Student Exploration: Graphing Skills Gizmo

. Student Exploration: Graphing Skills Vocabulary: bar graph, line graph, negative relationship, pie chart, positive relationship, scale, scatter plot, variable Prior Knowledge Questions (Do these BEFORE using the Gizmo. ) 1. Four kinds of graphs are shown in this Gizmo. Circle the kinds you have seen before. [pic][pic] [pic][pic] Bar graph Line graph Pie chart Scatter plot 2. Where have you seen graphs used? Graphs are used everywhere. You can find them in textbooks, newspapers, meetings, schoolroom, everywhere.Basically anywhere someone needs to portray information, visualize data, display trends or patterns, compare two or more things, chart progression/digression, show relationships, etc. 3. Why do you think graphs are useful? Like stated above, graphs are useful to share information with others and put it in a picture-like form. Sometimes it is easier to understand a concept if you can visualize it, which is what a graph does. Gizmo Warm-up: Using the Graphing Skills Gizmo 1.The Graphing Skills Gizmoâ„ ¢ starts with a bar graph on the right and a data set on the left. Practice using the Gizmo by doing the following: †¢ Write a title. †¢ Label the vertical and horizontal axes. †¢ Change the scale of the vertical axis. †¢ Drag the bars up and down. 2. Use the Graph type dropdown list to select other kinds of graphs. Practice with each type of graph: †¢ On the Line graph drag the points up and down. †¢ On the Pie chart change the size of each slice by dragging the edges. †¢ On the Scatter plot drag points from the data table to the graph. Activity A: |Get the Gizmo ready: |[pic] | | | | | |Bar graphs |On the Challenge menu, select Create graph. | | | |On the Graph type menu, select Bar graph. | | | |If necessary, click New until Animal speed data appears. | Goal: Build a bar graph based on a data table. 1. Create graph: A bar graph is useful for comparing things, such as how fast animals can run. †¢ Write a title f or the graph. (Look at the title of the data table for a suggestion. ) †¢ Label the horizontal axis and the vertical axis. †¢ Pick what you think is the best choice for a vertical axis scale. †¢ Drag each bar to match the data in the table. Do your best to estimate heights. 2. Check your work: Click Check to see how well you did. A. What was your accuracy score? Over 90 is excellent. ) Accuracy score is 100. B. What vertical scale did you choose? (In other words, how much does each horizontal line on the graph represent? ) Each line on the graph represents 20 km/h. 3. Revise: Click Show value on mouseover. Move the cursor over each bar to see its value. Adjust each bar and click Check until the accuracy score is 100. To show your work, click the screenshot camera at upper left. Paste the screenshot into a blank document. 4. Interpret: Which of these animals is fastest? Cheetah Slowest? Human . Apply: Click New and make the next bar graph. Adjust the scale if needed an d don’t forget to make a title and label each axis. Click Check to see your accuracy. A. What country has the highest life expectancy? The lowest? Country with the highest life expectancy is Andorra. Country with the lowest is Zambia. B. Does anything about the graph surprise you? I hoped that the USA would have the highest life expectancy, but that was not the case. (Too many McDonald’s to blame. ) 6. Challenge yourself: Hold a contest with your classmates.Turn off the Show value on mouseover checkbox and click New. Who can create the most accurate bar graph? |Activity B: |Get the Gizmo ready: |[pic] | | | | | |Line graphs and pie charts |Under Graph type select Line graph. | | | |If necessary, click New until Temperature data appears. | Goal: Build a line graph and a pie chart. Line graphs 1. Create graph: Line graphs are often used to show how something changes over time. Write a title and label the axes. Adjust the vertical scale if needed. Create the line graph b y dragging the points up and down. 2. Check your work: Click Check. What was your accuracy score? Accuracy score is 100. 3. Revise: Turn on Show values on mouseover and adjust the graph until your score is 100. Take a screenshot of your graph and paste it into a document. 4.Interpret: Which day was hottest? Wednesday Which day was coolest? Sunday 5. Apply: Try additional line graphs until you are comfortable making this type of graph. Discuss the most interesting graphs with your teacher and classmates. Pie charts 6. Create graph: Pie charts are used to show proportional data. Under Graph type select Pie chart. Make sure that Show values and labels is checked. Write a title for the pie chart and drag the pie pieces to match the data table. 7. Check your work: Click Check. Revise your pie chart if necessary.When the pie chart is correct, paste a screenshot of the chart into your document. 8. Interpret: What were the most popular pies? Apple 9. Apply: Try additional pie charts until y ou are comfortable with this type of graph. For a real challenge, try to make a pie chart with the Show values and labels checkbox turned off. 10. Extend your thinking: The Gizmo also allows you to create a data table from a graph. Under Challenge select Create table. Write a title for the table and then fill in each empty box based on the graph. Click Check to check your accuracy. Activity C: |Get the Gizmo ready: |[pic] | | | | | |Scatter plots |Under Challenge select Create graph. | | | |Under Graph type select Scatter plot. | | | |If necessary, click New until Studying and score data appears. | Goal: Create a scatter plot. 1. Create graph: Scatter plots are used to see if one variable is related to another. Each point on a scatter plot has two values. For example, if Robert studied for 40 minutes and got a quiz score of 98, Robert’s point would be placed at (40, 98) on the graph. (You can think of that as â€Å"over 40, up 98. †) To make a scatter plot, do the fo llowing: †¢ Write a title for the graph. †¢ Label the horizontal axis based on the second column of the data table, and the vertical axis based on the third column of the data table.Include units in each label. †¢ Adjust the horizontal and vertical axis scales if needed. †¢ Drag each point to match the data. 2. Check your work: Click Check. What was your accuracy score? Accuracy score is 100. 3. Revise: Turn on Show values on mouseover and adjust the graph until your score is 100. Adjust the axis scales if necessary. Paste a screenshot of your graph into a document. 4. Interpret: Based on this graph, will studying help you do well on a test? Explain. Yes! The longer a student studied, the higher his/her test score was. 5. Extend your thinking: The â€Å"Studying vs.Score† scatter plot shows an example of a positive relationship—as one variable increases, so does the other. The points in this type of scatter plot tend to go â€Å"uphill† from left to right. A negative relationship is the opposite—as one variable increases, the other variable decreases. These types of scatter plots go â€Å"downhill† from left to right. A. Which graphs in the Gizmo show a positive relationship? In the â€Å"Income versus Education† graph, as one’s education improved and increased, the income they earned also increased. With the â€Å"Study and Score Evaluation†, when one’s study time increased, the score also correlated with an increase.With the â€Å"Growth Over Time† graph, there is a positive relationship since as one person increases in age, the height also increases. B. Which graphs in the Gizmo show a negative relationship? The only graph I could find which remotely represented this was the Temperature Data Graph. As progression increased through the week and it got closer to the weekend, the temperature decreased. Although not demonstrated in the Gizmo, a perfect example of a negativ e relationship would be as the elevation above sea level rises, the temperature decreases. ———————– [pic]

Sodom and Gomorrah

THE SEARCH FOR SODOM: IS IT BAB EDH-DHRA OR TALL EL-HAMMAM? Jill Toodle Biblical Archaeology BIBL471_D01 April 7, 2013 Since the early 19th century archaeologists and Christian bible scholars have discovered a difference in archaeological and geographical evidence that supports a northern view of Sodom or a southern view of Sodom. The Southern site for Sodom is commonly referred to as the Bab edh-Dhra and the northern site for Sodom is referred to as the Tall el-Hammam. Since archaeologists have not uncovered exact evidence indicating a particular site as the biblical Sodom, the search for Sodom remains a mystery.To accurately investigate these sites and try to form a conclusion, key facts need to be revealed. The intention of this paper is to reveal certain facts pertaining to those areas. The specific facts are as follows; the site each position believes is Sodom, the evidence for destruction at both sites and how each site meets the criteria for the biblical location of Sodom. In addition this paper will compare and identify the strengths and weaknesses of each position. Two sites have been excavated as possible sites of the biblical Sodom.Which one is it? First the paper will focus on the southern site named Bab edh-Dhra, and then an analysis of the Tall el-Hammam will be done. Bab edh-Dhra is the excavated site along the Valley of Siddom, South of the Dead Sea. Many proponents of this site suggest that this site is located precisely on the eastern fault, which provides evidence for it’s destruction. [1] Furthermore, they indicate that the Bible historically supports this location in Genesis 13:10, Genesis 14:10 and Genesis 19:24. J.Penrose Harland explains that an overall agreement between the southern supporters and northern supporters is that the cities of the Plain are to be found in Ghor, or Valley of the Jordan and the Dead Sea. However, Harland states, â€Å"the evidence is preponderantly in favor of a location at the Southern end of the Dead Sea†, which is described as Bab edh-Dhra. [2] To better grasp this preponderant view the archaeological evidence for the destruction of Bab edh-Dhra should be revealed. Dr. Price is a prominent supporter of this site and he reveals that this site was never reoccupied after the Early Bronze date of 2300-2000 B.C. [3] This evidence supports the truth that after the destruction of Sodom by the wrath of God that this location was uninhabitable. Furthermore, significant ash layers were discovered, which supports Genesis 19: 24-28. Geologist Frederick Clapp surveyed Ghor, the southern end of the Dead Sea and discovered abundant amounts of asphalt, petroleum and natural gas. In addition, the smell of sulphur and ash deposits represented in Genesis 14:10 were present. [4] Since the Bible informs us that Sodom was destroyed during the time of the Patriarchs one important discovery needs to be made in regard to the date of the Patriarchs.The site of Bab edh-Dhra provides a date of the second millennium B. C. Dr. Price confirms this discovery and states, â€Å"Only a second millennium context will fit the type of inheritance practiced by the Patriarchs. [5] Many bible scholars and archaeologists have spent numerous hours uncovering the site of Bab edh-Dhra. At this point the criteria that causes Bab edh-Dhra to be considered as biblical Sodom is the followings; the Bible, the late Greek and Roman writers, from geology and topography, from hydrography, and archaeology. [6] Furthermore, Genesis 13:10 describes Sodom as â€Å"a well watered land like the land of Egypt. Therefore, the Paleo-botanical studies done on and at the Bab edh-Dhra site reveal that the area has had a rich diversity of crops, meeting the criteria for a well-watered land. [7] Another huge discovery that causes Bab edh-Dhra to be recognized as Sodom is the reference in Genesis 19:1, where Lot is sitting at the city gate. Bab edh-Dhra actually means â€Å"gate of the arm. † Wood describes this fortification when he describes what the gate and site measure. He states, â€Å"The city wall, enclosing an area of 9-10 acres, was a massive 7m (23 ft) wide and made of stones and mud bricks. [8] Although the Bab edh-Dhra has not been confirmed as the definite biblical Sodom, there is very strong evidence linking it to the Sodom described in the infallible Word of God. However, a professor from Albuquerque has followed and found based on the geography and history presented in the Bible a site called Tall el-Hammam, the northern site in question. Dr. Collins and many other scholars believe that this site is actually the correct site for biblical Sodom. Therefore, throughout the next section of this paper, a detailed analysis to the Tall el-Hammam will be done. Tall el-Hammam s the site located on the northern circular plain of the southern Jordan Valley. Proponents of this site are, Charles W. Wilson, H. H. Kitchener, Claude R. Conder, Selah Merrill, Henry B Tristram, Willia m M. Thomson, George Grove and Henry S. Osborn. [9] They form their conclusion based on an analysis of the Hebrew text and their understanding of geography. Dr. Collins explains that the place that Lot set out to is clearly between Bethel and Ai. [10] This location provides the evidence for scholars to lean towards the Tall el-Hammam as the biblical Sodom, instead of the southern site, Bab edh-Dhra.Supporting this, a majority of biblical scholars locate Bethel, near Beitin, about 12 miles north of Jerusalem. Therefore, if Sodom is located between Bethel and Ai, the Tall el-Hammam better fits the criteria for being the biblical Sodom. When looking at the archaeological evidence for the destruction of the Tall el-Hammam archaeologist have discovered the site was destroyed near the end of the Middle Bronze Age. Dr. Collins explains that they have discovered vast quantities of ash, consisting of 1. 5 to 3 feet thick of heavy ash associated with the Middle Bronze Age stratum. 11] Some of the debris found is pottery, a few bones, some ash and something an excited digger thought was part of the meteor some believers speculate God hurled at Sodom to destroy it. [12] In addition, the Tall el-Hammam site reveals that a temperature exceeding 2,000 degrees Fahrenheit destroyed the area; this gave evidence of catastrophic damage. [13] Based on the evidence revealed through archaeological excavation of the Tall el-Hammam, the supporters of this site date the Patriarchs as 17/16th Century, or Middle Bronze Age.Collins says the â€Å"Bible makes it clear that Sodom and Gomorrah were destroyed during the Middle Bronze Age, the time of Abraham and Lot†. [14] This dating is certainly the biggest difference between the two sites in question. Therefore, it is important to list how the Tall el-Hammam meets the criteria for the biblical Sodom. The specific discoveries of the Tall el-Hammam meet the criteria are described briefly in this paragraph. First, the bible describes t he place where Lot went as being a well-watered land, like the land of Egypt.Tall el-Hammam is located on a disk of well-watered plain 18 miles (30km) in diameter in the Jordan Valley north of the Dead Sea! This location is exactly where Dr. Collins believes the biblical Sodom exists. The Hebrew word kikkar has special significance to the location of the Tall el-Hammam. This word was used to describe what Lot looked up and saw. Kikkar is a plain, round or oval shaped. Dr. Collins explains that when kikkar is used to describe a geographical construct, it refers to a disk shaped plain in the Southern Jordan Valley. 15] The specific site of the Tall el-Hammam has revealed that it was a well watered and fertile land, with large wadis wrapped around the fortification in exactly the described location. Another discovery was that in 3000-2350 B. C. E. the site was protected by enormous defenses. This indicated a strong government and settlements associated with an agricultural economy. Whe n debating the two locations in consideration for the biblical site of Sodom, strengths and weakness of each view exist. Some of the strengths of the Bab edh-Dhra site are the discovery that the location was destroyed in the Early Bronze Age and never occupied again.This seems likely since God destroyed it with such great wrath. Strength of the Bab edh-Dhra is the fact that Lot was closely associated with Moab. [16] Therefore, the southern half of the Dead Sea would seem appropriate. In addition the charnel houses discovered in Bab edh-Dhra suggest a catastrophic event that burned many areas and came from above. [17] As for the weaknesses of in the location of Bab edh-Dhra, one is the fact that the Bible does not indicate specifically a southern site. Also, the lack of an excavated gate complex like the one found at the Tall el-Hammam and the difference in the size of the two sites.Bab edh-Dhra is approximately 12 acres and Tall el-Hammam is 100 acres. [18] When evaluating the weakn esses of the Tall el-Hammam some often mention the dating of the Patriarchs. Some believe that Dr. Collins has lowered the date of Abraham in order to create a match with his excavations. Dr. Collins absolutely denies that. Genesis 14 and 29 support an Early Bronze Age date for the Patriarchs and the Tall el-Hammam contradicts that date. Furthermore, the Tall el-Hammam was reinhabited hundreds of years after the destruction. This seems unlikely due to the soil being severely contaminated.Some strengths of the Tall el-Hammam site are the amount of ash and â€Å"frothy† magna indicating a temperature above 2000 degrees Fahrenheit. Additionally, the northern location of Sodom seems more likely, since the Bible suggests that Sodom is between Bethel and Ai (Genesis 13:1-2). Tall el-Hammam is visible from that area which is ten miles north of Jerusalem. [19] In closing, I would like to suggest that it is just too early to exactly say which site is the correct biblical Sodom. Howeve r, the amount of ash strongly points to the Tall el-Hammam.I have reservations because of the date of the Patriarchs given to that site and the fact of it being occupied once again in the Late Bronze Age. This certainly complicates the excavation. Interestingly, very intelligent evangelical biblical archaeologists disagree on which site is in fact the biblical Sodom. I find it very difficult to form an opinion, considering Dr. Price, the author of our textbook The Stones Cry Out concludes the Bab edh-Dhra as the correct site and my professor, Dr. David Graves, is the field supervisor of the Roman remains (Livias? ) at the Tall el-Hammam (Sodom? excavations in Jordan. Due to this reality and the evidence, I am undecided. I have chosen to let the reader form an individual conclusion based on the evidence I have presented in this paper. Hopefully, I have equally analyzed each site and the reader can participate in this exciting journey of biblical discoveries to uncover the biblical So dom. Bibliography Collins, Steven. â€Å"Discovering the City of Sodom. † Kirkus Reviews 3 (Feb 2013), http://www. kirkusreviews. com Collins, Steven. â€Å"If You Thought You Knew the Location of Sodom and Gomorrah†¦ think Again. Biblical Research Bulletin 7, no. 4 (2007): 1-6. Collins, Steven. â€Å"North vs. South: Why the Southern Location Doesn’t Work. † Sidebar to: Where is Sodom. † Biblical Archaeology Society 39, no. 2 (Mar/April 2013) http://www. basarchive. org. ezproxy. liberty. edu:2048/bswbBrowse. asp? PubID=BSBA &Volume=39&Issue=2&ArticleID=2&UserID=1037. Collins, Steven. â€Å"Where Is Sodom? The Case for Tall el-Hammam. † Biblical Archaeology Society 39, no. 2 (Mar/April 2013). http:www. basarchive. org. ezproxy. liberty. edu:2048/bswbBrowse. asp?PubID=BSBA &Volume=39&Issue=2&ArticleID=2&UserID=1037. Harland, J. Penrose. â€Å"Sodom and Gomorrah: The location of the Cities of the Plain. † The Biblical Archaeologist 5, no . 2 (May 1942): 17-32. Higgins, Andrew. â€Å"Digging for Sin City, Christians Toil in Jordan Desert; Prof Collins seeks Sodom with Scriptures as Guide and Volunteers as Muscle. † Wall Street Journal, A1 edition (February 2007). http://search. proquest. com/docview/399037586? accountid=12085 Price, Randall. The Stones Cry Out. Oregon: Harvest House, 1997. Wood, Bryant G. The Discovery of the Sin Cities of Sodom and Gomorrah. † Bible and Spade 12, no. 3 (1999). â€Å"Search for Sodom and Gomorrah. † (August 2009). http://blog. bibleplaces. com/2009/08/ Video-Searchforsodomandgomorrah. html ———————– [1] Bryant Wood, â€Å"The Discovery of the Sin Cities of Sodom and Gomorrah,† Bible and Spade 12, no. 3(1999): 0. [2] J. P. Harland, â€Å"Sodom and Gomorrah:The location of the Cities of the Plain,†The Biblical Archaeologist 5, no. 2 (May 1942):19. [3] Randall Price, The Stones Cry Out (Oregon: Harv est House, 1997), 120. [4] Price, 118-119. 5] Price, 94. [6] Harland, 28. [7] Wood, 0. [8] Wood, 0. [9] Steven Collins, â€Å"North vs. South: Why the Southern Location Doesn’t work,† Biblical Archaeology Society 39, no. 2 (Mar/April 2013):0. [10] Steven Collins, â€Å"Where is Sodom? The Case for Tall el-Hammam,† Biblical Archaeology Society 39, no. 2 (Mar/April 2013). [11] Collins, â€Å"Where is Sodom? The Case for Tall el-Hammam,† 0. [12]Andrew Higgins. â€Å"Digging for Sin City Christians Toil in Jordan Desert, Prof. Collins seeks Sodom with Scriptures as Guides and Volunteers as Muscle,† Wall Street Journal, A1 edition (Feb 2007): 0. 13] Collins, â€Å"Where is Sodom? The Case for Tall el-Hammam,† 0. [14] The Journal for Jane Mahoney, â€Å"Digging a New Path to Lost Cities; Albuquerque Archaeologist uses Biblical Clues to Find what He thinks are the Ruins of Sodom an Gomorrah,† Albuquerque Journal (June 2006):0. [15] Steven Co llins, â€Å"If You Thought You Knew the Location of Sodom and Gomorrah.. think Again,† Biblical Research Bulletin 7, no. 4 (2007): 2. [16]Harland, 21. [17] Price, 117. [18] Collins, â€Å"Where is Sodom? The Case of the Tall el-Hammam,† 0. [19] â€Å"Search for Sodom and Gomorrah,† (August 2009), http://bibleplaces. com

Food Borne Illness paper

This paper will explain how the infectious organism staphylococcus aureus is transmitted through food. Discuss a real life outbreak of staphylococcus aureus in the United States. Also describe the clinical symptoms, the duration of the symptoms, and any treatments for the disease. The author will discuss the steps to be taken to prevent further outbreaks, including personal as well as environmental precautions and methods that can be taken. Staphylococcus aureus bacteria (staph), is commonly found in pimples, infected cuts, and when people have colds (â€Å"Staphylococcus†, 2014).Therefore, staph can be transmitted from person to person from contaminated hands. The infection is spread from a person’s hands by contaminated objects such as razors, and sports equipment. Other ways of contamination could be close skin to skin transmission, crowded living conditions, cuts, and poor hygiene. Staphylococcus can cause food poisoning when a person does not properly refrigerate f ood, clean equipment, and if food is not properly prepared. In the early 1990’s 1,364 children became ill at a Texas elementary school after eating chicken salad (â€Å"Bad Bug Book: foodborne Pathogenic Microorganisms and Natural Toxins Handbook†, 2013).The chickens was frozen and boiled, deboned, and cooled by a fan to room temperature. The chicken was refrigerated overnight and the next morning blended with other ingredients. The chicken salad was put in a thermal container and transported to 16 different school sights and held at room temperature until lunchtime. The chicken became contaminated during deboning. Probably because the food was not cooled fast enough. Some of the symptoms that a person has when he or she has become infected with the bacteria are vomiting, diarrhea, stomach cramps, fever and nausea.The duration of the illness is approximately 24 to 48. If you have any of the above mentioned symptoms one should drink plenty of water and other fluids to p revent dehydration and get plenty of rest. Some people may require a visit to his or her doctor for treatment. The doctor can treat the skin infection by making an incision and draining the infected area and by prescribing antibiotics. Individual and environmental precautions that can be taken to prevent further outbreaks are: good hand washing techniques, use soap and running water when washing hands before and after eating, as well as after using the bathroom.Staph can exist on environmental surfaces. Therefore, sanitation of these areas should be done regularly. Most institution and eating places have guidelines for sanitation for these areas. People should also make sure that shared items are cleaned, such as your computer, cell phone, scissors clippers, children toys, and exercise equipment. One method that can be used to sanitize equipment is by using 1 tablespoon of bleach in 1 quart of water. This can help disinfect some objects.Also, use disposal towels or wipes. This paper has explained how the infectious organism staphylococcus aureus is transmitted through food, discussed an outbreak of staphylococcus aureus at an elementary school in Texas. Also, described the clinical symptoms, the duration of the symptoms, and any treatments for Staphylococcus aureus bacteria. The author has discussed the measures to be taken to prevent further outbreaks, including personal as well as environmental precautions and methods that can be taken.

Lives of Pre-Contact Indigenous Americans Research Proposal

Lives of Pre-Contact Indigenous Americans - Research Proposal Example First of all, Native Americans were not a single nation – there were more than 160 different tribes inhabiting territories from Alaska to Mexico, and they all had different languages, cultures, and lifestyles (UsHistory.org). Some were living by fishing, others – by hunting, gathering or growing food. They used to grow wheat, yams, rice, corn, potatoes, and pumpkins among other cultures in order to make their living. Everything surrounding the Natives was made of natural products: animal skins served for clothes and drums, mud, stones and wood – as a building material, bones and other animal parts – as means to make tools (University of Michigan). So, they greatly depended on nature: weather (if they were growing food) and presence of game in the territories (if they were hunting). With the highly developed technology of making spears and bows with arrows, along with developed by centuries art of hunting, Indians were very successful at hunting and fishing. However, they didn’t kill more game or catch more fish than they could consume: they had no need to "deplete the animal resources."1 The Natives practiced a "principle of least effort"2, and, consequently, were preserving the population of animals vital for their survival. Hunting for food only, they were taking care of preserving the natural resources by either "rotational use of the territories, or by an increased use of alternate resources"3 to replace animals in the ration. Understanding their dependence on natural forces, Indians had a great respect to the nature, and animals in particular. Animals, being a source of food, and, consequently, life, were revered as spirits: meat was never wasted. Totem poles were one more important part of the culture: the Natives believed each person was naturally given a spirit of a certain animal. For those

Marketing plan Essay Example | Topics and Well Written Essays - 4500 words

Marketing plan - Essay Example It should consider launching CIF in China keeping in mind the local tastes, culture and consumer habits. The short- and long-term marketing strategy have been suggested while also defining the control measures. Table of Contents 1. Introduction 1 2. Marketing Audit 1 2.1 SWOT ANALYSIS – internal environment of Unilever 2 2.2 PESTEL Analysis 3 3. Marketing Objectives 6 4. Market Mix Analysis 4.1 Segmentation 6 4.2 Targeting 7 4.3 Positioning 7 5. Market entry 8 6. Implementation strategy 9 7. Gantt Chart 12 8. Contingencies and Controls 14 References 15 Appendices 18 1. Introduction Unilever, one of the world’s leading FMCG companies, headquartered in London, offers products across several categories including foods, home, and personal products (Datamonitor, 2010). Unilever’s strategic priorities are the developing and emerging economies. The company has a diversified product portfolio as well as a wide geographical reach which explains diverse revenue streams. It has a strong portfolio of over 400 brands. Approximately 49% of its revenues in FY2009 came from emerging economies. This gives the company the confidence to tap new opportunities in the existing emerging economies. While Unilever has a strong presence in China as is evident from their sales figures between 2004 and 2007 (Appendix A), they would like to introduce a new product in China – CIF dishwashing liquid. ... The Chinese FMCG market enjoys a balanced development both in the food and the non-food categories (Ryan, 2004). Despite the growth in the FMCG sector in China fueled by strong economic performance and higher disposable income, the sector is fragmented and still developing. An in-depth study of the competitive environment and consumer demand in the respective FMCG sector has to be conducted to understand the dynamics of that sector. These would include and understanding of the price dynamics, trade distribution, and consumption patterns (Moodle, 2005)). Thus, based on marketing audit, the short- and long-term marketing plan would be drawn up. 2. Marketing Audit The Chinese consumers demonstrate brand loyalty when it comes to foreign goods. However, marketing in developing economies differs from marketing the same product in developed in developed countries. International marketing requires the right business strategy and revolves around being competitive. The strategy can be devised after an assessment of the internal and the external business environment. The international marketing strategy has to depend upon the product characteristics, the time of entry, the consumer characteristics and the brand reputation (Ferner & Varul, 2000). Other factors that influence the marketing strategy include the differences in the culture, political stability, demographics, customer needs and government regulations. The business environment is constantly changing and marketing audit reviews the current situation based on which the marketing strategy can be devised. 2.1 SWOT ANALYSIS – internal environment of Unilever Strengths Unilever is a leading company dealing in FMCG with 270 manufacturing facilities across six

Western And Byzantine Civilizations Essay Example | Topics and Well Written Essays - 750 words

Western And Byzantine Civilizations - Essay Example The eastern part of the Roman Empire achieved greatness as the Byzantine civilization, which saw its days of glory during the rule of Justinian and Theodora. Eastern Orthodoxy was the dominant religious belief and a new imperial law was devised, which resulted in a unified imperial Government, unlike the fractured tribes of the Western civilization. The government was also centralized and under the rule of Justinian, art reached new heights since several new buildings and churches were built.  The first document dealing with this period is a piece written by the Christian priest Salvian, which compares the Romans and the Barbarians and finds that the barbarians have superior moral values. This document is titled â€Å"Of God’s Government† and is found in the book titled â€Å"Readings in European History† Vol 1 by James Harvey Robinson, published in 1904. The priest compares Roman customs to those of the barbarians and points out that the barbarians, despite th eir record of cruelty and sin, appear to demonstrate the values of love, kindness, and charity which the Romans ought to have. The Romans, on the contrary, persecute each other and the enormity of their sin is doubled because they are supposed to be civilized individuals. On this basis, the priest concludes that the moral framework of the barbarians may, in fact, be superior to the Romans.  The second document is written by the court historian and biographer Procopius. The article is titled â€Å"The character and innovations of Justinian and Theodora† and appears in the book titled â€Å"The secret history of Procopius† published in 1927 by Crown Publishers. In this article, Procopius presents a critical view of Justinian and Theodora. He points out the differences in the Roman manner of greeting where the dignity of high officials was preserved, while Justinian and Theodora demanded a more slavish form homage.

Violence against Children and the Law Essay Example | Topics and Well Written Essays - 500 words

Violence against Children and the Law - Essay Example Various inter-agencies, state as well as the federal governments have been adopting measures in attempt to curb this menace though they are faced by numerous challenges that make protecting children a difficult and almost an impossible task. There are numerous factors that significantly make the process of protecting children a difficult task. Some of them include the element of poor management of state and federal funds, lack of cooperation from the public, the high turnover rate for children protective services staffing and poor staff training, difficulty in proving that a minor is been abused as well as lack of adequate state children custodies just to mention a few (Mallon and Hess 68). Many people find it difficult to report a case of child abuse to the authorities thus completely frustrating the process of identifying and apprehending perpetrators. In most cases, people avoid interfering with issues concerning other families or individuals including matters relating to violation of children’s rights. Authorities find it difficult to identify children whose rights are been violated since only a small percentage of the population is willing to volunteer the necessary information (Epstein and Schwartz-Kenney 56). For the case of Joshua, it was fortunate enough that his step mother was bold enough to report that he was been abused by his father though in the late stages; after their divorce. The same thing applies to many other people who avoid interfering with other family issues considering them private, or wondering how they will explain it to the authority since they are not related with the children whose rights are been violated in any way. Proving a violation of a child’s rights is at times a difficult task especially if the offender is a close family member like the case of Joshua who was receiving corporal punishment from his own father. Proving a case of child abuse is also a difficult task more so if the victim cannot communicate

Article about leadership and cross culture management

About leadership and cross culture management - Article Example Global managers develop flexible ways of view about the world and guide to develop overseas behaviour and national boundaries. They developed several qualities of leadership to cope up with the changing working environment of foreign countries (Regent University, 2011). Honda, the largest Japanese based manufacturers of two wheelers has been a successful name in the global automobile industry. Due to their leadership ability they are so successful across the globe. The subsidiary of Honda Motor in India is named Honda Motorcycles and Scooters India Ltd (HMSI). It came to India in 1999. They believe in teamwork and excellent leadership aspects are the reasons of their success. Though they are globally successful for their products and services but the management of HMSI are not at all concerned regarding the workers and other employees of the organisation. They are found to be ill treating and misbehaving with the workers. They are continuously harassing and embarrassing many of the w orking personnel in the organisation. Towards the female employees their behaviour is not healthy. A few female employees left their jobs due to intolerable behaviour from the Vice President of the company. HMSI managers are using negative leadership qualities just to embarrass the employees instead motivating and influencing them in their work (Labour File, n.d.). The higher managerial personnel of HMSI should develop the qualitative behaviour and good etiquette while treating both male and female workers. This will help them to be a leader in the global environment. The all kinds of interpersonal, informational and decisional roles can be developed by the managers of HMSI to motivate and influence the employees and workers of the organisation. As a leader they can create good working relationship with the people because human resources are the assets of the organisation. The leadership qualities should be utilised for superior purpose of the employees rather to destroy it for the sake of misguiding the employees. As the culture of India and Japan vary considerably, the managers must develop and understand the different aspects that may be the cause of rising conflicts in the organisation. They can utilise different leadership techniques to guide the workers and find out the reason for their grievances. The success of the organisation depends on the efficient leaders present in the organisation. The organisations are hiring staffs with leadership qualities and facilitate several techniques that can build leaders or can generate leadership qualities among the managers within the organisation. This is true that most of the leaders are born with certain leadership qualities but that can also be developed in an individual’s behaviour in due course of time. Without leadership qualities an organisation cannot run smoothly. It can be said that successful leaders might be good managers and vice-e-versa (Lussier & Achua, 2009). Cross Culture Management Cross cu ltural management means interaction of different people from diverse nation relating to various issues of international business and to manage them effectively. The success of the international business depends on how smoothly the interaction of employees goes on while dealing business issues from diverse cultural backgrounds and nations. There are several differences in the working culture of

Educational Service Journal Assignment Example | Topics and Well Written Essays - 500 words

Educational Service Journal - Assignment Example The Floor was dusty, and the walls were made of mud. In my class, I did not have students with a special need but nearly all the students were communicating in the mother tongue. The school students had a unique culture of punishing students, for example, if a student made noise in class; he was to carry a pan having all the utensils in and run all around the field five times. This culture did not value all students, and I was of a different race I would not be comfortable in the school. During classes and on playgrounds, students divided themselves basing on their cultures. Yes, in peers there was a bigger discrimination rate, and if anything that will bring them is done then they will interact. The Parent Teacher Association (PTA) meeting are held, and parents are involved and shown how their children are stuck in cultural values. The school at large struggles with the eradication of culture by mingling the students in class and within the playgrounds among the varying cultural disposition. This attempt by the school has helped much because there was a smaller cultural difference in the whole school. In any normal class, boys get boredom faster they seem not to corporate anymore compared to their colleagues; girls. When it reaches that point, I let them go and play for some minutes. Girls do cooperate actively with each fully. Girls are hyperactive, and whenever any question is asked, they are the first to answer and when given an assignment they finish in time. Boys and girls do not play together; they stay separate and play separately. With time, this trend will change when they have reached certain age levels. Equality is a uniform factor, so when dealing with either boys or girls, dealing with them in the same discipline should apply to treatment, treat them equally without any favor. The school culture and the official curriculum do not promote cultural awareness.  

Boarding Schools Essay Example | Topics and Well Written Essays - 2500 words

Boarding Schools - Essay Example Sometimes referred to as "intentional communities", the faculty and staff strive to create a secure environment for students that is academically challenging, active, and fun. Boarding schools are also well-known for academic excellence, with small class sizes, diverse curricula, and individual attention from teachers and advisors making the boarding school experience affords students numerous significant advantages as students acquire the abilities that help ensure success in college and in life (TABS, 2004). It was proposed that during the academic year, boarding schools become extended families where teachers and students live and learn together. It is a functional 24-hour community of close-knit environment allowing the faculty to seize every teachable moment, whether in the classroom, on the playing field or court, or in the dormitory (TABS, 2004). In a historical and gender-specific perspective, Rogers (1995) provided a view on how boarding schools of the nineteenth century France imparted knowledge and values that were considered necessary for specific role such as motherhood. Levy (1985) explored the prescriptive literature on education while specific institutions also examined rule-books, conditions of admission, the social clientele and ideology behind educational reforms (Nobecourt, 1981). Rogers (1995) considered the very structured nature of school life and linked it with boarding school rules controlling the student's behaviour on a daily basis. Nevertheless, it should be noted that the setting clearly indicated teachers worked with monitors within the boarding schools to instil a shared sense of value: virtues of obedience, selflessness, and interdependence. Strategic responses of students were also considered illustrating among others how students adapted to an environment of constant surveillance. Rogers (1995) noted that students elaborated a sense of identity within the schoolgirl culture that challenged both the implicit and explicit messages within schools. While the study (Rogers, 1995) was based on a diary of a girl in a boarding school, it provided insights that emphasise the enforcement of institutional regulations constraining the appearance, movement and thoughts of the learner while there is also the importance on the view for dynamic relationship between individuals and social/institutional structures (Foucault, 1975) that are clearly indicated in Kahane's (1988) proposal. The study (Rogers, 1995) found that based on the diary of a French girl, the learner was forced to rely almost entirely on her teachers and school friends for emotional support representing not only academic subjects but home, family and community as well . As earlier established, the French boarding school during the nineteenth century was outwardly austere where warmth lorded it over to discipline as rules and regulations dominate. The boarding schools for both male and female adopted rule-books that prescribed how each moment of the day was spent including

Sexualization of Girls in Advertisements Essay Example for Free

Sexualization of Girls in Advertisements Essay In April 21, 2005, a movie that mirrors what was going on in our society today in regards to racism and stereotyping was released. That interesting movie, to say the least, have moved, shocked and stricken the soul of its viewers by the amazing twists and turns of the story. The acclaimed movie has also received rave reviews from average viewers. Roger Ebert even called it the best movie of 2005 (Ebert, In Defense). That movie was Paul Haggis Oscar-winning Crash, which screenplay was written by Bobby Moresco and Haggis himself. Needless to say, Crash is about the collision of cars, it actually begins and ends with a car crash. But the notion of Crash in the film has a much broader meaning. It is more than just the collision of cars; it is also the interpersonal collisions between people from different ethnic groups, classes, ideologies, and even gender and age groups. The movie presumes that assumptions and prejudice are what caused these collisions. It also depicts that everyone has racism in them, but everyone can still be a good person (Goyette). Crash is a crime drama film about the racial and social tensions and its effects on various people in Los Angeles, California. It depicts the racial and stereotypical prejudices that every ethnicity and race experience in everyday life. A self-described â€Å"passion-piece† for Haggis, Crash is inspired by a real-life incident in which his Porsche was carjacked outside a video store while walking with his wife (Crash (2)). He also claimed that the movie was initially supposed to be a movie about fearing stranger, but turned into a movie about race (Goyette). The movie has proven even more that it is worth-watching after winning three Academy Awards, including the Best Picture, which made the movie controversial after beating the critically favored Brokeback Mountain (Crash (2)). In the introduction of Crash, Detective Graham voice-over and says, â€Å"It’s the sense of touch. In any real city, you walk, you know? You brush past  people, people bump into you. In L.A., nobody touches you. We’re always behind this metal and glass. I think we miss that touch so much that we crash into each other just so we can feel something† (Crash (1)). These lines are full of weight, just like the movie itself which tackles some weighty issues that made it stand out. The word crash refers to the collision of worlds of people while the touch pertains to people’s connection. The introduction tells us that people are gradually losing the connection to one another because of the barriers built around them, built by assumptions, prejudgment and stereotyping, which made them doubtful about trusting others. Collision of worlds seems to be the only way to reach out and empathize with each other. It seems to be the only way to understand where the other p erson is coming from and to have the connection back again. The movie Crash gives an impression that everyone is a racist. It shows that people make assumptions on people they don’t know. It illustrates how people jump to conclusion based on race, class, appearance, name, etc. Pointing finger at everyone in regards to racism, Joshua Tyler states that there is no one without spot her (Tyler). Everyone is infected. Jean (character played by Sandra Bullock) showed that she is a racist when she held her husband’s arm and squeezed it tight as they walk by two black guys. In that scene, she is not overtly racist, but she is, subconsciously. Another example from the movie is Officer Tom Hansen who hated was his racist partner was doing. He even asked to be reassigned because he can’t stand him anymore. But at the end of the movie, we discovered that he is a racist as well. He killed a black guy because he assumed that he carries a gun. But before he killed the black guy, he looked at him starting from his shoes up to his ripped jacket as if calculating him, figuring out what kind of person he is. That is when he started to distrust him. Then the gunshot happened. These scenarios demonstrate that we are all racist at some point in our lives. No one is exempted. People are racist in one level or another, even those who think that they are tolerant, enlightened and fair-minded. Officer Ryan told his former partner, â€Å"You think you know who you are? You have no idea.† This line is actually intended for the audience, for everybody. In the movie, an Iranian-American visited a gun store for a purchase with  his daughter. But he was sent out by the Caucasian clerk who was prejudiced against Arabs. The clerk thought that he is an Arab based on his appearance and his language, Farsi, which sounds a lot like Arabic. The clerk even called him â€Å"Osama†, who was known to be the founder of Al Qaeda terrorist group that is responsible for the September 11 attacks in the United States that have killed thousands of Americans. This scene has clearly shown that people are paranoid of other groups. They treat strangers as potential enemies or combatants (Brusette). Addressing the assumptions that has been one of the issues presented in the movie, Ebert states, â€Å"One thing that happens again and again [in the film], is that people’s assumptions prevent them from seeing the actual person standing before them† (Ebert, Crash Movie Review). An example scenario from the film is when Jean made an assumption that Daniel, the Latino locksmith, was a gang member and would be back with his â€Å"homies† to attack them based on his appearance—shaved head, pants around his ass, and those what she called the â€Å"prison tattoos†Ã¢â‚¬â€which we found out later on was not true; he is just a simple struggling family man. This illustrates that people make an assumption and prejudgment on other people without trying to know who they really are. The reason is because people believe that they already know other people based only on their preconceived conclusions on them. But in actuality, people don’t really know other people, neither themselves, and their preconceived conclusions are often wrong which result to a divided society. The characters of Crash were presented as guilty of racism, prejudice and making assumptions on other people. But before the movie ended, we have witnessed how the characters flipped sides and changed ways and became a better person after their lives intertwined and crashed to one another. We saw how Ludacris’ character, who has been complaining about the preconceptions on blacks, but did nothing but keep proving those preconceptions right, looked very proud of himself after setting the Asian slaves free from the white van he carjacked. Jean, who was angry of all the people that don’t meet her demands, came to a realization that it is not the people around her who have an issue, but it is her, saying â€Å"I wake up like this every morning.† She came to a complete realization after she fell on the stairs and nobody helped her but her Latina housekeeper, Maria, who in  the end she called her best friend. Another character is Officer Ryan, the vile and hateful cop who uses a lot of excuses for his misconducts, who victimizes others by exercising his power, became the savior of the same lady she molested. Haggis is telling parables, in which the characters learn the lessons they have earned by their behavior (Ebert, Crash Movie Review). The movie shows that everyone has racism in them, but everyone can still be a good person. Furthermore, the movie contains powerful symbols to bring out its main ideas. â€Å"How far can bullets go?† asked Lara to her father. The bullets represent the assumptions that cause the conflicts between people. Assumptions are just like bullets that whoever was stricken, will get hurt, and they can be fatal too. Another symbol presented in the film is the cloak. The cloak symbolizes faith because it does not exist, it is just imaginary but the little girl still believed in it. Having faith, she becomes the protector of both her father and her father’s assailant. It suggests that if people have faith, they can be protected too. There is also the St. Christopher statuette that is possessed both by Officer Hansen and Peter. The statuettes symbolize people’s values and beliefs, that even two people are of different color, class or group, it is not impossible for them to share common values and beliefs. And lastly, the snow that came down at the end of the movie. The snow symbolizes purification. We saw how the characters learned and were redeemed after what has happened to them. They were awakened and became open-hearted, making them pure again, removing the wrong actions they have done in the past, in the same way snow covers multitude of dirty things whenever it comes down. In conclusion, Paul Haggis had been able to send the message he wants to get across to people through Crash. He expresses that people are one and they are all the same, regardless of different races or groups they came from. They are just blinded by the assumptions and prejudice they create that cause them to distrust one another. Crash demonstrates that people are interconnected to one another, but because of the assumptions and prejudice that are continually perpetuating in our society, people lose this connection. To be able to have the connection back again, people have to  collide to one another, the kind of collision that will hit their heads hard. Violent contact has never been good, but if it is the only way to awaken people and make them realize the reality that we are living in a divided society, which is not good, then I can say that there is still goodness in it. Crash is a movie with moral and it promotes racial awareness. It enables people to experience racism from every angle and make them reflect on themselves. It also allows them to walk in the shoes of other people to be able to understand deeper where they are coming from. Overall, Crash is a fantastic eye-opening movie that will truly change people’s views on society. Works Cited Brusette, Frederick and Mary Ann. â€Å"Film Review: Crash.† Dir. Paul Haggis. Spiritualityandpractice.com. n.d. 18 Oct 2013. â€Å"Crash (1).† The Internet Movie Database. IMDb.com, Inc. n.d. Web. 17 Oct 2013. â€Å"Crash (2).† Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. 14 Oct 2013. 16 Oct. 2013. Ebert, Roger. â€Å"In Defense of the Year’s ‘Worst Movie’.† Rev. of Crash. Dir. Paul Haggis. Rogerebert.com. 08 Jan 2006. 16 Oct 2013. . â€Å"Crash Movie Review Film Summary.† Rev. of Crash. Dir. Paul Haggis. Rogerebert.com. 05 May 2005. 16 Oct 2013. Goyette, Tori. â€Å"White Power: An Analysis of Racial Tensions in Crash.† Fresh Ink 13.3 (2011) Tyler, Joshua. â€Å"Crash.† Rev. of Crash. Dir. Paul Haggis. Cinemablend.com. n.d. 17 Oct 2013.

Private Equity Deals Essay Example for Free

Private Equity Deals Essay Private equity can be described as investing in a company through a negotiated process. Investment entails transformational, value-added and active management strategy. Private Equity investments can be undertaken following three categories. These are venture capital, Buy-out and special situation investment. Venture capital can be described as an investment to create a new company or expand a smaller company that is presently undeveloped. Buy-out investment involves acquisition of a significant portion of investment in a mature company so as to gain control or ownership of the company. Special situation investment involves changing government regulations or industry trends on investment due to availability of opportunity (Robinson and Cottrell, 2007). This paper will broadly analyze buy out investment in detail, discussing its history, growth, merits and failures.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Private equity firms accrue interest on investment through any of the three ways. These include an IPO, sale or merger and recapitalisation. Private equity firms sell unlisted securities directly to investors through private offering or private equity fund which attracts different sources of contributions from small investors who prefer to invest directly to investors due to the risks associated with private equity funds. Private equity fund require a large amount of money to allow entry which cannot be afforded by most private equity firms. Moreover Private equity firms prefer to invest in firms or investors where the firm can accrue returns after a short duration unlike private equity funds which can take up to twelve years to accrue interests. Private equity firms evaluate availability of opportunity to avoid investing in a failing company which, led to heavy capital losses by the firm. The risk has been noted to be higher in venture capital funds (Lasen, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Private equity industry was begun in 1946 by the American Research and Development Corporation (ARD) to encourage private institutions provides funding to soldiers who returned from World War II. ARD aimed to provide skills and funding to the management and this would stimulate success of the companies accrue profits. The success of the industry led to permeation of few wealthy families into the industry in 1970s. The industry focussed more on debt financed leveraged buy-outs (LBOs)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A Leveraged buy-out (LBO) occurs when a financial sponsor gains control of a majority of a target company’s stock ownership through the use of borrowed money or debt (Lasen, 2006). A Leveraged buy-out is a widely used strategy where a company acquires another company through significant amount of borrowed money. In most cases, the assets of the acquiring company and the company being acquired are used as security for the loans. Leveraged buyouts allow companies to make acquisitions without committing a lot of capital. In an LBO 70% debt to 30% equity ration is allowed though the debt can amount 90% top 95% of target Company total capitalisation. Private equity firm prefer to sue leveraged buyouts for two reasons. Use of debt that is widely used in US increased financial return to the private equity sponsor. Debts are exempted from taxation and hence the returns from debt are greater that from cash (Lasen, 2006; Robinson and Cottrell, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many countries for example Germany have introduced new tax laws with an aim of discouraging leveraged buyouts through reduction of tax shield effectiveness. The performance of private equity firms that used LBO as their main source of financing went into bankruptcy in 1980s and 1980s.   The insolvency was largely contributed by excessive debt financing amounting up to 97%. This led to higher interest payment that exceeded the company’s operating cash flow. Most companies were taken over by other companies and government.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the recent past private equity industry has experienced a boom as noted in Great Britain as well as USA. Most pension scheme companies have invested in private equity firms and in particular LBOs. The size of private equity pool increased by 37% in 1994 in Great Britain. There is great disparity between foreign private equity pool and United States which present possibility of future growth. The rapid growth in the private equity industry has led to poor returns on capital invested. The returns from public equity deals are higher and this challenges the stability of private equity industry in using LBOs as way of financing (Clark and Whiteside, 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   PED projects were initially known to have positive impact in paediatrics industry. The PED projects however are on the decline. This can be attributed to poor management and appointment of nationals who have worked in public service to oversee them yet they have little experience or knowledge that is needed. The PED has encountered pressure from fear of disappointing former and future employees and this has in most cases resulted in failure or problem in implementation of the projects (Saylor, Swenson, Reynolds and Taylor, 1999). References Clark, G. L., Whiteside, N. (2003) Pension Security in the 21st Century: Redrawing the Public-Private Debate. Oxford: Oxford University Press. Robinson, M. J., Cottrell, T. J â€Å"Investment Patterns of Informal Investors in the Alberta Private Equity Market† Journal of Small Business Management, 45, (2007):11-89. Larsen, D. L. â€Å"Challenges to the Private Equity Industry† Journal of Accountancy, 202, (2006):112-156. Saylor, C. F., Swenson, C., Reynolds, S., and Taylor, M â€Å"The Paediatric Emotional Distress Scale: a Brief Screening Measure for Young Children Exposed to Traumatic Events.† Journal of Clinical Child Psychology. 28.1. (1999): 34-70.

Up-Gradient Particle Flux driven by Flow-to-Fluctuation

Up-Gradient Particle Flux driven by Flow-to-Fluctuation Up-Gradient Particle Flux driven by Nonlinear Flow-to-Fluctuation Energy Transfer in a cylindrical plasma device Lang Cui Chapter 1 Introduction and Background 1.1 Fusion 1.1.1 Fusion reaction Nuclear fusion is one of the most promising options for generating large amounts of carbon-free energy in the future. Fusion is the process that heats the Sun and all other stars, where atomic nuclei collide together and release energy. To get energy from fusion, gas from a combination of types of hydrogen – deuterium and tritium – is heated to very high temperatures (100 million degrees Celsius). Controlled fusion may be an attractive future energy options. There are several types of fusion reactions. Most involve the isotopes of hydrogen called deuterium and tritium [1]: So far most promising method for fusion achievement is considered to through reaction by Eqn. (1.3) due to the fact that this reaction needs least energy and has largest nuclear cross section. As shown in Figure 1.1, every fusion reaction can provide 17.6 MeV nuclear energy of which 3.5 MeV is carried by ÃŽ ± particles (helium nuclei) and the rest is carried by the neutron. Since both deuterium and tritium nuclei are carrying positive charges, we need to heat deuterium and tritium to a sufficiently high temperature (~ 10 keV) in order that thermal velocities of nuclei are high enough to overcome the Coulomb repulsion force to produce the fusion reaction. In fact, fusion reaction whether or not can be realized is given by the famous Lawson criterion [2]: is the ion density, showing how good the particles are confined; is the energy confinement time, measuring the rate of the system loses energy to the environment. There also exists a minimum value of the energy confinement time defined as ratio of the total energy of the plasma to power loss []: Figure 1‑1 the schematic of deuterium-tritium fusion reaction 1.1.2 Magnetic Confinement There are two ways to achieve the temperatures and pressures necessary for hydrogen fusion to take place: Magnetic confinement uses magnetic and electric fields to heat and squeeze the hydrogen plasma. The most promising device for this is the ‘tokamak, a Russian word for a ring-shaped magnetic chamber. The ITER project in France is using this method. Inertial confinement uses laser beams or ion beams to squeeze and heat the hydrogen plasma. Scientists are studying this experimental approach at the National Ignition Facility of Lawrence Livermore Laboratory in the United States. Moreover, it is practically impossible to attain in the laboratory density levels near the ones in the star-centers. It is more feasible for controlled fusion purposes to work at low gas densities and increase the temperature to values considerably higher than that in the center of the sun. At these high temperatures all matter is in the plasma state, consists of a gas of charged particles that experience electromagnetic interactions and can be confined by a magnetic field of appropriate geometry. As shown in Figure 1.2, the motion of electrically charged particles is constrained by a magnetic field. When a uniform magnetic field is applied the charged particles will follow spiral paths encircling the magnetic lines of force. The motion of the particles across the magnetic field lines is restricted and so is the access to the walls of the container.[] Figure 1‑2 When a single charged particle subject to a force is presented in an externally imposed magnetic field, the charged particle (ion/electron) will gyrate around the magnetic field lines. At the position of the guiding center, the charged particle will drift with a velocity which can be calculated from the fluid momentum equation, . The force can be due to an electric field ( drift), gravitational field, curvature drift ( drift) .etc. when there is a collection of charged particles, the force can also be a mean pressure gradient which can lead the particles to a diamagnetic drift with . The diamagnetic drift depends to the sign of the charge the particles carried, thus we expect to find a diamagnetic current in azimuthal direction and opposing the original magnetic field. 1.2 Drift wave turbulence and transport 1.2.1 Overview of Drift wave turbulence It is known that drift waves result from the interaction between the dynamics perpendicular and parallel to the magnetic field due to the combined effects of spatial gradients, ion inertia, and electron parallel motion. Here â€Å"drift† refers to the diamagnetic drifts (perpendicular to both density gradient and magnetic field) due to dominant pressure gradient with a small finite and . Derivation of drift wave dispersion relation can be found in many text books and review papers [1-3]. The experimental work performed in this dissertation was considered cool collisional plasma. An assumption is often made that , where is the drift wave frequency, and are the ion and electron thermal speed separately. Since drift waves have finite , electrons can move along magnetic field lines establishing a thermodynamic equilibrium among themselves. While the ion motions can be neglected. As a result, Landan damping is negligible. In absent of resonant particles, phase velocity distributions may reach to a fluid description of electrons and ions. We may apply the 2D fluid model to describe the system. Accounting for the fast gyromotion along magnetic field of the electrons for density and velocity , we have where is the electron pressure and denotes the direction parallel to magnetic field. By taking the limit and, a plane wave solution of the potential, we can then obtain the Boltzmann relation for electrons: where and are the equilibrium electron density and temperature, . The schematics showing the physical mechanism of an electron drift wave can be seen in Figure 1.3. where the density perturbation is positive, the potential perturbation is positive. Similarly, where the density perturbation is negative, the potential perturbation is negative. The resulting electric field will cause a drift in the x direction. Since there is a gradient in the x direction, the drift will bring plasma of different density to a fixed point. Along with the quasi-neutrality condition, we can find the drift wave dispersion: We notice that the drift waves travel with the electron diamagnetic drift velocity. Here the density and potential perturbations are in phase with a zero growth rate. Thus the plasma is stable. Figure 1‑3 Physical mechanism of a drift wave The fundamental property of electrostatic plasma turbulence is the drift wave frequency range in the absence of dissipation is often described by the Hasegawa-Mima Equations [4-6]. However, most experimental plasma condition is collisional like ours. Thus we are introducing a collisional drift-wave model described by Hasegawa-Wakatani equations, which derived from the same density continuity equation and electron momentum equation, but includes the electron parallel dissipation and the modifications of ion-neutral drag [4,7]. In a cylindrical geometry such as our machine, this model is written as two coupled dimensionless equations: where = is the â€Å"adiabatic parameter† and is the normalized ion viscosity. We note here the density is normalized with , the potential with , time with , distance with , gyroradius. Here is the wavenumber parallel to magnetic field, is the electron collision frequency. Typically, the plasma is characterized by the ratio between the spatial scale of the collective modes () and the scale of the plasma (). HW model introduces the two main components to describe a weak drift wave turbulence system: linear instability driving mechanism and nonlinear damping for turbulence saturation. For , parallel collisions are negligible thus the drift waves are linearly stable. Eqn. (1.11) and (1.12) will be reduced to the Hasegawa-Mima model: For , this model goes to the hydrodynamic limit and reduces to the 2D Euler fluid equations. Our experiments condition is satisfied with . In the presence of dissipation of the parallel electron motion (electrons can lose momentum to the background plasma as they move parallel to the magnetic field), the corresponding dissipation will cause a finite phase shift between density and potential fluctuations. As a result of the phase shift, the Boltzmann relation is no longer valid with : Here the phase shift is the key for instability. The dispersion relation becomes: where and . By solving for , we obtain As we can see from Eqn. (1.16), the growth rate is always positive for a limited range of wavenumbers. This can be also understood from Fig. 1-3 that the phase shift causes drift velocity outwards where the plasma is already shifted outward. Hence the perturbation grows. The dissipation of parallel electron motion can occur via several different processes such as wave-particle interactions and electron-ion Coulomb collisions. 1.2.2 Particle transport The energy losses observed in magnetic confinement devices are much greater than predicted by neoclassical transport theory and usually attributed to the presence of small-scale plasma turbulence. It is well known that spatial gradients in the plasma lead to collective modes called drift waves, which have wave numbers in the range of the observed density fluctuations. Drift waves in magnetized plasmas can produce various transports such as particle transport, momentum transport and kinetic energy transport. The magnetized plasma will convect around the maximum and minimum of density variations. [1]F.F.Chen, Introduction to plasma physics and controlled fusion Second edition Volume 1: Plasma (Plenum Press, New York, 1984), second edn., Vol. 1. [2]R. H. L. Hans R. Griem, Methods of Experimental Physics, Part A (Academic Press, New York and London, 1970). [3]F. F. Chen, Phys Fluids 8, 1323 (1965). [4]P. H. Diamond, A. Hasegawa, and K. Mima, Plasma Phys Contr F 53 (2011). [5]K. Mima and A. Hasegawa, Phys Fluids 21, 81 (1978). [6]Z. Yan, University of California, San Diego, 2008. [7]N. A. Gondarenko and P. N. Guzdar, Geophys Res Lett 26, 3345 (1999).

Isadora Duncan :: essays research papers

The fine art of modern dance is like many other fields in that it is based on the actions and deeds of those who were pioneers in the field. These pioneers helped to mold modern dance into what it is today. Of the many people who are partially responsible for this accomplishment is Isadora Duncan. Duncan, often referred to as the â€Å"mother of modern dance,† inspired many other dancers to the extent that the art of dance would not be the same today without her many contributions.   Ã‚  Ã‚  Ã‚  Ã‚  Isadora Duncan who was born in the late 1870’s in San Francisco, was raised alongside three siblings by her mother alone. This may possibly be what led her to become in her own time what we today would considered to be a feminist. She fought against the many restrictions placed on women in her personal life as well as in her form of dance. Because she was such a feminist, Isadora Duncan was strongly opposed to marriage. For this reason both of her children were born out of wedlock, each with a different father. Duncan unfortunately lived a life filled with tragedy. Both of her children died alongside their nanny when a car that thy three were seated in, rolled into a river. Grief-stricken by the death of her children, Isadora’s dancing career was temporarily put on hold until she finally opened up a dance school. She later met a Russian man whom she fell in love with and married in order to be able to bring him to the United States. When she arrived in the United States with her new husband, she was unwelcome because of the fear that the Americans had for the Soviet Union at the time. Angrily, she left the United States vowing to never return again. Subsequently, her husband, who was not well mentally, loft her and eventually he committed suicide. Isadora Duncan’s life came to an end in a fittingly tragic manner when her scarf became entangled in the wheels of a car in which she was riding pulling her out the window of the car and strangling her as she was dragged down the street to her death.

Why Couldnt Kant Be A Utilitarian? Essay -- Philosophy Philosophical

Why Couldn't Kant Be A Utilitarian? ABSTRACT: In his essay "Could Kant Have Been a Utilitarian?", R. M. Hare tries to show that Kant's moral theory contains utilitarian elements and it can be properly asked if Kant could have been a utilitarian, though in fact he was not. I take seriously Hare's challenge to the standard view because I find his reading on the whole reasonable enough to lead to a consistent interpretation of Kant's moral philosophy. Still, I hardly believe that it is necessarily concluded from Hare's reading that Kant could have been a utilitarian. In this paper, I will first show that Hare's interpretation of 'treating a person as an end' as treating a person's ends as our own is reasonable, and so is his reading of 'willing our maxim as a universal law' and 'duties to oneself,' which is based on that interpretation. Then I will argue that Kant couldn't be a utilitarian despite the apparently utilitarian elements in his theory because caring about others' ends (of which happiness is the sum) is a duty. This is so, in Kant's view, not because happiness is valuable in itself, but because it is the sum of those ends set freely by each rational human being who is valuable in itself, that is, an end in itself. In his essay "Could Kant Have Been A Utilitarian?", (1) R.M. Hare, analyzing Kant's text, tries to show that Kant's moral theory contains utilitarian elements and it can be properly asked whether Kant could have been a utilitarian though he was in fact not. I take his challenge to the standard view seriously not because it is made by the celebrated moral philosopher but because I find Hare's reading of Kant's text on the whole reasonable enough to lead to a consistent interpretation of Kant's moral philo... ... fuer Philosophie), 1991. (3) T. Terada, op.cit.; J. Murphy, Kant: The Philosophy of Right, MacMillan, 1970. (4) H.J. Paton, The Categorical Imperative, Pennsylvania U.P., 1971. (5) T. Terada, "'Universal Principle of Right' as the Supreme Principle of Kant's Practical Philosophy", in: Proceedings of the 8th International Kant Congress, 1995. (6) T. Terada, "Kanto ni okeru Jiko ni taisuru Gimu no Mondai (The Problem of 'Duties to Oneself' in Kant)", Tetsugaku (The Philosophy) 46, 1995; T. Nitta,"Fuhenkakanosei to Sogo-shutaisei (Universal-izability and Intersubjectivity)", in: Aichi Kenritsu Daigaku ronshu 35, 1986. (7) T. Terada, "'Universal Principle of Right' as the Supreme Principle of Kant's Practical Philosophy"; P. Guyer, "Kant's Morality of Law and Morality of Freedom", in Dancy (ed.), op.cit. (8) W.K. Frankena, Ethics, Prentice-Hall, 1973. Why Couldn't Kant Be A Utilitarian? Essay -- Philosophy Philosophical Why Couldn't Kant Be A Utilitarian? ABSTRACT: In his essay "Could Kant Have Been a Utilitarian?", R. M. Hare tries to show that Kant's moral theory contains utilitarian elements and it can be properly asked if Kant could have been a utilitarian, though in fact he was not. I take seriously Hare's challenge to the standard view because I find his reading on the whole reasonable enough to lead to a consistent interpretation of Kant's moral philosophy. Still, I hardly believe that it is necessarily concluded from Hare's reading that Kant could have been a utilitarian. In this paper, I will first show that Hare's interpretation of 'treating a person as an end' as treating a person's ends as our own is reasonable, and so is his reading of 'willing our maxim as a universal law' and 'duties to oneself,' which is based on that interpretation. Then I will argue that Kant couldn't be a utilitarian despite the apparently utilitarian elements in his theory because caring about others' ends (of which happiness is the sum) is a duty. This is so, in Kant's view, not because happiness is valuable in itself, but because it is the sum of those ends set freely by each rational human being who is valuable in itself, that is, an end in itself. In his essay "Could Kant Have Been A Utilitarian?", (1) R.M. Hare, analyzing Kant's text, tries to show that Kant's moral theory contains utilitarian elements and it can be properly asked whether Kant could have been a utilitarian though he was in fact not. I take his challenge to the standard view seriously not because it is made by the celebrated moral philosopher but because I find Hare's reading of Kant's text on the whole reasonable enough to lead to a consistent interpretation of Kant's moral philo... ... fuer Philosophie), 1991. (3) T. Terada, op.cit.; J. Murphy, Kant: The Philosophy of Right, MacMillan, 1970. (4) H.J. Paton, The Categorical Imperative, Pennsylvania U.P., 1971. (5) T. Terada, "'Universal Principle of Right' as the Supreme Principle of Kant's Practical Philosophy", in: Proceedings of the 8th International Kant Congress, 1995. (6) T. Terada, "Kanto ni okeru Jiko ni taisuru Gimu no Mondai (The Problem of 'Duties to Oneself' in Kant)", Tetsugaku (The Philosophy) 46, 1995; T. Nitta,"Fuhenkakanosei to Sogo-shutaisei (Universal-izability and Intersubjectivity)", in: Aichi Kenritsu Daigaku ronshu 35, 1986. (7) T. Terada, "'Universal Principle of Right' as the Supreme Principle of Kant's Practical Philosophy"; P. Guyer, "Kant's Morality of Law and Morality of Freedom", in Dancy (ed.), op.cit. (8) W.K. Frankena, Ethics, Prentice-Hall, 1973.

The Character of Clarissa Dalloway Created by Virginia Woolf Essays

Virginia Woolf creates interesting contrast within the character of Clarissa Dalloway using stream of consciousness narration in her novel Mrs. Dalloway. Clarissa’s inner thoughts reveal a contrast between her lack of attraction to her husband due to her lesbian feelings and her fear of loosing him as a social stepping stone. These contrasts and many others can be seen throughout the novel using the literary device of stream of consciousness narration.   Ã‚  Ã‚  Ã‚  Ã‚  Clarissa’s character reveals to us early in the book her lack of attraction to her husband. This revelation can be seen in the passage that states: â€Å"...through some contraction of this cold spirit, she had failed him...she could see what she lacked...it was something central which permeated....† The â€Å"cold spir...

Principles of Assessment in Lifelong Learning Essay

1.1 Analyse how types of assessment are used in lifelong learning: â€Å"Assessments should be a regular process; it might not always be formalised, but you should be observing what your students are doing, asking questions and reviewing their progress throughout their time with you†. Gravells A. Page 113. Has the outcome of my teaching been as expected; was there room for improvement? This can be measured through assessment; there are different ways to carry out this out. Initial Assessment It is my responsibility to do this before a lesson or course is delivered. This will help determine how I will plan for the session so it sets and meets expectations for me the teacher and also the students. This will identify any prior knowledge, the stages the students are at and any special or specific requirements that are needed. Types of initial assessments are: * Tutor observations * One-to-one interviews. This will help me learn if the learner is on the right course and what assignments they must do to complete the course. * Competency tests (maths, ICT and literacy). This will help me see if the students are competent in these skills. If there is any weakness I can then pinpoint those to the right people to help with them improve. * Essay writing. This will show me if the student is competent with their literacy skills. There will be a lot of written work throughout the course. Formative Assessment is an on-going process. These will take place during the lesson. This can take the form of * Quizzes and puzzles. With multiple choice answers will help me to see if the students have learned anything from their previous set of lessons. * Verbal question and answers. This will help me see if the students comprehend the topic. * Journals. Also can be used; to help the student record their feelings about the lessons, what went right and what can be improved on. This will enable me to assess whether I am teaching at the correct level or if I need to adjust my plan and methods. * Observations. I can walk around the room and observe the student’s work while taking anecdotal notes. Summative Assessments are carried out at the end of a course to measure how much has been retained and where necessary can be articulated. This is usually through: * End of year formal tests or exams. To see what they have learnt over the year. * Portfolio: This is a collect ion of the students work throughout the course. 1.2 Analyse how assessment methods are used in lifelong learning: * To identify what prior knowledge a student has, I would create a self-assessment questionnaire that requires specific answers, (tick boxes). I would then build this into my session plan. * Diaries or Learning Journals would be used to document on-going learning from each session. Progress can then be measured and any gaps in teaching or learning can be then addressed. * Simulation would be used to see if students are able to understand instructions and how well they are able to reproduce what they have seen or heard, and how they might use them in everyday life. * Assignments would evaluate how well student are able to research particular subjects then put their findings into words. * Discussions or debates are a good vehicle for assessment when other methods may be difficult to manage. * Peer feedback where fellow students give their comments and ask questions for clarity. 1.3 Evaluate strengths of assessments methods to meet individual leaner needs: * Quizzes and puzzles can be used as an informal way to assess if learning is taking place. However if the purpose is to measure individual learning the questions would need to be varied. The most effective way to do this would be to have the assessment computer generated; this is not always possible if the correct software or facility is not available. * Diaries or learning journals, aid to literacy and language skills. The student would also be able to reflect back on what they have learnt; this will also build their confidence to self-assess. In order for this to work, there needs to be clear aims and objectives so the outcome is properly measured. * A portfolio is a formal way to gather evidence that has been produced over a period of time covering all topics taught on a course. This would need to be checked for things such as plagiarism; if the information used was current and properly referenced. * Role play is another assessment method. The students will be given a scenario from their lesson; they will then have the opportunity to act out what they have understood, linking theory to practice. There needs to be clear explanations given as this can be time consuming and not all students may feel comfortable doing role plays. * Examinations can assess what students have retained. By just recalling information they have learnt or by using ‘open book’ method whereby they refer to notes or reference books. The down side of this is that students may have only been taught what is needed to pass the exam and not retain any of the other theories they may need at a later stage. 2.1 Evaluate how to involve learners in the assessment process: As a teacher I will carry out various methods of assessment. To maintain continuous improvement I will involve my students in the process. Giving my students clear guide lines I can get them to do peer to peer assessments, where they will give written or verbal feedback to each other. This will allow more focus on the subject being taught; encourage communication with each other, and where they may discover some common ground. Sometimes comments coming from a peer can be better received than from the teacher. Checking their own work and progress through self-assessment is useful as this gives an opportunity for students to take a step back and reflect on what their objectives and whether they attained them. I will also conduct one to one tutorials, where we can discuss their objectives, progress and development. This will demonstrate positive and individual inclusion. â€Å"Assessment is a term given to checking that learning has occurred. It may happen at any stage during the learner’s progress through their qualification†. Wilson L. (2009). page112. Assessments are also a tool to motivate and boost the confidence of students. 2.2 Analyse the role of peer and self –assessment in the assessment process: Peer assessments are a good means of confirming and sharing ideas. During our micro-teach sessions I was able to describe my observations and justify how I reached that conclusion. My peers would agree or get me to look at what I had expressed in a different way. We would discuss and come to a consensus. We had to think carefully how to put our thoughts down on paper, so they were constructive and encouraging. Looking at the peer assessment on my own performance for the delivery of a micro-teach session. I was pleased with the feedback. It clearly showed what I am confident in; what I need to improve on and what I should consider for future delivery. Their feedback was encouraging and it has confirmed that I have made the correct decision in what I am want to do career-wise. I found putting into practice what I already know with what I have learnt over the past few weeks very useful. There were some challenges I had when creating my own micro-teach session, this is all part of the learning process for me. As the session I delivered came to an end I had already started to do a mental self- assessment. It was useful to be able to put down my own thoughts on paper as they came to me to know what I need to include going forward. 3.1 Explain the need to keep records of assessment learning: Assessments should be documented so there is some form of evidence as to what has been taught, how the learning is evaluated and was any progress made. Records also serve for the purpose of verification, in relation to audits for quality assurance and regulatory bodies, such as Ofsted. The following are some of the following records that may be kept. * Assessment tracking, this can be used to show development and if the students requirements are being met. * Feedback and action records are used to show that a student has had feedback, what the agreed follow up is, and when it is to be carried out. * Learning styles results will aid with inclusiveness when reviewing or creating new session plans. * Appeal records are where a student has submitted in writing their reasons as to why they disagree with a formal decision that has been made. This can be used at a later date as part of that process. * Enrolment forms to confirm the student’s details are correct, point of contact in the case of an emergency; whether they are permitted to study. What the student signed up for, and are they are on correct course. 3.2 Summarise requirements for keeping records in an organisation: As part of my role I am going to make sure I follow the guide lines that are in place for me to keep records for an organisation, as these are regularly audited and reviewed. This will provide an audit trail of my students learning. Confidentiality must be maintained at all times by any organisation holding personal data to stay in line with the regulatory bodies (Data Protection Act). Records that are kept must be accurate, legible and current. There should be specific rules as to when information is considered obsolete. (This is usually about three years). Students have the right to request their records held about them. (Freedom of Information Act) if they are entering into an appeal process. A backup copy of records must be made whether electronically or paper based so if one is lost there is always a duplicate. â€Å"Consistency. You will always ensure that the methods and the timeliness of your assessments are at a level standard, making certain irrespective of how and when your learners are assessed, the outcomes are constant†. Wilson L. page 274. Bibliography Gravells A. (2012) Preparing to Teach in the Lifelong Learning Sector Wilson L. (2009) Practical Teaching A Guide to PTLLS & DTLLS.

Discuss Ethical Issues in the Use of Non-Human Animals in Research in Psychology (15 Marks)

Animal testing became a vital feature of psychological research in the 1800’s, as it was more economic and quick way of testing hypothesis on living beings. Due to an increase in sometimes cruel animal research, in 1986 the BPS outlined the UK animals (scientific procedures) act. This act laid out measures to be considered when licensing of animal research was being sought. Some of these criteria were: benefits to outweigh the costs, minimum possible amount of animals to be used and mice are preferred over animals such as monkeys or horses.Although there is legislation in place to prevent suffering to animals, Dunnayer (2002) states that â€Å"making something legal doesn’t make it right†. It its leaning towards the notion that legislation simply serves to set standards involving the imprisonment, torturing and killing of defenceless animals. Animal testing gains a lot of attention in the media for being unethical and unfair towards animals that do not have their own voice to be heard.One advantage of animal testing is that it is possible to carry out procedures on other species that simply would not be allowed on humans. Examples include Brady’s executive monkey, Morgan’s hamsters, Pavlov’s dogs etc. This is because humans are seen as having more ethical rights than animals due to the Marxist view that homo-sapiens â€Å"contribute towards society† whereas animals do not. Another point is that generations of animals can be studied in a relatively short period of time.This is beneficial when researching a drugs long term effects and want to know if it will affect offspring. Clearly, this kind of study would not be viable on humans since you could be waiting 30 years; whereas rats can reproduce and reach sexual peak very quickly. Thirdly, we can draw comparisons between the causes and function of animal and human behaviour due to the similarity of our brains; underlying structures of the midbrain for example are q uite similar across all mammals and other biological processes.This may lead us to believe that there is continuity in function and effects imposed from external factors being manipulated will be very similar between an animal and a human. In stark contrast, generalising from one species to another is difficult. Each species has adapted to survive in its natural environments. As a result, each species has its own unique set of behaviours. Koestler (1970) referred to generalising from rats to humans as ‘ratomorphism’. He also found that morphine has a calming effect on humans and rats, but on cats and mice it auses mania. Ecological validity poses another problem within animal research as experiments are carried out under laboratory setting, where humans wouldn’t be caged, animals are. This will inevitably cause distress to the animal and cause abnormal behaviour such as self-mutilation and pacing (Dunnayer (2002) however the UK animals procedures act does state r esearchers should ensure the environment is appropriate for the species being used and where possible a naturalistic environment should be used).Other behaviours such as mating may become inhibited like with captive pandas. Finally, animals are unable to verbalise what they are feeling. This sets human apart from other species, animals show limited behaviour to indicated the effects of drugs, theories etc. For example, we can understand when an animal is in pain or distressed, but not the extent to which they are suffering which may be crucial in research results. This could affect the validity of a study.

Baptism : Its Meaning and Functions

Baptism By Reshma Soodeen Caribbean Nazarene College In partial fulfilment of the requirements for Course: DT 200 Survey of Theology Lecturer: Mrs. Donnamie Ali Date: April 15, 2013 Introduction Baptism seems to be one of the most controversial points of doctrine and therefore, there are many traditions and teachings regarding the subject. According to Purkiser (1978), the concept of Baptism varies greatly in theological significance as well as mode. In terms of believes, the continuum extends from infant baptism to adult believer’s baptism.Some groups argue that full immersion into the water is necessary during baptism, while others argue that it is not. The idea and significance of Baptism varies tremendously in the different branches of the Christian churches. Baptism is mentioned several times in the bible. In Matthews 3:2-12, John preached to the Jews, that they should repent for their sins in preparation for the coming of the Kingdom. He spoke about Baptism with water as well as baptism with the Holy Spirit and fire. The belief is that Baptism accomplishes the washing away of sin.Acts 2:38, â€Å"†¦Then Peter said unto them, Repent , and be baptized every one of you in the name of Jesus Christ for the remission of sins, and ye shall receive the gift of the Holy Ghost†¦Ã¢â‚¬  The Bible also states that, on judgement day, Jesus will judge all who has lived, and separate the saved from the unsaved. The saved will go to eternal life in the Kingdom, while in unsaved will be cursed with eternal punishment. (Matt. 25:31-46). With this in mind, one can see the importance of finding the answer to the question, What can I do to be saved? Romans 3. 23 states that all have sinned and fall short of the glory of God.This means then that everyone is in need of salvation. According to Acts 4. 12, salvation comes through Jesus Christ alone. To be saved one must hear the good news of Jesus Christ (Romans 10:14), Believe that Jesus Christ is the son of Go d (Hebrews 11:6; Acts 8:37; Mark 16:16; John 8:24), Repent of our sins (Luke 13:3), Confess faith in Jesus Christ ( Romans 10:9), be Baptised (Acts 2:37-41; Peter 3:21; John 3:3-5; Acts 22:16; Romans 6:3-8; Colossians 2:12; Galatians 3:26-27; Mark 16:15-16 and Ephesians 4:5), remain faithful and carry one’s cross daily (Rev 2:10; Matt 24:13; Luke 9:23).In the most basic terms, baptism can be thought of as a sign and seal of the covenant of grace. It is a symbol which points to the idea of a greater reality. When the church performs baptism, it testifies to the death, burial and resurrection of Jesus Christ and signifies the sinner’s union with Jesus in all that he did and accomplished on behalf of mankind. Baptism along with the Lord’s supper or communion, is also a seal. In baptism the Lord places his mark upon the baptized. The repentant and professing Christian receives the seal of heaven’s ownership. Powell 2008). This paper will look at Baptism with water as well as, its meaning and its functions. What is Baptism? Baptism is the outward sign of accepting Jesus Christ. Although baptism by itself does not save, baptism and salvation goes together. Baptism is something that one does after they have accepted Christ into their lives. There are many questions surrounding the concept of baptism, two of which are: should infants be baptized and should it be full immersion or is sprinkling sufficient? These questions go back to about 400 AD, to a man named Augustine.Augustine came up with the idea of â€Å"original sin†, which means that at birth, everyone inherits the sins of Adam, and is therefore separated from God from the beginning of their lives. Parents were obviously and understandably concerned about this, and decided to baptise their children in the event of them dying before accepting Jesus Christ as their saviour. Since full immersion of infants would have been risky, they decided to sprinkle the children with water. Matthew 18:10 indicated that children are kept safe by God until they can fully understand the importance of accepting Christ.Take heed that ye despise not one of these little ones; for I say unto you, That in heaven their angels do always behold the face of my Father which is in heaven. (Matthew 18:10) (Swindoll n. d) Baptism symbolises Jesus’s Death Burial and Resurrection. According to Rice (2000), when the word Baptism is used in the Bible, unless otherwise stated, it refers to Baptism by water and that the word baptize comes from the Greek word â€Å"Baptizo†, which means to dip, plunge or completely immerse in liquid.The word â€Å"Baptizo† was also associated with the art of dyeing. Just as in the process of dyeing, the material is completely dipped into the dye liquid and when lifted it revealed a new look, so too in baptism the believer is completely immersed in water. Immersion during Baptism symbolises the death of one’s sins, and the becoming of a new creature, being born again into the household of God and his son Jesus Christ. After immersion one is raised again from sin, to a new life through baptism.Baptism symbolises the death, burial and resurrection of Jesus Christ. Romans 6:4 states that â€Å"Therefore we are buried with him by baptism into death: that like as Christ was raised up from the dead by the glory of the Father, even so we should also walk in newness of life. † (Copeland n. d) Baptism symbolises the cleansing of one’s soul. Baptism symbolises the washing and cleansing of one’s soul. Ananias, when he was sent to Paul in Damascus, said to him: â€Å"†¦ arise, and be baptized, and wash away thy sins†¦ † (Acts 22:16).Peter said to the multitude in Jerusalem â€Å"†¦ Repent, and be baptized every one of you in the name of Jesus Christ for the remission of sins †¦ † (Acts 2:38). Paul, writing to the Corinthians and reminding them of their position in Chr ist, said â€Å"†¦ but ye are washed, but ye are sanctified, but ye are justified in the name of the Lord Jesus †¦ † And to the Ephesians he refers directly to the medium of this cleansing when he says: â€Å"That he might sanctify and cleanse it with the washing of water by the word† (Eph. :26). (Hoeck 1998). It is the Lord’s promise that the same way that water washes away dirt, the blood that was shed by Jesus Christ, washes away sins of those who accept him. ( Albani n. d) Baptism is an act of obedience Baptism is an act of obedience, which should be an immediate part of one’s acceptance of the gift of grace offered by Jesus Christ. Matthew 28:19 says, â€Å"Go therefore and make disciples of all the nations, baptizing them in the name of the Father and the Son and the Holy Spirit. At the beginning of his public ministry, Jesus Christ himself took water baptism by immersing in River Jordan in order to fulfil all righteousness. (John 3:3). T he Word of God asks believers to follow Jesus’s steps of humble obedience, which includes water baptism. John the Baptist called the Jews to confess their sins and demonstrate repentance through immersion in the Jordan River. Jesus, who is without sin, joined the crowd at the river and asked John to baptize him.By following his example in the waters of baptism, believers are publicly confessing their faith in the Saviour and identifying themselves with Him. In a conversation with Nicodemus, Jesus declared, â€Å"I tell you the truth, no one can see the Kingdom of God unless he is born of water and spirit† 1 Peter 2:21, †¦ â€Å"because Christ also suffered for us, leaving us an example, that ye should follow his steps:† Baptism is an act of obedience to God after salvation. (DeMichele n. d) Baptism unites believers with ChristBaptism represents the sinner’s spiritual union with Jesus in his death, burial and resurrection. Romans 6. 1-5, â€Å"†¦What shall we say then? Shall we continue in sin, that grace may abound? God forbid. How shall we, that are dead to sin, live any longer therein? Know ye not, that so many of us as were baptized into Jesus Christ were baptized into his death? Therefore we are buried with him by baptism into death: that like as Christ was raised up from the dead by the glory of the Father, even so we also should walk in newness of life.For if we have been planted together in the likeness of his death, we shall be also in the likeness of his resurrection†¦Ã¢â‚¬  Those who are united with Christ died when Christ died, were buried when Christ was buried and just as Christ rose, they too rise out of the water to a life of righteousness. Of course the dying, burying and rising are all symbolically represented in the act of baptism. Because of their unity with Christ by faith, they receive the benefits of Jesus’ death, burial and resurrection.Believers, through faith, participate in all that Jesus did and therefore, baptism can be seen as a picture of that spiritual reality. Baptism is the sacrament that unites believers with Jesus Christ and makes them members of God’s family. Through the power of the Holy Spirit, baptism initiates believers into the Church, bestows the promise of God’s grace upon them, assures that God will forgive their sins and calls them to a life of Christian service and fulfilment. Through baptism believers become adopted sons and daughters of the God.At the very moment of adoption, the children of God receive their inheritance which is eternal union with God. (Brito, 2008) Baptism provides an eschatological confidence that the life in Christ is a never ending life. â€Å"Now if we be dead with Christ, we believe that we shall also live with him: Knowing that Christ being raised from the dead dieth no more; death hath no more dominion over him. For in that he died, he died unto sin once: but in that he liveth, he liveth unto God. à ¢â‚¬  (Romans 6:8-10). These verses reveal an important link between the doctrine of baptism and the doctrine of eschatology.Because one is united with Christ, in his death and his resurrection, through Baptism, the believer has confidence of a future resurrection. Baptism makes the believer an adopted child of God, a sharer in God’s nature, a co-heir with Christ, and a temple of the Holy Spirit. Baptism is said to be the seal of eternal life. This seal is for â€Å"the day of redemption†, when Christians who is faithful to the seal, will die â€Å"narked for eternal life†, with the hope of seeing God. The eternal life that is spoken about here is a life that is meant to be enjoyed in the Kingdom of God.John 3:16 states, â€Å"For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life. † This clearly states that the condition for having eternal life is believing and identif ying with God. Baptism into death followed by a figurative resurrection to â€Å"newness of life† constitutes the way of salvation. Romans 1:16, â€Å"For I am not ashamed of the gospel of Christ: for it is the power of God unto salvation to every one that believeth; to the Jew first, and also to the Greek†, clearly states that salvation is reserved for those who truly worships. Powell 2008) Baptism has a corporate significance According to Powell (2008), baptism has a corporate significance. Baptism along with the Lord’s Supper (communion), establishes the church as the body of Christ. This means that the entire church is the body of Christ and lives in union with God. The focus here is not the number of members in the church, or their great diversities, but that together they make up the body of Christ. â€Å"For as the body is one, and hath many members, and all the members of that one body, being many, are one body: so also is Christ. (1 Corintians 12:12). Water baptism as well as acceptance into church membership, are practices taught and commanded in the scriptures. The function of baptism however, is to recognise and not to effect actual membership in Christ. Kay (2003), states that since the early years of Christianity baptism has been considered the rite of initiation into the Christian community. In the body of Christ, all members share in a common dignity, and therefore, there is no inequality resulting from race, nationality, social status or sex.The Apostle Paul states, â€Å" †¦There is one body, and one Spirit, even as ye are called in one hope of your calling†¦Ã¢â‚¬  Likewise 1 Corinthians states, â€Å"†¦For by one Spirit we were all baptized into one body—whether Jews or Greeks, whether slaves or free—and have all been made to drink into[a] one Spirit†¦Ã¢â‚¬  In Baptism believers change masters, and separate themselves from the world of sin. Baptism represents a change of masters. Ma n passes from one master to another. Everyone must have a master and by divine grace, some have already chosen their master by accepting Jesus Christ as their saviour.Those who now believe in Jesus Christ and are now free from sin, was once living in sin and were slaves of sin. In Romans 6, Paul described sin as a cruel, master that enslaves humans and uses them as tools of wickedness. Although Christ’s death has made it possible for one to be freed from sin, it does not mean that one is free to follow his or her own path. What it means is that one has had a change of masters, and should live in a way that will be pleasing to Christ. Believers would have experienced a change of ownership, and as a result they now belong to a loving, holy and righteous God.They now strive towards the goal of obedience to God which will result in eternal life. Paul wrote, â€Å"Thanks be to God that though you were slaves of sin, you obeyed from the heart the pattern of teaching which was deli vered to you, and having been made free from sin, you have become slaves of righteousness. † (Romans 6: 17-18) (Newton 1998) Paul indicated that there were two elements involved in liberation from the control of sin. Firstly one must obey from the heart, and therefore forcing someone to â€Å"ritualistically obey† has no value.Paul stated that one dies to sin and is liberated from its control when one is buried with Christ and is motivated to obey God; baptism is the moment when their ownership changes. â€Å"Knowing this, that our old man is crucified with him, that the body of sin might be destroyed, that henceforth we should not serve sin. For he that is dead is freed from sin. †(Romans 6:6-7). This doctrine of sanctification, developed by Paul, is normal and expected of believers as a result of their union with Christ, through Baptism. The former self is dead by virtue of immersion into Christ and therefore the believer is no longer a slave of sin.Baptism sig nals and signifies a new master, Jesus Christ. 2 Corinthians 5:17 states , â€Å"Therefore, if anyone is in Christ, he is a new creation, old things have become new. Therefore having died to sin in baptism, the new man in Christ is now freed from sin. † Baptism is a covering in Christ Nakedness was depicted as a state of sin (Rev 16:15), when sin first entered the world, that moment of disgrace and fear, when Adam and Eve recognised that they were naked and made garments out of fig leaves to cover their nakedness (Gen 3:7).God assured them that their man-made covering was not enough to rid their sins, and he stripped them of it and provided them a covering of his own. Just as Adam and Eve were covered with the covering of the Lord, so too, believers must also â€Å"put on† Christ, and baptism is the divinely appointed way of doing this. â€Å"For ye are all the children of God by faith in Christ Jesus. For as many of you as have been baptized into Christ have put on C hrist. There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Christ Jesus. (Gal 3:26-28) Conclusion The idea and practice of baptism seems to be a divisive subject in the Christian community. Some think that it should be reserved for people who are old enough to make a mature commitment to Christ, while others believe that it is legitimate for the children of Christian parents to be baptised as a sign that the family is united in following Christ and to save the child in the event that he or she does not get the opportunity to accept Christ before dying. Nevertheless baptism is regarded as an outer expression of an inner spiritual reality.It symbolises Jesus’s death, burial and resurrection and unites believers with Christ in the Kingdom of God. Baptism itself does not save, and therefore a person must be a Christian before the actual, public water baptism. Repenting of sins and accepting the sacrifice of Jesus on the cross is what assures believers of salvation. When believers come to Jesus in this way, they are completely forgiven of their sins by God. This is atonement. When a person accepts Jesus, the Holy Spirit dwells in their hearts, and they become new creations, with a new hope and a changed life direction.They are set free from the power of sin to live a new life in Christ. This is redemption. Such peoples’ hope is in God’s kingdom. They seek Jesus and his Kingdom as of first priority. (Matt 6:33) They become children of God. They are saved and God sees them as his precious children. As they live out their journey on earth, they grow in Jesus’ likeness, his holiness, and in his image. This is sanctification. Baptism is a symbol and public declaration of faith. It reveals atonement, redemption and sanctification. Baptism was commanded by God. It is an act of obedience. In the New Testament, baptism is about conversion and discipleship.Baptism has corporate si gnificance. The church is seen as a separate entity from the world, and faith and baptism are the distinguishing marks of followers of Christ. Baptism is the sign of becoming a disciple of Jesus (Matthew 28:18-20); it is dying to the old, pre-Christian way of life and rising again to a new life as a follower of Jesus (Romans 6:1-11); it is new birth into the Kingdom of God (John 3:5). As a disciple of Christ, it’s important to publicly stand with Him in celebrating a new life. That makes baptism a great first step for a new follower of Christ to take! ReferenceAlbani, F. Is baptism necessary for salvation? http://www. bibleprobe. com/baptism. htm Retrieved on 26/03/2013 Brito, U. United with Christ in Baptism. http://apologus. wordpress. com/2008/10/31/united-with-christ-in-baptism/ Retrieved on 26/03/2013 Copeland. K. Understanding Water Baptism http://www. kcm. org/real-help/article/understanding-water-baptism Retrieved on 01/04/2013 DeMichele, R. Beleiver’s baptism in the Bible. http://www. biblebelievers. com/DeMichele1. html Retrieved on 23/03/2013. Hoeck B. Repentance & Baptism: Coming to God. http://www. truthontheweb. org/baptism. tm Retrieved 26/03/2013 ( copy this address into the address bar and it will open) McPherson J. Fundamental Wesleyan Society http://www. fwponline. cc/v16n1/v16n1joemac. html Retrieved on 01/04/2013 Newton, B. (1998) A change of ownership. http://www. sjchurchofchrist. org/websitepublisher/a-change-of-ownership-. html Retrievedon 12/04/2013 Swindoll, R. (n. d) Signposts Along Life's Journey (1997), Insight for Living. http://www. clarifyingchristianity. com/get_wet. shtml Retrieved on 10/04/2013 http://www. biblelight. org/bs15. htm http://www. atgrace. com/information/general/baptism/purpose-baptism