S.I.P sample

As of the mosquito, citronella can really repel it, and it is now proven by scientists. But as of the ants and the flies, we are trying to work on a simple experiment in which it can repel or kill them.Objectives: 1 . ) We used our classroom as the scenario, and as we all know, there are many ants, flies and mosquitoes in it. And we can't concentrate in what we are doing because of them. So, we conducted this s. I. P. To make us comfortable in our room without disruptions Just to kill mosquitoes, flies and ants. 2. ) We can also use this in our houses, if there are infestations of mosquitoes, ants or flies. 3. This liquid is not smelly as the others are, so you can breathe well even spraying it. 4. ) Our project only uses organic materials and we don't use Cuff's that can destroy our ozone. Significance: Our project might not be the first project to kill mosquitoes, flies and ants, but our only uses organic materials which is not common in making project insecticides. We decided to m ake this project for us to create our own version of organic insecticides.Our project is important nowadays because almost all of the commodities are now expensive, and we need to use our available resources as an alternative to all. And we chose to create an insecticides. Scope and limitations: alternative of In other insecticides, they can also kill cockroaches and even mice, but we chose not to our members because when we discussed how to conduct the experiment of it, one of suggested that we would be having a hard time catching cockroaches and mice, and we've all agreed to this.

Beowulf and the Tempest-Revenge

Revenge Many comparisons can be seen between Shakespeare’s novel The Tempest and the epic Beowulf. One of the strongest similarities is the idea of revenge. Shakespeare’s novel occurs basically in order for Prospero to have revenge on his enemies from usurping his dukedom. Beowulf’s original monster, Grendel, starts acting out less due to revenge and more out of pure frustration. His death though, causes his mother to act on revenge, killing one of Hrothgar’s trusted advisor, Aeschere, causing Beowulf to kill her for revenge. The dragon got mad about a stolen article and burned down Beowulf’s home in revenge, and so Beowulf went after him.Although they have different motives, both plots are caused greatly because of revenge. In The Tempest, Prospero’s brother, Antonio, with the help of his friends Sebastian and Alonso, took over Prospero’s dukedom. He was then sent to a deserted island with just his daughter Miranda for twelve years. T hroughout his time on the island, Prospero continued to delve into his magic books. Along with he gaining new knowledge, he attained a servant Caliban, and an indebted spirit, Ariel. For twelve long years on the empty land Prospero plotted his revenge, something that was made possible due to his newfound knowledge of magic.Finally the day came when his master plan was able to finally become reality. He made a huge storm come, tearing apart the boat that held Antonio, Sebastian, Alonso, his son Ferdinand, and a few others. Ferdinand got separated from the rest and wound up, not coincidently, finding Miranda and falling in love with her. Alonso became distraught thinking his beloved son was dead. Antonio and Sebastian began to plot the death of Alonso. Finally as the novel came to an end, Prospero sent Ariel as a harpy to frighten his brother and the two other men and tell them all they have done wrong. They then were brought to Prospero.Alonso became very apologetic, while Antonio an d Sebastian remained uncaring of what they had done. Their fate rested in Prospero’s hands. This was the plan Prospero had perfected all those years, the perfect revenge plot. At that moment he had all his enemies gathered around him. He could’ve killed them or banished them to a foreign land, but he did not. He said, â€Å"The rarer action is in virtue than in vengeance. They being penitent, the sole drift of my purpose doth extend not a frown further. Go release them, Ariel. My charms I’ll break, their senses I’ll restore, and they shall be themselves. (The Tempest, Act 5, Scene 1, 28-33) He had gotten his revenge, they were sorry, and he was content. Beowulf, though, did not start out like this. The monster Grendel was a descendant of Cain. He was forced to roam the Earth an outcast due to his ancestor killing his brother Abel for no apparent reason. He heard celebration going on in Heorot and got mad. He hated happiness and noise and celebration beca use he hated the hand he was dealt in life. So as revenge for his own hated life, he decided to wreck the party and make others miserable like himself.He continued to do so for a while, scaring all the Danes, even the most powerful. Finally a brave warrior, Beowulf, came from Geatland. He went to fight with Grendel using no protective gear at all. He managed to kill the ravaging beast. The Danes thought this was finally the end of the disaster that they had been hoping for. But it was not. Grendel’s mother was furious with Beowulf for killing her son. She was willing to die in order to avenge her son’s murder. She started to attack everyone. On her rampage in Heorot, she killed Aeschere, King Hrothgar’s most trusted advisor.The entire kingdom was furious, demanding the death of this horrible monster. Beowulf states to the king â€Å"Sorrow not, wise warrior. It is better for a man to avenge his friend than much mourn. Each of us must await his end of the worldà ¢â‚¬â„¢s life. Let him who may get glory before death: that is best for the warrior after he has gone from life† (Beowulf 45). He is saying rather than mourning over Aeschere’s death, he should just avenge it. So the brave Beowulf once again came to the rescue. She lived under water so that was where he fought her and the place where she met her bitter end. Beowulf’s final battle was also due to revenge.The dragon had a valuable cup that had gone missing from the treasures. He was furious and ransacked the entire country, including burning down Beowulf’s house. Therefore Beowulf went after the dragon to avenge his lost home. This was his final battle, the fight where he lost his life. Although revenge is a major theme in both The Tempest and Beowulf, their reasons for revenge are very different. Prospero wants revenge in order to get his life back. He was thrown out of his dukedom and onto a deserted island. He wanted his enemies to feel remorse and to gai n back his dukedom and that was all.In Beowulf it was very different. Everyone wanted revenge because they were upset and wanted to hurt the nemesis. Grendel was upset with his lineage so he wanted to stop all happiness so he attacked Heorot. Grendel’s mother wanted to avenge her son’s murder so she too destroyed Heorot, including killing Aeschere. Beowulf and all the Danes wanted to avenge Aeschere’s murder so he killed Grendel’s mother. The dragon wanted his treasure back so he raided the country, and Beowulf got angry and attacked the dragon. Prospero just wanted remorse and he was happy. The characters in Beowulf wanted revenge and payback.

Social Studies Interview and Standards Investigation

Running Head: INTERVIEW AND STANDARDS INVESTIGATION Interview and Standards Investigation Sarah Woods Grand Canyon University EED 465 Curriculum, Methods, and Assessment: Social Studies Leah Barley December 8, 2011 Interview and Standards Investigation Social studies is a complicated subject for teachers to teach and for students to learn because it encompasses so many different disciplines. On top of that, society is characterized by increasingly rapid social and technological changes that affect what social studies content is being taught to students (NCSS, 1988). For many years students have been forced to learn low cognitive level information that lacks meaning and fails to transfer to real life situations. For these reasons Social Studies is the subject that students love to hate (Hope, 1996). Rather than dwelling on what has gone wrong in the past, it is best to look to the future and learn from past pedagogic mistakes to determine what can be done to energize social studies instruction in order to restore respect by students and teachers alike for such an important field (Hope, 1996). The implementation of state and national standards has been an important step in making this happen. This assessment will evaluate the state of Arizona’s Social Studies Standards for sixth grade for thoroughness, clarity, user friendliness, and comprehensiveness. It will go on to provide a well-supported, objective, academic response to the interview conducted with Ms. Traci Smith, a sixth grade social studies teacher at Will Rogers Junior High in Claremore, OK, and the standards investigation by analyzing how social studies is taught today. The Arizona Department of Education website contains five sixth grade history strands that emphasize World history from its earliest cultures through Enlightenment, including the early cultures of the Americas. The Arizona State Standards for sixth grade are extremely thorough containing strands for American History, World History, Civics/Government, Geography, and Economics each with well-defined concepts and performance objectives for students at the sixth grade level. According to the NCSS definition of Social studies, each of these topics plays a vital role in social studies education. The thoroughness of these standards helps guide lesson planning and learning because teachers know exactly what they are supposed to teach and students know exactly what they are supposed to learn in order to achieve mastery. The Arizona State Standards for Social Studies are very clearly defined by topic. This makes them easy to read and understand. This reduces confusion and frustration and promotes integration with other subject areas. Each strand is broken down further into concepts that explicitly say, where applicable, which other strand(s) they connect with in order to further student understanding. This characteristic makes the Arizona State Standards for Social Studies extremely user friendly. Finally, the Arizona State Standards for Social studies are very comprehensive. They cover a large scope of information in order to help Arizona students develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world (NCSS, 1993). According to Ms. Smith, social studies instruction has come a long way since she began teaching fifteen years ago. When she started it was common practice for students to read the sections in the social studies textbook, answer the questions at the end, and then take a test to demonstrate what they learned. This seemingly meaningless busy work compounded by the implementation of NCLB led to a dramatic reduction in social studies content as teachers became more concerned with high stakes testing in the primary subject areas. High stakes testing has contributed to the trend of moving away from constructivist learning and student centered teaching approaches such as discussions, role-playing, research papers, and cooperative learning (Vogler & Virtue, 2007). This is in dramatic contrast to what new teacher education programs are teaching which may be setting new teachers up for failure once they reach the classroom. In spite of the demands of high stakes testing, when Ms. Smith realized that social studies was beginning to slowly disappear from the curriculum altogether she decided to take a stand. Ms. Smith is now the sixth grade English and World History Department Head at Claremore Public Schools. Although she does teach from a textbook, Ms. Smith employs numerous hands on activities to convey subject matter to the students. For each section the students must create a project that coincides with the lesson. Her favorite section is on the Middle Ages in Europe. During this lesson the entire sixth grade participates in meaningful learning activities such as making head gear and shields, memorizing poems from this era that they must recite to their classmates, and learning the requirements for becoming a knight or a lady. Students earn certificates for acts of chivalry and the individuals who have the most certificates at the end of the unit are awarded a crown as 6th grade King and Queen. The unit culminates with a field trip to the Renaissance Festival and the Castle of Muskogee, a landmark in Oklahoma, which is where the Renaissance Festival is held (Personal Communication, T. Smith, December 12, 2011). These activities are much more meaningful than simply reading the text and completing the section review. This allows students to practice their literacy and public speaking skills which, according to Wineburg (2005), are crucially relevant for schools because it provides a way of thinking about text that allows students to find truth in the cacophony of voices that confront them in the social world. Social studies instruction is heavily influenced by teacher preparation programs. These programs are meant to teach future teachers how to teach social studies effectively. Historically these programs have had to respond quickly to social issues and events by developing courses in social sciences and education that address the concerns of minority groups. For example, a recent increase in the numbers of English Language Learners in the nation’s schools has led to added pressure to prepare teachers to work effectively with students from diverse backgrounds. For the most part these influences have had a positive impact on the preparation of social studies teachers; however in some cases the creation of new classes and requirements for pre-service teachers has led to a bloated curricula and programs that lack clear purpose (Adler, Dougan, & Garcia, 2006). The NCATE standards embolden pre-service teachers to refine their focus to prevent overlap and redundancy. Most teacher preparation programs are aligned to professional teacher standards such as this. This helps to adequately prepare teachers to facilitate learning for today’s students so that they are informed, knowledgeable, and eventually able to compete in a global society. Standards based instruction has been a double edged sword for social studies instruction. On the one hand it has led to the reduction in social studies content as a result of high stakes testing since social studies is not one of the subjects covered under NCLB, but on the other hand social studies standards have revitalized social studies instruction to help make learning fun, meaningful, and relevant for students increasing the chances that they will be able to transfer the concepts learned in the classroom to real world scenarios. If social studies teachers can continue to resist the urge to teach to the test and do everything they can to employ effective teaching strategies then hopefully everyone will realize how important social studies content is for students at all grade levels. This will ultimately result in civic minded individuals who are understanding, knowledgeable, and tolerant of other cultures which will serve them well into adulthood. References: NCSS. (1988, June). Social studies for early childhood and elementary school children: Preparing for the 21st Century. Retrieved from http://www. ncss. org/positions/elementary. Hope, W. 1996). It’s time to transform social studies teaching. The Social Studies. Washington: Jul/Aug 1996. 87, 4. Retrieved from http://proquest. umi. com. library. gcu. edu:2048/pqdweb? index=7&did=10101635&SrchMode=3&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1323634607&clientId=48377&aid=1. Arizona Department of Education Standards Based Teaching and Learn ing. (2006). Social Studies Standards Articulated By Grade Level Sixth Grade. Retrieved from http://www. azed. gov/wp-content/uploads/PDF/SSGrade6. pdf. National Council for the Social Studies. (1993, September). A vision of powerful teaching and learning in the social studies: Building social understanding and civic efficacy. Social Education. 57, 213-223. Vogler, K. & Virtue, D. (2007, May). â€Å"Just the facts ma’am†: Teaching Social Studies in the era of Standards and high stakes testing. The Social Studies. Retrieved from http://web. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=f1d20017-f490-4fd4-833e-c04d40d45566%40sessionmgr111&vid=2&hid=113. Wineburg, S. (2005, May). What does NCATE have to say to future history teachers? Phi Delta Kappan. Retrieved from http://web. ebscohost. com. ibrary. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=8a089d33-cc0e-40df-aaee-cdf4091de420%40sessionmgr112&vid=2&hid=113. Adler, S. , Dougan, A. , & Garcia, J. (2006, January). NCATE has a lot to say to future social studies teachers: A response to Sam Wineburg. Phi Delta Kappan. Retrieved from http://vnweb. hwwilsonweb. com. library. gcu. edu:2048/hww/results/external _link_maincontentframe. jhtml? _DARGS=/hww/results/results_common. jhtml. 44. Interview Notes Traci Smith, a 6th Grade Social Studies Teacher and 6th grade English and World History Department Head, has 15 years of experience in the classroom. Social Studies Interview Questions: 1. Do you use a textbook? If so, do you like the content? Do the students have workbooks or activity sheets to accompany the textbook? Yes, we use Glencoe’s textbook, World History: Journey Across Time – The Early Ages The students have 2 workbooks: A note-taking guide which we use from time to time, and a Guided Reading book which we do not use very often. There are teacher resources for each of the units which include vocabulary practice and guided reading activities. There are also other resources for mapping, cause-and-effect, and comparing the past to the present. . What is your favorite Social Studies lesson to teach? What sort of hands on, meaningful activities or innovative teaching methods do you use when teaching this lesson? My favorite unit to teach is the Middle Ages of Europe. The entire 6th grade participates in making head gear, shields, memorizing and reciting poems, and learning about the requirements for becoming a knight or a lady. This unit culminates with a field trip to The Castle of Muskogee where they hold the Renaissance Festival. This unit is taught at the end of the year and is a highlight for the 6th grade. We award those who have shown chivalry and crown a 6th grade King and Queen. 3. In 1992 the National Council for the Social Studies (NCSS) adopted the following definition of the field of social studies: Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate ontent from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for for the public good as citizens of a culturally diverse, democratic society in an interdependent world. How does social studies instruction at Will Rogers Junior High relate to this definition of social studies? At the junior high, we not only teach how our ancestors affected future generations and the things we have learned from them, but we also have an Advisory hour for 6th grade. During this advisory hour we teacher character development and teach the students how to apply what they learn in their everyday lives. 4. Do you believe that values should be part of the social studies curriculum? If so, what values do you feel are most important for today’s students? Yes, I do. The values of integrity, compassion, and respect; these values can be taught throughout the social studies curriculum. When I teach the religions of the world, I talk to the students about having respect for others and their beliefs. We talk about how some of the heroes of ancient history showed integrity and compassion. This is also carried over into our Advisory hour. 5. Does the State of Oklahoma have state standards for social studies? If so, what is your reaction to Oklahoma State’s Social Studies Standards? If not, do you think that Oklahoma could benefit from a set of state standards? Yes. I believe they should be more detailed. 6. What do you feel are important benchmarks for students at the 6th grade level? English and Math; the reading skills learned in social studies and science trickle over into the English curriculum. The same goes for Math and Science. . How much time per day does each student spend on Social Studies content? 2 hours per day – World History and Advisory 8. How do you rank the importance of social studies in the elementary curriculum? Please rank the following subjects in the elementary curriculum in order of importance to you. 4 Physical Education (P. E. ) 2 Mathematics 3 Science 3 Social Studies 1 Reading/Language Arts 9. How do you integrate technology i nto the Social Studies curriculum? I use power points. 10. Do you believe that the social studies curriculum should be narrowed

A Study of Catholicism

When catholic is used as an adjective, it means universal, open or general. I have read art magazines and reviews that have described certain art collections as catholic in its uniqueness. The fact that Catholicism has its root in the word catholic is not a coincidence. In his essay Catholicism: A Synthesis, Richard McBrien says that it is this notion that distinguishes Catholicism from other religions, Christian and non. The notion is that Catholicism is a religion that is based on open-mindedness. McBrien alludes to flags to clearly define his thesis. Many flags of the world share the same three colors. He uses the colors red, white, and blue. The flags for Australia, the United Kingdom, Ireland, Cuba, and France all share the same three colors, yet they are not configured the same way. The flag of the United States has fifty stars and the French flag has three thick bars of color. It is in this way that McBrien relates the flags of the world to Catholicism. The Catholic Church is distinguished from other Christian religions by the configuration of its practices and characteristics. Plagiarism Detection >One instance that I read about in the news recently was about a young girl in England who became pregnant. The girl went to her church and told her priest. The priest then referred the girl to the Cardinal of that area. The twelve-year-old girl comes from a family that can barely afford food and clothes, let alone support a new child. Abortion was obviously not even an issue in this case. The clergy decided it would be best to use church money and support this girl in her pregnancy. This shows openness on the part of the Catholic Church because they could have shunned this twelve year old girl, and ignored her pleas for help. However, they decided to take a risk and help her.An instance in which the church is not so open has to do with homosexuality. I know that the Catholic Church embraces good causes, and finding a cure for AIDS is one. I know of Catholic c hurches that hold fundraising events, awareness seminars and promote AIDS benefits. There is such a thick layer of hypocrisy in this example. The church refuses to acknowledge homosexuals as human beings, yet the homosexual community is hit very hard by the AIDS epidemic. How can they embrace the AIDS cause, yet denounce homosexuality. This is just one instance of non-openness in the Catholic Church. Plagiarism Detection >Christian realism is critical thinking in the context of the Catholic Church. Realists take reality in the context in which it is in history. Christian realism is based on the contexualist outlook on life. Christianity itself is mediated by meaning, says McBrien. McBrien makes a good point when he says, Christian realism also rejects the notion that clear and distinct ideasare equivalent to the real itself. Ideas are never based on solely one thing. That is what is so great about Christian realism. It incorporates the idea of openness into decision making. Critical realism is used in every aspect of the Church. Nothing goes unchallenged, whether it is doctrines, dogmas or canonical directives.Richard McBrien makes some good points in his essay, Catholicism: A Synthesis. He made the reader aware of how open the Catholic church really is. He also makes us aware of Christian realism and how it works in association the Catholic Church. He clearly defines his thesis, that the Catholic Church is defined by the configuration of its characteristics.

The Aerodynamics of Future Electric Cars Research Paper

The Aerodynamics of Future Electric Cars - Research Paper Example The researcher states that changes in global demand patterns, market forces, environmental concerns and the ever present danger of fleeting fossil fuel reserves are forcing automobile manufacturers and research scientists to look for alternative means to fuel automobiles. One facet of these developments has been electric vehicles that are powered exclusively through electric batteries. The emergence of electric vehicles has put in motion a number of new design challenges such as the aerodynamics of such vehicles because aerodynamics represent a large loss during normal functioning of all kinds of automobiles. Drag created by a moving vehicle represents one of the largest losses of energy created by an automobile’s engine. Conventional automobiles may lose as much as 40% of the total power to air drag. As with other conventional bodies, the aerodynamic drag exerted by air on a vehicle is directly proportional to the square of the velocity of the vehicle. For typically aerodynam ic automobiles the coefficient of drag and the accompanying area need to be as small as possible in terms of design considerations in order to minimize the drag encountered. There has been an ongoing struggle to create vehicles with as low a coefficient of drag as possible. Typically well designed vehicles display coefficients of drag of the order of 0.13 while a coefficient of drag of 0.1 is achievable through special design considerations.... Moreover considerations of an acoustical nature are also reduced through the use of electric engines that produce far less noise than conventional engines. However this has been criticized for increasing danger to blind people because the incoming vehicle would not possess a sound. (The Week, 2010) Based on these considerations it can be seen that the design of electric vehicles is an altogether different domain from conventional automobile design. The inclusion of new components such as the electric engines places new constrains on design that require solutions through out of the box thinking. This paper will attempt to describe the various major challenges being posed in terms of design and their current solutions along with their future outlook. 2. Conventional Automobile Packaging and Acoustics Conventional automobiles have been built and packaged in nearly the same way for decades. The early pioneering research into automobiles has created a stable platform that is dogmatically used as per vehicle class and usage. For example most passenger cars created along conventional design philosophy house the engine in the front and use a front wheel drive system while load carriers such as trucks use front mounted engines with rear wheel drive. Moreover recent advances in computational fields have allowed designers to create more light weight and singular construction frames better known as monocques. While some of these design elements such as a light weight bodies, four wheels and singular construction have been applied to building electrical vehicles but other packaging constraints have changed altogether. The design configuration and considerations for conventional automobiles are being

Financial Research Report Paper Example | Topics and Well Written Essays - 1750 words - 1

Financial Report - Research Paper Example Louis, Missouri. It is a main maker of hereditarily designed (GE) seed and of the herbicide glyphosate, which it advertises under the Roundup brand. Established in 1901 by John Francis Queeny, Monsanto at first delivered nourishment added substances like saccharin and vanillin, ventured into modern chemicals like sulfuric corrosive and PCBs in the 1920s, and by the 1940s was a noteworthy maker of plastics, including polystyrene and manufactured filaments. Outstanding accomplishments by Monsanto and its researchers as a compound organization included achievement inquire about on reactant awry hydrogenation and being the first organization to produce light transmitting diodes (LEDs) in a large scale. The organization additionally once made dubious items, for example, Agent Orange, PCBs, the bug spray DDT, and recombinant bovine somatotropin (also referred to as bovine development hormone) (Monsanto: form 10-K, 2014). Monsanto Company, alongside its subsidiaries, is one of the principal worldwide suppliers of agricultural products. The company’s seeds, biotechnology attributes, herbicides, and accuracy farming items give agriculturists arrangements that enhance efficiency, decrease the expenses of cultivating, and deliver better nourishments for purchasers and better encourage for creatures. Monsanto’s business operations are divided into two sections: Seeds and Genomics and Agricultural Productivity. The company views its Seeds and Genomics fragment as the driver for its future development. In the Agricultural Productivity section, worldwide glyphosate makers have considerable ability to supply the business sector, and the Company anticipates that this global limit will keep up the weight on edges (Monsanto: form 10-K, 2014). The position of Monsanto in the business can be dictated by a considerable measure of components, for example, market share, market capitalization, and so forth. The examination will determine the organizations

Using the media 6 Assignment Example | Topics and Well Written Essays - 250 words

Using the media 6 - Assignment Example In order to influence public opinion and as a nurse, I would use the media to apply pressure and advance the public policy issue. This would serve as a way of marshaling the constituents. Additionally, in order to communicate the public policy issue through the media, the message to be conveyed would need to be framed to make the information understandable by the public (Mason et al., 2011). The media can also be ineffective if the messages are conveyed to the wrong target group. It is at this point that I would determine the target group or audience for the communication. The social networking media can be effective means of communicating the public policy issue. A message passed through any of the social media sites and websites such as Facebook, Twitter and blogs can be weighty (Anderson & Puckrin, 2011). Therefore, it would be effective to have a post in all social networking websites and blogs on the current state of the policy issue, and an expounded state of the policy issue a nd comments of a policy maker in an opinion editorial. However, although social networking websites may be helpful in conveying useful information, there are numerous concerns that need to be considered (Miller, 2011). These include privacy and confidentiality of information. Patient confidentiality and privacy is an essential issue that continues to be violated by social media users (Anderson & Puckrin, 2011). It would be ethically and professionally wrong for a nurse to expose patient information without their