Free Essays on Pagan Traditions

Pagan Traditions Centuries before the birth of Christ, earth-based pagan religions claimed the loyalties of the known world. These pagan religions, worshipping many gods and goddesses, had their own myths and legends to explain the turning of the seasons. The Christian Church has, since its arrival in pagan England, Ireland, Scotland, and Wales, campaigned against the popularity of magic and magicians. The clergy forbade soothsaying, charming, love philters, as well as worshipping wells and trees. Attempts to heal the sick, foretell the future by purely natural means, and the use of medicine were not objected to, however. Any claims to have achieved some effect greater than that which could be shown to have come from natural phenomena was immediately suspecting (Thomas 253). Saint Patrick engrafted Christianity onto the pagan religion with such skill that he won many of the people over to the Christian religion before they understood the exact differences between the two systems of beliefs (Spence 67 ). In fact, Christian leaders were notoriously ready to assimilate elements of paganism into their own religious practices. This was to avoid posing to direct a conflict of loyalties in the minds of new converts (Thomas 47). The ancient worship of wells, trees, and stones was not abolished, but rather modified to associate the sacred sites with a saint instead of a heathen divinity. The hundreds of magical springs became â€Å"holy wells,† associated with a saint, but still employed for healing and for divining the future. Their water was even used in baptisms (Thomas 48). Pagan festivals were similarly incorporated into the church year (Thomas 47). Like all cultures, the pagans had myths and legends to explain the whys of the world. Their faith explained the changing of the seasons, and also gave them reasons to celebrate those changes. These celebrations are divided into Greater and Lesser Sabbats. As the Goddess is honored with the phas... Free Essays on Pagan Traditions Free Essays on Pagan Traditions Pagan Traditions Centuries before the birth of Christ, earth-based pagan religions claimed the loyalties of the known world. These pagan religions, worshipping many gods and goddesses, had their own myths and legends to explain the turning of the seasons. The Christian Church has, since its arrival in pagan England, Ireland, Scotland, and Wales, campaigned against the popularity of magic and magicians. The clergy forbade soothsaying, charming, love philters, as well as worshipping wells and trees. Attempts to heal the sick, foretell the future by purely natural means, and the use of medicine were not objected to, however. Any claims to have achieved some effect greater than that which could be shown to have come from natural phenomena was immediately suspecting (Thomas 253). Saint Patrick engrafted Christianity onto the pagan religion with such skill that he won many of the people over to the Christian religion before they understood the exact differences between the two systems of beliefs (Spence 67 ). In fact, Christian leaders were notoriously ready to assimilate elements of paganism into their own religious practices. This was to avoid posing to direct a conflict of loyalties in the minds of new converts (Thomas 47). The ancient worship of wells, trees, and stones was not abolished, but rather modified to associate the sacred sites with a saint instead of a heathen divinity. The hundreds of magical springs became â€Å"holy wells,† associated with a saint, but still employed for healing and for divining the future. Their water was even used in baptisms (Thomas 48). Pagan festivals were similarly incorporated into the church year (Thomas 47). Like all cultures, the pagans had myths and legends to explain the whys of the world. Their faith explained the changing of the seasons, and also gave them reasons to celebrate those changes. These celebrations are divided into Greater and Lesser Sabbats. As the Goddess is honored with the phas...

The Workings of Louis Napoleon III essays

The Workings of Louis Napoleon III essays Being named after one of the greatest rulers of France, Louis Napoleon III had no simple task, but that is not to say he did not handle it with tremendous grace. He fed upon the identical name and used it to his advantage to further promote his reign. Having his up and downs, Louis Napoleon III always seemed to realize giving the people what they wanted would be in his best interest. In 1848 Louis Napoleon III won the French presidential election with the aid of a few key ideas. First, the aforementioned same name fact gave the people of France a sense of comfort in that a ruler of their liking was again rising to power. Human nature leads us to this conclusion which, naturally, in certain cases is harmful; however I believe in this case it gave Napoleon the necessary praise he deserved. Second, Louis Napoleon III eased the fear of the middle-class and peasant property and gave them the compulsory protection from the socialist challenge of the urban workers that was so readily exclaimed by Karl Marx. Third, Napoleon had a program of guidance for himself and France which he composed while incarcerated for an attempted overthrow of Louis Philippes government. The two pamphlets were named Napoleonic Ideas, and The Elimination of Poverty. Although the three above mentioned principles of Louis Napoleons campaign of France were vital to his stability, the most important has yet to be revealed. He believed in government representing its people and should strive to help them economically. In previous years parliaments and political parties had been the dominant features of the French government but Napoleon believed otherwise thus deeming them impractical. The answer to this new found gap in representation was to have a strong, even authoritarian, national leader, literally in the vein of, Napoleon I. This strong national leader would serve all the people, rich and poor, would be linked to each citizen by direc...

Pressure Ulcer Prevention Research Paper Example | Topics and Well Written Essays - 1500 words

Pressure Ulcer Prevention - Research Paper Example For this coordination to be achieved, high-quality prevention requires operational practices and organizational culture that promote communication and teamwork, as well as personal expertise. Consequently, enhancement in pressure ulcer prevention requires a system that is aimed at making the required changes Therefore, the purpose of this paper is to identify some of the changes that are needed in the Pressure Ulcer Prevention Practices in Nursing (Sullivan, 2013). Since pressure ulcer care is difficult, efforts to develop prevention strategies for pressure ulcer needs a system approach that will encompass organizational change (Kuhn, 2013). It becomes very difficult bring a change of any type within an organization especially when it involves several, simultaneous changes in communication, workflow, and decision-making as are required in preventing pressure ulcer. Inability to evaluate the readiness of the organization for the change at various levels may lead to unanticipated problems during the implementation. Change in Pressure Ulcer Prevention Practice assists the nurses and their organization to discover the readiness and come up with action steps to develop it if necessary. Making changes to practice requires one first to understand the existing practices. With the view that pressure ulcer prevention has completely taken new dimension is a clear indication that there are more than one apparent performance teething troubles in this place. There are gaps of various forms, between present best practices and real work practices due to lack of proper coordination among various clinical units, unequal access to existing source of information and disparity in staff knowledge. In addition, there are gaps between identified practices and real. There have never been prior efforts to advance pressure ulcer prevention or care within the organization. The organization does not have a certified wound care nurse and does not involve physicians in wound care.

European Economic and Monetary Union (EMU)-Italy Term Paper

European Economic and Monetary Union (EMU)-Italy - Term Paper Example The German dominance in the European Union may have caused a lot of trouble in the policy implementation for economic terms. More than this, the recent recession is believed to have an impact on the economies of the world. This paper wishes to depict the mission and structure of the Economic and Monetary Union (EMU) in creating a direct connection towards the detrimental effects the cluster has made to Italy. Moreover, the economic state of Italy will then be described based on the output of fiscal and monetary policies of the country and aligned with the trade and foreign investment scheme. The European Sovereign Debt Crisis will then be discussed focusing on Italy’s experience during the crisis, and the causes of the crisis will also be explicated. Finally, a conclusive remark, which states the general perspective of the researcher, will be sighted in the conclusion. 2.0 Mission and Structure of the Economic and Monetary Union (EMU) The greatest problem that was faced by the European nations centered on how to build a sole market for capital, goods, and services and entities amid Member States that have interrelated economies, aligned with manifold currencies, and inconstant, weak forex rates. The construction of the EMU was an optimum alternative in curing such detrimental European problem (Liebscher). The errands of the EMU are in delved into three significant activities: to implement an efficient monetary policy aligned with price stability; to harmonize the economic policies in the Member States and; (3) to ensure the fluent operation of the sole market . The monetary policy’s focal objective is price stability. If a nation wants to achieve a free-market economy, price stability should be its priority. The Eurosystem’s prior goal is to sustain price stability because the latter reflects a pre-state of a maintainable economic progress and proliferating employment rate (Liebscher 378). The EMU would assist its Member States about public finances, which are aligned with the meeting of fiscal debt and deficit requirement (379). Lastly, institutional stability is also the target of the EMU wherein Member States are required to undergo institutional reforms (382). 3.0 Economic State of Italy 3.1 Fiscal and Monetary Policies Fiscal policy is the alterations in federal taxes and government expenditure in order to attain macroeconomic goals. Monetary policy, on the other hand, is the action executed by the European Central Bank and the national bank to manage the accessibility of cash and interest rates in achieving goals. Fiscal policy is essential to restrain the prejudice done by the state in terms of deficiency. This policy serves as a barrier for the government overspending, deficiency issues, and restrictions in implementing discretionary rules. When intense pressure attacks the economy, wherein monetary policy’s efficiency dissolves, fiscal policy can be a remedy to resolve the pecuniary issues (Liebscher 3 79). In terms of fiscal policies, there has to be 0.5 percent of yearly development of the gross domestic product of the country as stipulated by the reformed Pact (Marino, Momigliano, and Rizza 445). In 1997, Italy had accumulated a 1.4 percent of GDP, which was the end of the consolidation proceedings of the 1990s. When Italy was reformed, especially on the accounts of stability and economic growth, the grounds for the formulation of the policies were stipulated from the event. In fact, the Bank of Italy

Company Represantative Resume Example Essay Example for Free

Company Represantative Resume Example Essay This letter is to express my interest in bringing my expertise as an Educator and Counselor to your institution.   I possess strong communication skills and have a passion promoting a positive school environment. As you can gather from my attached resume, I have contributed to the personal and academic growth of Elementary students while working for the New York Department of Education.   I earned my Masters Degree in English as a Second Language and am currently pursuing my Masters Degree in School Counseling.    I believe in maintaining a professional demeanor and resolving conflicts in a diplomatic and courteous manner.   I am committed to helping students with disciplinary problems through utilizing effective classroom management techniques in cooperation with parents and school administrators. In addition to the skills noted on my attached resume, I can also offer your organization: An ability to analyze a complex problem and implement a practical solution. Superior presentation and interpersonal communication skills with effective writing skills. Self-motivated professional with experience in helping students attain their academic goals. Excellent analytical skills with an ability to develop comprehensive reports. It is my hope that my education and professional experience will convey to you that I have the qualifications to make a valuable contribution as a School Counselor at any institution.   Should you have any questions, I can be reached at the number listed above.

George Boole: The Genius Essay -- essays research papers

George Boole: The Genius   Ã‚  Ã‚  Ã‚  Ã‚  George Boole was a British mathematician, and he is known as the inventor of Boolean Algebra. His theories combined the concepts of logic and mathematics, and hence he is known as the father of mathematical logic. This combination of mathematics and logic came to be known as Boolean algebra, and is the basis of digital electronic design, which is used in fields ranging from telephone switching to computer engineering. Because of the utilization of the concepts of Boolean algebra in electronics and computers, George Boole is regarded by many as the father of computing also.   Ã‚  Ã‚  Ã‚  Ã‚  George was born on 2nd November, 1815 in Lincoln, England. His father, John Boole was a shoemaker, and his mother a housewife. John Boole proved to be a great influence in George’s life due to his keen interest in science and mathematics. He shared his passion with his son, and started teaching George at an early age. By the time he was seven, George was deeply in love with mathematics, and used to be lost in the world of mathematics. He acquired a reputation as a child genius, and one day, he was found spelling difficult words for people’s amusement after going missing from school.   Ã‚  Ã‚  Ã‚  Ã‚  George was from a poor family, and his parents could not afford to pay fees for grammar school, so the child genius ended up going to a small school called Mr. Bainbridge’s Academy. He made fast progress in studies, and was soon assisting teachers in teaching and grading. His exploits weren’t limited to just math and science either; he loved to read and learn, and was very well read in a lot of subjects. His father John also introduced him to literature and Latin, but George soon learned all his father had to offer. After that, John found George a tutor – bookseller William Brooke. Mr. Brooke turned out to be a great asset for George; he gave George access to all the books in his store, and also taught him. Mr. Brooke and George ended up being lifelong friends. However, just knowing Latin was not enough for George. He added Greek to his repertoire, and this was completely self-taught. He also went on to study French, German, and Italian. In Ma y 1930, the local paper published George’s translation of Greek poet Meleager’s work, and this got George his reputation as a boy genius.   Ã‚  &n... .... His wife Mary’s approach to trying to cure him was also one of the primary reasons of his death. She believed in the theory that the cause would also be the cure, so instead of keeping him warm, she regularly drenched him with water in bed, leading to severe complications. Ironically, Mary said she did it because it seemed ‘logical’ to her!   Ã‚  Ã‚  Ã‚  Ã‚  George’s works considered purely mathematical until the year 1937. In 1937, Claude Shannon, a graduate student at MIT, discovered the connection between electronic circuits and Boolean algebra. This connection is essential to the operation of computers and modern electronics circuits. Computers and circuits utilize Boolean algebra for all their decision making calculations, and without it they would be quite useless.   Ã‚  Ã‚  Ã‚  Ã‚  George Boole was well ahead of his time with his mathematical theories and the combination of mathematics and logic. His theories are in use today, a century after his time, and will be in use as the basis of one of the most important machines man has ever built. He was a true genius, and his work has gotten him the deserved title of the father of mathematical logic. George Boole: The Genius Essay -- essays research papers George Boole: The Genius   Ã‚  Ã‚  Ã‚  Ã‚  George Boole was a British mathematician, and he is known as the inventor of Boolean Algebra. His theories combined the concepts of logic and mathematics, and hence he is known as the father of mathematical logic. This combination of mathematics and logic came to be known as Boolean algebra, and is the basis of digital electronic design, which is used in fields ranging from telephone switching to computer engineering. Because of the utilization of the concepts of Boolean algebra in electronics and computers, George Boole is regarded by many as the father of computing also.   Ã‚  Ã‚  Ã‚  Ã‚  George was born on 2nd November, 1815 in Lincoln, England. His father, John Boole was a shoemaker, and his mother a housewife. John Boole proved to be a great influence in George’s life due to his keen interest in science and mathematics. He shared his passion with his son, and started teaching George at an early age. By the time he was seven, George was deeply in love with mathematics, and used to be lost in the world of mathematics. He acquired a reputation as a child genius, and one day, he was found spelling difficult words for people’s amusement after going missing from school.   Ã‚  Ã‚  Ã‚  Ã‚  George was from a poor family, and his parents could not afford to pay fees for grammar school, so the child genius ended up going to a small school called Mr. Bainbridge’s Academy. He made fast progress in studies, and was soon assisting teachers in teaching and grading. His exploits weren’t limited to just math and science either; he loved to read and learn, and was very well read in a lot of subjects. His father John also introduced him to literature and Latin, but George soon learned all his father had to offer. After that, John found George a tutor – bookseller William Brooke. Mr. Brooke turned out to be a great asset for George; he gave George access to all the books in his store, and also taught him. Mr. Brooke and George ended up being lifelong friends. However, just knowing Latin was not enough for George. He added Greek to his repertoire, and this was completely self-taught. He also went on to study French, German, and Italian. In Ma y 1930, the local paper published George’s translation of Greek poet Meleager’s work, and this got George his reputation as a boy genius.   Ã‚  &n... .... His wife Mary’s approach to trying to cure him was also one of the primary reasons of his death. She believed in the theory that the cause would also be the cure, so instead of keeping him warm, she regularly drenched him with water in bed, leading to severe complications. Ironically, Mary said she did it because it seemed ‘logical’ to her!   Ã‚  Ã‚  Ã‚  Ã‚  George’s works considered purely mathematical until the year 1937. In 1937, Claude Shannon, a graduate student at MIT, discovered the connection between electronic circuits and Boolean algebra. This connection is essential to the operation of computers and modern electronics circuits. Computers and circuits utilize Boolean algebra for all their decision making calculations, and without it they would be quite useless.   Ã‚  Ã‚  Ã‚  Ã‚  George Boole was well ahead of his time with his mathematical theories and the combination of mathematics and logic. His theories are in use today, a century after his time, and will be in use as the basis of one of the most important machines man has ever built. He was a true genius, and his work has gotten him the deserved title of the father of mathematical logic.

Determining gravity with a pendulum Essay

Gravity is a force that acts on Earth every day. Sir Isaac Newton was first to underline the principles of gravity when an apple fell on his head (Ashbacher 2002). He stated that each particle with a mass attracts all other particles with mass with a gravitational force that is directly proportional to the product of their masses and inversely proportional to their distance of separation squared (Ashbacher 2002). This is due to that gravity acts between objects (Ashbacher 2002), consequently causing a force of attraction which pulls the two object together, such as that an object with a mass will fall down towards earth ground. The Earth’s mass creates a gravitational force, which pulls the object down towards Earth. This theory is also supported by Newton’s three law of motions, particularly the first law stating that, ‘an object in motion or at rest will remain in motion or at rest unless acted upon by an external fore‘. An object will remain at rest floating in the air, however since an external force, gravity, acts upon it, the object falls towards Earth. Theoretically, the acceleration due to gravity on Earth is 9. 8ms-2, however it can also be determined through the use of the equation; T = 2? Where; T = time it took for the pendulum to cycle (s) L = distance between pivot point and center of the pendulum (m) g = value of acceleration due to gravity (ms-2) In order to determine the acceleration due to gravity, the equation were to be arranged to g = Equipment   Scissors Pendulum (approx 300g)   Whiteboard Diagram HangerWhiteboard Texture   Whiteboard Texture Holder   Sticky Tape 2m String * Stop Watch Method 1. Set up the pivot point location on the whiteboard as shown in the diagram 1. 1 in appendix 1 by using the sticky tape to tape the whiteboard diagram hanger onto the magnetic whiteboard marker holder. 1. Sticky tape the marker holder 1. 5m high, while making sure that the magnetic texture holder is immovable and secured. 1. Using the measuring tape; measure out 90cm on the 2m string then using the scissors cut the string, while making sure that the string is cut above 90cm as some measurements are required for the purpose of tying. 1. Tie one end of the strong string onto the center of the pendulum and the other end of the string onto the pivot point (end of the whiteboard diagram hanger), while making sure that the actual length from the pivot point to the center of the pendulum is 90cm. 1. Using the whiteboard marker and ruler, rule a line directly from the pivot point to the center of the pendulum (NOTE: the length of the line should be 90cm) on the whiteboard. 1. Rule a 7. 9cm line horizontal to the left from the point where the center of the pendulum is located. 1. Using the ruler and whiteboard marker, join the pivot point to the end of the 5cm horizontal line. 1. Slowing lift the pendulum to the recent ruled line, while making sure that the string connecting to the pendulum and pivot point remains straight. 1. Release the pendulum slowly. 1. Allow the pendulum to swing for two cycles then using the stopwatch start the timer. 1. Stop the timer when the pendulum reaches ten cycles, excluding the first two cycles. This gives the it time it took to cycle 10 times. 1. Repeat steps 8-11 three more times. 1. Repeat steps 3-12 but using a 60cm string with a 5. 2cm horizontal line to the left from the point where the center of the pendulum is located and 30cm string with a 2. 6cm horizontal line to the left from the point where the center of the pendulum is located. Results The Time it Took for a Pendulum to Swing and Cycle Ten Times Trials Length of Pendulum (m) 1 2 3 Average 0. 30 10. 9 11. 3 10. 2 10. 8 0. 60 15. 8 15. 7 15. 7 15. 7 0. 90 19. 1 19. 0 18. 9 19. 0 Resolution Ruler – 0. 1cm Stop Watch – 0. 01s Calculations Calculating the gravitational acceleration T = 2? T = 2? g = Calculating Gravitational Acceleration for 0. 30m 10. 8s per 10 pendulum swing cycle = 1. 08s per pendulum swing cycle L = 0. 30m and T = 1. 08s g = g = 10. 2ms-2 Calculating Gravitational Acceleration for 0. 60m 15. 7s per 10 pendulum swing cycle = 1. 57s per pendulum swing cycle L = 0. 60m and T = 1. 08s g = g = 9. 6ms-2 Calculating Gravitational Acceleration for 0. 90m 19. 0s per 10 pendulum swing cycle = 1. 90s per pendulum swing cycle L = 0. 90m and T = 1. 90s g = g = 9. 8ms-2 Calculating Uncertainties for the gravitational acceleration 0. 30m Pendulum Since T = 10. 8 and L = 0. 30, the uncertainty for T = 10. 8s  ± 0. 05s and L = 0. 30m  ± 0. 05m Highest value for the gravitation acceleration using 0. 30m pendulum is; L = 0. 30m + 0. 05m = 0. 35m T = 10. 8s – 0. 05 =10. 75s per 10 cycles g = where L = 0. 35 and T = 1. 075s per cycle g = g = 11. 9ms-2 Lowest value for the gravitation acceleration using 0. 30m pendulum is; L = 0. 30m – 0. 05m = 0. 25m T = 10. 8s + 0. 05 =10. 85s per 10 cycles g = where L = 0. 25 and T = 1. 085s per cycle g = g = 8. 4ms-2 0. 60m Pendulum Since T = 15. 7 and L = 0. 60, the uncertainty for T = 15. 7s  ± 0. 05s and L = 0. 6m  ± 0. 05m Highest value for the gravitation acceleration using 0. 60m pendulum is; L = 0. 60m + 0. 05m = 0. 65m T = 15. 7s – 0. 05 =15. 65s per 10 cycles g = where L = 0. 65 and T = 1. 565s per cycle g = g = 10. 5ms-2 Lowest value for the gravitation acceleration using 0. 60m pendulum is; L = 0. 60m – 0. 05m = 0. 55m T = 15. 7s + 0. 05 =15. 75s per 10 cycles g = where L = 0. 25 and T = 1. 575s per cycle g = g = 8. 8ms-2 0. 90m Pendulum Since T = 19. 0 and L = 0. 9, the uncertainty for T = 19. 0s  ± 0. 05s and L = 0. 90m  ± 0. 05m Highest value for the gravitation acceleration using 0. 90m pendulum is; L = 0. 90m + 0. 05m = 0. 95m T = 19. 0s – 0. 05 =18. 95s per 10 cycles g = where L = 0. 95 and T = 1. 895s per cycle g = g = 10. 4ms-2 Lowest value for the gravitation acceleration using 0. 90m pendulum is; L = 0. 90m – 0. 05m = 0. 85m T = 19. 0s + 0. 05 =19. 05s per 10 cycles g = where L = 0. 85 and T = 1. 905s per cycle g = g = 8. 2ms-2 Discussion Theoretically the acceleration due to gravitation on earth is 9. 8ms-2. From results, it is shown that when a 0. 30m and 0. 60m pendulum was used, its gravitational pull is calculated to be 10. 2ms-2 and 9. 6ms-2. Consequently there is a percentage error of 4% and 2% respectively. Since the percentage error is less than 10%, the values are considered acceptable, however when the 0. 90m pendulum was used, its gravitational pull was 9. 8ms-2, which is the same value as the value of the theoretical acceleration due to gravitation on Earth. Within the experiment, the amplitude of the displacement is kept under 7 ° at 5 °for all pendulum measurements. Due to this the motion of the pendulum is closely related to the simple harmonic motion (Houston 2012), hence the restoring force of when the object swings back to the original position is directly proportional to the displacement of 5 °. Due to this the pendulum will continue to swing back to the original launch position (Houston 2012), however factors that affects it are the length of the pendulum and the acceleration due to gravity. This controlled factor increases the reliability and accuracy of the results as if the displacement is above 7 ° then when the pendulum swings, there would be no restoring force, hence there would be less of a chance for the pendulum to return to the original position, and this will affect the cycle time. Nevertheless, uncertainties were calculated for all measurements of the pendulum. For the 0. 30m pendulum, it was calculated from the results that the lowest uncertainty for the acceleration due to gravitation is 8. 4ms-2 and highest is 11. 9ms-2. The acceleration due to gravitation from using the time from the three trials is within the range of 8. 4ms-2 and 11. 9ms-2. This is also the same for the 0. 6m pendulum where its highest acceleration is 10. 5ms-2 and lowest is 8. 8ms-2, and 0. 9m where its highest acceleration is 10. 4ms-2 and lowest is 8. 2ms-2. Though there were some errors presented as the acceleration from the 0. 30m pendulum and 0. 60m pendulum did not correspond with Earth’s actual gravitational acceleration. One of the errors is believed to be parallax error, which is caused by the difficulty to determine exactly when the pendulum returned to the original launch position after a full oscillation. This error could have either increased or reduced the time recorded for the pendulum to oscillate. Thus, by increasing or decreasing the time, it affected the calculation for the acceleration due to gravity for each individual and average measurement. To improve the experiment, a longer pendulum is to be used. This lessens the chance of parallax error; hence the oscillation time recorded and lessens the chance of random error, which also increases the precision of the data. A longer pendulum would cause the time it takes for a pendulum to cycle to be longer as time is proportional to the square root of length. A longer cycle makes it less difficult to record exactly when the pendulum return to its original launch position Conclusion The acceleration due to gravitation was determined to be 10. 2ms-2, 9. 6ms-2 and 9. 8ms-2 for the pendulum measurements of 0. 30m, 0. 60m and 0. 90m. This shows that the aim f the experiment was achieved through the conduction of the experiment. Though, the theoretical acceleration due to gravitation on Earth is determined to be 9. 8ms-2, in which it was found that by using the 0. 90m, the exact value could be calculated. However there were some errors involved such as the parallax error, but within all trials, the acceleration due to gravity of each individual was within the highest and lowest uncertainty range. An improvement was suggested in regards to the errors and that was to use a longer pendulum to reduce the pendulum cycle time. Overall the experiment was followed according to the method, and the result obtained had a percentage error less than 10%, hence the results are considered acceptable. References Ashbacher, C 2002, ‘Sir Isaac Newton: The Gravity of Genius’, Mathematics & Computer Education, vol.36, no. 3, pp. 302-310, viewed 5 September, via Education Research Complete Houston, K 2012, ‘The Simple Pendulum’, College Physics, vol. 1, no. 1, pp. 1-4, viewed 5 September, Appendix Diagram 1. 1 Experiment Set Up Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Forces and Motion section. 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Progression In The Learning Of Addition And Subtraction Education Essay

IntroductionThis assignment will look into the patterned advance in the instruction and acquisition of add-on and minus from baby's room to twelvemonth 4 sing the â€Å" understanding diagram † , theoretical accounts for add-on and minus, oral/mental and written methods, resources used, larning facts and the utilizing and applying/problem work outing method. One manner that kids learn about add-on is through practical experience. In mundane life people are adding by uniting two or more sets of objects. The same can be said for minus. Children learn that by taking a peculiar figure of objects from a group it ever leaves the same figure of objects eg. 4-1 is ever 3. This is the manner kids foremost learn about add-on and minus. For many kids, they begin to understand the construct of adding when learn figure vocals in their early instruction. It is really of import to supply kids with good practical experiences in order to assist them larn. It is besides critical to pattern the right linguistic communication so the kids themselves are able to get it. This gives them a good foundation as they move farther through the instruction system. Whilst kids are in a Nursery scene or a Reception category they will be following the Early Years Foundation Stage ( EYFS ) papers. Within this papers there are 6 countries of acquisition. The country of larning concentrating on the development of mathematical accomplishments is called Problem Solving, Reasoning and Numeracy. Within that country there are specific countries sing add-on and minus. Once kids enter Year 1 they will be following the National Curriculum. Although this is the statutory papers instructors frequently use the Primary National Strategies papers to be after and present lessons. This papers breaks down the aims of the National Curriculum to offer a more focused attack to learning and acquisition.Early Old agesThe instruction of add-on and minus in a baby's room scene is based on mundane state of affairss and practical activities. Counting vocals is a common manner of reenforcing Numberss and presenting simple add-on and minus. For illustration, five small ducks. This is a good illustration of a manner that simple add-on and minus is introduced and reinforced in a nursery scene. The kids shortly learn that 5 take off 1 is 4, that 4 take off 1 is 3 etc and that 0 add 5 is 5. The right linguistic communication can be modelled so the kids learn what linguistic communication to utilize when they do activities for themselves. Games are besides a good manner of presenting or reenforcing add-on and minus. Some games are non needfully made for add-on and minus but it can be encouraged. When inquiring the kids to compare the sum of Numberss each of them has, by inquiring the kids inquiries, ‘How many more do you hold? ‘ , ‘How many less do you hold? ‘ . The kids will be working with little Numberss and will shortly be able to state how many less they have merely by hearing the two Numberss alternatively of holding to number them. Simple boundaries within the schoolroom are another manner of promoting the usage of add-on and m inus. Where merely a certain sum of kids are allowed in each country at a clip and the kids have to maintain path of how many there should be, how many less or how many more? The foundation phase introductory battalion offers thoughts for activities for the different countries of larning set out in the EYFS. When looking at add-on and minus in a Nursery puting the papers offers activities for comparing two groups of objects, demoing that when you split a group of four the sum is the same and happening the entire figure of objects in two groups. Each of these activities uses physical objects in order to show the mathematical regulation. They use resources such as the figure line, plastic coins and serpents. For immature kids in peculiar good resources are indispensable in order to prosecute the kids and efficaciously learn them about add-on and minus. In the response papers activities for looking at presenting jobs such as ‘how many will at that place be when one more†¦ .. ? ‘ , promoting the kids to state the figure that is one more than a given figure and giving chances for kids to happen one more or less than a figure up to 10s are offered. Again, merely as in the baby's room, each of these activities involves physical experiences and the activities are games to learn and reenforce the mathematical regulations for these facets of add-on and minus. Although the chief papers for Nursery scenes and Reception is the EYFS the Primary Framework wants to promote the facet of utilizing and using mathematics. The utilizing and using mathematics strand has five subjects with patterned advance being built into each subject from the foundation phase right up to twelvemonth 6. The three subdivisions of ‘using and using ‘ in the National Curriculum programmes of survey are straight related. Within the foundation phase, within the work outing jobs subdivision it states that kids will be utilizing their developing mathematical thoughts and methods so they can to work out practical jobs. Therefore, any jobs they are given related to add-on and minus they will be able to work out given their anterior cognition.Year 1- Year 4From Year 1 to twelvemonth 4 it becomes more in deepness and references add-on and minus specifically. For Year 1 kids they will be looking at assorted jobs to make with adding and deducting and work outing jobs in the subject of money and measurings. This means that a batch of the concrete experiences they have will be based around stores in their function play country in order to give the kids a more existent experience of numbering money and holding to make add-on or minus within those scenarios. Year two is much the same merely with the add-on of holding to multiply and split utilizing the topic of money and measurings. Year three is a little measure up from this with the kids holding to take which computations to utilize and to transport them out themselves. Therefore they must make up one's mind whether it is right to add, deduct, split or multiply. Year 4 is non excessively different merely they will be larning how to utilize reckoner methods where appropriate. When kids have to work out jobs or they are asked to follow a ‘line of question ‘ , they will be demoing their thoughts, utilizing Numberss, symbols or diagrams. They will besides be involved in concluding and foretelling and pass oning those consequences, either orally or in authorship. The ‘understanding diagram ‘ put frontward by Haylock and Cockburn, shows the different facets of mathematical acquisition that are needed in order for a kid to be competent and confident in this country. One of the major parts of the diagram is concrete experiences. The instructor needs to finish undertakings themselves and utilize a scope of resources in their instruction. By making such activities it enables the kids to better retrieve what they have been taught as they are able to associate it to a physical memory. It besides allows the kids and the instructor to prosecute in duologue more easy. During these activities it is besides of import for the instructor to mode the linguistic communication they want the kids to take on and to utilize the right symbols themselves to promote the kids to make the same. Written and oral/mental methods for add-on and minus are another two of import facets of mathematical development. An indispensable portion of maths work is unwritten and mental. Early practical, unwritten and mental work, that is carried out in the foundation phases, is the footing for offering kids the chance to construct on their cognition of add-on and minus for numbering attacks and a good apprehension of topographic point value. Subsequently on their instruction kids must be able to recognize how these map s relate to each other and how the regulations can be used and applied. Oral and mental work is non merely something to be used in the beginning of instruction but must be continued to supply pattern and consolidation of these thoughts. Children must be given the chance to use the information they have learned and to do the correct determinations for themselves. To be able to cipher mentally needs an apprehension of figure forms and relationships that are developed through inquiring, by utilizing certain theoretical accounts and using the cognition of Numberss. Children must hold the abil ity to remember figure facts immediately in order to cipher mentally. In twelvemonth 2 this would be the add-on and minus regulations up to 10. For twelvemonth 3 it would be ‘sums and differences of multiples of 10 ‘ and for twelvemonth 4, ‘the generation facts up to 10Ãâ€"10 ‘ . There must besides be an ability to utilize taught schemes in order to work out the computation. For illustration, in twelvemonth 1, to be able to understand that you can get down add-on amounts with any figure and utilize the information to make mental computations of one or two-digit Numberss. To be able usage different methods for partitioning two-digit Numberss in twelvemonth 2 and in twelvemonth 5, to be able to ‘apply mental methods in particular instances ‘ . Finally the ability to utilize and use the regulations of mathematics. For illustration, to be able to execute mental computations of add-on and minus, of one and two-digit Numberss ( twelvemonth 3 ) . The written methods for add-on come in 4 phases and the purpose is that kids are able to utilize the mental methods where they can but when they ca n't make computations in their caput. They can utilize an efficient written method accurately and with assurance. Children need to cognize at least one efficient written method for add-on that they feel confident utilizing if they ca n't make the computation in their caput. The undermentioned phases show how the kids are able to construct up to utilize an appropriate written method for adding whole Numberss by the clip they finish twelvemonth 4. In order for the kids to add successfully they need to cognize some basic accomplishments which are ; ‘to recall all add-on braces to 9+9 and regards in 10 ‘ , ‘to add mentally a series of one-digit Numberss ‘ , ‘to add multiples of 10 or of 100 utilizing the related add-on fact and to be able to utilize different ways of partitioning two and three-digit Numberss every bit good as their cognition on topographic point value. Stage one of the written methods involve the usage of the empty figure line. Children need to be able to divide Numberss in different ways instead than ever into 10s and 1s to assist them add in stairss in order to do multiples of 10. The empty figure line is a manner of assisting them to enter their stairss when ciphering the sum. Phase 2 involves partitioning so that mental methods can be recorded. The 10s and 1s are added to organize partial amounts and those partial amounts are added together. The 3rd phase is the expanded method in columns where the kids move on to a layout that shows the add-on of the 10s and the 1s individually. As kids become more confident they can get down by adding the 1s instead than the 10s. This method leads kids to a more compact method. The 4th and concluding phase is the column method. In this method, there is even less entering to make. The carried figures are noted below the line, either in 10s or in 100s and non in 1s. This can be made more ambitious. The kids can travel on to add more complex Numberss of different Numberss of figures. The written methods for minus come in three phases. The purpose is the same as for the written methods of add-on and once more the phases show how the kids are able to construct up an efficient method for deducting two or three-digit whole Numberss by the clip they finish twelvemonth 4. In order to be able to deduct successfully the kids should cognize the figure facts for add-on and minus to twenty, ‘subtract multiples of 10 utilizing the related minus fact and their cognition of topographic point value ‘ and divider Numberss into multiples of one, 10 and one hundred in legion ways. Phase one, merely as in add-on involves the usage of the empty figure line, which helps the kids to record and subsequently explicate the stairss they haven taken in their mental minus. After the kids have practiced this method for a piece they wo n't necessitate to enter as much information. They will necessitate to make up one's mind whether to number back or up. It is utile to inquire the kids if numbering up or back is better for certain computations. When numbering up from little to big Numberss mentally it can be recorded by utilizing figure lines or in columns. The kids will necessitate to be able to, when covering with two-digit Numberss, to cipher the replies mentally. If the kids are able to work out the replies they do n't necessitate to execute as many stairss when they are working with three-digit Numberss. The numbering up method is a good option for those kids whose advancement is slow. Phase 2 involves partitioning. Partitioning can be used to compose tantamount minus amounts that can so be performed mentally. The 3rd and concluding phase is expanded layout. The column method is mirrored by partitioning the Numberss into 1s and 10s and so composing one under the other. This parallels the method for add-on instead so being straight linked to any mental methods. This besides relies on secure mental accomplishments.DecisionChildren construct on their anterior cognition to come on with their mathematical accomplishments. They all start with practical experiences and changeless exposure to add-on and minus. All kids need to develop sound mental accomplishments in order to develop their written accomplishments. They have to larn the basic regulations for add-on and minus to come on with the written methods.

Concert Critique - The Doctoral Recital essays

Concert Critique - The Doctoral Recital essays The Doctoral Recital was the second concert I ever attended within the US. The instruments played were the clarinet, bass clarinet, piano, and percussion instruments. The performance started with Carl Nielsen's "Clarinet Concerto," Op. 57(1928). It lasted for about twenty-seven minutes. The whole symphony was in a continuous movement. The symphony started with the clarinet and then continued on until the piano entered in later and was joined by percussion. The performance began with a firm Allegretto which seemed like a run and chase sequence of a "Tom and Jerry" episode; it was very lively and fast, and the clarinet produced even more of an element of entertainment to the music. This was followed by Adagio and with the tempo was being slowed down with greater focus upon percussion and piano. Lastly, Allegro Vivace struck, lively and very fast, but the piece ended in Adagio, which was calming. Almost thirty minutes passed in blink of an eye, and the performance was commendable. Next, there was intermission. The second performance was Johann Sebastian Bach's "Suite No.1" for Solo Cello, BMV 1007(c. 1720). This began with a soft, light sound that was very calmly paced. It seemed hearty, welcoming, and almost playful. This first movement is called the Arpeggio Prelude in which the composer outlines a succession of chords note-by-note; the effect sounds like harmonic tensions followed by relaxation. There are pronounced lower notes after the higher notes, creating the sad feeling that we can be heard in this piece. The performers in this concert came back to low notes and the duplicating of the previous sad melody, though it seemed much more misgiving with the lower notes preceding it, still at a fast tempo. A gushing Allemande followed. There was an upbeat play with high notes and a low note mutter, creating a somewhat confused and spooky sound. Next, it was zippy sounding, as in the beginning, and then a solid note was held o...

Free Essays on Health Care

My essay will be on the topic of: Do you think the privatization of the Health care System is or will have a negative impact on the service you receive? To consider solving this growing debate one might want to turn to our neighbor to the north Canada. In Canada, health care financing, allocation, and delivery may be public, private, or a combination of both. In Canada there is a â€Å"single tier† health care system with access for everyone irrespective of ability to pay. The â€Å"privatization† of health care in many minds means an American system of health care which is a â€Å"two tier† system that offers better service for those who can pay and poorer or no service for those who cannot. Exactly what is â€Å"privatization†? That depends on which dimension of health care you look at (financing, allocation, delivery) Privatizing the financing of health services means shifting the burden of paying for health care from tax revenues to the private incomes of individuals through partial or complete payment for certain services. The privatization of allocation of health services involves using certain forms of market competition to determine what services are provided, who provides them, and at what costs. The privatization of delivery of health services means relying on individuals and organizations outside of government both non-profit and for profit to provide the services. The important question is not whether something is public or private, but rather how the arrangement of public or private financing, allocation, and delivery affects costs of care, access to care, accountability for care, and quality of care. The private/public balance in health care is particularly of concern to seniors, because they are more likely to need health care then any other group. The provisions of community-based services by private for-profit agencies are a cause for concern. Under the Reagan Administration, a review of the privatization of public ag... Free Essays on Health Care Free Essays on Health Care My essay will be on the topic of: Do you think the privatization of the Health care System is or will have a negative impact on the service you receive? To consider solving this growing debate one might want to turn to our neighbor to the north Canada. In Canada, health care financing, allocation, and delivery may be public, private, or a combination of both. In Canada there is a â€Å"single tier† health care system with access for everyone irrespective of ability to pay. The â€Å"privatization† of health care in many minds means an American system of health care which is a â€Å"two tier† system that offers better service for those who can pay and poorer or no service for those who cannot. Exactly what is â€Å"privatization†? That depends on which dimension of health care you look at (financing, allocation, delivery) Privatizing the financing of health services means shifting the burden of paying for health care from tax revenues to the private incomes of individuals through partial or complete payment for certain services. The privatization of allocation of health services involves using certain forms of market competition to determine what services are provided, who provides them, and at what costs. The privatization of delivery of health services means relying on individuals and organizations outside of government both non-profit and for profit to provide the services. The important question is not whether something is public or private, but rather how the arrangement of public or private financing, allocation, and delivery affects costs of care, access to care, accountability for care, and quality of care. The private/public balance in health care is particularly of concern to seniors, because they are more likely to need health care then any other group. The provisions of community-based services by private for-profit agencies are a cause for concern. Under the Reagan Administration, a review of the privatization of public ag... Free Essays on Health Care Managed Health Care Of the approximately 257.8 million individuals currently living in the United States of America, every one of them has a need for effective, affordable and accessible health care coverage and services. Within the past thirty to forty years, the scope and cost of health care coverage and services has drastically changed, altering the manner in which health care was previously managed. There are several factors that have affected the cost of health care coverage over the course of the past two to three decades. One of these factors is the introduction and rapidly increasing enrollment in managed health care insurance plans. Managed care health insurance plans can, in most cases, help to alleviate the rising costs of effective medical coverage. Another important factor that has affected health care costs is the invention and implementation of new medical technologies. As prominent researchers and economic analysts have discovered, there is a distinct and direct correlat! ion between advancing medical technologies and rising health care costs. Medical innovation has been proven time and again to be an important determinant of health care cost growth. It would appear that managed care health insurance plans, which attempt to lower health care costs, and highly expensive new medical innovations and procedures are at cross purposes, pulling against one another in very different directions. Market-level comparisons have found the cost growth of health care in markets with greater managed care penetration to be generally slower than that of non-managed care health insurance markets. However, managed care is unlikely to prevent the share of gross domestic product spent on health care from rising unless the cost-increasing nature of new medical technologies changes. Managed care health insurance plans differ greatly from indemnity fee-for-service, or FFS, insurance plans. Since the early 1970's, r...

University of Texas Discussion Essay Example | Topics and Well Written Essays - 250 words

University of Texas Discussion - Essay Example In fact, the health professionals bring their ideas and skills to a common pool thereby making multidisciplinary care the most outstanding approach in handling cancer ailments. The success of head and neck center can be attributed to the experienced team of professionals and adoption of the new technology in cancer treatment (Feig, 2006). The management team and the human resource department of the center have established candid mechanisms of acquiring super qualified medical professional. In addition, MD Anderson has laid modern infrastructure that enhance efficient service delivery to the patient. The center has embraced the new technology in assessing and analyzing the patient’s conditions (Bernier, 2011). The equipments found at the center are not common in other institution providing the same services. In essence, almost all the equipments required for head and neck cancer treatment are present at the center. The patient evaluation strategy adopted at the center is unique in that, it comprehensively covers the patient’s

Statutory Interpretation Business Law Assignment Essay

Statutory Interpretation Business Law Assignment - Essay Example Since statutes are presented in written form, it is within the court’s power to translate the written word into the actionable form of law i.e. known as breathing life to the law. However, due to the complexities of language and the imperfect nature of legislation, sometimes the intention or purpose of the law may not be conveniently passed in the wordings of the various Acts. This is where the courts derive their power; ensuring that the intention of Parliament is carried into the law. The power of the court to interpret statutes i.e. statutory interpretation has generated controversy for as long as Parliament has been in existence. This is because of the subjective nature of interpretation which relies heavily on the beliefs and understanding of the presiding judge. Over time, judges have been accused of usurping the role of Parliament and ‘making law’ by giving interpretation to statutes in a manner that suits their version of the law. Lord Denning himself once drew criticism in Magor and St Mellons v Newport Borough Council (1952) HL when he remarked that We do not sit here to pull the language of Parliament to pieces and make nonsense of it. We sit here to find out the intention of Parliament and carry it out and we do this better by filling in the gaps and making sense of the enactment than by opening it up to destructive analysis (pg. 25). While he well intended to maintain Parliament’s supremacy by attempting to interpret acts based on its intention, he went a bit overboard by suggested that the courts could ‘fill in the gaps’ in the law which in itself would be tantamount to making law. On appeal to the House of Lords, Lord Simonds described Denning’s interpretation of the powers of the courts as a â€Å"naked usurpation of the legislative function under the thin guise of interpretation.† The House of Lords instead stated that gaps disclosed in laws can only be remedied through appeals. The extent o f the judicature’s power to interpret law remains blurred which is a major reason judges have often been accused of making law; a role not within their mandate. In Fischer v Bell (1961) and Stock v. Frank Jones (Tipton) Ltd. [1978] 1 WLR 231, the interpretation of the courts of statutes was so distasteful to Parliament that the rulings themselves were overturned through statutes in the same year they were made. This shows that the powers of interpretation are sometimes abused as judges attempt to ‘redefine’ statutes which in their opinion are ambiguous, unfair or unjust. Over the years, several rules of interpretation have come up all in an attempt to guide the courts in the correct usage of their power or in a manner respectful of the separation of powers doctrine. Despite these rules, Twining and Miers (2010) state that over 50 percent of High Court cases and 90 percent of cases before the House of Lords involve aspects of interpretation of the law. Since the c ourt’s interpretation of the law determines how they apply it e.g. in criminal law for purposes of sentencing, the interpretation of the law continues to be a major cause of appeals and a major driving force for litigation. At this juncture, it is necessary to state that the courts may have powers to apply the law; this power is merely incidental to the interpretation that the court makes of the pertinent law. In fact, this power is often