magazines with big claims but according to the author the best food is what our grandmothers have eaten and recommends us. In the present era, in order to make maximum gains people are adopting unfair means to market the products by decorating them through packaging and variety of other methods to attract women and children. These processed food have no true food value and incorporate food additives for manufacturing, stuffing or in packaging, dispensation, preparing, treating, and packaging, food additives may also be used when long distance transporting is to be done or when the food item is to be kept for long duration. Now-a-days radiations are given to ensure the safety of food from chemicals. The food is labeled with the name of the company or firm or by any legal or commercial entity. If the research has provided us with the processed food items then research has also provided us the information about the repercussions of eating such products. The author has therefore recommended that if we eat modified food which claims to be rich in nutrition and possess

Research Paper on what influence the Salem Witch Hunts had on

On what influence the Salem Witch Hunts had on Nathaniel Hawthorne's short story Young Goodman Brown (1835) - Research Paper Example One of the major inspirations that the Salem Witch Hunt had on Hawthorne’s â€Å"Young Goodman Brown† was the connection that Hawthorne himself had with some of the people involved in the witch hunt. One of Hawthorne’s distant relatives on his father’s side, John Hathorne, was the primary judge in the accusing and condemning of supposed witches throughout the hunt and in the trials that proceeded (Moore 37-38). Knowing that Hawthorne was related to some of the people involved in the hunting of these people, Hawthorne wanted to learn all that he could about the events. The research that ensued resulted in Hawthorne compiling ideas, all of which were drawn from historical sources, for what would eventually become â€Å"Young Goodman Brown†. Similarly, being related by blood to some of the witch hunt’s lead players, Hawthorne felt a connection, though rather detached, with the mass hysteria that the witch hunt brought. Hawthorne essentially want ed to have an involvement in the historical event, and this prompted him to write. Hawthorne’s blood ties to the Salem Witch Hunt allowed him to be more intimate with his short story and its characters. By looking at records that were kept during the time of the witch hunt, such as those that dealt with the judges and the lives of those accused of witchcraft and then condemned, Hawthorne was able to submerge himself into a unique story that played on fiction while remaining true to historical facts. In a sense, Hawthorne was able to live out the trials though the protagonist of his short story, Goodman Brown; this act was able to be undergone due to the records and the familial connections that Hawthorne possessed. Hawthorne, through his resources and then through his characters, was able to shed new light on what took place during the witch hunt. The fact that Hawthorne had access to such astounding resources is part of what influenced his writing of the short story. Without the resources, the story, if at all written, would have just been another piece of fiction. Hawthorne also used the names of many of the condemned witches for his short story, which further connects his fiction with the great historical event. The names that Hawthorne used were found in the records and other documents that contained the names of people that were being tried for practicing witchcraft. Again, given the fact that one of his own relatives played a vital role in the witch hunt, Hawthorne was influenced by this personal connection of having known someone, which prompted him to use the names of real suspects. This would make the fictional story seem more lifelike, giving it an element of reality. By doing this, despite the fact that the short story was indeed fictional, the use of suspects’ real names gives the story some truth to it. Though Hawthorne was unable to witness the events of the witch hunt, including the rituals performed by the witches that he elaborat ed on in â€Å"Young Goodman Brown†, he was able to add to history by combining his own creativity with the historical facts that he already had. Hawthorne had been inspired by the facts of history, more specifically the names of the suspects, and combined them with his own creative elements. The

Learning in mathematics and science

Learning in mathematics and science Rationale A cross curricular resource box designed to develop childrens understanding of scientific and mathematical concepts, through The Rainbow Fish theme has been produced. The box contains activities for Reception children exploring counting in Mathematics and material and properties in Science. This rationale explains how activities based from the rainbow fish provide conceptual learning in Maths and Science. Counting is important in providing a foundation for Mathematics. Children will always experience situations where counting skills are vital. The National Curriculum states, counting helps develop skills applicable in everyday life and context. Using the Primary Numeracy Strategy (2006, online) using mathematical methods and ideas to solve practical problems and identifying numbers that are one more or less than a given number are mentioned in EYFS (2007,online) and developed throughout childrens schooling experience (5B,4B,2B,1E) Anghileri (2001, p.6) says counting is learnt suddenly. Children may spontaneously learn counting because they should be experiencing counting in different contexts: cross curricular, play etc. Anghileri (2001) assumes the above occurs because children are making links through context. Yet this is a generalisation, children are different and may need reinforcement or interaction, to firstly understand how they are learning, which then allows making links. Both Askew and Wiliam (1995, p.5) declare learning to count as mechanical. Askew and Wiliams proposition lacks clarity as to how and why counting is mechanical and what the implications are towards childrens learning. One cannot say children feel and experience this. From experience, I applied Anghileris theory. Counting was placed into contexts: songs and games etc, allowing activities to be seen informal. Childrens understanding of counting developed because principles and understanding came naturally. Science creates opportunities for children to understand the world through play and exploration, using their senses. Although it is classified as Knowledge and Understanding of the World, skills (questions, describing, predicting, sorting, investigating) and attitudes develop (Ward 2005, p.9). Identifying and understanding properties of different materials encourages children to question and become aware of their surroundings. Through EYFS requirements Investigate materials through use of appropriate senses, materials encourages children to develop a simple KS1 level of understanding SC1 2a,b,e,f,g,i,j,   SC3: 1a,b,c, 2a (QCA 1999, online). An implication of scientific learning is that of misconceptions, such as distinguishing between materials, to the object made from the material. Guest (2003,pp.2-6) argues that children may develop Paigets (2005) constructivist approach towards scientific learning (Smith 2005, p.459). Children may construct their own understanding through their own experiences. Henceforth there are no set principles towards teaching material, other than creating strategies to elicit childrens understanding and misconceptions to then extend. Below explains how the box could be used (see appendix too). Activity one allows mixed ability pairs of children to play a board game, using a 1-6 dice. Instructions should be read with children. Children add or remove scales(Extension: +/-3) from their fish, depending on the position landed on the board. The child with the most scales left at the end of the game wins. This develops their counting skills to ten. Number scales and plastic fish can be used as an aid for counting Activity two involves children using a fishing rod to catch fish, therefore developing their hand eye co-ordination. The fish contain single numbers from 1-10. Children keep the fish if they correctly answer questions from the teacher: What is one more than 6, one less than 3etc? If incorrect, the answer is modelled, and the fish go back into the pond. Teachers can change the questions around for children who need extension such as, What is 3 more or less than 5?  Ã‚   Activity three helps children identify and describe properties of material (plastic, paper, wood, velvet, playdough and wool). Children independently group these using sorting rings. Questions can be asked: Why have you put velvet and plastic here..Children then group the materials into five properties. I chose transparency, stretchiness, squishiness, softness and hardness. Explain and allow children to test out materials and their properties before grouping. Can we see through plastic? As an investigative game with the teacher, in turn children (mixed ability groups4) are to feel fish in a feely box, made from material used in the previous activity. A child feels a fish(using sight and touch senses) and responds to questions other children ask(based on first- hand experience activity) to conclude what material the fish are made from- The material is soft As an aid to investigate what material the fishes are made from, raw material would be displayed for visualisation and for children to test when they receive responses to their questions. Principles must be considered when teaching and learning about counting and materials. For Maths, in more or less counting, consideration has to be given to one-one, where children need to understand that each items has a name and is counted once. Then stable order, where children need to understand that the order of numbers must stay consistent when counting, followed by the third principle, cardinal where children state the total number of items. The fourth principle is, abstraction where children need to understand that all items are counted despite their different properties. The fifth principle, order irrelevance demonstrates that items can be counted in any order (Thompson, 1997, p.35-37). Teaching the concepts for counting and materials can now be used. Relating counting (one more or less) to addition and subtraction, and materials and their properties to scientific inquiry, may reflect EYFS principles. The activities provide children the opportunity to make connections through using practical apparatus (e.g. material fish/fish with numbers). HMI emphasise that learning depends on ones ability to recognise relationships between concepts (Koshy 1999, p.17). As activity one should allow children to make connections independently, as it is student led. Yet it is difficult to say whether children could make links between concepts as there is no guidance or questioning to stimulate thinking and association. William reports (2008) in child led activities, children need time and space to discover mathematical ideas and concepts. If time and independent exploration is provided, links may eventually be made (Williams 2008, p.60). In activity two and first part of three, Harlen (1993) concludes, questions should enable response and inquiry from children, How can we work out what two more than eight is? Why have you grouped the wood with plastic? Such responses may enable misconceptions to surface, which should structure initial starting points to build concepts, (1993, p.83) as interaction and formative assessment are demonstrated (Black and Wiliam2001, pp.2-14).   Class ethos may develop, as assessment for learning is undertaken directly with children, allowing more time for interaction and observation rather than typical assessment requirements, e.g. collecting work. Though appealing, Harlen (1993 p.83) and Westwood (2000,p.51) suggest language used in questions could affect childrens understanding. Language may produce open/closed questions, which creates false observation and assessment, because the way questions are constructed determines whether children are asked how can we find two more than eight..?, or we solve it by As there is a strong relationship between the importance of language in learning, one could portray Harlen and Westwoods view as an opinion, as neither provide statistics and further evidence to prove how language use in questions demotes learning. From experience, my questions helped children reflect and achieve objectives, but I didnt consider whether the language I used in my questions easily allowed children to achieve objectives, as I may have given them the answer through my questions to figure this out, we need to add Drawing upon Harlen and Westwoods principles, a reflective and evaluative approach to questioning should be adopted. Practioneer can identify and evaluate how their language is used within questions, and consider improvements needed to allow children to think through an approach, highlighting Brunels (1976) child led approach towards constructive thinking and learning (Smith 2003, p.405). Williams and Vygotsky (1962,p.405) deem discussion as encouragement towards childrens   conceptual learning. Activity one allows children to work together as they are in charge of the situation. Exploratory talk develops childrens teambuilding and communication skills as children rephrase and correct each other. Positive relationships form and children learn together. A point to consider is that Williams and Vygotsky may be biased, they are using words (rephrase/correct) that favour children working together. Children are unique some may be shy or do not like helping each other, therefore wont rephrase or correct each other. The gap in this evidence could make us question the reliability of Williams and Vygotsky view, as one could question what is happening to children who are not getting help from peers. Barnes (1976,pp.31) believes in activity one, children working independently may not do the activity due to lack of authority figures. Not all children get off task, thus a balance of when to leave and when to refocus children on the game must be considered, here children not receiving help, would. Williams states learning should be developed through childrens experiences of games and play (Williams 2008, p.36). An aspect of teaching in foundation settings is to encourage childrens learning through exploratory play. The second part of activity three should stimulate and promote understanding as children are clarifying, extending and reinforcing ideas (Oliver 2006,p.144). If she can stretch thisit will not be wood Olivers (2006) view is achieved through children conversing, especially to those in need of encouragement. Both Williams and Olivers view overcome inclusion barriers, as all children are involved in the game and are helping one another reach learning outcomes, allowing Vygotskys ZPD (2003, p.497) where peer-scaffolding can develop childrens ability to do a task. Children experience Froebels (1906,p.229) theory of successful learning because learning is influenced through play than rote learning approaches. As a result, supporting Waite (2006,p.12), play may allow children to fit into class and may explain the importance of personal and social learning (Wood 2001,p.12) rather than support towards self-actualisation (Maslow 1987,p.12). Far from just learning, activity three allows children to have fun and embrace ECM (2009,online) enjoy and achieve through games and EYFS build concepts and skills through play outcomes (2007,online). Scotts (1985) physics games study reflects Williams and Olivers argument, as games provided opportunities for discussion and negotiation amongst girls and boys (Bentley 1989, p.127). One could query whether this condition took into consideration the communication amongst diverse children and the barriers to communication. Regarding secondary physics, questions could surface as to whether the results would apply for primary children, as from experience, secondary students like working co-operatively and many primary children like working independently. Investigations are used throughout the activities. Investigations in activity two and second part of three relate to problem solving, in that they are focused by a problem which requires childrens questions and explanations. Both VESP (1992,p.48) and Aksis (1998,pp.4-6) evaluate thinking and responding allows children to engage themselves within the activity and acquire interpreting, questioning, predicting and hypothesising skills to propose explanations and solutions. Yet VESP and Aksis falsely assume that all children acquire these skills. Both researchers views can be convincing if investigations create open learning situations rather than common didactic teaching methods (Bentley1989, p.82). However ASE (1998 p.6) attack the views of both researchers, as skills to be acquired through open learning situations are ignored, because emphasis is on planning and carrying out an investigations rather than evaluating the investigative process how did we come to our conclusion This could be due to difficulties in achieving timely involvement for pupils. ASE concluded Primary schools ask only half the class to carry out investigations. One could argue that we maybe going against ECM and EYFS principles of equal opportunities and participation for children. From experience, supporting ASE, children not involved in investigations have their inherent capabilities disregarded. Activity two and three is not didactic, allows all children to participate regardless to class timing as every child has the right to learn. If not, we are removing childrens potential learning style and forcing them to do work which they may struggle with, but would not if they did the investigation. The activities may produce errors like, counting same spaces twice on the board, difficulty identifying random numbers and counting to/from a number. However Hansen (2005) and Smith (1997) state, these are common errors children make when learning to count. In future, reinforcement must be given to counting principles (Bruce 2005, pp.25). To conclude, I have given explanations to how and why these activities can be carried out, with consideration to issues one should be aware too. Stating how these issues maybe overcome are potential starters. I have realised that interaction and discussion are key to childrens learning, and must be in daily lessons. Children will engage in the activities as they are fun, motivating and creative. Children would share and take turns in throwing the dice and catching fish, as well as talk and share with each other what material the fish are made from. By interaction and observation with children, one can identify childrens understanding of material and counting. As Vygotsky states, children think and learn socially through experience, interaction and support (Smith et al, 2003, p.493). The activities enable children to experiment, make decisions, errors and correct themselves (Bruce 2005, p.64). References Anghileri, J. (2001) Principles and Practices in Arithmetic Teaching: Innovative approaches for the primary classroom. Buckingham: Open Press University Askew, M., William, D. (1995) Recent research in Mathematics education. London: HMSO Barnes, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin Bentley, D., Watts, M. (1989) Learning and Teaching in school Science. Milton Keynes: Open Press University Black, P., Wiliam, D. (2001) Inside the black box. Raising standards through classroom assesment. London: Kings college London school of education Bruce, T. (2005) Early childhood education. 3rd edition. London:Hodder Arnold DfES. (2007) The Early Years Foundation Stage.[Online]. Available: http://nationalstrategies.standards.dcsf.gov.uk/eyfs/taxonomy/33655/33694/0/46384 [12th October 2009] DfES (2009) Every Child Matters [Online]. Available: http://www.dcsf.gov.uk/everychildmatters/ [6th October 2009] Evans,B. (2007) The rainbow fish maths game. [Online]. Available: http://www.tes.co.uk/article.aspx?storycode=3005392 [12 November 2009]. Froebel, F. (1906) The Education of Man. New York: Appleton Guest, G. (2003) Alternative frameworks for Primary Science.[Online]. Available: www.scitutors.org.uk//p4.1_6.0b_misconceptions_primary_science.doc [8th October 2009] Harlen, W. (1993) Teaching and Learning Primary Science.2nd Edition. London: Paul Chapman Koshy, V. Effective Teaching of Numeracy. For the National Mathematics Framework. London: Hodder and Stoughton Maslow (1987) Motivation and Personality, Cambridge, Harper and Row Oliver, A. (2006) Creative teaching science. In the early years and primary classroom. USA and Canada: David Fulton Primary National Strategy (2006) Primary framework for Mathematics: Learning objectives. [Online]. Available: http://nationalstrategies.standards.dcsf.gov.uk/strands/34759/34265/110211 [6th November 2009] QCA (1999) National Curriculum Science KS1. [Online]. Available: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/science/keystage1/index.aspx?return=/key-stages-1-and-2/subjects/index.aspx [26th October 2009] Smith, P., Cowie, H., Blades, M. (2003) Understanding Childrens Development. 4th Edition. England: Blackwell Publishing Sparklebox (2003) Numberlines. [Online]. Available: http://www.sparklebox.co.uk/md/counting/lines.html [6th November 2009] Thompson, I. 1997. Teaching and learning early number. Buckingham : Open University Press Vermont Elementary Science Project (1992) On the run reference guide to the nature of elementary science for the student. Vermont: Burlington Vygotsky, L. (1962) Thought and Language. Cambridge: MIT press Watson, R., Goldaworthy, A.,Robinson, V. (1998) ASE/Kings College Science Investigations in Schools [AKSIS] Project. QCA : London Waite, S., Carrington, V. And Passy, R. (2005) Final report: Evaluation of Excellence and Enjoyment: Learning and teaching in the primary years continuing professional development materials, report for Primary National Strategy Westwood, P. (2000) Numeracy and Learning difficulties. Approaches to teaching and assessment. Camberwell: Australian council for educational research

Emperor Hadrian :: essays research papers

Emperor Hadrian The original home of the family of the Emperor Hadrian was Picenum, in Spain. Hadrian himself records that his immediate family came from Hadria, but settled in Italica in the reign of the Scipios. The Hadrian’s father was Aelius Hadrianus, a cousin of the Emperor Trajan; his mother was Domitia Paulina, a resident of Cadiz; his sister was Paulina, and his wife was Sabina. Hadrian was apparently born on the ninth day before the Kalends in February. At the age of ten, he became the ward of Ulpius Trajanus, his cousin, who had attained the rank of praetorian. Afterwards, he became so engrossed in the art of Greek study, that some dared to call him â€Å"Greekling†.   Ã‚  Ã‚  Ã‚  Ã‚  At fifteen he returned to his native city, and immediately joined the military. It seemed apparent that his love for hunting was so strong, that he was criticized for it even while in military service, and for this reason Trajan recalled him back to Italica. When he returned, he was treated as Trajan’s son, and was later appointed to be one of the ten judges of the inheritance court, and later, one of the tribune of the Second Legion, the Adjutrix. As young Hadrian grew, he became more and more of a favorite to his ‘father’, Trajan. This caused some friction between Hadrian and some of his family members, namely Servanius; although there was no actual confrontational effects of this struggle to become Trajan’s favorite. On the fifth day before the Ides of August, Hadrian learned that his adoption by Trajan had become official, and later celebrated this while governor of Syria. Later, on the third day before the Ides of August, Hadrian le arned of Trajan’s death. Three days later, Hadrian ascended to the throne of the Roman Empire. As soon as he took possession of the empire’s power, Hadrian at once resumed the policy of devoting his attention to maintaining peace throughout the world. Although his foreign policy seemed peaceful, his interior suspicions remained with a wary eye, and he later imprisoned some of his political enemies, namely Laberius Maximus and Crassus Frugi. Hadrian even had an assassination that failed to kill him, planned by Nigrinus, of whom Hadrian had planned to succeed him.   Ã‚  Ã‚  Ã‚  Ã‚  As the years passed, he showed to the people of the Roman Empire that he was a skilled architect, and that he was. He helped make it possible for there to be games in nearly every Roman city, with vast facets of entertainment of every kind just around the corner in a Roman city.

A Lessoned Learned the Hard Way

Throughout my high school career I was dependent on my parents and friends for a ride to school and it was a little embarrassing. I couldn’t wait to get my first car. I was nineteen a college woman with a steady job, and it was finally time for me to get the car I deserved. After a couple of very generous paychecks and a lot of penny pinching, I was ready to hit the lots and get some test driving under my belt. After a few agonizing days of financing, credit approvals and signing dotted lines, I was the happy owner of a new shiny, blue Nissan Altima coupe. Although my car was supposed to be used for work and school, other plans came first. I immediately had fun in mind! Driving was my new favorite thing to do even when there was nowhere to go, there was somewhere to go. Needed a ride? I was there. Wanted to go out? I’d be there in a heartbeat. It was Starbucks every night during the week with my girlfriends, and the endless club nights during the weekend. When I was behind the wheel I felt like â€Å"speed racer†. The windows defiantly had to be down with the sunroof open because I just loved the wind hitting my face and blowing my hair back. Everyone new I was coming a mile away with nothing but Britney Spears blasting out of my speakers. Although I should have focused on school and work, having a new car to take me where I wanted only made me carefree. Little did I know I was writing my own recipe for disaster? I had started hanging out with acquaintances that liked partying more, and one of my â€Å"party† friends Karla invited me to a bar and grill called Wings N Rings on a Tuesday night. When I arrived a good friend of mine was playing that night in his band, Holly Madison. It was open bar for the band and their friends, including me. A good time was all I had planned for and I saw no harm in having a drink or two, but shortly thereafter it led to a shot or two or three. I had no idea what I was drinking but I drank it. Being that I’m not a big drinker, the alcohol hit me, and it hit me bad. I thought I’d be okay since I went home after work and had a big dinner with my family. As I sat at the bar with my friends I slowly felt a burning sensation in my stomach and my body composure was basically â€Å"loosey gossey†. People started o notice that I was feeling â€Å"tipsy† when I began slurring my words. Oh man, I couldn’t talk right for the life of me! I remember everyone just thinking it was the funniest thing they ever heard, and it probably was. In the middle of cracking up with everyone, the room slowly started to have a domino effect. It was then when I realized that I had way too much to drink. I was 2:00am and the bartender announced â€Å"You don’t have to go home, but you have to get the heck out of here! † I tried convincing myself that I was okay to drive, didn’t say bye to anyone and walked to my car. As soon as I sat in the drivers seat I threw up chunks of chicken and red hot cheetos. I thought I felt better after threw up so I left the Wings N Rings parking lot. I was so sure I’d make it home since it was only one exit way from the bar. I put my car on cruise control after I left so I wouldn’t get pulled over for speeding. While I was on the expressway I started feeling drowsy, my eyelids became heavy and I started â€Å"bobble heading† because I was doing nothing but steering. The next thing I new I was waking up to deployed airbags, blood running down my left shoulder and a burn on my forearm. The smell of gasoline made me picture explosion and I opened the drivers’ door without hesitation. I fell to the ground, looked around and couldn’t believe what I had just done. My new car was completely totaled under the expressway. It wasn’t the time to think it was a time to act. â€Å"What the hell do I do now? † I asked myself. I quickly pushed up with both my arms to get up from the floor when my left arm gave out. My arm was dislocated, but since I was so upset I popped it back in without thinking twice and didn’t feel a thing. I walked to the Stripes gas station on the other side of the expressway and asked if I can use the phone. She handed me the phone and the first person I called was my mom that was just three blocks away. She answered in a groggy voice I told her what had happened and she hung up scared for my life. I had just made the biggest mistake of my young life and stared crying. Instead of staying put I walked back to the scene of the accident and while I was crossing back I saw flashing red and blue lights heading my way. A police car pulled up next to me under the expressway and asked, â€Å"Where are you heading miss? † I gave him a blank stare back and said nothing. He then noticed the mascara running down my face from crying and the blood on my arm and figured I was involved in the car wreck up the road. I noticed my mom’s truck on the other side of the road and ran to her. I had never seen her so upset. She shouted â€Å"Que chingados estabas haciendo mija? † meaning what the hell have you been doing daughter? My answer to her was â€Å"I fell asleep mom! I’m sorry! † as tears came flowing down my cheek. It was at this time that the officer made his way over to me ask me to blow into a gadget I had never seen before, that just so happened to be a breathalyzer. As soon as he told me what it was I pretended to blow as hard as I could, but blew down so it wouldn’t go straight into the breathalyzer. I never in my right mind thought this would work, but the officer was fooled and thought the breathalyzer wasn’t functioning right. Right after that he asked me if I had been drinking and I told him I hadn’t. He read me my rights, handcuffed me and put me in the back seat of the police car. Everything was so surreal.

Consumption Patterns Paper

Consumption Patterns Paper Global meat consumption and trade patterns (Gale Group 2204) have changed drastically over the last 20 years. Most of these changes have been the result of changes in lifestyles, incomes and health concerns. The world wide meat consumption has been changing dramatically, with better production and stricter government regulations, resulting in a safer quality of meat, leading the way to this change.Poultry consumption is the fastest growing meat product, with the public putting a greater emphasis on health and the poultry farmers increasing production through better feed efficiency and faster production time, compared to other grain fed animals. Even with this increase in poultry, pork is still the leader with 41% of global meat production, followed by beef at 31%. (US Dept of Agriculture)On a per capita basis, the United States is the largest consumer of meat, at 118 kg, followed by Hungary, at 96 kg, and Australia, at 106 kg.Nederlands: Plateau van zeevruchtenBeef has been the tradi tional source of meat for the US consumer; however from 1975 to 1991 this consumption has dropped by more than 6%. This decline can and has been directly related to the increase in poultry production and consumption.The article is showing that overall the demand for meat is on the rise. These increases have been for more healthy choices, such as poultry and pork. The changes in demand have been the result of increases in production through better feed efficiency and faster production of the poultry segment. The higher standards of living that have occurred world wide have increased the availability of meat to a greater number of people and countries. Stricter government regulations and better enforcement of these regulations on the meat producers have played a significant role in this increase in world wide sales of meat products.The trade of meat...

Julius Ceaser essays

Julius Ceaser essays Gaius Julius Caesar was born on the 13th day of the month Quintilis, July in modern calendars, in the year 100 BC. His name was the same as his father's, with Gaius being his given name, and Julius being his surname. Caesar was the name for one branch of the Julian family, and originally meant "hairy." His family was not extremely wealthy, however they lived in relative comfort. Regardless of his background, he was well connected and did some important work for the government in his youth. When he was only 20 years old he was honored for bravery at the siege of Mytilene. A short time after that he left to study in Rhodes, but was captured and incarcerated by pirates on his way there. His family paid a ransom for his release. Caesar returned with a small private army to execute the pirates who had apprehended him. He never finished his studies due to the war with Mithradates VI of Pontis in 74 BC Caesar was a man of great strength and strong beliefs. At one point in time, Sulla told Caesar that he had to divorce his wife as a symbolic act of his loyalty to the new regime. Caesar told him no, and Sulla was so impressed by this act that he pardoned Caesar instead of exiling him. Cesar's strength gained him some small political offices in his early years. It was in 59 BC that he became a Roman Consul, and made the alliance with Pompey and Crassus that is known as the "First Triumvirate." This alliance was extremely important in the history of Rome and its empire. Caesar's rise to power came in three main areas, politics, religion, and the military. He gained the power in politics and religion from a very early age. He became active in both, and eventually became the central figure in religion and politics. His rise to power in the military came shortly after the death of Crassus. This left only Pompey and Caesar fighting for whom was in charge of the Triumvirate. Caesar marched his army down to southern It...

The Four forces of Evolution & Speciation Essay Example | Topics and Well Written Essays - 250 words

The Four forces of Evolution & Speciation - Essay Example The ones focused on are; Species, Population, the four forces of evolution, the variation within and between populations, isolating mechanisms and speciation. Microevolution: This describes the significant changes that occur in a species over time, to give it traits or groups of traits classifying it differently from its original species, for example, as a sub-species, a variety or a race (Maiti & Maiti 252). Macroevolution: This describes the significant changes in a species over time that makes it into a totally different species. An example is the evolution of earlier tetrapods into mammals. The results of this process are cumulative that is, the species form after an evolution for over millions of years (Maiti & Maiti 254). Gene flow: This is the transfer of gene alleles from one population to the other. Populations are different from species. A population is defined as the number of a specific species of an organism, found in a specific geographic region. A species is a population of organisms defined by their ability to interbreed naturally among themselves, and produce offspring that can also interbreed. The transfer of alleles, therefore, causes changes in the genetic make-up of the population, hence their traits (Maiti & Maiti 256). There are other issues that take part in the evolution, but differently. One of such factors is the isolation mechanisms. Species have similar genes and a common ancestry, yet still, there are those of similar genes and a common ancestry, but are unable to reproduce. This is explained by the isolation mechanisms. Isolation mechanisms are functional, structural, and behavioral characteristics that prevent species from reproducing. Isolation mechanisms, therefore, play a role in maintaining particular species and creating new ones. The development of a new species from an evolutionary process is known as speciation that is influenced by all the above evolutionary

Manifest Destiny Concept Essay Example | Topics and Well Written Essays - 1000 words

Manifest Destiny Concept - Essay Example The Manifest Destiny concept tremendously influenced the United States policy. This enhanced the American expansion to the West. The idea was largely put forward by posters, newspapers and other avenues. Despite the fact that it was not a formal policy of the government, it facilitated the passing of legislation like the Homestead Act, which promoted colonization and acquisition of areas in the West (Robinson 2010, 21). Additionally, the idea was a factor in the thought of America. Movement into the West regions provided a prospect for self-development. To be familiar with the concept of Manifest Destiny, it is essential to comprehend the desire and need of the United States to expand. This paper will look at how issues around it affected the U.S, how the views of Americans on the issue changed over the period, and will also mention some events as examples. How the Issues Affected the U.S John O'Sullivan, a U.S newspaper editor writing on the planned occupation of Texas, was the firs t to use the term in 1845. He asserted that it was America’s â€Å"manifest destiny to spread to the whole continent.† The newspaper issue recommended that through expanding, America could turn out to be a renowned superpower. According to O'Sullivan, the United States had been exclusively selected for the mission of Westward expansion. This would push out the wilderness and bring civilization. Between independence and 1920, the government passed land laws that were favorable for people to migrate. The federal government also persuaded people from Europe to come and inhabit. It used the military to protect the settlers from natives. It further put money into explorations, such as that of Clark and Lewis. Wherever there was sufficient water, homesteading was practiced by people from the Midwest to the Pacific regions. Cheap and available land, high birth rates and immense population formed the basis of the expansion. Imperialism was used to facilitate the Manifest Desti ny. There was a perception that mission and God was the path to Manifest Destiny.  Ã‚  

Inequalities in Education Essay Example | Topics and Well Written Essays - 1500 words

Inequalities in Education - Essay Example Hence, it is easy to understand that there is a strong correlation between policies of the political parties in power, and the impetus given to the field of education, especially in the present day context of multiculturalism. This essay shall briefly analyze the dimensions of inequality, the causal factors and the policy implications in the field of education, in the United Kingdom since the close of the twentieth century. It shall consider three major inequalities namely, a) economic gap/social class b) gender/sex c) race/ethnic minority, and study how policies have impacted these inequalities as regards education in general. It shall also discuss education with particular relevance to early years, and conclude that while the policies have positively impacted reduction of gender inequalities, more efforts are required to eradicate ethnic inequalities. Peter Taylor-Gooby in his work "Attitudes to Social Justice" published by the Institute for Public Policy Research (2005) cites David Miller to identify four principles of social justice namely, a) Equal Citizenship, b) The Social Minimum, c) Equality of Opportunity, and d) Fair Distribution (p. 2). Of these four, the third has particular relevance to education, and the inequalities within it. ... unity of opportunity is said to exist only when the chances of an individual getting education and jobs, depend solely on their own motivation and aptitudes rather than on other factors such as gender, class or ethnicity. When the differences in Social Class, Gender and Race/Ethnic origins prevent or deny educational or job opportunities, then these are considered to be impediments to achieving social justice, they are inequalities that obstruct fair distribution of opportunities and rewards. While Education is considered to be a tool that aids equality in society, "as the principle means of creating a more equal society", it is also said to contribute to "the reproduction of social inequalities" (Moore 7) and has important implications in ensuring 'social mobility' (DfES 7). Given that educations is a potential tool for implementing social justice, it is essential to study and record the inequalities that affect the process of education. Foremost among the factors affecting education is the difference in income levels; poverty affects educational possibilities. Poverty/Class as an Inequality: It is important to distinguish between "inequality and poverty" even though they are closely linked (Hills & Stewart 232). Poverty is measured by taking into account the incomes of the poorest households and comparing them against the median income; generally poverty line is defined at 60% of current median income, after adjustments. The differences in incomes lead to two types of inequalities - Vertical and Horizontal. The former indicates the difference between the topmost and bottommost income earners, while the latter indicates communities or nations with similar incomes (biz/ed 1). The New Labour government has changed its policies since the 1970s, and now no longer

Our Countrys Good - Characters Reactions to the Play Essay Example for Free

Our Countrys Good Characters Reactions to the Play Essay The play tells the story of convicts and Royal Marines sent to Australia in the late 1780s as part of the first penal colony there. It follows Second Lieutenant Ralph Clarks attempts to put on a production of George Farquhars comedy play called â€Å"The Recruiting Officer† with a cast of male and female convicts. The play also shows interesting turning points for the convicts and their attitude towards the George Farquhar play, which now will be looked into more detail. When the play is first proposed: Upon arrival in Australia, the Governor-in-Chief Captain Arthur Phillips suggests an activity or a form of education for the convicts during their stay. Second Lieutenant Ralph Clark takes on the idea to perform a play and decides on the comedy â€Å"The Recruiting Officer†. Midshipman Harry Brewer likes the idea, but Captain Watkin Tench laughs at the very idea. Nevertheless, Ralph Clark calls upon the first convict Meg Long who is very old and smelly, and who has no idea that Ralph is talking about making a theatric play; she thinks he means something sexual by the word â€Å"play†. Even still, she tells Ralph Clark that she will do whatever he wants. Moments later, a Robert Sideway shows up and is very intrigued by doing a play and tells a story about when he used to pick pocket outside a theatre in London. He is very enthusiastic with his words â€Å"I beg you, I entreat you, to let me perform on your stage, to let me feel once again the thrill of a play about to begin†¦Ã¢â‚¬ . Thereafter, another two female convicts arrive; Dabby Bryant and Mary Brenham. Mary is extremely shy, but has the ability to read unlike Dabby, although Dabby is very enthusiastic about the play. Afterwards, Liz Morden appears. She seems to be a very harsh lady and snatches the book from Ralph and says â€Å"I understand you want me in your play, Lieutenant. Is that it? I’ll look at it and let you know. † These words signal anger and pride, but still a slight interest in being included in the play. The reactions of the Royal Marines are in fact quite different. In Act One, Scene Six they hear about the newfound idea of making a play with the convicts. Major Robbie Ross is the one who is the most against the idea of having a play. He believes the convicts are there to be punished for their crimes, â€Å"You want this vice-ridden vermin to enjoy themselves? † Captain Watkin Tench is on Ross’s side and believes the convicts should do hard labour instead of leisure. The Reverend Johnson agrees that the play is unable to uphold Christian values and therefore decides that the play should not be allowed. He does not believe that the convicts can reform. The only neutral person in this discussion is Lieutenant Will Dawes who does not care if the play is there or not â€Å"Put the play on, don’t put it on, it won’t change the shape of the universe. † Only Ralph Clark and Governor Phillips believe in the idea of redemption and change for the convicts, and thus building up a society amongst them all. Therefore, the Governor allows the play to proceed as Ralph Clark intended. Whilst the play is being rehearsed: Many of the convicts are disappointed in the roles they have received and there is constant confusion of the disappearance of Kable and John Arscott, where some are indicating that they have escaped. The convicts appear to be having misconceptions about acting although they are trying their best to perform. Liz Morden who appeared to be a having a negative attitude towards everything, seems now to have a more formal way of speaking and is very enthusiastic about her lines, but only remembers them because they were read to her and therefore speaks very fast. She also seems to have gained a nicer approach to her inmates â€Å"Thank you, Lucy, I do much appreciate your effort. † Ralph Clark performs a major leading role in teaching the convicts how to read their lines and act it out at the same time. He is still very interested in the play. But Major Ross ruins their rehearsals when he enters and disrupts their play by accusing Ralph for the escape of Arscott and Kable â€Å"Five men have run away and it’s all because of your damned play and your so-called thespists. † After the incident, half of the convicts end up enchained and Ralph Clark is considering shutting down the play, but Governor Phillips explains that he should not. Liz Morden, John Wisehammer, John Arscott and Black Caesar are all in chains, but still continue to rehearse the play. This gives an idea of a newfound passion for the play and a new aim in their lives before they are hanged. In the second rehearsal, some convicts are still in chains and Major Ross does everything he can to disrupt the play. Ralph makes a fool of Ross by telling him to leave â€Å"Major, there is a modesty attached to the process of creation, which must be respected. † This makes Ross even more angered and turns it around on the convicts. He makes fun of the convicts who still try to rehearse passionately. The rehearsal is stopped by the sound of Arscott’s cries. Later on, we see that Wisehammer wants to become a famous writer and he tells Ralph that he has written a new introduction for the play. The convicts are now all very into the play and they rehearse with great passion. Even when all the convicts are not present, they are forced to act to different characters, but they are willing and able. There are also some deeper emotions going on between the convicts and between Ralph and Mary. Ralph gets jealous when Wisehammer kisses Mary during the rehearsals, but Wisehammer feels it is part of the play and it should be taken seriously. Later on in Act Two, Scene Nine, Ralph and Mary are rehearsing together and they grow fond of each other as they act. â€Å"What you please as to that. Will you lodge at my quarters in the meantime? You shall have part of my bed. Silvia. Mary†. Ralph uses the words of the play to indicate his feelings for Mary and they both undress. By the conclusion of the play: In Act Two, Scene Ten, the Royal Marines are discussing the innocence of Liz Morden, and as she will not speak they think she is guilty (of stealing some food). But Governor Phillips reminds her of the play and she then speaks. This directly means she feels an obligation to her friends, and that dying would matter. She now feels she has something to live for and that is the play. Her words have also become more formal and she no longer sounds like a convict â€Å"Your Excellency, I will endeavour to speak Mr Farquhar’s lines with the elegance and clarity their own worth commands. † The play has brought everyone together and everyone has become nicer to everyone. During the backstage before the performance they discuss how to take the bow, which displays confidence in their upcoming performance and everyone is now focused on the play. Even Dabby is â€Å"suddenly transfixed† but she still wants to escape after their first performance which will get Ralph into trouble, so Mary is against it. Everyone pushes everyone to participate and motivates them. Black Caesar has stage fright but is forced to do it by his inmates. Wisehammer recites his new prologue which is surprisingly good which indicates his passion for writing and for the play itself. In conclusion, all the convicts have been convinced by the end of the play and they now feel the magic that the play contains and it had brought them all together, during rehearsals and throughout till the end.

Why Do People Need Faith In God Theology Religion Essay

Why Do People Need Faith In God Theology Religion Essay We have known about God since a very long time. We know that in Islam God name is Allah, Hinduism has many Gods and some of them are Ganesh, Vishnu and Brahma, in Hebrew God name is Yahweh, in Christianity God name is Jehovah, Chineses NGod is Yang Yin, one of Greeks Gods is Zeus and so on. We all know it, but we dont know why in different religions God has different names and why some religions have many Gods. May be we never think about it. So my research question is why in different religions God has different names and why some religions have many Gods. In this essay I try to find out answer to these questions. In the Christian Religion, there is only One God, who is a Trinity of Father, Son and Holy Spirit. Jesus was Jew hence He believed and worshipped the only true God Jehovah and always tried to please Him he prayed to Him and loved Him John 17:3 states this means everlasting life the taking in knowledge of YOU (prayer to Jehovah by Jesus) and the One you sent forth (Jesus) He never referred to Himself as God He never said the Holy Spirit was God. You see taking in knowledge of Jesus does not make Him God, but faith in Him is requirement for life. God cannot die but Jesus died for our sins and if we do not respect Jesus new role as Messiah we cannot gain life everlasting. Jehovah is God; Jesus is the son of God as stated in scripture.  [1]   In the Jewish Religion, there is only one God, HaShem (The Name). In deference to Judaism, God is the correct spelling.  [2]   In the Islamic Religion, there is only one God, Allah, and Muhammed is his prophet. Allah has no intermediaries, no spouse, no children, and thus, Allah is ONE. In the Sikh Religion, there is only One, Hari; who has many names and many forms.  [3]   In the Buddhist Religion, there are many Buddhas, but not all buddhists are deists or worshippers of Idols of Buddha. The first Buddha to attain enlightenment is Gautama Buddha, who is worshipped as a God in some strands of Buddhism. The Dalai Llama, for example comes from Tibetan Buddhism, which has deities. Buddha was a Hindu, so he would have been familiar with the Hindu deities.  [4]   In the Hindu Religion, there is one Formless God and a trimurti of Creator, Preserver and Destroyer Gods. There are many other gods and consorts. In the Parsee Religion, Zoroastrianism, there is Ormazd, sometimes called Ahura Mazda or simply Mazda, the most well-known of their Gods.  [5]   There were other deities. In Confucianism, there is Tien (Heaven). Also known as Shang Di(The Lord on High). Ancestors are also worshipped. Taoism has numerous deities. Shinto has numerous deities. Jainism has numerous deites. Africans didnt have a religion, they had Spirituality from which ALL religions began, had Gods such as Isis, Horus, Heru, Ausar,Osirus; Mayan religion has many deities, Ancient Greek and Roman religions all had myths for example Yesus, Thor, Zeus, Mercury. The American Indians had their deities, and the Australian Aboriginals had their Gods and the Dreamtime. There were Norse Gods, Scandinavian Gods, Celtic Gods, Druidic Gods, along with nature religions also. Where ever there is mankind, there you will find worshippers of the Divine.  [6]   So, from this text I understand that many religions have just one God. But in some religions people believe that we more Gods and that there have certain destination. But why, maybe people were easier to believe in something, such as a God to explain different phenomena, phenomena of life or explain some occurring moments in the life of mankind. However, why just this names? Firstly, we need to know what the name is. In the ancient world names were thought to be extremely powerful and to act, in some ways, as a separate manifestation of a person or deity.  [7]  Well, I think that God hasnt particular name, so people named God like that, because they were based on their imagines about him. For example, Muslims, adherents of Islam named God Allah, because it is an Arabic word meaning The God. Greeks imagined that Zeus is the Father of Gods; he is the god of sky and thunder in Greek mythology, so for Greek people Zeus is the main God, because sky is impersonation of world. But why we, people need faith in God? Faith is our motivation to fulfill our purpose. Faith and work are dependent upon one another for existence. Theyre like energy and matter, Yin and yang, opposites, but complements. Without faith its impossible to please God  [8]  , so our relationship with the Lord is dependent on it. Faith is what brings the things God has provided for us from the spiritual realm into the physical realm  [9]  . Our faith is the victory that enables us to overcome the world  [10]  . Everything the Lord does for us is accessed through faith. Human faith can only believe what it can see, taste, hear, smell, or feel; its limited to the five senses. Using natural human faith, we can sit in a chair weve never sat in and believe it will hold us up. We fly in airplanes when we dont fully understand how they work, and we dont know the pilot, but we trust that everything will be okay. That takes human faith, which God gave to every person. Yet when it comes to God, we have to believe things that we cannot see. You havent seen God or the devil. You havent seen heaven or hell. You havent seen sin; therefore, you wouldnt know what you would look like if your sins were taken awa y. However, you have to believe in all these things to be born again. How can you believe in things you cant see? The answer is that you cant believe in invisible things with human faith. You need Gods supernatural faith.  [11]   Sometimes when a person is bad, when he lost everything, he has only faith, belief in something good. We have a lot of good thoughts to believe, but the best of them is the thought of God. In some situations, only faith in God can help keep the kindness, confidence in our heart and move on. In concluded, why in some religions have many Gods? I think in some religions people cant prove or cant explain some phenomenon in life, in nature, so, their think that it all happens because of Gods. For example, if the sky shines for lightning, that gods were angry at someone or at something or if the sun shines brightly, it means that the gods have good mood and they were shone by pleasure because of their eternal, divine life. So people explain all this phenomena. Fine, I have answer for this question, but I didnt answer the question, why in different religions God has different names? I think because different people have a different worldview, so there have different beliefs to God, and there have different religions. If people have similar worldview, similar beliefs and have different religion I think it is wrong, because if all there thinks are similar, they dont need different religions, and they can be one extended religion. I think people need to believe to different Gods names, because they need to prove that their thoughts are different from other. So, I think exactly because of that in different religions God has different names.

Women Overcoming Domestic Violence in Zora Neale Hurstons Sweat Essay

Zora Neale Hurston's 'Sweat' is a short story about the struggles and hardships in the life of an African American woman living in the south. The short story talked about the treatment of women in these times. Many women of present times can identify with the hardships that Delia encountered in her marriage. The story also deals with adultery in relationships and the dishonesty and heartache it brings to a relationship. The story gives many women of domestic violence the strength and the courage to stand up for themselves and against their husbands. In these times it was hard for African American women to stand up to their abusive husbands. Getting a divorce was not a very common thing to do. Most women endured the pain and troubles of being physically and mentally abused everyday. A number of women were too poor to get a divorce or even runaway from their husbands. Husbands of these times supported the family and were the only ones who had a job in the family. In 'Sweat' Delia was the supporter of the family she worked every day supporting herself and Sykes. This was not very common in these times. Most women stayed home and watched the children while the men supported the family. With women not working this made it hard for them to get enough money to leave their husbands and support themselves and their children without their husbands. The story gives women of domestic violence courage and strength to get out of an abusive relationship. In one part of the story Delia...

McGregor’s Theory X and Y Essay

The foundation of McGregor’s theory has direct links to Taylor’s study of scientific management: a study of scientific management as a link between human beings and their jobs which in turn need to be re-constructed to maximise efficiency (Waddell et al. 2007, p. 43). Many researchers and scholars have developed theories based on the work of F.W. Taylor. McGregor, Maslow and others who assisted to improve the view of human relation tried to prove that there is another side to the traditional perspective of workers (Bartol and Martin 1998, p. 52).This literature review will be focusing on the evolution of McGregor’s Theory X and Theory Y in relation to the development of management theory. Moreover will be explaining the definition of X and Y theory and its relevance to 21st century. McGregor proposed two contrasting sets of managerial assumptions about the workers. He further examined taking Taylor’s traditional view of workers and Mayo’s human relation approach into consideration, which he labelled Taylor’s view as ‘Theory X’ and as Mayo’s view as ‘Theory Y’ (Montana and Charnov 2000, p. 25). [ (Stephen P.Robbins) ] However, ‘both these theories have the common definition of functions of manager: management is responsible for organising the elements of productive enterprise- money, materials, equipment, and people- in the best interest of economic ends’. Main differences in these two theories are the assumptions (Urwick 1970, p .1). McGregor with his experience as a manager and as a psychologist, observed the behaviour and attitude of the workers (Daft.2003, p. 47). According to Kopelman, Prottas and Davis (2008, p 1) Theory X represents that workers generally dislike work, are irresponsible, ar e lethargic and require close supervision. In contrast, Theory Y denotes that individuals are generally creative, innovative, accept responsibility and believe work is a natural activity. Furthermore, his observations on the classical and the behavioural approaches to understanding workers were found different. He paired up his theories to the work of Abraham Maslow, where he compared the higher needs put forward by Abraham Maslow such as self-actualization, to a Theory Y leadership style, and lower needs such as physiological and safety, to the Theory X leadership style (Bartol and Martin 1998, p. 51). Theory X is referred to as optimistic and Theory Y as pessimistic (Montana and Charnov 2000, p 26), others labeled Theory X as negative and Theory Y as positive (Robbins et al.1998, p 202) and according Schein (1970, p.5) McGregor called Theory X as â€Å"hard approach† and Theory Y as â€Å"soft approach†. According to McGregor (1960, p. 33-35), the assumptions of Theory X are that individuals by nature do not like to work and will avoid it if possible. Furthermore, human beings do not want responsibility and desire precise guidance. Additionally, the workers put their own concerns above that of the organization and by nature they are resistant to changes. Finally, human beings are taken for granted to be easily manipulated and controlled. According to Boddy and Paton (1998, p. 201) it is of practice with Theory X philosophy to include time registration, supervision, quality checked by a superior as assigned in job description. The main focus of Theory X is that of external control, by systems, procedures or supervision. They believed that managers who accepted Theory X view would be inconsiderate in accepting aptitude of a normal human being (Boddy and Paton 1998, p. 200). Managers who assign to Theory X are expected to practice authoritarian style (Lewis, Goodman and Fandt 1998, p. 56). By contrast, Theory Y has assumptions which is completely opposite of Theory X. As per Theory Y, work is natural, and tries to occupy them actively and enjoy too. Furthermore, workers do not require detailed supervision and they are self-motivated. Additionally, it assumes that they work innovatively and creatively. If people are given a chance to prove their competency they are ambitious to solve problems and help their organizations meet their goals (McGregor 1960, p. 47-48). Managers who hold the belief in Theory Y are likely to exercise a participatory style, discussing with their subordinate voicing their opinion, and encouraging them to take part in decision making (Lewis, Goodman and Fandt 1998, p. 56). Management’s main aim is to structure a proper working environment in order to achieve their higher-order personal goals by achieving organizational objectives (Bloisi, Cook and Hunsaker 2007, p. 205). The organizations of 21st century are in a more dynamic world where technology, education and research and better economic conditions are vastly improving. It becomes gradually more important for managers to hold the set of assumptions about human behaviour that McGregor has proposed in his Theory If an individual holds Theory X assumptions then he will not be logical and responsive to data, therefore, will have limited choice of managerial style. In regard to Theory Y, he can wisely choose from variety of options (Schein 1975, p. 7). Having worked for 15 years in many types of organization, Schein (1975, p. 3) believes that organizations need more Theory Y managers at all levels especially at higher levels. However, few companies still practice Theory X management (Daft 2003, p.48), but many are applying Theory Y concept of management such as Hewllet Packard (Waddell et al. 2007, p. 56) and SOL cleaning service, and it has proved to be a success. They consider everyone equal and value each employee’s contribution (Daft 2003, p.48). According to Kochan, Orlikowski and Gershenfeld (2002, p.4) assumptions characterizing twentieth century refers to Theory X and twenty first century organization’s characteristics refer to Theory Y were explained using people, work, technology leadership and goals. Many organizations have realised the importance of the human capital and are currently try to adopt to change themselves as they recognize. McGregor argued that modern organizations do not take into account the innovativeness of workers. In order to utilize these valuable assets, managers need to provide employees to use their expertise. Thus, provide and create conditions that integrate individual and organisational goals (Boddy and Paton 1998, p. 200-201). McGregor believed that people in twenty first century are more educated and affluent and they are more self controlled (Hersey, Blanchard and Johnson 2001, p. 60). Hence, most of the modern organisations strongly practices management by delegating authority, job enlargement, making work more interesting, with increased level of responsibilities and their share of information and innovations regarding the work content, work design and results (Montana and Charnov 2000, p. 25). Finally, in order to measure the performance of the individual, the organisations have appraisal system which evaluates their performances annually or semi-annually. For example, companies such as General Mills, Ansul Chemicals, and General Electric have been experimenting with performance appraisal approaches (Ott, Parkes and Simpson 2003, p. 168). These managerial propositions are associated best with the Theory Y management style. According Lorshe and Morse (cited in David and Robert 2000, p. 202) in their research of four companies and concluded that successful company in the normal business used a consistent Theory X style and the other in the creative business used theory Y .These theories may be applicable to some organizations and to some cultures. In article, peoples Republic of China, being a communist country has practiced Theory X in the past and has adopted to practice Theory Y style with a productive result (Oh 1976, p. 1). In summary, Theory X and Theory Y have significant impact on modern management styles. The assumptions of these two theories hold the extreme ends and McGregor assumed that people’s behaviour is strongly influenced by their beliefs. His theories have been labelled relating to Taylor and Mayo’s work. As in my opinion there is no one best theory which may fit all organizations. However, more in depth research need to be undertaken to identify and prove which theory does best fits. According to Boddy and Paton (1998, p. 202) many argue that both these theories may be inappropriate in some situations. â€Å"Theory Y is a theory of human motivation, not a theory of how to manage or run an organization† (Schein 1975, p. 1). References Waddell, D, Devine, J, Jones, GR & George, JM 2007, Contemporary Management, McGraw-Hill Irwin, North Ryde. Bartol, KM & Martin, DC, Management, 3rd edn, McGraw-Hill Co, Boston Montana, P & Charnov, B 2000, Barron’s Management, 3rd edn, Hauppauge, N.Y Daft, RL 2000, Management, 6th edn, Thomson learning, Ohio Robbins, SP, Millett, B, Cacioppe, R & Marsh TW 1998, Organizational behaviour: Learning and managing in Australia and New Zealand, 2nd edn, Prentice Hall, Sydney McGregor, D 1960, The human side of enterprise, McGraw-Hill book company, New York Boddy, D & Paton, R 1998, Management: an introduction, Prentice Hall Europe, London Lewis, PS, Goodman, SH & Fandt, PM 1998, Management: Challenges in the 21st century, 2nd edn, South-Western College Pub, Cincinnati Bloisi, W, Cook, CW & Hunsaker, PL 2007, Management and organisational behaviour, 2nd edn, McGraw-Hill, Berkshire Hersey, P, Blanchard, KH & Johnson, DE 2001, Management and organizational behaviour : leading human resources, 8th edn, Prentice Hall, Upper Saddle River Kopelman, RE, Prottas, DJ & Davis, AL 2008, ‘Douglas McGregor’s Theory X and Y: toward a construct†valid measure’, Journal of Managerial Issues, vol. 20, no. 2, 255†271, retrieved 22nd March 2011, Ebsco Host Ott, JS, Parkes, SJ & Simpson RB 2003, Classical reading in organizational behaviour, 3rd edn, Thomson/Wadsworth, Belmont Schein, EH 1975, ‘In defence of Theory Y’, Organizational Dynamics, Vol. 4, Issue 1, p17-30, retrieved 22nd March 2011, Ebsco Host Oh, TK 1976, ‘Theory Y in People’s Republic of China’, California Management Review, Vol. 19, Issue 2, p77-84, retrieved 22nd March 2011, Ebsco Host Urwick, LF 1970, ‘Theory Z’, SAM Advanced Management Journal, Vol. 35, Issue 1, p14, retrieved 28th March 2011, Ebsco Host Kochan, T, Orlikowski,W & Gershenfeld JC 2002, ‘Beyond McGregor’s Theory Y:Human Capital and Knowledge-Based Work in the 21st Century Organization’, retrieved 24th March 2011, http://mitsloan.mit.edu/50th/pdf/beyondtheorypaper.pdf

Nephrotic syndrome is presented Essays

Nephrotic syndrome is presented Essays Nephrotic syndrome is presented Essay Nephrotic syndrome is presented Essay In this presentation, pathological history of the job topic with Nephrotic syndrome is presented. The attack with regard to the aetiology, diagnosing, intervention and bar of the disease is elaborated. The issues discussed there would be: Using the patient s clinical diagnostic findings as the grounds of the implicit in cause of the disease. Measuring the logical thinking for the upset of the operation. Management of the disease. ( reference side-effects if any and the costs ) Nephrotic syndrome ( NS ) is a aggregation of symptoms as a effect of damaged kidneys.Based upon the clinical, research lab and histological characteristics, the nephrotic syndrome is classified as ague or chronic and Idiopathic/primary nephrotic syndrome-with glomerular disease intrinsic to the kidney or Secondary nephrotic syndrome- associated with assorted extrinsic causes. ( Lane.C.J, Nephrotic syncrome ( 2009 ) eMedicine ; National Institute of Diabetes and Digestive and Kidney Diseases ) . In grownups the primary causes responsible for nephrotic syndrome are membranous glomerulonephritis and focal segmental glomerulosclerosis.While the secondary NS occurs as manifestations of systemic diseases such as dibetes mellitus, lupus erythematosus, reaping hook cell anaemia, minimal-change disease, HIV, hepatitis B or C, usage of nonstreroidal anti-inflammatory drugs or multiple myeloma. ( Laurie Barclay, Medscape Medical News ©2009Medscape, LLC ) . The clinical characteristics of NS are albuminurias, hypoalbuminemia ( A ; lt ; 2.5g/dL ) , hypercholesteremia, hydrops and hypercoagulability. ( Szu-Chia Chen, et al 2010 ; Mian N. A. Nephrotic syndrome ( 2009 ) Pediatric clinical advisor-Instant Diagnosis and Treatment,2nd edition, Elsevier Inc, Pages 393-395 ) . Regardless of whether the etiology is a primary glomerular disease or a systemic upset, the escape of albumen in the urine reflects a breach of the permselectivity barrier in the kidney and dysregulation of plasma ultrafiltration. ( Ernie L. ( 2009 ) Idiopathic Nephrotic Syndrome, Genetic Diseases of the Kidney, Elsevier Inc. ) Proteinuria is caused due to the changes in the selective permeableness of glomerular capillary wall, resulted by the underlying glomerular disease ( Donald.E et al ( 2003 ) Nephrology secrets,2nd edition. Hanley and Belfus: USA. Page-64 ) The proteins more likely to be present in piss are albumin and globulin. However, albumin being the smaller si zed protein, its tends to leak out through little pores in the podocytes easy. But these pores are non so big to let cells through ( hence no haematuria ) . Due to which the patient may endure from hydropsy, as albumin maps in retaining the fluid in the blood by soaking up fluids from organic structure tissues. Some patients show no symptoms of nephrotic syndrome until albuminuria is dignosed. However, in instance of hydrops, the organic structure tends to demo outstanding puffinesss, most normally arround mortise joints and pess, due to the high intravascular hrydrostatic force per unit area. Although hypoalbuminemia is the chief feature of nephrotic syndrome ( NS ) , there are many patients with high albuminurias that do non develop hypoalbuminemia ( Praga M et Al ( 1991 ) Nephrotic albuminuria without hypoalbuminemia: clinical features and response to angiotensin-converting enzyme suppression, Am J Kidney Dis, Spain 17 ( 3 ) :330-8. ) While hypercholesteremia is due to alter in t he balance of assorted protein degrees in blood due to protein escape. The symptoms of Nephrotic syndrome involve swelling in the tissues around the eyes or in the pess or mortise joints, high degrees of lipoids, high blood force per unit area and susceptibleness to infections. The albumen count in blood falls below the normal scope ( 35g/L-50g/L ) while the urine albumen count raises from the normal rate ( A ; lt ; 150mg/L ) , largely greater than 3.5g/d. ( Medical Education Institute.Inc, Madison ( 2010 ) ) Case survey Brian is 52year old and a instructor by profession, had been unwell for several months.He complained of being highly fatigued, he frequently woke up at dark to urinate and had swollen ankles.On proving blood and urine samples, the GP revealed that Brian sufferd from nephrotic syndrome.This was farther verified by a nephritic biopsy. The studies from the staining processs on the glomeruli stated thickener of the glomerular cellar walls ( fig 1 ) , sclerosed glomeruli and formation of spikes like construction along the cellar membrane ( fig 2 ) . The H A ; E discolorations and the Ag discoloration highlighted the basophilic-eosinophilic constructions and the proteinaceous glomerular cellar membranes in black severally. ( Hauber.P.H et al ( 2009 ) Pas staining of bronchoalveolar lavage cells for differential diagnosing of interstital lung disease, Diagnostic pathology,4:13 ) .