Educational Games for Children to Play Essay Example

Educational Games for Children to Play Essay Example Educational Games for Children to Play Essay Educational Games for Children to Play Essay Education and the process of learning is something that begins at home for children. Parents naturally want their children to do well in school, but this desire often clashes with other adult priorities (parents also want their children to be active and learn new hobbies), not to mention the children’s own to-do lists. There’s only so long a youngster is willing to do homework or read, before wanting to run off and do something a bit more fun. Not to worry! Here are some ideas for taking education out of a formal setting and making it enjoyable, through the medium of play. These are games for kids with an element of simple learning. Even better, your child won’t be sitting in front of a computer screen with these fun activities. Mathematics Games A fun mathematical challenge to play outside in the park would be to create a â€Å"fraction wall† using sticks. The first row of the wall is a whole stick, the row below it must be exactly the same length†¦but be composed of 2 sticks, the row below is composed of 3 sticks, etc. This game can be done in teams – perhaps racing to construct the best fraction wall in the fastest time. This can help children to visualise what fractions such as 1/2 or 2/3s look like. There are also a lot of mathematically-themed board or card games available for children of all ages. Some revolve around multiplication, others around addition. The advantage of sitting down at the kitchen table to play a maths game rather than hunting for online ones is that in addition to maths, your child will be learning important lessons about teamwork and social interaction. Language Games â€Å"Jumping Bean Phonics† is ideal for children just beginning school who are still learning the basics of reading and writing. This game can be played in small groups indoors. A number of simple, but common word endings (for example –ot, –og, –at) are written onto sheets of paper and laid out over the floor. The adult supervising the game has a set of cards each with a letter (for example h–, c–, l–). Each child gets a turn at being the â€Å"jumping bean†: when they are told their first letter they have to form as many correct words as they can in a given amount of time by jumping onto the particular ending card. So, if they were given the letter ‘m’, they could jump onto ‘–at’ to make ‘mat’; but jumping onto ‘–og’ wouldn’t count, because ‘mog’ isn’t a proper English word. At the end of the game, whoever has formed the most words in their allotted time wins. Science Games There are a lot of safe, easy experiments that children can perform at home which showcase the wonders of science and give them the opportunity to learn something interesting. One such challenge might be designing a parachute that lowers an object safely to the ground. But budding biologists can learn a lot about types of plants just by playing in their local park. Treasure hunt clues might guide a child around a natural space by identifying species of tree, or part of the challenge could be bringing back leaves from a particular plant in a certain amount of time. Education and knowledge aren’t just something that’s confined to the classroom or that has to be taught in a dull way. A passion for learning can be instilled just as effectively at home through games, playing outdoors, and having lots of fun.

Endergonic vs Exergonic Reactions and Processes

Endergonic vs Exergonic Reactions and Processes Endergonic and exergonic are two types of chemical reactions, or processes, in thermochemistry or physical chemistry. The names describe what happens to energy during the reaction. The classifications are related to endothermic and exothermic reactions, except endergonic and exergonic describe what happens with any form of energy, while endothermic and exothermic relate only to heat or thermal energy. Endergonic Reactions Endergonic reactions may also be called an unfavorable reaction or nonspontaneous reaction. The reaction requires more energy than you get from it.Endergonic reactions absorb energy from their surroundings.The chemical bonds that are formed from the reaction are weaker than the chemical bonds that were broken.The free energy of the system increases.  The change in the standard Gibbs Free Energy (G) of an endergonic reaction is positive (greater than 0).The change in entropy (S) decreases.Endergonic reactions are not spontaneous.Examples of endergonic reactions include endothermic reactions, such as photosynthesis and the melting of ice into liquid water.If the temperature of the surroundings decreases, the reaction is endothermic. Exergonic Reactions An exergonic reaction may be called a spontaneous reaction or a favorable reaction.Exergonic reactions release energy to the surroundings.The chemical bonds formed from the reaction are stronger than those that were broken in the reactants.The free energy of the system decreases.  The change in the standard Gibbs Free Energy (G) of an exergonic reaction is negative (less than 0).The change in entropy (S) increases. Another way to look at it is that the disorder or randomness of the system increases.Exergonic reactions occur spontaneously (no outside energy is required to start them).Examples of exergonic reactions include exothermic reactions, such as mixing sodium and chlorine to make table salt, combustion, and chemiluminescence (light is the energy that is released).If the temperature of the surroundings increases, the reaction is exothermic. Notes About the Reactions You cannot tell how quickly a reaction will occur based on whether it is endergonic or exergonic. Catalysts may be needed to cause the reaction to proceed at an observable rate. For example, rust formation (oxidation of iron) is an exergonic and exothermic reaction, yet it proceeds so slowly its difficult to notice the release of heat to the environment.In biochemical systems, endergonic and exergonic reactions often are coupled, so the energy from one reaction can power another reaction.Endergonic reactions always require energy to start. Some exergonic reactions also have activation energy, but more energy is released by the reaction than what is required to initiate it. For example, it takes energy to start a fire, but once combustion starts, the reaction releases more light and heat than it took to get it started.Endergonic reactions and exergonic reactions are sometimes called reversible reactions. The quantity of the energy change is the same for both reactions, although the en ergy is absorbed by the endergonic reaction and released by the exergonic reaction. Whether the reverse reaction actually can occur is not a consideration when defining reversibility. For example, while burning wood is a reversible reaction theoretically, it doesnt actually occur in real life. Perform Simple Endergonic and Exergonic Reactions In an endergonic reaction, energy is absorbed from the surroundings. Endothermic reactions offer good examples, as they absorb heat. Mix together baking soda (sodium carbonate) and citric acid in water. The liquid will get cold, but not cold enough to cause frostbite. An exergonic reaction releases energy to the surroundings. Exothermic reactions are good examples of this type of reaction because they release heat. The next time you do laundry, put some laundry detergent in your hand and add a small amount of water. Do you feel the heat? This is a safe and simple example of an exothermic and thus exergonic reaction. A more spectacular exergonic reaction is produced by dropping a small piece of an alkali metal in water. For example, lithium metal in water burns and produces a pink flame. A glow stick is an excellent example of a reaction that is exergonic, yet not exothermic. The chemical reaction releases energy in the form of light, yet it doesnt produce heat.

Reaction Paper Essay Example | Topics and Well Written Essays - 250 words - 1

Reaction Paper - Essay Example is logical to consider finding a resolution to determine a single common level with which to learn functionality in the genres of speech, heterogeneity in itself is still an indispensable characteristic. At one aspect, it feels essential to address the complexity of utterances in the light of stabilizing the sphere of communication with particulars that are intended to eliminate the growing abstract heterogeneous property in speech genres. However, looking through the occurrences that shape language on a regular basis according to diverse human experiences, we must realize being in a general situation of nature in which the typical impact of human activities that come in variety proceeds to bear consequences of heterogeneity upon language. Thus, how one form of utterance evolves a new one cannot be held back from its irreversible course since interactions with the use of language have gradually adapted to new unique factors that naturally designate heterogeneous influence and a sense of ambiguity in speech. Instead of being confined with utterances of specific types, I suppose that we may perceive overall speech genres just as we do for the field of literary genres where similarities and differences among literary works build the key to analyzing themes and concepts. If we insist on seeking to be justified in resolving speech genres by attempting to set principles that serve relief from homogeneity and merely acknowledge speech genres under a well specified body of knowledge, we are likely to defy flexible learning and keep ourselves from the alternative possibilities of growth in speech

Personal Obsession in The Emperors Babe and Purple Hibiscus Essay

Personal Obsession in The Emperors Babe and Purple Hibiscus - Essay Example Even before they reach adulthood they go through enormous upheavals in their lives. Moreover, their stories fit into a colonial discourse with attendant features of cultural displacement, social alienation and economic exploitation. There is yet another interesting similarity between the two heroines, namely, their personal obsessions. But the objects of their obsessions are not the same. Likewise, secondary characters in the two stories have obsessions of their own. This essay endeavors to show how there are a range of psychological dispositions among various characters which account for their obsessions and how the authors’ own obsessions bear upon them. The Emperor’s Babe is a fresh and vivid verse narrative of a young woman in Ancient Rome. Born into poverty and slavery, she is married off (or rather sold off) when she was merely eleven to a wealthy patrician a few times her age. Despite constraints to her liberty and growth from all sides, Zuleika yet manages to as sert her individuality. It is perhaps due to these powerful extraneous forces acting on her life that she sought refuge in an inner sanctum. This clinging manifests as obsessions of various sorts. For one, her insecurities made her a little aggressive towards others. Aggression expressed regularly betrays an underlying obsession with insecurity. This aggression is also manifest in her sexual behavior, whereby, her attractiveness and youth serves as a source of empowerment over men. As the short and eventful life of the adolescent girl unfolds through Evaristo’s lyrical prose, more dimensions to her heroine’s obsessions are unraveled. Zuleika’s father Anlamani is obsessed with his own position in society. He sees an opportunity to climb up the social ladder by marrying his beautiful daughter to a person of prestige. The person he has in mind is Mr. Felix, a wealthy aristocrat of the Roman Empire. He is quite older to Zuleika (who was just 11 at the time of being betrothed). Anlamani resorts to a menially worded marriage offer to Mr. Felix. For example, he says, "Si, Mr. Felix. Zuleika very obediens girl, sir. / No problemata, she make very optima wife, sir." (Evaristo, p.27) This pitch from Anlamani makes it clear that his daughter’s well being is secondary compared to his own selfish motive. Likewise, Felix is a man with his own obsessions. In his case he is obsessed with power. Having a pretty young wife would add to his prestige. He can show her off in his social circles as a trophy wife. That he is obsessed with power and prestige is evident in his response to Anlamani’s offer of marriage: â€Å"I intend to make this my far-western base/ and I need to warm my home with a wife./ I am a man of multiple interests: a senator,/ military man, businessman, I undertake/ trading missions for the government,/ and I'm a landowner.† (Evaristo, p.29) Kambili is obsessed over her relationship with Father Amadi. She falls in love with him. Although the Father also loves her, he could not consummate his love due to his commitments to Church and community. Her love is expressed overtly and covertly on a few occasions. As Zambilii says wittily â€Å"People have crushes on priests all the time, you know. It’s exciting to have to deal with God as a rival.†Ã‚  (Adichie, p.89) However, Kambili’s obsessive love for Father Amadi pales in comparison to the religious obsession of her own father Eugene. Kambili’s father, Papa as she calls him, is very possessive of his son and daughter. He imposes his authority on them to even the smallest detail. In other words he is obsessive of his son and daughter to the extent of being a control freak. For example, â€Å"Papa sat down at the table and poured his tea from the china tea set with pink flowers on

Post Colonial World Essay Example for Free

Post Colonial World Essay Colonialism has been a large factor in the development of the world, particularly in the past three centuries, from the 18th to the 20th century. Colonialism has been so important because it was so widespread. With large historical empires like those of Great Britain and France reaching out and colonizing nations from India to the continent of Africa in hopes of being able to gain access to the natural resources found there, colonialism was to effect almost every nation in one way or another. While colonialism did open up the world to greater trade and disbursement of many aspects of another culture to Europeans and, eventually, to Americans, the colonizing of these countries created difficulties and problems in the colonized nations. The fact is that the post-colonial world is nothing but a product of the colonial period and colonialism creates a whole new set of problems that do not go away even after the colonizing nation has pulled out; in fact, more problems develop.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Colonialism was a major aspect of modern world history as it really did transform the world. The remnants of this can still be felt today. In Africa, many African nations have French or English as their official language, as in the Ivory Coast or South Africa, because of the lasting effects of colonialism. In England, remnants of their colonialism of India are still felt in things as small as a love of Indian cooking, and in India the memories of children being forced to learn at English schools are still remembered. The lasting effects go much deeper, however, than simpler a transference of a nation’s vibrant culture, or the adoption of an official language. Post-colonialism, in its essence, is the philosophy that many problems arise from colonizing a nation, not the least of which is the loss of a national identity and, perhaps even more unsettling, is the fact that when a empiric power pulls out of a colonized nation, leaving them alone to fight for themselves and create their own way, sometimes centuries after overtaking them, the colonized nation is lost and goes through a period of war and infighting to try and find their place in the world as their own nation, and not a puppet nation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The many wars, uprising, and political instabilities found in post-colonial nations like India and many countries in Africa are directly related to the Colonial period. An example of this can be found in South Africa where long after the British had colonized the country the remnants of their civilization was left behind. Apartheid, in its ugliest form, was left behind and the way that the white people in South Africa treated the black people in their own homeland has been widely publicized, interpreted and studied in historical studies. Even today some tensions exist in South Africa and they are still trying to maintain their own national identity in the light of post-colonialism. This can be seen in nations around the world who have been colonized.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The colonial period was a time of large powerful empires and nations that did not have the means or the military might to defend themselves from being colonized. The countries that were colonized during this period faced problems that they had never faced before, including a lack of a national identity and having to deal with the fall out when their colonizing power pulled out. Much of the difficulties of the post-colonial period trace their roots back to the colonial period and most particularly to the ruling nation that took over their nation and changed their way of life.

The Crow Review :: essays research papers

The Crow Reviewed   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the history of movies, movie companies have tried to do it bigger better and more exciting. They bring in bigger stars, better special effects and more convincing stories, which causes the masses to flock to the theatres in eager anticipation of each movie. The audience usually gets what the audience wants—more violence and more action the world over. â€Å"The Crow† has elements of different types of movie genres the horror, adventure, film noir and the western. In this movie there is no difference as is about to be shown in the following paper. They mix the genres together quite well in this movie to make it a true hybrid genre. From the mean streets, the use of shadows and surprise like the horror movie, to the adventure of the over all story. They also mix in a bit of western with the black cowboy that is in the comic, but doesn’t even appear in the movie itself. Now this paper shows how the movie appeals to the different genres using characters, settings, lighting and other effects to make the movie more interesting.   Ã‚  Ã‚  Ã‚  Ã‚  In â€Å"The Crow,† it starts out with a legend of the crow showing the horror aspect of the movie. It says that â€Å"when a person dies, a crow carries there soul to the land of the dead and sometimes a soul dies with such anguish that the soul cant rest, and sometimes, just sometimes the crow can bring that spirit back to put the wrong things right.† Which was in the case of Eric Draven, is what happened. Him and his fiancà © (Shelly) both are killed while fighting tenant eviction eviction in there building. Eric Draven being the way that he was before he was killed, a rock singer and guitarist, truly makes him the unlikely hero of this story. The way that he paints his face in a mimes face with a smile is quite different then was in the comic, he was suppose to paint his face like the face of tragedy. Instead they do it like a mime, and this is quite ironic as to what he is supposed to stand for. This creates a sense of dramatic horror to an eff ect throughout the movie. The street gang that killed him for the tenant eviction made him quite the man made demon, having only one thing that was on his mind, the revenge of his and Shelly’s death to put his soul to rest.

Explain the Purpose of Hermeneutics

The primary need of Hermeneutics is to determine and understand the meaning of Biblical text. The purpose of Hermeneutics is to bridge the gap between our minds and the minds of the Biblical writers through a thorough knowledge of the original languages, ancient history and the comparison of Scripture with Scripture. Through Hermeneutics, Biblical Interpretation can be achieved in three ways; historically, the message and the doctrine. The Bible is totally authoritive and inspired by God, however is it propositional or not? To be propositional means that God reveals certain truths at which we respond in accepting these truths. These certain truths may be found in scripture, creeds and or the teachings of the church. Non-propositional approach emphasise God revealing himself at which we respond with faith being a personal belief in God, resulting in us developing specific ideas and or propositions about God. A non-propositional view believes the Bible is a source book of many different accounts of human response to the divine. In Hermeneutics, there are three, among many, significant schools of thought which we are principally concerned; fundamentalism, liberal approach, and traditional interpretations of Scripture. Fundamentalism was first used in the beginning of the 20th century, whose aim was to preserve what they saw as the ‘fundamentals’ of the Christian faith from being eroded by liberal thinking. The fundamentals included the following beliefs; the divinity of Jesus; meaning he was fully God, that God’s ultimate judgement and the existence of heaven and hell and the physical resurrection of Jesus, among others. Fundamentalists believed in the doctrine of plenary verbal inspiration, this is the understanding that, the Bible is the actual word of God to the extent that it was dictated by God, word for word, to the people who wrote it down. To the fundamentals, the Bible is seen as being ‘inspired’ or ‘breathed’ by God in a direct and ‘unmediated’ fashion, meaning the actual writers of the Bible are just conduits and God is the actual author as it is God’s words that they are included, and so God is the words of the writers. Fundamentalists would declare that their view of the Bible can be found in the words of the Bible itself. Similarly Fundamentalists may argue that the Bible itself makes a clear statement of its own dependability. Since the Bible is regarded as being entirely the work of God and that God is the author it is inerrant meaning it can never be changed, questioned or challenged, to do so means you’re challenging God himself. With this idea that the Bible goes without error goes beyond the concept that it is with theological error. Rather the belief of inerrancy includes freedom from geographical, historical and scientific error as well. The second school of interpretation is Liberalism. This grew out of the discussion amongst rationalism and authoritarianism. The Liberal system of Hermeneutics suggests that the modern mentality was to govern someone’s approach to scripture, such as, if anything was not in harmony with ‘educated’ morality, it was rejected, for example Biblical concepts such as hell, sin and depravity as they offend moral sensitivities, and could not believe that their God could punish them in such a way. The Liberal method of Hermeneutics allows the Bible to be open for criticism like any other scripture, for example, miracles are not always to be accepted as they are not of certain truths and are not scientific. Another approach the Liberal system suggest is that the scripture’s text itself could be rearranged, for instance in authoritive order the law comes first however it may be argued that shouldn’t it be ordered by the times in which they were written? The reason behind this approach is that the Liberal method rejects all forms of inspiration. For a Liberal interpreter of the Biblical, the concept of revelation is redefined to mean human insight into religious truth. One of the consequences of the liberal school of interpretation is that the content of doctrinal and theological are not binding, this results to the belief that religious experience is therefore fundamental and that theology is an afterthought. The Liberals believe that the writers of the Bible accommodated their recipients and hence the Bible is not binding on us. Non propositional theology is often favoured by liberal theologians because it places the emphasis on human experience and rationality. The third school of interpretation is Traditionalism. Traditionalists maintain that the Bible is full of truth, God is revealed within the Bible and that it is inspired by the Holy Spirit. One of the key characteristics of their approach to the Bible is its emphasis on the need to understand the nature of the different types of literature within the bible. However, traditionalists would not accept the fundamentalist’s notion of inerrancy as many would acknowledge that there are mistakes in the Bible. These are seen as a reflection of both the historical context in which they are written and the human fallibility f the authors. As with Liberals, traditionalists believe that some aspects of the Bible need to be reinterpreted for today. Traditionalists place a lot of emphasis on the process of exegesis. However, after establishing the intended meaning of the author the next step in the traditional approach is the question of how it should be applied to Christian today. However, whereas fundamentalists believe that the true meaning of a text should be clear to each reader; traditionalists believe that exegesis is more of a complex process. Another characteristic of the traditionalists is that they are open to a range of different forms of scholarship, for instance, open to forms of textual and historical analysis. However unlike the liberal approach such scholarship is generally used to support conservative positions. Unlike fundamentalists, traditional approaches appreciate both the human involvement in the authorship of Biblical books and the historical/literary process through which the books were developed. However, although they acknowledge this human and historical process they do see it also as inspired by God as they recognise that there is something distinct and authoritive about the canon of scripture. Hermeneutics is the science, as it is guided by rules, and the art, the application of these rules, of Biblical interpretation. The description of Hermeneutics as the ‘art of understanding’ comes from a 19th century theologian, Fredrich Schleiermacher. In interpretation, we approach a text, with either, some kind of prior understanding, prejudgement or a pre-conceived idea in order to read out of the text, known as exegesis. Or openly reading the text, to discover something about it which we would not of known before, known as eisegesis. Eisegesis, is most faithful to text, as you have no opinion on the text at hand, however this is also most confusing as it results in a variety of information. One major scholar, as mentioned, is theologian Friedrich Schleiermacher, a founder of modern Hermeneutics, which within his work Biblical teachings are emphasized. Schleiermacher was the first person to introduce a philosophical theory of interpretation, which is appropriate to the Bible along with other texts. He emphasized the affective or emotions as a source of religious experience which is ultimately different from the purely rational approach of philosophy. Schleiermacher also argued that what makes Christianity very special is the historical event of Jesus whose life was one of perfect God-consciousness. It is this which the early authors attempted to capture in their writings. Schleiermacher believed that as religious propositions can only be made known through language the role of Hermeneutics is to unlock the original experience. Using Kant, Schleiermacher argued that the mind seeks to organise different experiences, which can be seen in the different categories or styles of literature contained within the Bible. One of the purposes of hermeneutics for Schleiermacher is to therefore ensure that the right literary genre is applied to the text. Another major scholar along with Schleiermacher is Paul Ricoeur a great philosopher of the 20th century. Unlike Schleiermacher Ricoeur argued that the author is not important in interpretation of texts, only the reader as he develops a view of the world which is enriched and enhanced through his engagement with the text. Ricoeur established between semantic meaning, what the text says, that can me verifiable and the symbolic meaning, what the text means. It is this symbolic meaning which is the purpose of hermeneutics, as symbols go beyond language to the world itself and to human truths and human experience. Ricoeur argued that in modernity the message of symbols have been forgotten, so the hermeneutical task is to restore the original meanings to symbols. Hermeneutics is therefore the philosophy of finding meaning in life; language not only conveys meanings but Meaning of existence. The world itself, it can be argued, may be considered a text in which we can find the meaning; however the advantage of a written text is its existence which makes it independent from an author and his culture therefore allows us the freedom to question it but to also be questioned by it. However we do not need to believe in the world that the symbols of the text refer to, but we can participate as we have the imagination to do so. Therefore the goal of hermeneutics is the understanding.

Male culture disadvantages boys in education Essay

Until the late 1980’s, most sociological literature focused on the underachievement of girls. Girls were less likely to pursue A levels and consequently to enter higher education. However, in the early 1990’s, it was argued that girls had begun to outperform boys at most levels of the education system. The main sociological focus today therefore is on the underachievement of boys. Epstein et al.(1999) state that boy’s underachievement is not something new, but in the past was not a worrying trend for two reasons: working-class boys used to move easily into jobs without good qualifications in the days when sons followed fathers into mines, factories, etc. And the structural and cultural barriers preventing female’s access to high-status jobs and the pressure on women to become wives and mothers, etc. meant that males always achieved better paid jobs in the long run. However, today Epstein notes that governments are anxious about large numbers of unemployed young men because they are a potential threat to social order. There are many reasons why boys are under-achieving in education. In some schools, the extent of boys’ underachievement has become so serious that twice as many girls are getting five GCSE’s grades A-C. It is estimated that by the age of 16, nearly 40% of boys are ‘lost’ to education. Some sociologists have suggested that the fault lies with teachers. Studies of classroom interaction and the relationship between pupils and teachers suggest that teachers are not as strict with boys as with girls. It is claimed that teachers tend to have lower expectations of boys, e. g.they expect work to be late, to be untidy and boys to be disruptive. Emphasis in the past has been on excluding such boys rather than looking for ways to motivate them. Consequently a culture of low achievement evolved among boys and was not acted upon because the emphasis in schools for many years was to make education more relevant and interesting for girls. Boys’ performance in schools is a complex issue. This policy issue of boys’ underachievement can be understood in many different ways. The issue can be framed in terms of human capital, class inequality, equal opportunities or social justice. Links can be drawn between the low educational attainment of some boys and the low employment rates of some young men. There is also for some boys an antagonism between educational attainment, even attentiveness, and the performance and achievement of particular and valued masculinities. Mac An Ghaill (1996) argues that working-class boys are experiencing a ‘crisis of masculinity’. Their socialisation into traditional masculine identity has been undermined by the decline of traditional men’s jobs in manufacturing and primary industries such as mining. Mass unemployment found in working-class areas means that boys are no longer sure about their future role as men. This confusion about their future role may lead working-class boys to conclude that qualifications are a waste of time because there are only limited opportunities in the job market. The future looks bleak and without purpose so they don’t see the point in working hard. They may temporarily resolve this crisis by constructing delinquent or anti-school subcultures, which tend to be anti-learning. Research evidence indicates that boys appear to gain street credibility and status in such cultures for not working. In 1994 Panorama’s â€Å"The Future is Female† by Hannon suggested that with more opportunities for women in the work place, a change in the female ideology and with a fairer education system women simply passed the boys. â€Å"Boys are not actually doing worse than they have done in the past, they are improving, but girls improvement outstrips boys† Hannon, The Future is Female, 1994. With father opportunities of women it is easy to realise the origins of the current masculinity crisis, as there is no set role. Boys are no longer thought of as maturing later and comfortably walking into sustainable education. Instead men are expected to work hard throughout education to reap the rewards later but this is against the gender stereotype portrayed through the agents of socialisation. With this problem the â€Å"new man† was created producing a crisis for men on which to evolve into. Both published in socialisation agents boys have the problem of evolving into fulfilling the â€Å"laddish stereotype† or one in which they draw away from the idea that it is not male to work hard in education. Other sociologists have pointed to the feminine culture, which surrounds younger children as a possible influence on male under- achievement. Children, both male and female, may equate learning and therefore schooling with femininity. As boys grow up, they identify with more masculine role models and may reject academic learning and skills such as presentation and reading as feminine. Boys and reading and boys and literature are frequently mentioned by teachers as trouble spots in educating boys. Many young boys belong to anti-learning sub-cultures and they would therefore be deemed as ‘un-cool’ if they achieved well in school especially in a ‘girly’ subject such as English. Many boys don’t try to achieve at school simply to conform to their group’s norms and values. If their group doesn’t value education then they won’t. They believe it is more valuable to be popular and ‘in’ with the right crowd as opposed to achieving in school and education.

Appraisal Of Security Architecture Design Models Coursework

Appraisal Of Security Architecture Design Models Coursework Appraisal Of Security Architecture & Design Models – Coursework Example Appraising Security Architecture and Design models A security model illustrates the security policy. Security policy entails adocument that effectively describes protection mechanisms for computers. The security policy entails a security statement of expectations of the system. The security model explains the entities governed through the policy; and illustrates rules that form part of the policy (Jonathan, 2008). There are various examples of security models: First, models that illustrate policies for integrity (Clark-Wilson) and confidentiality (Bell-LaPadula). Second, models appling static policies (Bell-LaPadula) and dynamic policies (Chinese Wall); and third, models which are informal (Clark-Wilson) and formal (Bell-LaPadula). The Bell-LaPuda Confidentiality Model involves the initial mathematical model with a security policy which is multilevel. The model illustrates secure state machine, methods of access, and rules of access. The model ensures that users with appropriate clea rances (confidential, top secret, and secret) are adequately authenticated. The model operates on two major rules; the subject cannot access data found at higher levels of security, and a subject cannot pass information to lower levels of security (Zellan, 2003). The Clark-Wilson Integrity Model describes the integrity of given information. The model divides data into two: constrained data item that should be effectively protected and unconstrained data items that requires less protection (Zellan, 2003). The model prevents unauthorized individuals from further modification of the system. The separation of duties also limits authorized users from initiating improper modifications. The model has effective transactions; which ensure both internal and external consistency. The Chinese Wall Model ensures access controls which effectively changes, in accordance with the previous actions of the user. The main purpose of the Chinese Wall Model is to safeguard against user’s conflict of interests, during access attempts (Jonathan, 2008). No information is allowed to flow between the subjects and the objects, in a manner resulting to conflict of interest. The subject can only write on an object, only if the subject is unable to read another object in different sets of data. A security model is responsible for mapping policy’s abstract goals to the information system through specifying the explicit data structures that that are required to implement the security policy (Cashell et al, 2004). The security model is normally illustrated using analytical and mathematical concepts, which are mapped to the specifications of the systems, and developed through the programming code. ReferencesCashell, B. et al. (2004). The Economic Impact of Cyber-Attacks. Washington DC: The Library of Congress.Jonathan, Z. (2008). The Future of the Internet. NY: Penguin Books. Zellan, J. (2003). Aviation Security. Hauppauge, NY: Nova Science, pp. 65–70.

Reginald Fessenden and the First Radio Broadcast

Reginald Fessenden and the First Radio Broadcast Reginald Fessenden was an electrician, chemist, and employee of Thomas Edison who is responsible for transmitting the first voice message over radio in 1900 and the first radio broadcast in 1906. Early Life and Work With Edison Fessenden was born October 6, 1866, in what is now Quebec, Canada. After he accepted a position serving as principal of a school in Bermuda, Fessenden developed an interest in science. He soon left teaching to pursue a science career in New York City, seeking employment with Thomas Edison. Fessenden initially had trouble attaining employment with Edison. In his first letter seeking employment, he admitted that he [Did] not know anything about electricity, but can learn pretty quick, leading Edison to initially reject him though he would eventually get hired as a tester for Edison Machine Works in 1886, and for Edison Laboratory in New Jersey in 1887 (the successor to Edisons famous Menlo Park lab). His work led him to encounter inventor Thomas Edison face to face. Although Fessenden had been trained as an electrician, Edison wanted to make him a chemist. Fessenden protested the suggestion to which Edison replied, I have had a lot of chemists . . . but none of them can get results. Fessenden turned out to be an excellent chemist, working with insulation for electrical wires. Fessenden was laid off from Edison Laboratory three years after he began working there,  after which he worked for Westinghouse Electric Company In Newark, N.J., and the Stanley Company in Massachusetts. Inventions and Radio Transmission Before he left Edison, though, Fessenden managed to patent several inventions of his own, including patents for telephony and telegraphy. Specifically, according to the National Capitol Commission of Canada, â€Å"he invented the modulation of radio waves, the ‘heterodyne principle,’ which allowed the reception and transmission on the same aerial without interference.â€Å" In the late 1800s, people communicated by radio through Morse code, with radio operators decoding the communication form into messages. Fessenden put an end to this laborious manner of radio communication in 1900, when he transmitted the first voice message in history. Six years afterward, Fessenden improved his technique when on Christmas Eve 1906, ships off the Atlantic coast used his equipment to broadcast the first trans-Atlantic voice and music transmission. By the 1920s, ships of all kinds relied upon Fessendens depth sounding technology.   Fessenden held more than 500 patents and won Scientific Americans Gold Medal in 1929 for the fathometer, an instrument that could measure the depth of water beneath a ships keel. And while Thomas Edison is known for inventing the first commercial light bulb, Fessenden improved upon that creation, asserts the National Capitol Commission of Canada.   He moved with his wife back to her native Bermuda after leaving the radio business due to differences with partners and lengthy lawsuits over his inventions. Fessenden died in Hamilton, Bermuda, in 1932.

Apocalypse Essay Example | Topics and Well Written Essays - 500 words

Apocalypse - Essay Example The film has its direction of Edgar Wright. The story is about a man who is attempting to get focus on his life and deal with a bigger issue of dealing with the rising of the Zombie Apocalypse. The film depicts the current cultural phenomenon in Hollywood and around the world as we will see when comparing and contrasting the two films. The antagonists in both the "Blade Runner" and "Shaun of the Dead" depict human-like characteristic in their physical form but are still monsters. The stories are science fiction that depicts the robot apocalypse and a zombie apocalypse. They are both set in the future. The changes that modernity brought into the world and advancement in technology is what led to the making of the two films. "Shaun of the Dead" shows anxiety through the spread of viral capitalism around the world. The zombie apocalypse leads to denial of the people to ever go back to normalcy (Wright, 2004). "Blade Runner" also has a form of denial when the cooperations that comes up with replicants who do not want to go back to humans. It is because the replicants are more human than human beings (Scott, 1982). It shows how the future people are satisfied with the apocalypse of either zombies or genetically engineered replicants. There is a fear among the human race about a possible apocalypse as we see the making of the two films. The human beings in both films defend themselves from the unwanted creatures that have invaded the earth. â€Å"Shaun from the dead† has the people from the bar defend themselves after the return of the zombies to haunt them. The zombies feed on human beings thus the rise of the zombies means the end of the human population (Wright, 2004). The replicants from â€Å"Blade Runner† are also created to finish the human population as they are superior to human beings. The humans must, therefore, fight against the robots before the monsters lead to their end. We see the fight between human beings and the replicants from the film (Scott,

Information Technology Project Management Essay

Information Technology Project Management - Essay Example This essay stresses that good understanding of these interactions will help us show the various approaches applied, contribute to an evidence base, and also the future development of the information systems. Importance of understanding this relationship is to help the information system users enhance their ability and discover their needs. This has increased to an increment in management of the risks accrued to children especially in the western societies. This paper makes a conclusion that a better method of governance can work efficiently in management of the failures associated with the information systems. The designing of a better information system requires to be incorporated with the requirements of both the working environment and the practitioners. There should be also a broader development concern of risk constituted to the children and the role the information system experts in relation to child protection. A relevant principle of the social technical is within the philosophical values and premises. This greatly depends on the level of participation. Participation involves co-ordination of the process that exists between information systems experts and the other people at large. The existing interaction of the two parties involved leads to an innovation of an effective organization design. Respect and considerations of all the people involved is crucial for the development of the project. Design is also another principle in the social technical.