Clausius-Clapeyron Equation Example Problem

Clausius Problem The Clausius-Clapeyron equation may be used to estimate vapor pressure as a function of temperature or to find the heat of the phase transition from the vapor pressures at two temperatures. The Clausius-Clapeyron equation is a related named for Rudolf Clausius and Benoit Emile Clapeyron. The equation describes the phase transition between two phases of matter that have the same composition. When graphed, the relationship between temperature and pressure of a liquid is a curve rather than a straight line. In the case of water, for example, vapor pressure increases much faster than temperature. The Clausius-Clapeyron equation gives the slope of the tangents to the curve. Clausius This example problem demonstrates how to use the Clausius-Clapeyron equation to predict the vapor pressure of a solution. Problem: The vapor pressure of 1-propanol is 10.0 torr at 14.7  °C. Calculate the vapor pressure at 52.8  °C.Given:Heat of vaporization of 1-propanol 47.2 kJ/mol Solution The Clausius-Clapeyron equation relates a solutions vapor pressures at different temperatures to the heat of vaporization. The Clausius-Clapeyron equation is expressed byln[PT1,vap/PT2,vap] (ΔHvap/R)[1/T2 - 1/T1]whereΔHvap is the enthalpy of vaporization of the solutionR is the ideal gas constant 0.008314 kJ/K ·molT1 and T2 are the absolute temperatures of the solution in KelvinPT1,vap and PT2,vap is the vapor pressure of the solution at temperature T1 and T2Step 1 - Convert  °C to KTK  °C 273.15T1 14.7  °C 273.15T1 287.85 KT2 52.8  °C 273.15T2 325.95 KStep 2 - Find PT2,vapln[10 torr/PT2,vap] (47.2 kJ/mol/0.008314 kJ/K ·mol)[1/325.95 K - 1/287.85 K]ln[10 torr/PT2,vap] 5677(-4.06 x 10-4)ln[10 torr/PT2,vap] -2.305take the antilog of both sides 10 torr/PT2,vap 0.997PT2,vap/10 torr 10.02PT2,vap 100.2 torr Answer: The vapor pressure of 1-propanol at 52.8  °C is 100.2 torr.

A Brief History of Writing

A Brief History of Writing The history of writing instruments, which humans have used to record and convey  thoughts, feelings and grocery lists is, in some ways, the history of civilization itself. It is through the drawings, signs, and words weve recorded that weve come to understand the story of our species.   Some of the first tools used by early humans were the hunting club and the handy sharpened-stone. The latter, initially used as an all-purpose skinning and killing tool, was later adapted into the first writing instrument. Cavemen scratched pictures with the sharpened-stone tool onto the walls of  cave dwellings. These drawings represented events in daily life such as the planting of crops or hunting victories. With time, the record-keepers developed systematized symbols from their drawings. These symbols represented words and sentences, but were easier and faster to draw. Over time, these symbols became shared and universalized among small, groups and later, across different groups and tribes as well. It was the discovery of clay that made portable records possible. Early merchants used clay tokens with pictographs to record the quantities of materials traded or shipped. These tokens date back to about 8500 B.C. With the high volume of and the repetition inherent in record keeping, pictographs evolved and slowly lost their detail. They became abstract-figures representing sounds in spoken communication. Around 400 B.C., the Greek alphabet was developed and began to replace pictographs as the most commonly-used form of visual communication. Greek was the first script written from left to right. From Greek followed the Byzantine and then the Roman writings. In the beginning, all writing systems had only uppercase letters, but when the writing instruments were refined enough for detailed faces, lowercase was used as well (around 600 A.D.) The Greeks employed a writing stylus made of metal, bone or ivory to place marks upon wax-coated tablets. The tablets were made in hinged pairs and closed to protect the scribes notes. The first examples of handwriting also originated in Greece and it was the Grecian scholar Cadmus who invented the written alphabet. Across the globe, writing was developing beyond chiseling pictures into stone or wedging pictographs into wet clay. The Chinese invented and perfected Indian Ink. Originally designed for blacking the surfaces of raised stone-carved hieroglyphics, the ink was a mixture of soot from pine smoke and lamp oil mixed with the gelatin of donkey skin and musk. By 1200 B.C., the ink invented by the Chinese philosopher, Tien-Lcheu (2697 B.C.), became common. Other cultures developed inks using the natural dyes and colors derived from berries, plants and minerals. In early writings, different colored inks had ritual meaning attached to each color. The invention of ink  paralleled that of of paper. The early Egyptians, Romans, Greeks and Hebrews used papyrus and parchment papers began using parchment paper around 2000 B.C., when the earliest piece of writing on Papyrus known to us today, the Egyptian Prisse Papyrus was created.   The Romans created a reed-pen perfect for parchment and ink from the hollow tubular-stems of marsh grasses, especially from the jointed bamboo plant. They converted bamboo stems into a primitive form of fountain pen and cut one end into the form of a pen nib or point. A writing fluid or ink filled the stem and squeezing the reed forced fluid to the nib. By the year 400, a stable form of ink developed, a composite of iron-salts, nutgalls and gum. This became the basic formula for centuries. Its color when first applied to paper was a bluish-black, rapidly turning into a darker black before fading to the familiar dull brown color commonly seen in old documents. Wood-fiber paper was invented in China in the year 105 but was not widely used throughout Europe until paper mills were built in the late 14th century. The writing instrument that dominated for the longest period in history (over one-thousand years) was the quill pen. Introduced around the year 700, the quill is a pen made from a bird feather. The strongest quills were those taken from living birds in the spring from the five outer left wing feathers. The left wing was favored because the feathers curved outward and away when used by a right-handed writer. Quill pens lasted for only a week before it was necessary to replace them. There were other disadvantages associated with their use, including a lengthy preparation time. Early European writing parchments made from animal skins required careful scraping and cleaning. To sharpen the quill, the writer needed a special knife.  Ã‚  Beneath the writers high-top desk was a coal stove, used to dry the ink as quickly as possible. Plant-fiber paper became the primary medium for writing after another dramatic invention took place. In 1436,  Johannes Gutenberg  invented the printing press with replaceable wooden or metal letters. Later, newer printing technologies were developed based on Gutenbergs printing machine, such as offset printing. The ability to mass-produce writing in this way revolutionized the way  humans communicate. As much as any other invention since the sharpened-stone, Gutenbergs printing press set forth a new era of human history.

Directors Confidential Board Meeting Assignment

Directors Confidential Board Meeting - Assignment Example All business services required access to internet, secretary services, copying, phones and fax. Breakfast and lunch to be arranged .Inform the complete day schedule of the guests to be ready with additional necessary arrangements. Morning refreshments to be provided after the arrival of guests at 8 am. A three course working lunch to be arranged at 1 pm. Afternoon refreshments to be provided during high tea. Complete the task by October 20. Transport to be arranged from Canary Wharf to London airport the next day. Pick up from Canary Wharf square mile at 7 am. Individual Limousines to be arranged for clients. In total 8 cars to be booked. Complete task by October 27. .. Contact Town car and limo service Inc (2) to save time for the booking. Guests to be dropped back to Canary wharf after dinner. 10 Individual costs for dinner not to exceed 150. Hence contact the Hotel Hilton facility manager to discuss on the facilities again (Food menu & dinner area).Complete task by October 25. 11 Transport to be arranged from Canary Wharf to London airport the next day. Pick up from Canary Wharf square mile at 7 am. Individual Limousines to be arranged for clients. In total 8 cars to be booked. Complete task by October 27. 12 Take down contact details of the Facility managers, Drivers and other support facilitators for any immediate changes/arrangements. Complete task by October 28. 13 Discuss on the plan with team members internally again and ask for suggestions/opinions for any betterment/change in the plan. Complete task by October 29. 14 Inform the client about the plan and ask if there are any changes necessary required in the plan. Complete task for October 30. (2)Event function sheet Time Agenda 7:00 AM Guests to be picked up from Canary Wharf - Square circle. 7:45 AM Guests to reach Hotel Marriott West India Quay 8:00 AM Welcoming guests at the Hotel reception 8:15 AM Breakfast 9:00 AM Message by the Head - Executive director. 9:30 AM Message by Second in command on the strengths of the company 10:15 AM Message by Third in command on the strengths of the competitor company. 11:00 AM Tea break 11:15 AM Overview of the current business scenario by a Senior executive 12:00 PM Discussion on Merger and Acquisition. 1:00 PM Lunch 1:45 PM Business prospects after the take over of the competitor company. 3:30 PM High tea 3:45 PM Discussion on Improvising on Business segments 4:30 PM A

Immigration, visa, I 20, I94, staying in status, ICE, SEVP, SEVIS Essay

Immigration, visa, I 20, I94, staying in status, ICE, SEVP, SEVIS - Essay Example The Immigration and Customs Enforcement (ICE) is one of the bodies that ensure the security of the nation by making sure all those who enter the nation will not endanger the country in any aspect, in any form or manner. The Student and Exchange Visitor Program (SEVP) assist the Department of Homeland Security (DHS) and Department of State to monitor non-immigrant students. To further this role, the Student and Exchange Visitor Information System (SEVIS) is used to store information about the arrival and departure of non-immigrant students, exchange visitors and their dependents. Studying in the United States is both a privilege and an opportunity however, one has to stay within the rules and regulations contained in the contract, where an individual binds himself with the country as a visitor. The most important of which is staying in status. Before the student’s visa expires, he should leave the country as agreed upon otherwise, the student will definitely suffer a great loss. Such record will affect one’s further applications for travel to the country in the

Prosecution and Judicial system on Witches Essay Example for Free

Prosecution and Judicial system on Witches Essay The central Europe was full of panic and rumors about witch and witchcrafts during it early modern period. Witch-hunt dragged the society into conducting trials so as to torture and even death or execution to those who are believed to be a part of the witch crafting practices. About this statement, it is stated that the rate of women who are executed or those who are believed as witches are mostly on females (Levack). As Levack wrote to his observations data, the age of the women inclined in witchcraft were those who are older than that of a 50 year-old. He also conducted a survey on regional studies and figured out that there were indeed estimated about 110,000 witch trials (Levack). Levack paid his focus on the recorded conducted trials instead of focusing on the executions made. He explained that among all those trials for the witch cases, there have been about 48% which definitely resulted into execution that makes about 60,000 of witches who died (Levack). Levack stated that this prosecutions and torture-making were made for the alleged practices of doing a believed harmful magic and that people on those period believed that witch’s practices is done to worship the darkness or the devil (Levack). In Levack’s book, he mainly focused on the events where the witch-hunting started. He explained that that witch-hunting is an act in which certain hunters hunt those individuals who are believed to be involved in a certain magical secret kinds of activities (Levack). Levack discussed that the main cause of this hunting activity is the multi-casual approach, which sought the innovation of new ideologies about such witches and the changes is judicial system. These two innovations brought severe changes in religious aspect and also aroused a lot of tension to the society (Levack). The ideology of the hunts are based on such that witches were the individuals who had a certain pack with the devil therefore they are involved in such practices that is considered as barbaric. Witchcraft is conceptualized as an evil act into which the power and magic came from the devil whom they worship as everyone believes (Levack). According to Levack’s discussion through his work, certain individuals would sell their own souls to Satan in order to obtain a good life or which they considered as the gift of well being. In addition to this, witches are believed to have a Sabbath where they tend to give praise and worship to the devil. They are also said to be an organization which people believed in of doing infanticide incest practices (Levack). Another that contributes to the basis of the hunters is the idea that witches do fly, this idea or belief came from the people’s assumption that witches fly in order to attend to their Sabbath meetings without being noticed (Levack). The kind of prosecution made in England and the role of women being the witnesses is considered as a process of cultural complexity according to Holmes. He discussed that the popular beliefs are the harmful factors which implies that a certain woman is involved in witchcrafts (Holmes). The elites in the year 1563 created a system of prosecution against witchcrafts. The victims then had the opportunity to prosecute their assailants through the constructed systematical procedures of the judicial court (Holmes). According to Holmes, there are two distinctive ways for a certain witness to testify as a victim of witchcrafts such as they could directly testify that they are possessed into which they would say that they are controlled by the devil through the crafts of the witch and secondly, assumed victims could report sought physical searches that will be an evident or proof of the witch’s connection with the devil (Holmes). In both ways the accused will be subjected into the belief that she is indeed a witch and is inclined with witchcrafts. This is supported by theologians and lawyers who state that women are more susceptible or vulnerable of temptation which will cause them to tend to involve themselves to a pact with the devil (Holmes). In addition to this, Clive Holmes said that the women witnesses rose up from 38 to 53 percent during the last existing years of Queen Elizabeth. This indicates that women are the ones who contribute actively in creating negative reputations among others by making gossips (Holmes). Discussion As the hunt went through continuously in the 16th century, the system of jurisdiction reduced clerical means of jurisdiction and focused more on the secular concerns. The reason for this change is the definition of the witchcraft as a mean of secular crime (Levack). These said factors led to a high rate of witch hunting in Scotland hence other countries obtained a reduction in the number of cases to be prosecuted because of the ecclesiastical means of jurisdiction over the crime (Levack). There were said to be complex types of hunts which is brought during the time where witch-hunts were made in Europe, the small hunts in Europe basically focuses on seeking for malefactors, the medium type consists of at least five to ten victims, and the large hunts consists about ten to hundred witches which caused an explosion of panic and hysteria (Levack). According to Levack, there are there are four certain relatively factors to this witch-hunt. The first one depends on the nature of the witch beliefs in a certain place or region with the consideration on the strength to which they were being held (Levack). The second factor is the intensity of hunts. It is explained that not all countries execute torture method. Lastly, is the extent where the central judicial officers have their control to each trial (Levack). Conclusion In my own understanding witch-hunt, malice accusations, tortures, and executions are not justified by the early England period’s basis which is considered gossips or hearsays. I am not convinced about the foundation of the witch-hunt act because they do not provide an accurate reason or evident for them to do such an act against a certain person who is accused of being witch. Basing on Holmes’ work, a certain witness could just testify that a certain person is a witch and therefore make that person be subjected to court trials, another is that whenever a person testify that the accused is having a certain mark or physical searches which will prove that she is a witch then she is believed to be a witch and will also be subjected to trials or worse is execution. This kind of basis as the primary foundation in witch-hunting is generally an immoral act and a lack-of-evidence case into which people experienced hysteria and panic for a reason that is not reliably true or considered as alleged case. Therefore the explanations about the reasons of the outburst of witch-hunting is definitely cruel, lack of consideration, and inhumane act against fellow human beings who are accused but unproved of being a witch and practicing certain witch acts. Works Cited Holmes, Clive. Women: Witnesses and Witches Witch-Prosecutions in Early Modern England. 1993. Kaplan, Steven Laurence. Understanding Popular Culture: Europe from the Middle Ages to the Nineteenth Century. 1984. Levack, Brian P. The Witch-Hunt in Early Modern Europe 2006. Sharpe, J. Instrument of Darkness: Witchcraft in England 1550-1750.

The Face of Exploitation in Public Health Essay -- International Healt

The Face of Exploitation in Public Health International public health policies attempt to reform the social and political systems which influence the health and safety of all citizens of the world. In the past, these policies have been created through the strong reliance on and exploitation of socially constructed systems of classification such as gender, sexuality, nationality, and economic class. It has been a system of correlation between the behaviors which seem prevalent within social groupings and chances that those behaviors will lead to disease transmition or infestation. In January 2004, the World Health Organization announced a radical change in their policies surrounding public health study and prevention in the 2004 World Report on violence and health. Instead of focusing on larger global and national trends, the WHO called for an expansion of policies and increase of resources which focused more on the experiences and support of individuals rather than groups. This value of individual experience holds extreme pr omise in the expansion and effectiveness of public health initiatives as well has changes many societal systems of classifications. However, there may be detrimental effects of this change that exploit the very subjects that they attempt to help. It is a question of forcing the private experience of disease into a public domain. Where are the lines of public verses private drawn? Public health by its very definition emphasizes public classification over the individual body. Its basic goal is to establish effective general health services that meet the minimum health requirements for a majority of people. With this general goal in mind, there are two major assumptions made within the formation of public ... ...ing: Questions of Appropriation and Subversion." Bodies That Matter: On the Discursive Limits of "Sex." 121-156.New York: Routledge, 1993. Delany, Samuel. "Aversion/Perversion/Diversion." Longer Views: Extended Essays. Hanover, New Hampshire: University Press of New England, 1996 Foucault, Miachael. "We 'Other Victorians'" and "The Repressive Hypothesis."The History of Sexuality, Volume I: An Introduction.Trans. Robert Hurley. New York: Vintage, 1980. Hoole, Francis. Politic and Budgeting in the World Health Organization. 2 Indiana Unniverstity Press. 1997. Lakoff, George and Mark Johnson. Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought. 3-44.New York: Basic Books, 1999. Siddiqi, Javed. World Health and World Politics; the World Health Organization and the UN System. 194-195. University of South Carolina Press. 1995

World War I and Sherri L. Smith

During World War II, women didn’t have a say concerning the perilous event that led countries to fight and caused death that’s unforgettable. All they could do is sit back and donate necessary items that are needed while others joined the military. Even though the women never received any recognition of the hard work, they contribute for the freedom and rights like any man would which was put into many effort, sweat, and tears showing that they also play a vital role for their country. In the historical fiction book, Flygirl by Sherri L. Smith, the readers look though the eyes of a colored girl named Ida Mae Jones as she uses her light skin to pass as a white due having a fervent desire to join the Women Airforce Services Pilots (WASP). Despite the consequences that might occur throughout the two hundred and seventy five pages, Ida Mae will do anything to join WASP due to her father and the passion to help her country. Ida Mae Jones who’s a Louisiana girl always had the passion to be up in air since her father came home with a pilot license in his hand and even after his death, she still has the desire. When the Americans enter War World II, the government starts to recruit women pilots to fly non-combat missions which cause Ida to join due to the desire to fly and help her enlisted brother instead of cleaning homes during the weekends while also being helpless. The only problem that stands n her way is being colored but due to her being light skinned, the situation is solved the situation; however, the realization that a new name and outfit can’t really hide who a person really is. Throughout the book, Ida Mae Jones experiences the pain of losing a close friend physically and mentally, the burden that comes from denying one’s identity and family, and the forbid able relationship with a white man.

Engaging In Comparative Education Education Essay

IntroductionIt is in the very nature of logical activity to do comparings. Comparing is a simple portion of idea procedure which enables us to do sense of the universe and our experience of it. Indeed, it can be said that merely by doing comparings can we decently support our place on most inquiries of importance which requires the devising of the judgements. Comparing causes us to do statements to the consequence that one thing is intellectually or morally preferred to or more effectual or better than the other, and this can be clearly exposed in the instruction field, where the quest for betterment for making things better is ever obliging. In a universe which is chiefly focused on intense planetary economic competition and turning beliefs in the cardinal function of instruction as the beginning of possible advantage, authoritiess have become progressively haunted with the international rankings of measured educational results. Educational policy is progressively driven by national efforts to copy the sensed advantage associated with the educational schemes and techniques of other states. Margret Brown argues that documenting patterns in high-scoring states that give thoughts for alteration are really of import ( as cited in Broadfoot 2000, p.361 ) . It would be at least as of import to happen out why similar undertakings have non been successful in other states. ( Shorrocks-Taylor & A ; Jenkins 2000, p.16 ) It is important to measure any suggested patterns from one state to another. Teachers and the general public demand to be informed about the jobs of seting something â€Å" borrowed † into pattern and reform thoughts from other states to our ain system. The increasing international importance of a policy discourse of larning in relation to conventional educational establishments such as schools and universities, reflects the modern-day apprehension of the deduction of the ‘knowledge society ‘ ( Broadfoot 2000, p.358 ) ; It is of great possible and inevitableness for the whole population to be capable and disposed to take advantage of the new methods for accessing new cognition that information and communications engineering is doing available. This besides reflects the turning acknowledgment that ‘learning ‘ is non tantamount with learning. Today ‘s turning concern is womb-to-tomb larning which is strongly described in a recent European Commission study: ‘The Treasure Within ‘ . ( Broadfoot 2000, p.358 )Different position of comparative instruction by different bookmansAntoine Jullien de Paris in 1817 proverb comparative instruction as an analytical survey of instruction in all states with a position to hone national schooling systems with version and alterations from which policymakers can borrow thoughts to implement in their own-country ( Bray 2007, p.1 ) . In Hans ‘ position the public-service corporation of comparative instruction was that type of instruction which analyzes comparative jurisprudence, comparative literature or comparative anatomy in order to foreground the differences in the forces and beginnings that create the differences in the educational systems ( C.S. Oni 2005, p.244 ) . Lewis approached the issue of comparative instruction in footings of an Island formation. Lewis asserted that, no state is an island ; that each is a portion of the universe ; hence, no educational system anyplace in the universe is deserving anything unless it is comparable to some other systems in the universe. â€Å" ( Quoted from C.S. Oni 2005, p.244 ) . Comparative instruction for Blishen is the subdivision of educational theory that has to make with analysing and construing the educational patterns and policies in different states and civilization ( C.S. Oni 2005, p. 244 ) . Le Thanh Khoi believed that comparative instruction is a multidisciplinary country when he said that it â€Å" is non purely a subject, but a field of survey covering all the subjects which serve to understand and explicate instruction † ( quoted from Bray 2007, p. 35 ) . In add-on to larning about other people and civilizations, comparative instruction besides helps the research worker to cognize about oneself. As George Bereday puts it: â€Å" It is self-knowledge Born of the consciousness of others that is the finest lesson comparative instruction can afford. â€Å" ( Quoted from Kubow & A ; Fossum 2003, p. 11 ) . With the sweetening of patriotism and the increasing importance of the state states in the beginning of the nineteenth century comparative instruction was pushed in front. The aim was to larn utile lessons from foreign states, particularly refering instruction systems. This contained a really colonialist position of the western societies on the foreign states. School systems were seen as a resource of new educational thoughts, which could be â€Å" borrowed † to better the ain school system. Comparative instruction transferred itself from extremely pure description degree to a more sophisticated analysis. With the rise of the societal scientific disciplines in the 1950s the historical facet became undistinguished. Alternatively comparative instruction was introduced as a true scientific discipline by utilizing statistical techniques and more quantitative methods. The chief attack was structural functionalism.The purposes of comparative instruction:The purposes of comparative i nstruction are to depict educational systems, procedures, and stoping merchandises every bit good as to help in the development of educational establishments and patterns. It besides highlights the relationships between instruction and society and establishes generalized statements about instruction that is valid in more than one state. Comparative instruction besides deepens our apprehension of our instruction and society ; it can be of great assistance to policy shapers and decision makers ; and can be of great plus in the instruction of instructors ( Bray 2007, p.15 ) . Comparative research besides helps us understand better our ain yesteryear ; turn up ourselves more precisely in the present ; and see more clearly what our educational hereafter may be. Comparative instruction gives the research worker the ability to depict what might be the effect of certain classs of political and economical action, by looking at experience in a scope of states. From the theories mentioned supr a extracted from different bookmans, we can see that comparative instruction facilitates the research workers to larn from the achievement and mistakes that other states have made in the procedure of work outing similar educational jobs. The focal point of comparative survey in instruction is the aggregation and classification of information, both descriptive and quantitative. As Sadler stated in one of his talks delivered in 1900: In analyzing foreign systems of instruction we should non bury that the things outside the schools matter even more than the things inside the school, and govern and construe the things indoors. We can non roll at pleasance among the instruction systems of the universe, like a kid sauntering through a garden, and picking flowers from one shrub and some foliages from another, and so anticipate that if we stick what we have gathered into the dirt at place, we shall hold a life works. A national instruction system of instruction is a living thing, the result of disregarded battles and â€Å" of conflicts long ago † . It has in it some of the secret workings of national life. † ( Quoted from Philips in Alexander et. Al 1999, p.19 ) .On ComparingThe comparative instruction research worker should travel far from the familiar to see the unfamiliar ‘to make the familiar strange ‘ , in order to broader the rules, geographical and epistemic position ( Broadfoot 2000, p .363 ) . When comparing in instruction research workers are bring forthing a assortment of descriptive and explanatory informations which differ from micro to macro comparative informations analysis, leting us to see assorted patterns and processs in a really broad context that helps us to throw light upon them ( Sultana as cited in Borg 2009, p.21 ) . While less developed states have a inclination to look at more developed states to larn from them, more developed states tent to look at states that are on the same economic and educational degree to do cross-national comparings. Examples of this are figure of states that looked at USA as their theoretical account. Switzerland in mid-1990 apart from looking up to USA, it besides hired American advisers to develop a reform bundle for schools ( Steiner- Khamsi 2002, p.76 as cited in Bray 2007, p.18 ) . On the other manus, America learned besides from other states ( Levin 2010, p.96 in www.kappanmagazine.org ) like East Asia, ( Bray 2007, p.21-22 ) where the US section of instruction made an intensive survey of Nipponese instruction and came out with 12 rules of good patterns. Educators and policy shapers went to Finland, which is the top-performing state in the first three unit of ammunitions of PISA, in order to happen the key to education success to accomplish high Markss in PISA. Pr ivate companies like Cisco and McKinsey, are publishing studies on the quality of instruction around the universe. Comparisons across clip provide information about betterment or diminution over the old ages like comparing the different periods in the history of instruction. These comparings though are limited in the nature of the mention groups or standards used: that is they are normally limited to school systems similar to those being evaluated. When policy shapers look at the yesteryear to larn for the hereafter as the British policy shapers used to make in 1980 ‘s to do comparings with their ain yesteryear instead than with other states. Sometimes the ground to compare with the predecessors is to see how the society has developed every bit good as to larn from the errors that were done in the yesteryear ( Bray 2007, p.23, Bradburn & A ; Gilford 1990, p.2 ) . Comparisons with other vicinities or between provinces, provincials and parts compare similar local educational systems within the same province, or with those in other provinces or the state as a whole. Comparisons with other provinces or the state as a whole have the advantage of comparing between educational systems that are loosely similar. They provide information on peculiar state ‘s degree of accomplishment in instruction to the much broader country of the universe ‘s instruction system ( Bradburn & A ; Gilford 1990, p.2 ) .Example of such comparing is the comparing between the instruction systems of Hong Kong ( Bray 2007, p.131 ) or the instruction systems of Macao ( Bray 2007, p.134 ) . When comparing the research worker has to place the countries ; states or topographic points, and can non be generalised. As Le Than Khoi ( in Sultana as cited in Borg 2009, p.16 ) gave the illustration of the Mediterranean. There are excessively many differences in the part that we call the Mediterranean † to do it the object of comparative analyses. Culture is an of import factor when comparing topographic points. An illustration of this is the consequence that Finland got in the PISA in 2002 compared to other topographic points which was based on the reading competencies. Finland achieved good as it has centuries of cultural tradition that long promoted the reading ability ( Bray 2007, p.167 ) . A comparative instruction research worker must seek non to be prejudiced either on political, national, spiritual, racial, gender or ideological facets. It is important that the paradigms used are relevant to all geographic countries and states that are included in the survey. Differences between inter and intra-national research present challenges in comparative research that must be recognized. Such differences are frequently important resource of cultural fluctuation ( Bradburn & A ; Gilford ( 1990 ) , p.21 ) . The part of developing states in international surveies adds information to the development of local research capacity and besides widens the sample of take parting states. Third-world engagement develops North – South duologues every bit good as East- West linkages as it serves as a good beginning for edifice trust and co-operation ( Bradburn & A ; Gilford ( 1990 ) , p.22 ) . As the economic sector is increasing its value and the importance of holding a sound instruction system, the concern and industry sector may confer with comparative educational surveies in their international planning. Textbook publishing houses, developers of educational package and other educational bargainers use comparative instruction to categorise the demands and markets for new merchandises. So the inquiry raised is â€Å" In whose involvements do the instruction system and determinations taken, work? † ( My talk notes ) . Though comparings in instruction are of great benefit there are besides who is sceptic and critic about it. There is the belief amongst these that comparative research will take to a homogeneous-world attack to education that impede proper attending to each state ‘s alone history, civilization, and people. ( Bray 2007, p.178 ) . This thought comes from experiences with international establishments that forced economic policies that had negative effects in less-developed states. It is critical for policy shapers to maintain in head that non all the methods of any state can or should be put into pattern in other states. ( Lavin 2010, p.96 in www.kappanmagazine.org, Stromquist 2002, p.87 ) It is of import that â€Å" insiders † and â€Å" foreigners † work collaboratively in order to research and development work that is more sensitive to local, societal buildings of world. ( Crossley 2002, p.82 )Education research undertakings and organisations:As planetary economic competition additions, additions besides the beliefs in the instruction as the beginning of fringy advantage, authoritiess have become progressively haunted with the international rankings of measured educational results. However the issue and impact of power on the educational establishments differentiate signifier in society to another. It is going of import more than of all time as the determination devising in instruction is altering well. The chief histrions are no longer those most affected by instruction like the pupils, parents and the instructors but instead private bureaus and international fiscal establishments ( Stromquist 2002, p.87 ) . International bureaus compare forms and consequences in different states in order to better the advice that they give to national authoritiess and policy shapers. The UNESCO, World Bank and OECD are amongst international bureaus each underscoring their ain purposes changing from teaching method, course of study, economic and fiscal affairs, which play an of import portion in the instruction sphere. Their purpose is to help states in planing and implementing successful policies to turn to the challenges that the educational systems are confronting. They besides create strategies for advancing womb-to-tomb acquisition in relation with other socio-economic policies ( Bray 2007, p. 31 ) . New thoughts gained from international surveies such as PISA, TIMMS and Survey -Lang can be tried to see if they will better the instruction system and to understand why the public presentation of pupils in different states differs ( Shorrocks-Taylor & A ; Jenkins 2000 ) . Since the late 1950 ‘s with the initiation of the International Association for the Evaluation of Educational Achievement ( IEA ) such big graduated table comparative surveies have taken on considerable significance in instruction. From the get downing the IEA has been committed to analyzing larning in the basic school topics and to carry oning on a regular footing study of educational accomplishment. Over clip, these ‘outcome ‘ informations have been progressively linked to analyses of the effects of course of study and school organisation upon larning and the relationship between accomplishment and student attitudes ( Shorrocks- Taylor 2000, p.14 ) . There are different methods on how to mensurate the comparative facet which differs from theoretical grounded surveies intended to construct or prove complex theoretical accounts of educational systems to descriptive surveies whose intent is to supervise different characteristics of educational systems, patterns and results. The intent of theoretically oriented surveies is chiefly to analyze relationships among variables and expression for insouciant accounts. It is designed to analyze links between school accomplishment and such features as course of study, learning methods, household outlooks and support degrees. These highlight the degree of differences between schools or categories every bit good as on differences between pupils as the unit of analysis. ( Bradburn & A ; Gilford 1990, p.5 ) Belatedly, the intensification of international competition, spurred on by globalisation, neo-liberalism and marketizing, has major deductions for cross-national surveies of educational accomplishment, for those engaged in or covering with the powerful influence of national and international conference tabular arraies, and for the theoretical models that we employ in our analyses. If the support of research is progressively linked to commercial involvements, for illustration, the potency for critical theory, or for alternate cultural positions to act upon the building of new cognition, may be progressively challenged. Questions of power and â€Å" whose cognition counts? â€Å" , in the procedure of development arise, possibly, more strongly than of all time before ( mention from my talk notes ) . As Sultana stated, comparative instruction should travel further than the concern with comparing â€Å" like with similar † ( Sultana as cited in Borg 2009, p.9 ) . It focuses more on happening a peculiar point from where educational and related societal phenomenon can be seen from different positions ; make a deeper apprehension of the kineticss as good come up with new thoughts. Comparative instruction provides penetrations on higher instruction, educational invention, teacher instruction, power and instruction researches each conveying the experience of the research worker ‘s state, or the state or the states that research worker has studied and came together in order to portion these issues in debating Sessionss.Comparative instruction and globalisation:In a globalise universe, schools have come under greater national question sing the ways they can lend to or detain a national advancement. Claxton ( 1998 ) has described the rapidly-changing times we are populating a s the ‘Age of Uncertainty ‘ in which it is impossible to foretell the province and form of the universe in few old ages clip ( as cited in Broadfoot 2000, p. 358 ) . The educational universe today encounters systems which may finally turn out to be a revolution in what is to be taught, to whom and how, since, as Edmund King implies, ‘all its established systems were developed for a universe that no longer exists † ( quoted in Broadfoot p.267 ) . Accountability and educational transmutation rose oppugning on the instruction procedure itself. The heightened involvement in and concern over instruction has encouraged pedagogues to re-evaluate in the visible radiation of new planetary worlds, the intent of schooling, the implicit in theories about the relationship between instruction and development and oppugning about pedagogue professionalism. ( Watson as cited in Crossley 2002, p.81 ) The ways in which pedagogues in different states view these issues and the schemes employed to turn to them must be understood in the visible radiation of different cultural, societal and political context in each state. By sing the educational issue from the position of two diverse states the research worker can place factor that might be missed when sing the issue within the context of ain state entirely. If the research country is related to researcher ‘s ain cultural environment, it is non ever easy to comprehend its particular features. The instance may look excessively apprehensible and non-problematic. â€Å" A fish can non see that it is populating in H2O † ( quoted in hypertext transfer protocol: //www2.uiah.fi/projects/metodi/172.htm ) . Multiple cultural positions believing and analytic models from a multiplicity of adherent the research would supply an international context every bit good as tools for opening position to heighten the manner of seeing instruct ion.Critical thought on Comparative instruction:Comparative instruction and the critical position taking that comparative enquiry, assist the research worker to travel into a deeper analysis of the relationship among society, development, instruction and the function that citizens either straight or indirectly play in the instruction procedure. Through the development of comparative thought accomplishments research workers should be able to set about analyses of their place civilizations and systems with a more apprehension of the assorted cultural factors at drama. Comparative instruction encourages both research workers and pedagogues to inquire inquiries like: â€Å" What sort of educational policies, planning and instruction are appropriate and for what sort of society? † The field of comparative instruction focuses attending on what might be appropriate and inappropriate policy while encourage consciousness of doctrines underlying educational policies and encourages inte rdisciplinary review. ( Klein 1990, 1996, Epstein 1983 as cited in Kubow & A ; Fossum 2003, p.7 ) . Comparative instruction is good and necessary non merely for bookmans and policy shapers but for instruction practicians every bit good. As Gutek said, instructors function in two dimensions: as citizens of peculiar nation-states, they foster pupils ‘ national individuality ; and 2nd as citizens of a planetary society, they recognize that possibilities of worlds growing and menaces to human endurance traveling beyond national boundaries ( Gutek 1993 as cited in Kubow & A ; Fossum 2003, p.251 ) . Teachers must larn to look at other tantamount schoolroom and school patterns throughout the universe. As Stake ( 1978 ) said â€Å" we observe that people per se pursue the general by looking at the particular. Peoples make sense out of the new fortunes they encounter by comparing that particulars to the existence that includes their ain frames of mention. We have named the procedure of executing cross-cultural probe and so deducing penetrations from these probes the accomplishments o f comparative position pickings † ( quoted in Kubow & A ; Fossum 2003, p.252 ) . Schools are compared with spheres which constitute tenseness and combination of forces. In order to understand and command such status, involves critical accomplishments and the ability to understand the political underlining of societal and educational fortunes ( Kaplan 1991 as cited in Kubow & A ; Fossum 2003, p. 252 ) . These sorts of critical thought can advance critical inquiries like: What is the purpose of schooling? What are the just instruction and who decides? What is the appropriate balance between educator authorization and answerability? What factors reinforce or hinder teacher professionalism? ( Quoted from Kubow & A ; Fossum 2003, p. 252 ) . The field of comparative instruction continues to specify its individuality and significance in the new thought about instruction, society, colonialism and development. Ideas from post-foundational thought, post-modernism, post-structuralism and post-colonialism, are of great importance in comparative research because they deal with common metanarratives of advancement, modernness, laterality and subordination that there have been the fulcrum of the chief thoughts in comparative instruction. ( Mehta & A ; Ninnes 2003, p.238 ) , Crossley 2002, p.82 ) .Examples of Case surveies:Case study 1: Comparison literacyThe utility of comparative instruction is seen in the figure of different instance surveies. An illustration of a instance survey is ‘Literacy accomplishments in Maltese-English bilingual kids ‘ by Rachael Xuereb ( 2009 ) . The survey examines the reading and phonological consciousness accomplishments in English and Maltese of kids whose female parent lingua is Maltese and 2nd linguistic communication English. A sample of 50 typically developing Maltese kids aging between 8 old ages 0 months to 10 old ages 5 months was chosen to take part in this survey. The kids acquired Maltese as a first linguistic communication within the household and subsequently acquired English as a 2nd linguistic communication through Kindergarten and/or the early school old ages. The participants in this survey attend a church school situated in the south-western portion of the island. Since kids star traveling to school at the age of 5 old ages, the kids have been larning to read in Maltese and besides in English. For the intent of this survey, Maltese reading and reading-related trials were created to parallel the UK and US standardised appraisals. All the kids sat for the novel trials and the standardized trials. Harmonizing to the consequences found by Xuereb, Maltese kids read better in Maltese than in English, which is the linguistic communication of direction in most of the topics. Each kid was tested on the undermentioned steps in both linguistic communications: word and non word reading, non word repeat, spelling, sectioning words and non words elision, rapid naming of letters, Numberss and colorss, frontward memory for figures. Increasing research has addressed this issue for bilingual pupils, in relationship to whether phonological consciousness in the first linguistic communication predicts phonological consciousness in the 2nd linguistic communication ( Quiroga, Lemos-Britton, Mostafapour, Abbott & A ; Berninger, 2002 ) . Studies comparing first linguistic communication and 2nd linguistic communication decrypting accomplishments in readers of different writing systems suggest that these accomplishments are positively correlated and that single differences in the development of these accomplishments can be predicted on the footing of underlying cognitive and lingual abilities such as phonological accomplishments, memory, orthographic cognition and velocity of processing ( Geva & A ; Wade-Woolley, 1998 as cited in Xuereb 2009, p.331 ) . This survey aimed to happen reply for how do Maltese-English bilingual kids perform on reading and phonological undertakings and to verify whether anterior findings of cross-language transportation from first linguistic communication phonological consciousness to reading or to 2nd linguistic communication phonological consciousness be replicated in this sample of Maltese-speaking pupils.Case study 2: Comparing the function of gender and age on pupils ‘ perceptual experiences towards on-line instruction.This survey conducted by Fahme Dabaj, and Havva BaAYak, was conducted in order to inquiry and analyse the perceptual experiences and attitudes of the pupils to online distance instruction by agencies of electronic mail and the World Wide Web as the method of presenting direction through online sheepskin plans offered by Sakarya University in Turkey with regard to their age and gender. The research was based on a questionnaire as a mean of informations aggregation method. The findings of the analysis explained that although the pupils registered to the on-line plan by will, they preference was for the traditional face-to-face instruction due to the trouble of the gestural communicating, their deficiency of ability in utilizing the engineering required, and their belief in traditional face-to face larning more than on-line instruction. The research methodological analysis of this survey used the quantitative statistical methods and techniques such as significance differences, correlativity and the cross-tabulation distribution to happen out if there is a important relationship between the independent and the dependent variable inquiries, mensurating the function of age and gender of pupils towards their perceptual experiences sing distant instruction. The quantitative information was collected by study questionnaire and was analyzed via quantitative statistical methods. All the pupils enrolled in the distance instruction plans and the online classs in the autumn term of the 2005/2006 Academic Year took portion in the research. Sing gender, the consequences proofed that the female pupils have a better consciousness of the on-line instruction contrasting to the male pupils. Sing age, the consequences showed that the older the pupils ‘ penchant moves towards go toing face-to face categories.Case study 3: Comparison different Art methodological analysiss.I besides attempted to do a little comparative survey in which I compared Art methodological analysis adopted in a province school compared with that adopted by the Verdala International School. The Verdala International is a coeducational international school in which foreign pupils resident in Malta can go to. The Art section in this school in based on two Art Programs ; the IG which is tantamount to O ‘ degree test and the IB which is tantamount to the A ‘ degree test. My research was aimed at conveying out the difference in instructors ‘ and pupils ‘ attack towards the topic. The first difference which I pointed out was the degree of organisation in the province school ‘s Art room in comparing with the â€Å" organized † pandemonium that ruled in the Verdala International. Both instructors ‘ response to my remarks about the Art room environment was that it reflects the methodological analysis they adopt towards the topic. Art lessons in the province school are more structured ; pupils have to follow regulations which hinder them from utilizing their imaginativeness freely. In both schools the lessons where introduced in the same mode there was a batch of instructor talk with the instructor orchestrating the whole thing. The kids were merely asked to take part when the instructor asked them for suggestions. The two lessons differed in the manner they developed while in the province school, the pupils followed the traditional method by copying the instructor ‘s illustrations from the whiteboard and were really limited in experimentation, at Vedala international the pupils were much freer to experiment and be originative. The ground was that although the Art course of study of both schools are really similar, the methodological analysis adopted is different. The instructor at the province school believes that in order to â€Å" interrupt the regulations † in Art foremost the pupil has to larn them by utilizing the traditional method – by copying. While Art lessons at the province school are more exams oriented, although at Verdala International they do hold an terminal of twelvemonth trial, the focal point is more on assisting pupils develop originative thoughts. During my observation Sessionss at the province school, which were carried out in the beginning of November, the instructor systematically reminded the pupils about the test. On the other manus at Verdala International the concluding trial was ne'er mentioned. At the Verdala International I besides tried to compare Maltese pupils who have been to a province school and are now go toing Verdala International with foreign pupils who had been go toing to Art categories in their ain states are now at Verdala. The purpose of such comparing was to place pupils ‘ positions of the methodological analysiss used for the instruction of Art in Malta and abroad. The foreign pupils interviewed were from Italy, USA, Sweden, Germany, Russia and England. From the response given it resulted that the conservative Art methodological analysis used in Maltese province schools is really similar to that in Russia and in the early old ages of the in-between school in Germany. Lessons at Verdala International are more similar to those in Italy where the pupils are active participants and able to take determinations on what they should make. While in province schools every lesson planned out by the instructor following the course of study that is to be covered, at Verdala International the lesson is in the signifier of a group treatment. Each pupil decides on a subject that he/she would wish work on and the instructor will ease his acquisition. This manner, different pupils might be working on different undertakings unlike in province schools where everyone would be making the same thing. Maltese pupils prefer more the methodological analysis used at the Verdala International than the Art methodological analysis used in the province school. The research methodological analysis of this survey consisted of observation Sessionss, interviews with pupils both on single bases and in groups, and interviews with four instructors ( one at Verdala International and 3 at province school ) . The figure of pupils that took portion in this survey was 45 pupils ( 22 at Verdala International and 23 at province school ) .DecisionThe comparative instruction country is composed by what research workers declare about its nature, beginnings, intents, hereafters, by the â€Å" truths † people support and by the battle over what made â€Å" true † comparative instruction ( Mehta & A ; Ninnes 2003, p.240 ) . The significance in analyzing this country utilizing rational truth, the working and foreign systems of instruction will ensue in our better fitted to analyze and understand our ain piece helps to widen and intensify our apprehension of the universe it is a manner to progress our entire capacity to believe. As postulated by Sadler: â€Å" If we study foreign systems of instruction exhaustively and sympathetically-and understanding and thoroughness are both necessary for the task- I believe that the consequence on our heads will be to do us value as we have ne'er prized before the good things which we have at place and besides do us recognize how many things there are in our ain instruction systems which need pmt and seeking alteration. † ( Quoted from Bray 2007 pp. 37-38 ) .

Roosevelt v. Hoover essays

Roosevelt v. Hoover essays During the 1930s, the economy was struggling and the main issue was whether or not the government should help out. Hoover tried as much as possible to stay away from government control over the economy and industries. Roosevelt did not want the government to stay out of the economy but to intervene and regulate only to a certain extent. President Franklin D. Roosevelt is commonly thought of as a liberal and President Herbert C. Hoover as a conservative; a statement that is true. In the early 1930s, President Hoover was frantically trying to find an answer to the depression; only he did not want the government to intervene with industries and the economy. Hoover stated in many of his speeches that he was strongly against this issue. In his candidate speech in October 1929 he said It is a false liberalism that interprets itself into the government operation of commercial business. Hoover was a very conservative President and did not like taking risks. President Roosevelt, on the other hand, was a very liberal president. He invested much of the governments money into programs to improve unemployment, and control the economy to help get America back on its feet. During his many years as president, government expenditures and total debt almost doubled. The opinion of the public during the presidencies of Hoover and Roosevelt also thought of Hoover as conservative and Roosevelt as liberal. In one 1931 cartoon, Hoover is shown reaching for a boat containing a struggling economy. Hoover is clinging to a rock trying to save the boat but he is only willing to reach so far. During the Great Depression and its recovery, the United States needed a liberal president to step in and take control of the economy and regulate things until the US got back on its feet. Hoover was not the right man for the job, but Roosevelt did a very good job saving the economy. It is a valid statement that Hoover is conservati...

Basking Shark Winter Migration

Basking Shark Winter Migration Shark scientists have questioned basking shark migration for decades since an article in 1954 proposed that basking sharks, which were hardly seen once cold weather hit, hibernated on the ocean bottom during the winter. A tagging study released in 2009 finally revealed that basking sharks head south in the winter, further than scientists ever dreamed. The basking sharks that spend their summers in the western North Atlantic are not seen in that area once the weather cools. It was once thought that these sharks might spend their winters on the ocean bottom, in a state similar to hibernation. Scientists finally got a handle on this question in a study published in 2009 online in Current Biology. Researchers from the Massachusetts Division of Marine Fisheries and their colleagues fitted 25 sharks off of Cape Cod with tags that recorded depth, temperature and light levels. The sharks swam on their way, and by wintertime, the scientists were surprised to find them crossing the equator - some even went all the way to Brazil. While in these southern latitudes, the sharks spent their time in deep water, ranging from about 650 to 3200 feet deep. Once there, the sharks remained for weeks to months at a time. Eastern North Atlantic Basking Sharks Studies on basking sharks in the UK have been less conclusive, but the Shark Trust reports that the sharks are active all year and during the winter, they migrate to deeper waters offshore and also shed and re-grow their gill rakers. In a study published in 2008, a female shark was tagged for 88 days (July-September 2007) and swam from the UK to Newfoundland, Canada. Other Basking Shark Mysteries Even though the mystery of where Western North Atlantic basking sharks go during the winter has been solved, we still dont know why. Gregory Skomal, the lead scientist in the study, said that it doesnt seem to make sense for the sharks to travel that far south, as suitable temperatures and feeding conditions can be found closers, such as off of South Carolina, Georgia, and Florida. One reason might be to mate and give birth. This is a question that may take awhile to answer, as nobody has ever seen a pregnant basking shark, or even seen a baby basking shark.

Psychology Questions Assignment Example | Topics and Well Written Essays - 250 words

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Population in United Kingdom Essay Example | Topics and Well Written Essays - 500 words

Population in United Kingdom - Essay Example This represent an increase by 35 per cent from the previous year, but this is lower than the net peak in immigration in 2004/2005.The net increase in immigration is due to continuous decrease in emigration. For instance in the year 2009 net emigration decreased by 13 per cent. And almost 20 per cent since the net peak in 2008.9(Office of National Statistics-Quarterly report, 2011) Declining net emigration occasioned the increase in the net immigration by British citizens was 30000 as at June 2010, compared with 61000, June 2009.This was the rock bottom of net emigration of British nationals since 2001 and a decline from peak of net British emigration of around 130000 in 200/2007. Mean while the net immigration by non British nationals was 225000 in the year to June 2010, up to 23 per cent on the year to June 2009, but lower than the peaks of over 300000 seen in 2004 and 2007.In the year to June 2010, 11.4 percent of the UK population were non-UK born. Non-UK population made up 7.2 pe rcent of UK population in the year to June 2010. (timesofindia.indiatimes.com, 2011) The likely reason for many immigrants in the UK to stay for more than 12 months is education, work or look for a job. People of India subcontinent were given the highest settlement in UK.