Best Top 5 Writing Services for University

Saturday, October 12, 2019

Green Chemistry Essay -- essays research papers

If We Had Known About Green Chemistry In 1951, How Would Things Be Different Today? Green Chemistry is the making of chemical products that reduces or eliminates the use and production of hazardous substances in the designing, making, and use of chemical products. It involves the designing and re-designing of chemical creation and chemical products to prevent pollution which will therefore solve environmental problems. Green Chemistry is environmentally safe and has very little side effects on human health and the environment. Not many people know about Green Chemistry. Yet if we had know about Green Chemistry back around 1951, when the world began to develop itÃ¢â‚¬â„¢s industries - such as farming, after World War II we wouldnÃ¢â‚¬â„¢t now be battling things such as damage to the ozone layer, diseases and harm to the environment, caused by chemical pesticides and dumping of chemicals into our oceans and other waterways. Not enough people realise the importance of chemicals and green chemistry in everyday life. Most people think of chemicals as poisonous pesticides and or pollution. But itÃ¢â‚¬â„¢s not. Chemicals can be used to help the environment. If we had known about Green Chemistry earlier many people could have been saved from diseases that were caused by chemical pollution. For example Asbestos is a chemical product used in buildings and trains. It has a hazardous effect on human health. Very fine dust particles break out of Asbestos products and when breathed in, enters and poisons ...

Friday, October 11, 2019

Break Up of Marks for Formative Assessment

Thursday, October 10, 2019

Bilingual Education: Critique Essay

According to Brisk (1998), when bilingual or bilateral education is implemented in private schools the results are very encouraging. Students of all ages benefit from such approach producing at times amazing results. When, however, the bilingual education is implemented in public schools for lingo-minority, the results become controversial if not questionable. To understand such a disparity, a lot of studies have been conducted during the last two decades. One of this studies that Brisk described was done by UNESCO more than 40 years ago concluded that when children were taught in their second (or minor) language they experienced difficulties in their education. From their report, one could see clearly that researchers at this organization favored the mother tongue declaring that children get better education when teachers teach them using it. Logically, the language is the medium to transit knowledge. If the native language was and is spoken at home, the major cultural elements are being transited to the children of the family. Language encapsulates the concepts that language carries and that are transmitted on to the young child as he or she absorbs the culture within the micro-culture. Before the child goes to school, many concepts absorbed through the native language are already a part of his or her cognitive development. Even more so, the elements of personality have also been transmitted through the native language and continue being reinforced if and when the parents speak the native language at home. When that child goes to school, he or she feels immediately confused for that personality core cannot be expressed nor reinforced by the dominant language that the child hears in school for the duration of the entire day. The transition from the native language into the concepts learnt with the dominant language is happening very slow and never in its entirety leaving some confusion and unclear definitions. That lack of clarity prohibits the child from asking questions (especially if that child is more shy by nature) and that feeling of confusion grows into frustration. Shannon Fitts (2006) examined how bilingual instruction affects the studentsÃ¢â‚¬â„¢ learning and how Ã¢â‚¬Å"parallel monolingualismÃ¢â‚¬ afford the students Ã¢â‚¬Å"to explore linguistic forms and their attendant social meanings. Ã¢â‚¬ It appears that her initial perspective of the Ã¢â‚¬Å"parallel monolingualismÃ¢â‚¬ implies that the children artificially separate two languages to absorb the instructional input. Indeed, there are intangible ideas present in the native language that cannot be expressed in the dominant one. Thus, the lingo-minority students can be easily taken advantage of by other students or even by teachers. Throughout the FittsÃ¢â‚¬â„¢ paper there is a dominance of an idea that teaching in bilingualism is unjust and unfair to those whose dominant language is not native. She justifies this view by trying to conceptualize her opinion of Ã¢â‚¬Å"conceptualizing native languagesÃ¢â‚¬ and thus viewing a language as an isolated medium of knowledge transference. She referred to other researchers when saying that Hispanic students Ã¢â‚¬Å"do not feel valuedÃ¢â‚¬ while being present in the classroom of the dominant culture and therefore find it difficult to devote to their own education. She should not isolate Hispanic students from those of other ethnic backgrounds. I do not believe that anything has to do with being or not being valued as a person; it has everything to do with misconstruing definitions, half-understood remarks, not-natively implied body language, and other cultural elements. Looking at bilingual classroom from the wrong perspective will warp the impression about the studentsÃ¢â‚¬â„¢ social make up and cultural inclusion. Han Chung (2006) expressed a positive approach in the writing style describing the code-switching strategy in addressing the needs of bilingual Korean students. The researcherÃ¢â‚¬â„¢s attitude was that of nonchalant opinion with non-sided estimation. This researcher started the paper with the acknowledgement that multilingualism is the way that many people live with (i. e. Europe) and the transference between languages becomes more than cursory. She mentioned several secondary sources that conform the fact that many children grow up hearing two or even more languages at home and in the immediate environment. With the people becoming more mobile, more and more children are forced into multilingualism; however, it is not necessarily contributing to their best rate of development. Her logical discussion brings the readers into the common for the topic questions, like Ã¢â‚¬Å"How the children acquire the second language? Ã¢â‚¬ or Ã¢â‚¬Å"Being able to communicate in two languages, do they loose some important characteristics of the personality development transferred in to them by the first and native language? Ã¢â‚¬ or Ã¢â‚¬Å"What does happen to the cultural identity? Ã¢â‚¬ Her further discourse discusses the multiculturalism as the medium of Ã¢â‚¬Å"the complex communicative demands of a pluralistic societyÃ¢â‚¬ ¦Ã¢â‚¬ (the secondary source). Her acknowledgment that the society is pluralistic (not monolistic with domineering language) brings a totally new concept into bilingualism of its citizenship: that every resident living in that society has equal rights and equal access to the major language used in that society. The sentiment within the FittsÃ¢â‚¬â„¢ work (2006) was different. I perceived that she was referring to Hispanic students as those who must adjust to the major culture and language. Multilinguistic approach versus that of monolistic should become prevalent before we accept the fact that the right to major or minor languages within the same society should be provided to any citizen. Even that is not enough. Language minority students should feel that their native language and ethnic belonging are accepted and respected within the dominant culture. They should not feel excluded just because they have an accent or they do not understand all the nuances of the dominant language. They may feel that their language is not as important as the dominant language at their school. At some sites where there are no bilingual programs, the emphasis is not on the maintenance of the studentÃ¢â‚¬â„¢s primary language. Instead, the goal is to transition the students as soon as possible into all dominant language classes. The implication here is uni-sided: your culture and language are less important than ours. Certainly, such implication will be indirect but nevertheless felt by the affected minority groups. The use of the studentÃ¢â‚¬â„¢s primary language therefore takes a backseat, as the main language emphasized at the site is the dominant one. The maintenance of his/her language is not the main priority of such a school. Despite the controversy (Rothstein, 1998), it is given that at schools where there are two-way bilingual immersion programs, the target language, which may be the primary language of the minority student, does not take a backseat at the site. It is considered just as important as the dominant language and treated equally. The equal treatment can become tricky, and this is where the instructorsÃ¢â‚¬â„¢ skill and special training are needed. Unlike in transitional bilingual programs where the primary language is only emphasized in core subject classes until the student is transitioned into the dominant only curriculum the equal bilingual program treats each subject matter as knowledge with ought much emphasis with what language the students will acquire it. RothsteinÃ¢â‚¬â„¢s work clearly points out at this controversy and is addressed to both kind of readers: pro-bilingualism and those who do not see the value behind it. He pointed out that the minor and the dominant languages should be used equally and by the language majority students as well as by the teaching staff as a mere tool to deliver instructional input. According to some researchers in the area of bilingual education (Commins & Miramontes, 2006), equal bilingual programs may help students in the area of self-esteem, which may have an effect in the area of academic achievement. In that, Commins and Miramontes argued that studentsÃ¢â‚¬â„¢ self esteem could be studied separately for it can be a dependent variable to the type of education program (bilingual or monolingual) the site will employ. Such a perspective always refreshes for it is obvious that the researchers do not take sides or become shifted into any opinion. In another work, Dominguez De Ramirez, and Shapiro (2006) suggested that programs such as two-way bilingual immersion programs contain ingredients that may help the language minority students raise their levels of self-esteem, and academic achievement. These researchers, as well, focused their attention at the formation of studentsÃ¢â‚¬â„¢ personality and the program factors affect on it. These particular researchersÃ¢â‚¬â„¢ attitudes appeared to be shifted in favor of Hispanic population for they specifically discuss such without any reference to any other ethnic groups. With such researchers, I would like to see more comprehensive approach discussing other ethnic groups and ethnic situations so abundantly present in the USA and especially in European Union. The situation is not and should not appear to be unique to one ethnic group in one country. Many in multiple geographical locations around the Globe experience it. Further, it would not be presumptions of me to notice that such situations happen very often with the ethnic writers writing about the population that belong to their ethnicity group. Especially these writers should be more concerned of the wider-comprehensive appearance of their work. Such critique is no way to limit their effectiveness as far as their writing skills are concerned but rather their point ness within the topic(s) they choose. References Brisk, M. E. (1998). Bilingual Education: From Compensatory to Quality Schooling. Lawrence Erlbaum Associates. Commins, N. L. , & Miramontes, O. B. (2006). Addressing Linguistic Diversity from t he Outset. Journal of Teacher Education, 57(3), 240+. Retrieved June 4, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5014939910 De Ramirez, R. D. , & Shapiro, E. S. (2006). Curriculum-Based Measurement and the Evaluation of Reading Skills of Spanish-Speaking English Language Learners in Bilingual Education Classrooms. School Psychology Review, 35(3), 356+. Retrieved June 4, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5017755652 Fitts, S. (Summer, 2006). Reconstructing the Status Quo: Linguistic Interaction in a Dual-Language School. Bilingual Research Journal, 29: 2 Han Chung, H. (Summer, 2006). Code Switching as a Communicative Strategy: A Case Study of KoreanÃ¢â‚¬â€œEnglish Bilinguals. Bilingual Research Journal, 30: 2 Rothstein, R. (1998). Bilingual Education: The Controversy. Phi Delta Kappan, 79(9), 672+. Retrieved June 4, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5001343556

Wednesday, October 9, 2019

History of Western Society Essay

Histories of ancient civilizations, namely those of Mesopotamia, Egypt and GreeceÃ¢â‚¬â€covering both the Hellas and the Hellenistic periods, reveal that religion and philosophy were invariably tied to the kind of geography where these civilizations have been founded. Sumerian and Egyptian civilizations, prospering mainly because of nearby large water tributaries, took a different path in their development than that taken by the Greeks. While the former took advantage of rivers to centralize tribes and villages, and therefore fashioned the brand of religious ideologies and philosophy to unify the peoples, the latter leaned more towards philosophy to bring different cultures together. In addition, unlike the religions of Mesopotamia and Egypt, the Greeks had to strike a balance among a variety of gods and idols. As such, Greek mythology was a result of combining gods of individual tribes into one literature so that each tribe had its own representative in a belief system shared universally in every city-state (McKay, 2002). Mesopotamia lies between two great rivers, the Tigris and the Euphrates. It has been home to one of the earliest and most influential civilizations in history. At around 3000 B. C. , small villages and tribes founded a number of cities which grew and combined later to form the large Sumerian society and thus made Mesopotamia the Ã¢â‚¬Å"cradle of civilizationÃ¢â‚¬ (McKay, 2002). Precisely because of these two great rivers, commerce and free exchange of ideas and goods were possible. Its geographical advantages allowed the civilization to thrive as a distinct society for the longest time. Early forms of pictograph writing enabled its citizens to develop crude educational institutions, literature, religion, mathematics and philosophy. Sumerian cuneiform, as it is commonly referred to, evolved from such pictographic system to Ã¢â‚¬Å"an ideogram system and then later, a phonetic systemÃ¢â‚¬ (McKay, 2002). Likewise, scribal schools used writing to preserve and cultivate thought, and as such, became centers for learning and culture. In terms of religious ideology and thought, Sumerian civilization believed in spirits and created a mythological system to explain natural events. Later, religion was incorporated in its laws to govern the actions of men. They also employed myths to describe how the universe began (McKay, 2002). For instant, the ancient epic of Gilgamesh was used to explain the origins and mystical history of Earth. Sumerian civilization had developed a field in mathematics as a practical tool for construction and free market as well (McKay, 2002). On the same note, Egyptian civilization flourished because it was situated near the Nile which had a significant impact on Egyptian life, society and history (McKay, 2002). Egypt subsisted and prospered agriculturally from the seasonal flooding of the river (McKay, 2002). They had little need for irrigation since they only had to time crop rotation to fall within the fertile seasons of the land. Other than the agricultural benefits that Egypt derives from the Nile, it has also benefited from the fact that the river spanned the whole extent of the land thereby making it easier to unify the entire citizenry under one rule. In other words, the Nile became the super nautical highway of business, politics and culture (McKay, 2002). Consequently, inasmuch as the problem of distance was immediately solved by the presence of the great river, the kings or Ã¢â‚¬Å"PharaohsÃ¢â‚¬ were able to bring together different tribes in Egypt under one leadership (McKay, 2002). This political and cultural unification paved the way for the establishment of the old kingdom of Egypt at around which time the land was bountiful and prosperous (McKay 2002). The kingdom of Egypt heavily relied on the seasons for their harvest. This explains the reason why the civilization had learned to use mathematics to predict the seasons. Likewise, they developed means to map out the stars in order to understand changes in the season. They also studied geometry and construction to be able build storehouses to hold the fruits of their harvest as well as religious monuments to appease the Gods to give them a good year for harvest (McKay 2002). However, in contrast to the geographical advantage enjoyed by Sumerian and Egyptian civilizations, Greeks and the Hellenistic civilization, which came later, had little patches of fertile and arable lands suitable for agriculture (McKay, 2002). Chains of mountains isolated the tribes which came down from northern parts of Europe to settle down (McKay, 2002). Unification of different city-states was a big challenge to overcome. Consequently, the city-states were either constantly at war with each other to unite the land or politicians, orators and philosophers took the charge of solidifying the Greek culture by means of a painstakingly gradual amalgamation of the tribes through education and thought (McKay, 2002). At any rate, the Greeks and the Hellenistic civilizations learned how to navigate the seas as an alternate route to reach other city-states and trade with their neighboring nations. Religion and philosophy, examined under closer scrutiny, describe the spread of a particular culture among civilizations where its tenets are compatible. The spread of Christianity, for instance, had been more successful in late Rome than it had been in other places. Notwithstanding the perilous routes early Christians had to traverse to reach Egypt and Mesopotamia, Christianity merged with Hellenistic culture much faster than any other nation (McKay, 2002). Hellenistic civilization welcomed Christianity as a change in their belief system simply because the extant mythological ideologies at this time were more divisive than they were helpful. Going back to the thesis that Greeks had to have several representative gods from different states, the motley Greek mythology no longer suited its political and social purpose when Rome was on the verge of collapse (McKay, 2002). The religion and philosophy of Egypt and Mesopotamia were firmly established as a way of life among its peoples, quite in contrast with the Greeks, where both were used to diffuse several ideas in one body of literature as a flimsy unifying factor. In other words, religion and philosophy for Egyptians and Sumerians were easily identifiable to a single ruling power in the kingdom, while these same ideologies are jointly and severally diffused in the consciousness of the Greeks (McKay, 2002). References McKay, J. , Hill, B. D. , & Buckler, J. (2002). A history of western society (7th ed. ). New York: Houghton Mifflin Company.

Tuesday, October 8, 2019

M6A2 LTABC Essay Example | Topics and Well Written Essays - 750 words

M6A2 LTABC - Essay Example Resistance to change is tridimensional in nature, encompassing cognitive, behavioral, and affective human components or attitudes that inhibit the change process (Hammer, 2006). Examples of Resistance to Change in an Organization The organization under study has experienced regular resistance to changes that border on employeesÃ¢â‚¬â„¢ intrinsic rewards. The organization had proposed changes that would result in redefining of the employeesÃ¢â‚¬â„¢ tasks and alter their current job positions. According to the resisting employees, any attempt to transfer employees to less interesting, less challenging and less autonomous employment positions would lead to negative change evaluation and erroneous evaluation on employee performances. Cognitively, a decrease in challenges and autonomy would also lead to negative emotional response. According to opposing employees, individual well-being is to some extent influenced by an organizationÃ¢â‚¬â„¢s ability to satisfy individual intrinsic needs i ncluding self-determination and autonomy (Brown, 2005). Example two Changes in prestige and powers have as well encountered consistent resistance from employees who feel less rewarded in the process. In the organization under study, the power and prestige changes proposed the alteration in power allocation where some people were to be assigned some influential positions while others were expected to be downgraded. Some leadership positions were also projected to get more privileges than others. According to employees, the power organization changes as well as political ramifications were the major causes for negative evaluation of individual performances. Additionally, power relegation was equated to negative impacts on individualÃ¢â‚¬â„¢s behavior (Brown, 2005). Comparison of the Two Examples against the Theory on Resistance to Change In his Life Space Theory, Lewin evaluated the interaction between the environment and individual needs. According to his theory, people try to mainta in a balance between their needs and the environment. When this balance is compromised or disturbed, stress is developed and individuals are forced to restore the balance (Schultz & Schultz, 2004). In example one, an attempt to redefine the position destabilized the employees balance with their environment, leading to resistance. In example two, an attempt to deny people their coveted powers and prestige created stresses that required immediate action to restore normalcy with the environment. Additionally, Lewin observed organizational changes as based on three main steps. The initial step is unfreezing step where employees are trained to understand the need for organizational change. Secondly, employees need to undergo a work change training program based on a structured plan (Williams, 2006). The final step is refreezing, which involves the institutionalization of the new behaviors and structures. In the two examples, the organization management did not follow the required steps a s stipulated by LewinÃ¢â‚¬â„¢s theory, advancing change resistance Happenings in the Organization under Study The organization under study does not entirely understand the procedure required in

Monday, October 7, 2019

Security Plan Essay Example | Topics and Well Written Essays - 2000 words

Security Plan - Essay Example This plan was not meant for specifics but rather the whole fraternity (Maiwald & Sieglein, 2002). The plan outlined different elements that were important in ensuring its success and efficiency. Regulations on the usage of the computers were formulated. This plan was also geared towards promoting confidentiality in its operating systems. Different individuals were therefore given different responsibilities that would help in ensuring that security is promoted. Responsibility of users North Carolina agricultural and technical state university decided to share responsibilities of ensuring security. Privacy of oneÃ¢â‚¬â„¢s information or an organization can easily be intruded through hacking therefore, the technology department appealed to all users of computers to be vigilant and ensure that this vice is not promoted. One of the duties of account holders is to ensure that they maintain privacy by not letting others aware of their account detail. Some people do not think it is very impo rtant to keep account information secret; they therefore carelessly display information about their accounts (North Carolina Agricultural and Technical State University, 2008 ) When accessing account users were advised not to go for those that anyone can access, different methods can be applied to ensure security of oneÃ¢â‚¬â„¢s account. A password is vital it does not mean having a password guarantees one security. They are those accounts with complicated password that cannot be easily accessed. Try to mix different characters in a password for instance use of letters and numbers. Through this method, it will be hard for anyone with ill motives to access your account. This method cannot only be applied in a school situation but also financial institutions. Institutions can take this method so that cases of fraud can be reduced. Banks for instance, use this method when providing ATM cards to their clients; this promotes security to a clientÃ¢â‚¬â„¢s bank account. Phone holders use t his strategy in protecting their information. When formulating this password, users were advised to use figures they can easily remember even after a long period. Remembering your password is important because, it will reduce issues like blocking of an account. Forgetting ones account can lead to great loses, for instance a student using an account for saving his documents will lose his information because he is not to access his account. In a bank situation, clients who forget their ATM pin numbers are force to apply for other cards. This leads to great delays and additional costs that would otherwise be avoided if the password were mastered. Computer users are to ensure that they do not access accounts that do not belong to them and logging off after every session is important. This will ensure that the next user will not be able to access your information. Working or accessing an account in a public place can sometimes is tricky but users are to be careful about those around them and ensure that they are not intruding their privacy. Some students can decide to access their account while in a public place like the field; they should ensure that, when doing this their privacy is guaranteed. Users were further advised to be vigilant and ensure that actions that lead to insecurity are reported to

Sunday, October 6, 2019

Investigate the relationship between empathy and psychopathy Research Paper

Investigate the relationship between empathy and psychopathy - Research Paper Example Empathy is defined by the author as the individual ability to be able to feel otherÃ¢â‚¬â„¢s pain or distress, cognitively take anotherÃ¢â‚¬â„¢s perspective and be able to see self in otherÃ¢â‚¬â„¢s situation as well as the ability to mirror anotherÃ¢â‚¬â„¢s physical gesture all in the aim of being in harmony with the other person in a social context. Simultaneously, the lack of the ability to decipher non-verbal cues is a feature associated with several developmental disorders and is also an essential characteristic of psychopathy. This paper aims to examine and analyze the relationship between empathy and psychopathy. An empathic response is an emotional reaction in an observer to the affective state of another individual. Some have conceptualized empathy as a unitary process (Preston & de Waal, 2002) and have viewed empathy as a Ã¢â‚¬Å"super-ordinate category that includes all sub-classes of phenomena that share the same mechanism. This includes emotional contagion, sympathy, cognitive empathy, helping behavior, etc.Ã¢â‚¬ (p. 4). Blair (2005) argues that the term Ã¢â‚¬Å"empathyÃ¢â‚¬ encompasses different dissociable neurocognitive processes. He identifies three main divisions: cognitive, motor, and emotional empathy. The term affective empathy can be described as the ability to perceive accurately and understand emotionally how another person is feeling. According to Blair (2005) accurate perception of anotherÃ¢â‚¬â„¢s feelings is sufficient to satisfy the definition of emotional empathy; however, accurate perception is a cognitive ability and one would need to also have a visceral experienc e of anotherÃ¢â‚¬â„¢s emotion to label it as an affective experience. From the critical perspective, the construct of empathy is essential to understand the psychopathic personality disorder. The neurcognitive model of affect processing describes neural networks within the brain that are particularly concerned with deciphering the affective meaning of perceptual and auditory